Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Jennifer Blue, Miami University

Tagged Topics

NSF Grantees Poster Session

, J. A. Hicks, W. Davis, and R. Smallman, “Free will, counterfactual reflection, and the meaningfulness of life events,” ​Social Psychological and Personality Science​, vol. 6, no. 3, pp. 243–250, 2015.[7] M. D. Alicke, J. Buckingham, E. Zell, and T. Davis, “Culpable control and counterfactual reasoning in the psychology of blame,” ​Pers. Soc. Psychol. Bull.​, vol. 34, no. 10, pp. 1371–1381, Oct. 2008.[8] K. Epstude and N. J. Roese, “The functional theory of counterfactual thinking,” ​Pers. Soc. Psychol. Rev.​, vol. 12, no. 2, pp. 168–192, May 2008.[9] P. M. Gollwitzer and V. Brandstätter, “Implementation intentions and effective goal pursuit,” ​J. Pers. Soc. Psychol.​, vol. 73, no. 1, pp. 186–199, 1997.[10] P. M

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

externally through the differentstages of the project. From an internal perspective, we have been intentional in reflecting onteam process, team dynamics, and team structure so that we modify and adapt as necessary tomaximize performance. From an external perspective, we are intentional to recognize and beresponsive to changes that happen in the larger ecosystem, i.e., our institution and professionalcommunity, within which we are situated.We are nearing completion of foundational aspects of the project and are transitioning during thepivotal year three to new focus areas and different phases of work. This paper provides asummary of our progress to date regarding meeting the project objectives, in addition to recentadjustments made to support our

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Stephen B. Knisley PhD, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University

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NSF Grantees Poster Session

knowledge was a moredistal motivator operating through self-efficacy and identity (Figure 1). The current study usesnewly gathered student data to pursue two objectives. The first objective is to use this newsample data to assess the cross-sample reliability and validity of the Engineering Values Scale(EVS), Engineering Self-Efficacy Scale, and Engineering IDentity Scale (EIDS). The secondobjective is to apply the same information-based approaches to modeling and inference to furtherassess the plausibility of a range of causal models possibly confirming the model identified inStage 1 (Fig. 1), or refining it to reflect new information gained. Thus, the first objective is tofurther confirm the validity and reliability of the scales, and the second

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Alisa Zornig Gura; Jay B. Brockman, University of Notre Dame; Aliah Rayna Carolan-Silva, Horizon Education Alliance; Sara Boukdad, University of Notre Dame; Juan Carlos Alarcon

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NSF Grantees Poster Session

the translation and the number of constraints, informationgained from this exploration is conditional, with continued dialogue and sense-making withcommunity and institutional partners regarding amendments over time.The model, now referred to as the Community-Engaged Educational Ecosystem Model (C-EEEM, pronounced ‘seam’), has been refined from the original design into core elements andcritical factors using data collected through survey, interview, reflection, and observation fromstudents, community partners, or program managers. In its final year of an initial NSF ImprovingUndergraduate STEM Education grant, researchers are bringing the C-EEEM into another city inthe region as a prelude to scaled replication. Although researchers are

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida; Gretchen A. Dietz, University of Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

received much attention in recent yearsdue to its lack of diversity and the toxic culture in these companies. The United States populationis 13% Black, but this representation is not reflected in the technology workforce. In fact, fewerthan 5% of tech company employees identify as Black. These factors lead many Blackemployees to leave, costing companies billions of dollars to fill their positions–not to mentiontheir perspectives and expertise. The lack of diversity can also affect worker wellbeing,productivity, and innovation. To interrogate this issue, our study examines the experiences ofBlack engineers through their own narratives. We aim to interview 40 engineers within thetechnology industry to understand their working conditions. The

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

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NSF Grantees Poster Session

theprogram, and had provided parental consent and student assent to participate in research. Of thissample, 53.3% were female; 60.6% were non-white; and 30.2% were first-generation students.Further, 77.1% of students reported that neither parent was an engineer. As such, this sampleaccurately reflects the target population our program aims to serve.Results Descriptive statistics revealed that the sample reported awareness, interest, enjoyment,opinion formation, and understanding of engineering that centers on the median of the scale(range = 8-27, M = 15.55, SD = 4.47). This finding suggests that high school students in thecurrent sample have average to low understanding of engineering as a potential career field.Descriptive statistics also

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erin Elizabeth Pepe, Rowan University; Stephanie Farrell, Rowan University; Kauser Jahan P.E., Rowan University; Cheryl A. Bodnar, Rowan University; Ashley Ferrante, Rowan University; Adam Anthony Cavallaro; Samantha K. Price; Jeffrey E. Dobkowski, Rowan University; Zachery Dean Miller, Rowan University

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NSF Grantees Poster Session

bemisunderstood and ignored. It is crucial for engineers to be able to communicate their ideas toprofessionals outside of the technical realm such as humanitarians, politicians, and financialadvisers. The humanitarian education of engineering students is useless without the ability tocommunicate their globally conscious ideas and environmental concerns. To combat this, oral andwritten communication skills are incorporated into the curriculum using technical reports, oral-presentations, and reflective essays. After each experiment, it is suggested that a written report iscompleted as well as periodic reflective essays that ensure students are making a connectionbetween the technical experiments and their humanitarian aspects.3.4 Curriculum

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Joseph J. Rencis P.E., Tennessee Technological University; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Mouchumi Bhattacharyya, University of the Pacific; Kevin Leigh Webster Jr.; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University

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NSF Grantees Poster Session

)** (MBTI; p = 0.114, MWp = .046)Machining Analysis Spring 32.41** Extrovert (N=10) > Introvert (N=8)* UoP 20 65.9 87.3 (MBTI; p = 0.034, MWp = .055)during Chip Formation 2013 (p < 0.001) Active (N=14) > Reflective (N=4)* (ILS; p = 0.024

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jane Gage Stout, Computing Research Association; Neslihan Burcin Tamer, Computing Research Association

Tagged Topics

Diversity, NSF Grantees Poster Session

identification: whereas belonging reflects one’s perceived fit within a group orentity, identification reflects the subjective importance one places on being a member of the group orentity. Domain identification is important because when it is high, positive outcomes are self-relevantand rewarding, thereby motivating achievement. 8, 21, 22, 29Importantly, research indicates that women’s engagement in quantitative fields tends to be low whenwomen endorse negative stereotypes about their group. For instance, one line of research indicates thatthe more women endorse negative stereotypes about their group’s ability in the physical sciences, theless they feel like they belong, and the lower their self-efficacy therein. 33 This work indicates that

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Lisa Benson, Clemson University; Catherine D. McGough, Clemson University; Michelle Cook

Tagged Topics

NSF Grantees Poster Session

; average age 20.9 ± 1.96 years) drew from majorsin engineering (47%), mathematics (10%) and science (41%). Applicants had an average GPAof 3.39 ± 0.45 and were mostly upperclassman: 31% seniors, 31% juniors, 24% sophomores, and2% freshman; 12% did not to report class standing. Six applicants (11.7% response rate) completed the electronic questionnaire. Studentsindicated that they sought teaching experiences to gain experience for their future (either in theirSTEM field or in education), to help others, or for self-development (including self-reflection orincreasing income). Three students did not feel that they had a sense of belonging in theircurrent departments. Students perceived teachers to possess strong social skills and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Christina A. Foy, University of New Haven; Pedro S. H. Kim, University of California, Berkeley; Emi Okada Okada, University of California, Berkeley; Audrianna V Rodriguez, University of New Haven

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Diversity, NSF Grantees Poster Session

academic study revealed thatoverall there was a higher level of professional identity among military academy studentscompared to public and private university students, and that military cadets more readily providedexamples of identity development, such as basic training, ROTC, and reflection. The authorsconcluded that providing opportunities for engineering students to work together on challengingtasks is important to develop engineering identity.Recently, Meyers et al(9) used stage theory as a framework for modeling engineering identitydevelopment among engineering students. The study consists of an electronic survey askingengineering students in a medium-sized private university if they consider themselves as engineers,and asking them to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Lisa Huettel, Duke University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

both were chosen because they were good collaborators.Figure 2 illustrates the institutional diversity of our participants, using “size of institution” as aproxy measure. There were participants from small- and mid-sized public and privateuniversities, as well as from very large public universities. The majority of our participants camefrom institutions with between 10,000 and 20,000 students, potentially reflecting the distributionof engineering faculty and students more generally. Page 24.1359.3Figure 1. Locations of home institutions for Circuits VCP participants. University Enrollment 7

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; Michael Orr, The University of Texas at Austin; Kevin Leigh Webster Jr.; George Turvey, Graduate Research Assistant ; Mouchumi Bhattacharyya

Tagged Topics

NSF Grantees Poster Session

32.41** Extrovert (N=10) > Introvert (N=8)* UoP 20 65.9 87.3 (MBTI; p = 0.034, MWp = .055)during Chip Formation 2013 (p < 0.001) Active (N=14) > Reflective (N=4)* (ILS; p = 0.024, MWp = .061)Power Analysis of Spring

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tonatiuh Rodriguez-Nikl P.E., California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Adel A Sharif, California State University, Los Angeles; Gisele Ragusa, University of Southern California

Tagged Topics

NSF Grantees Poster Session

barriersbetween subjects are broken down, each subject adds a new dimension to the students’ view. Asa result, learning becomes more meaningful7, abstract concepts gain physical meaning, andstudents become more engaged. As meaningful connections among different subjects areexplored, a holistic view is formed, which reflects the world as students know instead of onedescribed in abstract theories.There is an overwhelming evidence for effectiveness of integrated teaching in the literature.Discussions on the importance of integration, reviews of most significant accomplishments todate and the corresponding conclusions, with further suggestions for future initiatives werereported by Froyd and Ohland8. A study of the long-term effect of adopting

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Stephanie A. Claussen, Colorado School of Mines; David H Torres, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

from the Reflective and Perceptual sub-scales of the instrument.14• Moral Disengagement: 24 item scale that measures eight interrelated moral disengagement mechanisms.15Engineering Ethics Scenarios: • Ethics Knowledge Questions: We are using the same five knowledge/scenario questions that were employed in the earlier SEED research project.16-17 The format of these items is similar to questions that appear on the Fundamentals of Engineering (FE) exam. They are multiple- choice format; each has a preferred answer. • Engineering Ethics Scenarios: We have adapted three situational-judgement situations focused on ethical issues in engineering practice adapted from prior work by Jesiek et al.18 Each multiple-choice question

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cassandra J. Groen-McCall, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Ashley Shew, Virginia Tech; Denise Rutledge Simmons P.E., University of Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

and the ways in which this identity is influenced by students’ academic relationships, events, and expe- riences. Dr. McCall holds B.S. and M.S. degrees in Civil Engineering from the South Dakota School of Mines & Technology.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University at West Lafayette; Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University at West Lafayette; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, NSF Grantees Poster Session

assessing student effectiveness during each phase of student development[8], [10]. While these models reflect best practices in team development and consider ways tocreate diverse teams that support underrepresented students, they have not adjusted theirpractices to measure the ways students are or are not making engineering environments moreinclusive. This focus is especially vital as ABET has made explicit changes to its criteria thatmake creating an inclusive teaming environment an essential skill for engineers [12]. In responseto these calls for change, research has begun to understand how engineering teaming experiencescan be more inclusive [13]-[22].Adding to this literature, our research examines how students interact in diverse teams to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicholas David, Iowa State University; Suman Debnath, Purdue University; Munadir Aziz Ahmed; Dionysios C. Aliprantis, Iowa State University; Maryam Saeedifard, Purdue University

Tagged Topics

NSF Grantees Poster Session

several activities that appeal to all learning styles 11. The course was designed around an inquiry-based learning process that follows four basic steps: (i) concrete experience using a real-world example; Page 23.422.2 (ii) abstract conceptualization with “just-in-time” analytical theory; (iii) reflective obser- vation via a team assignment; and (iv) active experimentation in the laboratory. • At Chalmers University of Technology in Sweden, an experiment has been devised to engage graduate-level (MS) students in designing a power electronic flyback converter 12. The experiment is based on the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, University of Houston (CoE); Sukesh K. Aghara, Prairie View A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Reza Toossi, California State University, Long Beach; Anthony R. Kovscek, Stanford University; Mehmet Ayar, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Don R. Gilman P.E., Texas A&M University; Dennie L. Smith, Texas A&M University; Timothy Allen Robinson, Pennsylvania State University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

the authors and do not necessarily reflect the views of the National Science Foundation. Page 25.901.9References 1. Bransford, J. D., Brown, A. L., & Cocking, R. R., (2000). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press. 2. National Academy of Engineering (2004). The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academy Press. 3. Toossi, R., (2011). Energy and the Environment: Choices and challenges in a changing world. Los Angeles, CA: Verve Publishers. 4. Aubrecht, G. J., (2006). Energy: Physical, environmental, and social impact

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Eva Schiorring, STEMEVAL; Sean Marc Gottlieb, Allan Hancock College; Sarah Hulick, Cabrillo College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

Tagged Topics

Diversity, NSF Grantees Poster Session

analyzing alliance Embedded Tutor data.In addition, the authors are indebted to Dr. Jane Lehr, Director, Office of Student Research,Director, CSU-LSAMP at Cal Poly, and Professor, Ethnic Studies and Women’s, Gender &Queer Studies, California Polytechnic University San Luis Obispo.The project team also appreciates the assistance of Briante Meeks, Grants AdministrativeAssistant, Allan Hancock College, for general support of the project.This material is based upon work supported by the National Science Foundation under AwardNo. 2110112. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.7. References[1] Foundation

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

required lecture nuggets. The hands-on part of the course is seen as the primaryfunction of the class, which is in contrast to cases where laboratory exercises are seen as a sideeffort of the class or something required for accreditation. Students are motivated by theavailability of time to work through technical issues as a community with their design systemphysically present.These project-based assignments tend to focus on higher-level learning, particularly synthesis /creation and reflection of the measured results. Each project is written in IEEE format with a hardpage limit (e.g. 4 or 9 pages) depending on the exercise particularly to require students tofine-tune their submission and encourage reflection on the hands-on experience

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University; Michael S Thompson, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Figure 3). We haveadapted the language used in the literature, replacing the term ‘capability’ with ‘opportunity’ and‘functioning’ with ‘achievement’ since this makes the framework more approachable forengineering educators. The list below comprises our working definitions: • Opportunities (capabilities) are a person's real freedoms or affordance to achieve a life they desire, including their capacities—both innate and learned—and the beings and doings that contribute to their identity. • Outcomes are included since they represent the current paradigm. They are educational milestones that reflect goals of the program and processes students go through in engineering education. • Achievements (functionings

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Valentina Kuskova, University of Notre Dame; Nitesh Chawla; Sugana Chawla, University of Notre Dame; Danielle Wood, University of Notre Dame; Ann-Marie Conrado, University of Notre Dame

Tagged Topics

Diversity, NSF Grantees Poster Session

summers (2022, 2023) of dataenabled researchers to examine the impacts of the C-EEEM on smaller subgroups by aggregatingthe two cohorts, thereby increasing statistical power.In the first year of the C-EEEM replication (2022), researchers began with data collectionprotocols and instruments developed in the original pilot at the University of Notre Dame, whichwere then modified slightly [1, 4, 5, 18-21]. Instruments included weekly check-in surveys forteam feedback, prompts to encourage reflection on the experiences, and the main post-internshipsurvey instrument. The original instruments reflected researchers’ consistent interest of theimpact of the C-EEEM on STEM-learning experiences for students generally andunderrepresented groups in particular

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Topics

Diversity, NSF Grantees Poster Session

replication (2022), researchers began with data collectionprotocols and instruments developed in the original pilot at the University of Notre Dame, whichwere then modified slightly [1, 4, 5, 18-21]. Instruments included weekly check-in surveys forteam feedback, prompts to encourage reflection on the experiences, and the main post-internshipsurvey instrument. The original instruments reflected researchers’ consistent interest of theimpact of the C-EEEM on STEM-learning experiences for students generally andunderrepresented groups in particular; these integrated considerations informed by research onhigh impact practices for STEM motivation and retention, as well as those for facilitatinginnovation ecosystems and place attachment [3-12, 22, 23

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Todd Jeffrey Freeborn, The University of Alabama; Sarah T Dunlap, The University of Alabama; Debra Moehle McCallum

Tagged Topics

NSF Grantees Poster Session

a reflection to a guided "3-2-1" prompt. After the tour of Brno, this prompt was: o What were the 3 most interesting pieces of Czech culture or history you learned from these sites? o What are 2 questions you have after these tours you would like to learn more about? o Share 1 picture of an artifact or piece of art that you found most compelling and give a brief paragraph of its history (or the artist’s biography). A similar prompt was provided after travel to Prague (and all other trips for the remainder of the summer). These reflections aimed to increase the active engagement of the students in the sites and history in which they were being

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan ; Shanna R. Daly, University of Michigan; Jesse Austin-Breneman

Tagged Topics

Diversity, NSF Grantees Poster Session

reflection for makerspace staff to consider when creating a makerspace that encouragesbelonging. To promote a culture of belonging in academic makerspaces, this study suggestsadministrators and staff members should consider the variation in understanding how onebelongs to a space.1 IntroductionAcademic makerspaces are spaces where users learn, share, and create new knowledge throughthe act of building physical objects using tools and supported by expertise from mentors or staffmembers [6], [8], [9] . Building equitable makerspaces is a major goal for many makerspaceproponents in order to increase access to knowledge that was once out of reach for many [10].Prior research has shown that access to tools and expertise in makerspaces can improve

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Christina Belanger; Tracy Anne Hammond, Texas A&M University; Christine A Stanley, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

Applied Mathematics and Physics. Hammond advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Christine A Stanley, Texas A&M University Christine A. Stanley is regents professor of higher education, holder of the Ruth Harrington Endowed Chair, and vice president and associate provost for diversity emerita

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Malle R Schilling, Virginia Tech; Jacob R Grohs, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

, meaningful connections to existingstructures in the community will be leveraged to continue research and outreach. AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1943098. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] C. A. Carrico, “Voices in the Mountains: A Qualitative Study Exploring Factors Influencing Appalachian High School Students’ Engineering Career Goals,” 2013.[2] S. Ardoin, College aspirations and access in working-class rural communities

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marialice Mastronardi, University of Texas, Austin; David R. Brown, Foundation for California Community Colleges; John Krupczak Jr., Hope College; Maura Borrego, University of Texas, Austin

Tagged Topics

NSF Grantees Poster Session

workshop has been submitted and currently in review.In this paper, we intend to reflect on the successful features of this workshop series and thelessons learned throughout the three offerings. Over three years, 2019, 2020 and 2021, theprogram supported 103 participants on 51 teams from 2YCs. The program assisted at least 312YCs submit their S-STEM proposals to NSF, and 12 of these 2YCs received S-STEM grants.An additional 2YC proposal was first recommended for an award, but the proposal wassubsequently declined for reasons unconnected to the content of proposal itself. The 3-yearfunding rate is 39%; if the above-mentioned proposal that received an award recommendationbut was then declined is taken into account, the award rate is 42%.Description

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Deborah Silver, Rutgers, The State University of New Jersey; Elizabeth Friedman, The University of Illinois, Chicago

Tagged Topics

NSF Grantees Poster Session

result in delivery of a better master’s level education. Finally, experience with anIDP acclimates the students to personal development plans/assessments widely used in theworkplace and to the necessity of ongoing planning and awareness for continuous professionaldevelopment.Acknowledgement:The STEM IDP workshop and msIDP initial development (Nov 10, 2021) was supported by theNational Science Foundation (Award Abstracts #1940221, #193934) through a collaborativegrant to the NPSMA (P.I. Deborah Silver, Rutgers) and CGS (P.I. Hironao Okahana). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References:[1