Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Melissa Vosen Callens; James Nyachwaya, North Dakota State University; Emily A. Berg, North Dakota State University; Jared Ladbury, Minnesota State University Moorhead; Paul Kelter, North Dakota State University

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NSF Grantees Poster Session

mechanization and post-harvest maize production in Wang’uru, Kenya and Iganga, Uganda. She also served for four years in the U.S. Navy aboard the USS Sacramento (AOE-1) as an Interior Communications Electrician.Dr. Melissa Vosen Callens, Melissa Vosen Callens is currently an assistant professor of practice in instructional design and commu- nication at North Dakota State University, Fargo. Her areas of research and teaching interest include Popular Culture and Online Education. Her writing can be found in The Ultimate Walking Dead and Phi- losophy, English Journal, Communication Teacher, Hollywood Heroines: The Most Influential Women in Film History, and A Sense of Community: Essays on the Television Series and Its Fandom

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer M. Case, Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa Benson, Clemson University; David A. Delaine, The Ohio State University; Shawn S. Jordan, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Susan M. Lord, University of San Diego; Rhonda Papp, University of San Diego; Edward Tyler Young, The Ohio State University; Yevgeniya V. Zastavker, Olin College of Engineering

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Diversity, NSF Grantees Poster Session

student from another institution, working under thesupervision of his doctoral advisor, joined this project as additional researcher. This student’sdissertation will study American Indian populations in an engineering education context,therefore this project serves as a pilot analysis that will inform his dissertation design. Anotherresearcher, who is a member of Diné community and graduated with her Bachelor’s degree inMay 2022—also joined this project. Both are working in conjunction with the first researcher,who provided them with the dataset from the original study after de-identifying it. This projectoffers significant guidelines for conducting SDA with marginalized populations, and engagesdeeply with emerging ethical questions, such as

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University, Polytechnic campus; Claire Y. Yan, University of British Columbia, Okanagan

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NSF Grantees Poster Session

support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Dr. Ying-Chih Chen, Arizona State University Ying-Chih Chen is an assistant professor in the Division of Teacher Preparation at Mary Lou Fulton Teachers College at Arizona State University in Tempe, Arizona. His research takes two distinct but interrelated paths focused on elementary students’ learning in science and engineering as well as in-service science teachers

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

process. To encourage critical consciousness and reflective dialog amongthe grant planning team, we first developed a set of meeting and discussion norms, Table 1,to govern how we interact with each other. We have also worked with a campus program(***name redacted) designed to provide research opportunities and mentoring for studentsfrom marginalized groups to recruit three student researchers to the project. Table 1. Group norms and behaviors. Qualities and Aspirations Practices and Traditions We intend to….. We intend to ….. Practice unconditional positive regard Check-in at the beginning of each meeting Share leadership and prioritize collective

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

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NSF Grantees Poster Session

Teacher Education 48 (1).25. McNeil, J.D. (1990). “Curriculum: A comprehensive introduction.” Boston: Little, Brown and Co.26. Shulman, L. S. (1986). “Those who understand: Knowledge growth in teaching.” Educational researcher, 15(2), 4-14.27. Wiggins, G. P., & McTighe, J. (2005). “Understanding by design.” Association for Supervision & Curriculum Development.28. National Research Council. (2011). “Promising Practices in Undergraduate Science, Technology, Engineering, Page 26.664.11 and Mathematics Education: Summary of Two Workshops.” Washington, DC: The National Academies Press.29. Freeman, S., Eddy, S. L

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato

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NSF Grantees Poster Session

seminars include large and small group discussion aswell as guest presentations from other university faculty and staff, industry partners, or alumnischolars. This adaptive structure is motivated by best educational practices, especially for adiverse STEM community.5-11 Weekly assignments, such as resume building, personality stylesassessments, and personal and professional goal setting are designed to promote studentengagement and reflection and help scholars develop professional skills.Community development between the scholars is fostered through team building activities earlyin the semester that focus on communication, teamwork, and leadership styles. Summarydiscussion and debriefing methods help transfer this learning to improve group

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

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NSF Grantees Poster Session

focuses on the development of scientific discourse among k-12 students in a context of perpetual STEM reform. He conducts sociocultural research to examine learning in science classrooms, with a particular emphasis on engaging students with histories of academic failure. He also researches teachers’ beliefs and practices regarding Science-Technology-Engineering-Mathematics (STEM) innovations and their impact on the youth of today. His research has demonstrated that transformative and culturally relevant pedagogy along with mobile technology, live data collection, and citizen science approaches can engage marginalized students for improved STEM expertise. Among other projects, he has investigated how engineers in higher

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Jarek, University of Tennessee; Rachel McCord Ellestad, University of Tennessee, Knoxville; Cory Hixson, Colorado Christian University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

coordinating institution, a better understanding ofprogram logistics, and new and strengthened professional relationships. We discovered a numberof challenges associated with providing intensive professional development opportunities tograduate students, including timing of experiences relative to degree progress, loss of connectionto the home research community, and financial impact, especially as it relates to travel andhousing.While a search of existing literature in professional development in higher education hasprovided best practices for existing programs, there is little to no available research highlightingbarriers that exist to offering different types of professional development opportunities tograduate student populations. These barriers

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Virginia Tech; Brianna Benedict McIntyre, Virginia Tech; Nicole Adia Jefferson, Virginia Tech

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Diversity, NSF Grantees Poster Session

. Theseresearch efforts will inform the development of the three educational outcomes of theproject—an impact playbook that translates research findings into practice use, exchanges withthe engineering education community (e.g., dean’s council, townhall discussion with associateengineering professors, and graduate engineering education webinar series), and partnershipswith Virginia Tech’s College of Engineering and College of Science to implement best practicesfound in the playbook. A detailed description of the research design can be accessed in theprevious executive summary [10].Year 2 Research Activity SummaryWithin the past year, we focused on engaging in professional development activities to buildcapacity in storytelling and research-practice

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Elena Nicolescu Veety, North Carolina State University; Pam Page Carpenter

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Diversity, NSF Grantees Poster Session

research space. ● Networking & Pitching Workshop – The importance of networking is highlighted along with tips and guidelines for building and maintaining your professional network both online and in face-to-face settings. Students practice their skills through guided hands-on activities and a mock networking session. Students also prepare and practice delivering a 90 second elevator pitch of their project. ● Preparing for Graduate School – In this session students learn about the opportunities for graduate school funding such as the NSF Graduate Research Fellowship Program. The activity includes a discussion of best practices for preparing for graduate school including finding the right advisor and research

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Nadia N. Kellam, Arizona State University; Vanessa Svihla, University of New Mexico; Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Jemal Bedane Halkiyo P.E., Arizona State University

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NSF Grantees Poster Session

. In doing so, he focuses on Engineering education policies and practices in teaching learning processes, assessments, laboratories and practical internships. Mr. Halkiyo has been teaching different Civil En- gineering courses at Bule Hora University, Ethiopia, where he also served as a department head, and conducts various research and community projects. American c Society for Engineering Education, 2021 Powerful Change Attends to Power RelationsIntroduction & BackgroundWhile changing engineering departments to become more inclusive and equitable is a commongoal, research repeatedly confirms that such change is rare. Notably, change efforts

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas Tretter, University of Louisville; Olfa Nasraoui, University of Louisville; Kyle Dylan Spurlock; Breanna Graven, University of Louisville

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Diversity, NSF Grantees Poster Session

computational thinking-based science learning,” Research and Practice in Technology Enhanced Learning, vol. 11 no.1, p. 13, 2016.[10] K. Brennan, and M. Resnick, “Using artifact-based interviews to study the development of computational thinking in interactive media design,” Paper presented at annual American Educational Research Association meeting, Vancouver, BC, Canada. 2012.[11] A. Repenning, D. Webb, and A. Ioannidou, “Scalable game design and the development of a checklist for getting computational thinking into public schools,” In Proceedings of the 41st ACM technical symposium on Computer science education, pp. 265-269, March 2010.[12] P. Sengupta, J. Kinnebrew, S. Basu, G. Biswas, and D. B. Clark

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; Marc Edwards, Virginia Tech

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NSF Grantees Poster Session

Paper ID #8224Learning to Listen: An Ethnographic Approach to Engineering Ethics Edu-cationDr. Yanna Lambrinidou, Virginia Tech Dr. Yanna Lambrinidou is a medical ethnographer and adjunct assistant professor in the Department of Science and Technology Studies (STS) at Virginia Tech. For the past 6 years, she has conducted research on the historic 2001-2004 Washington, DC lead-in-drinking-water contamination. This work exposed wrongdoing and unethical behavior on the part of local and federal government agencies. In 2010, Dr. Lambrinidou co-conceived and co-taught the new graduate level engineering ethics class ”Engineering

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Fang Tang, California State Polytechnic University, Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University, Pomona; Erika DeJonghe, California State Polytechnic University, Pomona

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Diversity, NSF Grantees Poster Session

projects at Cal Poly Pomona. TheREU site has so far hosted a total of 31 diverse group of students for 8-10 weeks of summer searchduring the three year period, with the projects focusing on research on the Dynamics and Controlof UAVs, Collision Detection and Avoidance System for UAVs, Artificial Intelligence, ComputerVision, Navigation in GPS-Denied Environments, and Flight Test experience. Another goal is toattract students from community colleges to STEM programs at 4-year institutions and encouragethe participants to pursue their studies for graduate degrees.The paper discusses the effectiveness of the Program in meeting its goals and objectives and onstudent success. The Program has been tracking the participants. Most of the participants are

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Jacqueline Gartner Ph.D., Campbell University; David B. Thiessen, Washington State University; MD SHARIFUL ISLAM, Washington State University; Talodabiolorun Anne Oni, Washington State University

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NSF Grantees Poster Session

be actively engagedwhile only a very small number of students, 15%, report being passive while using the LCDLM.Following the ICAP framework responses, more than 80% of participants indicated the LCDLMactivities foster meaningful forms of engagement, i.e., Interactive, Constructive, and Active,making them more engaged in the classroom.Figure 1: Student’s self-report responses on use of the LCDLMs related to I.C.A.P.Best Practice Impact on Conceptual UnderstandingDouble PipePreliminary data on improvement in conceptual understanding for the best practice use of thedouble pipe heat exchanger show considerable growth in contrast to previous results. Data inFigure 2 were collected from students (N = 83) from four different universities. There

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College; David Jonathan Woehr, University of North Carolina Charlotte

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NSF Grantees Poster Session

Study 4 and Study 5 into a singleprotocol. See below.Study 5: Frame-of-reference training makes participants better team membersPurpose of study: This study explores the effect of cognitive model development (measured by aknowledge test as in Study 2) on team performance and team-member effectiveness. Trainingmembers of teams to develop a more accurate cognitive model of teamwork should increaseteam performance, team cohesion, team self-efficacy, and satisfaction, and reduce team conflict.Status of study: Participants were recruited to the experimental and control groups at UNCCharlotte and Purdue University for lab studies, and the results of that work are being published.A significant research protocol was designed, developed, and launched at

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

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Diversity, NSF Grantees Poster Session

need to research and implement innovative interventions for retention andcareer readiness of underrepresented students in science, technology, engineering andmathematics (STEM) [1,2]. In 2017, a four-year curriculum was developed to elevate an existingsupport program for undergraduate women in STEM into an academic honors program. Thisrenewed Women In Science and Engineering (WISE) Honors program at Stony BrookUniversity (SBU), a public research institution, recruited its first new cohort in 2018. Thepurpose of this paper is to present formative findings of the research and evaluation plans thatexamined the effectiveness of one of the new courses, WSE 381: Service Learning in STEM.Theoretical FoundationHigh-impact practices, the educational

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Hurst, UMBC; Shawn Grimes, Digital Harbor Foundation; Darius McCoy, Digital Harbor Foundation; Nicholas Carter, UMBC; William Easley, University of Maryland, Baltimore County; Foad Hamidi, University of Maryland, Baltimore County; Gabrielle Salib, University of Maryland, Baltimore County

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NSF Grantees Poster Session

Technology.Ms. Gabrielle Salib, University of Maryland, Baltimore County Gabrielle is a senior undergraduate student at the University of Maryland, Baltimore County studying Human-Centered Computing through the Interdisciplinary Studies Department. She’s a member of the Prototyping and Design Lab at UMBC under the mentorship of Dr. Amy Hurst, researching the potential uses of 3D printing and modeling in education. Upon graduation in May, she plans to continue pursu- ing research involving children’s interactions with technology and how technology could be designed to continue to enable children’s natural sense of creativity and sociability. c American Society for Engineering Education, 2017NSF

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

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NSF Grantees Poster Session

of digital technologies in education: A review,” Sustainable Operations and Computers, vol. 3, pp. 275–285, 2022.[18] K. Luxem, J. J. Sun, S. P. Bradley, K. Krishnan, E. Yttri, J. Zimmermann, T. D. Pereira, and M. Laubach, “Open-source tools for behavioral video analysis: Setup, methods, and best practices,” eLife, vol. 12, p. e79305, Mar 2023.[19] J. Schwenzow, J. Hartmann, A. Schikowsky, and M. Heitmann, “Understanding videos at scale: How to extract insights for business research,” Journal of Business Research, vol. 123, pp. 367–379, 2021.[20] R. Li, A. Lund, and A. Nordsteien, “The link between flipped and active learning: a scoping review,” Teaching in Higher Education, vol. 0, no. 0, pp. 1–35, 2021.[21] J. L. Jensen

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Bassam H Matar, Chandler Gilbert Community College

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Diversity, NSF Grantees Poster Session

institutions, and finally, promoting the employment of reconfigurableelectronics graduates. I. IntroductionIn general Programmable Logic Devices and FPGA-based re-programmable logic design becamemore attractive as a design media during the last decade, and as a result, industrial use of FPGAin digital logic design is increasing rapidly. Considering the following technology trend inindustry, the need for highly qualified logic designers with FPGA expertise is at high demand.According to the United States Department of Labor, the job outlook is on the rise and willcontinue to expand for at least the short- to medium-term future [1]. To respond to the industryneeds for FPGA design skills, universities are updating their curriculum with courses

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; James Franklin Wysong Jr., Hillsborough Community College; Peter Stiling, University of South Florida; Gerry G. Meisels, University of South Florida; Robert L. Potter, University of South Florida

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NSF Grantees Poster Session

, and has led the development of the project ”Systemic Transformation of Education Through Evidence-based Reforms”, which he submitted to NSF; it was approved by NSF in 2015 (NSF-DUE 1525574). He now serves as PI of this 5-year, $3,000,000 IUSE project that seeks to get faculty in a research intensive university to adopt evidence-based teaching practices, and to change the system to one that values and rewards both teaching and research, with an end result of increasing graduation rates and numbers in the STEM disciplinesDr. Robert L Potter, University of South Florida c American Society for Engineering Education, 2019

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Ron Eaglin, Daytona State College; Sam Ajlani; Mori Toosi; Sidney E Martin III, Saint Petersburg Junior College; Richard Gilbert, University of South Florida; Susan Frandsen

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NSF Grantees Poster Session

for a total of threetimes. The board is reviewing two different sets of curriculum issues. First, the competencies andskills related to the advanced technologies utilized and applied by manufacturers undergoingSterling Business Excellence evaluations. This evaluation is used to identify and recognize high-performing manufacturers in Florida and Georgia and showcase their best business and/ortechnology practices. Second, the competencies associated with the new Advanced Automationspecialization. A SETIAB webpage has been created to facilitate communications and thesharing of documents and to motivate brainstorming and networking among members(https://flate.site/setiab/).Post AS-CurriculumThis research aimed to produce an Advanced Technical

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Simone E Volet, Murdoch University, Perth, Australia; Marja M.S. Vauras, University of Turku; Debra May Friedrichsen, Unaffiliated; Gavin Tierney, University of Washington

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NSF Grantees Poster Session

currently studying productive disciplinary engagement in thesetypes of learning environments. Productive disciplinary engagement occurs when learners usethe discourses and practices of the discipline in authentic tasks in order to “get somewhere”(develop a product, improve a process, gain better understanding of a phenomenon) over time.4,5Productive engagement in meaningful, authentic activity is essential for motivation and progresstoward flexible, adaptive expertise in STEM, but learning systems that support it are complexand difficult to scale. Such systems are usually studied and designed in single contexts (e.g., highschool environmental science classrooms, engineering design projects), so the knowledgegained, though rich, is difficult to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette; Bunmi Babajide, Purdue University, West Lafayette; Anastasia Marie Rynearson, Purdue University, West Lafayette

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NSF Grantees Poster Session

!This study explores the student learning of engineering design practices and engineering thinkingskills as a result of one commonly suggested model for implementation, which includesintegrating engineering content and practices with science, mathematics, and/or STEMinstruction5, 11, 12.The research question that is guiding this study is: What evidence of students’engineering learning is present during the implementation of an elementary literacy and STEMintegration unit?BackgroundSTEM integration in the classroom is not yet a well-defined construct. For this research, we takeSTEM integration to require that engineering is the integrator of the STEM subjects and thateach subject has a meaningful role in the STEM integration curriculum

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #10163Informal Pathways to Engineering: Preliminary FindingsDr. Monica E Cardella, Purdue University, West Lafayette Monica E. Cardella is an Associate Professor of Engineering Education at Purdue University and the Director of Informal Learning Environments Research for INSPIRE (the Institute for P-12 Engineering Research and Learning). She has a BSc in Mathematics from the University of Puget Sound and an MS and PhD in Industrial Engineering from the University of Washington. Her research focuses on: par- ents’ roles in engineering education; engineering learning in informal environments; engineering design

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erica Cline; Menaka Abraham; Sarah Alaei; Heather Dillon, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Jutta Beneken Heller; Zaher Kmail; Seung-Jin Lee, University of Washington, Tacoma; Eva Yihua Ma; Marc Nahmani; Amanda K Sesko; Ka Yee Yeung

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NSF Grantees Poster Session

(traditional ‘apprentice model’) research capstone experiences.ii. Introduction to Engineering.Offered for the first time this year, this course leverages evidence-based practices fromengineering education to engage students in hands-on experiences and learning, modeled on thesuccessful coffee-based class pioneered at UC Davis [57] and used at several other universities(Tufts University, 2020; Virginia Commonwealth University, 2020). It is intended to enhancestudent retention, as seen in other well-designed first year engineering courses [58], [59]. Inaddition to providing students a glimpse into the various concepts in engineering, the course wasdeveloped to create a sense of community and also provide a support structure for studentswanting to

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott W Campbell, University of South Florida; Sylvia W. Thomas, University of South Florida; Venkat R. Bhethanabotla, University of South Florida

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Diversity, NSF Grantees Poster Session

scores for the Fundamentals of Materials Science and Engineeringcourse, and provide a summary of translational activities resulting from participation in this site,including information on the number and diversity of students impacted from these activities.Introduction“It is a sad reality that other young students from across the globe are clamoring to be admittedinto engineering schools, yet U.S. students, who spend much of their day talking on cell phonescreated by engineers, driving cars designed by engineers, and surfing the Internet made fasterand more engaging by engineers, are passing us by for other opportunities.” – Geoffrey C.Orsak1.While many educators or workers in STEM disciplines might nod in agreement at that statement,they might

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College

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Diversity, NSF Grantees Poster Session

positive impacts. This paper intends to share findings from the threecohorts of students served by the SEECRS program, and to identify how findings can be utilizedto inform similar support structures at STEM support programs going forward.MethodsThe SEECRS project relies on both formative and summative evaluations from an externalevaluator that includes student surveys and student focus groups. This paper intends to share outintermediate findings of a much larger investigation that will utilize hierarchical linear modelingto analyze the impacts of the program on three cohorts of students when compared to a peergroup not enrolled the SEECRS program. The research group, is currently collecting retention,success (GPA), graduation, and transfer data

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University; Richard . Layton, Rose-Hulman Institute of Technology

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Diversity, NSF Grantees Poster Session

National Science Foundation (NSF). Dr. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including serving as General Co-Chair of the 2006 Frontiers in Education (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Edu- cation. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education and the 2011 Best Paper Award for the IEEE Transactions on Education. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research.Dr. Matthew W. Ohland, Purdue University

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming; Mason Johnson, University of Wyoming

Tagged Topics

NSF Grantees Poster Session

and cognitive amplifications of computational code; 4. The role of disciplinarily grounded, normative instructional approaches (e.g., socio-mathematical norms) in refining computational modeling; 5. Reframing coding and modeling as designing for an authentic audience; 6. The importance of using both visual and text-based programming languages for longer-term curricular integration (p. 29-30);Literature ReviewAn NSF ’Researcher Practitioner Partnership - RPP’ must showcase strong partnerships, and thisis a challenging and purposeful task. As such, the WySLICE team relies on the work of theResearch + Practice Collaboratory (researchandpractice.org) and the extensive work of thePI-Team’s Burrows and Borowczak.The ”...educational