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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tatiana Melguizo, University of Southern California; Federick Ngo, University of Southern California

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NSF Grantees Poster Session

, 2014). Further, math diagnostics can also be a potentially valuable resource for mathfaculty and student support center personnel. In contrast to traditional standardized placementtests, math diagnostics can provide skill specific information about student math skills.1 Researchin middle schools, high schools, and community colleges demonstrates how diagnosticinformation can improve placement accuracy and help teachers tailor instruction in mathclassrooms (Ngo & Melguizo, 2016; Betts, Hahn, & Zau, 2011; Huang, Snipes, & Finklestein,2015). These findings indicate that while HSTs may be valuable for improving the efficiencyand effectiveness of math course placement, the combination of HSTs and diagnostics may beessential to

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Jeff Johnson, LeTourneau University

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NSF Grantees Poster Session

has sought to increaseengineering graduation rates from a five-year average of 42%, to 65% by increasing the 1st to 2ndyear retention from 68% to 85%. Each year the FIRE efforts have included all of the roughly140 “First time in college” (FTIC) students in LeTourneau University’s School of Engineeringand Engineering Technology (SEET) programs. An internal study and best-practices literaturereview prompted several initiatives beginning in 2010:1) implementing peer, faculty, and industrial mentoring for first-year students;2) implementing an engineering “freshman experience” class;3) implementing first-year engineering practice classes including professional topics and open-ended experimentation and design projects.First-year Interest Groups

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava P.E., University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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Diversity, NSF Grantees Poster Session

Transfer Student Pathways to Engineering Degrees: An Update on Project FindingsThe President’s Council of Advisors on Science and Technology (PCAST) documented the needto prepare more than 1 million additional STEM professionals in the U.S. workforce over thenext decade, primarily through efforts focused on increasing retention rates and diversifyingpathways. To meet this need, we must tap the entire domestic talent pool, includingunderrepresented minorities. According to data collected by the National Center for EducationStatistics, 57% of Hispanic students and 52% of African American students in undergraduateeducation during Fall 2014 were enrolled in 2-year public colleges. Given that more ethnic/racialminorities begin their pursuit

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NSF Grantees Poster Session

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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

literature at all.Study 1 (completed): Frame-of-reference training (FORT) fosters learning a cognitive modelof teamworkPurpose of study: Study 1 measured the differences between trained and untrained participants inrecalling, recognizing, and categorizing team behaviors.Status of study: Participants were recruited to the experimental and control groups at UNCCharlotte and Purdue University for lab studies. Combined with Study 2 in publication below.Study 2 (completed): FORT and accountability make participants better ratersPurposes of study: (1) to show that participants with a more accurate cognitive model ofteamwork have better self- and peer-evaluation skills than untrained participants as measured bytheir ability to accurately classify teamwork

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Carolyn A. Nichol, Rice University; Alice Chow, Rice University; Carrie Obenland, Rice University; Christina Anlynette Alston, Rice University Office of STEM Engagement ; Carolina Avendano, Rice University

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NSF Grantees Poster Session

Paper ID #19269Nanotechnology Research Experience for Teachers Enhancing STEM Educa-tionDr. Carolyn A. Nichol, Rice University 1. Horhota, S.T., and Aitken, C.L. Multivariate cluster analysis of pharmaceutical formulation data using Andrews plots. J. Pharm. Sci., 1991, 85-90. 2. Aitken, C.L., McHattie, S.J. and Paul, D.R. Dynamic me- chanical behavior of polysulfones. Macromolecules, 1992, 25:1910-2922, 3. Aitken, C.L., Koros, W.J., and Paul D.R. Gas transport properties of biphenol polysulfones. Macromolecules, 1992, 25:3651-3658, 4. Aitken, C.L., Koros, W.J., and Paul, D.R. Effect of structural symmetry on gas transport

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

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NSF Grantees Poster Session

students’ experiences as they leave their capstone(aka senior) design courses and enter engineering workplaces. The project is currently in itsinitial phase, with instrument development and pilot testing currently underway.Multiple studies show significant gaps between school and work with respect to engineeringpractice 1-3. That gap is clear, for example, in a recent American Society of MechanicalEngineering (ASME) survey that found weaknesses among new graduates in skills includingpractical experience, systems perspectives, project management, problem solving, and design 4, 5.Equally important, industry supervisors identified such gaps more frequently than early careerengineers or academic department heads 4, reinforcing Stevens et al.’s claim

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Nicole Berge, University of South Carolina; Charles E. Pierce, University of South Carolina; Robert Petrulis

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NSF Grantees Poster Session

nanomaterial properties (e.g.,surface area, surface chemistry), as well as potential issues associated with nanomaterial disposal(e.g., transport in waste environments, health concerns).Rather than teach a singular elective course on nanotechnology, it was decided to distribute andintegrate the content across multiple courses. This paper describes the implementation of thatintegrated theme within a civil and environmental engineering curriculum. The integratedapproach is referred to as a Nanotechnology LINK, which stands for Learning Integration ofNew Knowledge (Pierce and Berge 2014). The proposed benefits of this approach are that (1)student learning of nanotechnology concepts and course-specific core concepts are simultaneousand connected, such

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Ramin Madarshahian, University of South Carolina; Chao Chen; Juan M Caicedo, University of South Carolina; A. Steve McAnally, University of South Carolina; Charles E. Pierce, University of South Carolina; Gabriel Terejanu, University of South Carolina

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NSF Grantees Poster Session

fall as compared to the spring. Three short quizzes were distributed: quiz 1was comprised of 2 questions; quiz 2 was effectively comprised of 1 question; and quiz 3 wascomprised of 3 questions. The maximum number of student answers, or counts, is 222 based ona total of 6 questions in a class of 37 students. Due to student absences, the actual count was171.The second quiz was designed with a maximum of 4 questions. The first question was requiredof all students; one or more of the remaining 3 questions were assigned to a small group ofstudents. These assignments were based on their selection of incorrect answers to questions onquiz 1. However, this population was small, yielding just 5 additional counts. Student absencesfor quiz 1 and/or 2

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, North Dakota State University College of Engineering

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NSF Grantees Poster Session

program are referred to as “solitary STEM teachers” in ruralNorth Dakota (ND) and western Minnesota (MN). This definition is due to these teachers beingthe only mathematics or science teacher in their school building. With 99.7% of the statecategorized as rural, North Dakota has the fourth-largest percentage of rural area by state whileMinnesota’s western portion, consisting of the Northwest Valley and Southwest Corn Beltregions, is among the most rural of the state, consisting of only 8.6% of Minnesota’spopulation[1]. It is common for schools to be separated by 30-40 miles or more across rural NDand MN. Therefore, teachers in these areas are typically the only teacher in their content area andlack the support, resources, and professional

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Cathalina Juarez, University of Southern California

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NSF Grantees Poster Session

resultsThe RET employs a carefully crafted, outcomes focused approach that aligns teacherperformance with student outcomes assessment logic model. Figure 1 (below) illustrates thelinks between teacher performance and student outcomes in the professional developmentmodel. F gur Ass ss MThis logic model demonstrates how each of the program components relates to the intendedoutcome goals of the RET.Aligned with this logic model, five assessment metrics are used to measure the combinedimpact of the SRET/ACCESS 4 Teachers RET programs. Two impact measures are usedfor teachers and three impact measures are used for students. A description of each measureand associated results across the seven program years

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

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Diversity, NSF Grantees Poster Session

analyzed the impact of pedagogical support practices—practices designedto foster successful transfer from community college to four-year colleges and universities, andhow students’ innovative capability affected such transfer capacity. The goals were: (a) tounderstand whether particular pedagogical support practices were effective in offering non-traditional students a program that enabled them to remain in engineering and science majors andto transfer to a four-year college or university, and (b) to determine if students’ propensity forinnovative problem solving influenced use of pedagogical practices and ultimately, transferpersistence. The research targeted four research questions: (1) What are the patterns ofpedagogical practices that

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Rambod Rayegan, Prairie View A&M University

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NSF Grantees Poster Session

new high quality, software-assisted, and project-basedelective course focused on energy efficiency and green building design.In 1996, the Accreditation Board for Engineering and Technology (ABET) adopted a new set ofstandards and shifted the basis for accreditation from inputs, such as what is taught, to outputs,what is learned [1]. In a study conducted by the Center for the Study of Higher Education at thePennsylvania State University, the effect of output-based accreditation has been investigated.According to program chairs and faculty members, engineering program curricula changedconsiderably following implementation of output-based ABET criteria [1]. There were appliedactive learning methods that were implemented in classes to enrich the

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tahira N Reid, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

intervention-styleprograms (Collins, Joseph, & Bielaczyc, 2004).The research study follows the NSF “design, develop, and test” cycle and will serve a number ofdistinct, yet complementary, purposes: (1) be formative in informing the ongoing developmentand redesign of the Compassionate Design framework; (2) be persuasive in convincingengineering faculty teaching design the value and benefits of the Compassionate Designframework with rich data-driven evidence and case studies; and (3) be informative to the broadercommunity, providing evidence for improving professional formation in engineering and designactivities. These three purposes will serve the ultimate goal of understanding howCompassionate Design influences the professional formation of

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology; Tania Jarosewich, Censeo Group ; Sheryl A. Sorby, Ohio State University

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Diversity, NSF Grantees Poster Session

. c American Society for Engineering Education, 2017 Adapting Tested Spatial Skills Curriculum to On-Line Format for Community College Instruction: A Critical Link to Retain Technology Students (SKIITS)I. IntroductionSpatial Skills Instruction Impacts Technology Students (SKIITS)1 is developing an online,transportable course that community colleges can use as a resource to offer spatial skills trainingto their students with a nominal investment of institutional resources. The course is based onresearch and materials funded by NSF that have successfully been used in face-to-faceinstruction in four-year universities.SKIITS focuses on three research questions:1. Can effective materials developed through

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Jeremy Lewis Rickli, Wayne State University; Yinlun Huang, Wayne State University

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NSF Grantees Poster Session

professionaldevelopment experience hosts ten students per summer. NSF national priority areas such asadvanced manufacturing and sustainability are addressed by four undergraduate research thrustareas. Thrust areas include: 1) nano-coating and lightweight materials and manufacturing, 2)energy storage materials, batteries, and inversion devices, 3) remanufacturing and sustainabilityassessment, and 4) chemical-energy-water nexus. In addition to faculty mentor led researchprojects, the program offers other learning activities such as; 1) research skill developmentseminars, local manufacturing plant visits, tutorials on the fundamentals of sustainableengineering, and an end-of-program research poster symposium. The first group of students washosted at Wayne State in

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Jennifer Karlin, University of Southern Maine; Jennifer L Pratt, University of Southern Maine, Muskie School of Public Service; Stephanie Quiles-Ramos, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

wecollected representations of organizational infrastructure, such as faculty workload policies, fromcollege and university web sites. These policies and procedures have been coded for traits relatedto an individual’s access to infrastructure and connectedness to engineering education researchnetworks, with a view to that trait’s impact on strengthening engineering education researchnetworks (see Table 1 for additional detail). These data are analyzed first to document theorganizational landscape and to provide a framework for the analysis of future interviews, whichwill focus on problems of faculty reward structures and diversity in engineering.For our data collection on organizational infrastructure, we targeted all colleges and universitieswith

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Lisa D. McNair, Virginia Tech; Adam Stark Masters, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

questions explored through this first phase of the project include: (1) What practicesand artifacts do participants in diverse maker and hacker spaces employ to establish and maintainenvironments that are diverse and inclusive? (2) What does the discourse in diverse maker andhacker spaces reveal about how meaning and value are co-constructed around identity, creativity,and the culture of production / the production of culture in engineering? (3) What best practicesemerge from diverse maker and hacker spaces, and how can these translate to design ortransformation of existing maker spaces on campuses and in communities?Partner Maker and Hacker SpacesTo date we have conducted a preliminary content analysis of websites of six diverse makerspaces (and

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey; Sai Sadhika Veeramachaneni, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

engineering of students that are notcalculus ready.MethodologyParticipants: Sixty first year engineering students that were non-calculus ready participated inthis part of the study. All participants were enrolled in College Algebra. Table 1. Characteristics of Participants Parameter Control Experimental M n= 78 85% n = 49 83% Gender F n= 14 15% n = 11 18% High School GPA* 3.52 ± .39 3.49 ± .37 Math SAT* 542 ± 28 535 ± 31

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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NSF Grantees Poster Session

,  it  is  important  to  understand  how  students  and  practicing  engineers  are  similar  and  different  in  their  knowledge  and  application  of  specific  concepts.1  The  research  presented  in  this  paper  highlights  several  research  activities  and  findings  pertaining  to  conceptual  understanding,  reasoning,  and  application  amongst  students  and  practicing  engineers.  Results  from  these  activities  indicate  that  fundamental  conceptual  knowledge  without  engineering  context-­‐based  application  can  lead  to  oversimplification  and  inaccurate  applications  of  concepts.  Implications  and  suggestions  for  engineering  education  based  on  these  findings  are  then  presented  at  the  end  of  this

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky Center for Applied Energy Research; William Henderson III, University of Kentucky

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NSF Grantees Poster Session

initiative is designed to accomplishthree main goals: 1) to motivate minority students to study engineering and help them graduatewith engineering degrees; 2) to help these students acquire the skills they need to becomeengineering professionals, academics, leaders and role models; and 3) to investigate if mentoringin research centers offers advantages over mentoring in traditional engineering departments.Description of CAR-based mentoring program: 10-15 minority engineering students arerecruited each fall. Students meet right away with a College of Engineering counselor and a CARpoint of contact. This establishes a connection between university personnel and students fromthe moment they arrive on campus, a critical component of any successful

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

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Diversity, NSF Grantees Poster Session

solving the complex problems that challenge our future. c American Society for Engineering Education, 2017S-STEM Scholarship Program at UNC Pembroke: A COMPASS for Science MajorsIntroductionIn the United Stated, educating students and creating leaders in science, technology, engineeringand mathematics (STEM) is a growing priority and viewed by many as the key to 21st centuryglobal competitiveness. In 2013, the White House National Science and Technology Councilreleased an ambitious five-year STEM Strategic Plan to coordinate federal investments in STEMeducation targeting five priority areas.1 One of these is graduating one million additional studentswith STEM degrees over the next ten years. Another is

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Margaret E. Beier, Rice University; Ann Saterbak, Rice University; Megan McSpedon; Michael Wolf, Rice University

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NSF Grantees Poster Session

to grades, and we foundthat the correlation between the RESP diagnostic exam and grades was greater for STEM gradesthan non-STEM grades. We found that the diagnostic exam accounted for an incremental 9% ofvariance in STEM grades above SAT performance, but only 1% of incremental variance aboveSAT in non-STEM grades. Moreover, we found evidence of range restriction for both SAT andRESP diagnostic exam performance for Rice University matriculants, further suggesting theutility of the diagnostic exam is at the lower end of the distribution. In summary, our resultssuggest that an additional diagnostic exam written by schools to specifically measure STEMpreparation for their program can be a useful addition to procedures for selecting students

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yin Pan, Rochester Institute of Technology; Sumita Mishra, Rochester Institute of Technology; David I. Schwartz, Rochester Institute of Technology (GCCIS)

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NSF Grantees Poster Session

development in 2003 [4]. Sincethen, the GBL approach has been used in geoscience, computer programing, information security,and other fields [1, 5, 9, 12, 14]. The Naval Postgraduate School developed a videogameCyberCIEGE that uses this approach to teach computer and network security and defense [1]. In2012, the authors at RIT first proposed the idea of using game-based learning and visualizationtechniques to engage students to learn abstract concepts and to explore forensics investigationtechnologies and procedures through interactive games [7, 8]. Supported and funded in part by theNational Science Foundation under Award DUE-1400567, a modular game framework in bothWindows and browser-based platforms were developed, along with a GUI-based game

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bijan Sepahpour, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Diane C Bates, The College of New Jersey; Seung-yun Kim, The College of New Jersey; J. Lynn Gazley, The College of New Jersey

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Diversity, NSF Grantees Poster Session

, time management, highschool preparation, impressions of several elements of the first-year curriculum and pre-professional co-curricular sequence, personal characteristics, and differential experiences bygender, race, sexual orientation and financial situation. Appendix 1 contains a list of all itemsand how they are organized into indexes.Conducting the pilot studyTo validate the instrument’s measures, we conducted a pilot study. The pilot survey wasdistributed electronically through an email invitation to the population of first-year students inthe School of Engineering (N = 172). The initial invitation was followed that same day with anemail from the Dean of Engineering, encouraging students to participate. Email reminders weresent to non

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Jeffrey E. Froyd, Texas A&M University

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NSF Grantees Poster Session

in the project: identification and self-efficacy. Further,it presents results responses from approximately 2,000 first-year engineering students at a largepublic institution. The paper addresses two questions: 1) How do engineering students respond totwo scales related to identity frameworks; and 2) What has been learned by giving these twoscales to first-year engineering students.IntroductionThe importance of increasing the number and diversity of B.S. graduates with degrees in science,technology, engineering, and mathematics (STEM) has been highlighted in several nationalreports1,2 . Increasing retention of students, including retention of students traditionallyunderrepresented in engineering is one approach to addressing this challenge

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Teri Reed, University of Cincinnati; P.K. Imbrie, University of Cincinnati

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Diversity, NSF Grantees Poster Session

had met at least one of these criteria” (Hagedorn and Lester, 2006).As shown in Figure 1 (HACU, 2015), 35.2% of all undergraduate students in Texas are Hispanic.In addition, there are 75 HSIs with an additional 47 emerging HSIs. Therefore, there is a definiteneed to better understand factors that lead to improved retention of students in STEM programs at2-year HSIs, barriers and challenges that prevent the transfer of students at 2-year HSIs to 4-yearuniversities, and strategies that enhance interest and motivation of students and improvepersistence and graduation rates in undergraduate STEM programs at HSIs. The proposed HSIpre-conference will bring experts together to discuss recent research and education findings andexpose attendees to

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Scott Duplicate Streiner, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, Lehigh University; Lisa Benson, Clemson University

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NSF Grantees Poster Session

interdependent world community. This definition contains four basicelements: International awareness, appreciation of cultural diversity, proficiency in foreignlanguages, and competitive skills.”Several conceptual frameworks to describe global competence have been developed. Fantini15has pointed out that most frameworks can be divided five groups: 1) motivation, 2) knowledge,3) skills, 4) context, and 5) outcomes. These include an often cited one by Deardorff, who usedgrounded theory to model intercultural competence, defined as the ability to interact with thosefrom different backgrounds, regardless of location17. Here intercultural competence moves fromattitudes to outcomes. Parkinson has suggested the attributes of a globally competent engineer

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Holly M Matusovich, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Samantha Ruth Brunhaver, Arizona State University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Angela Harris, Stanford University; Rohini N. Abhyankar, Arizona State University; Mitikaa Sama, Arizona State University

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NSF Grantees Poster Session

. c American Society for Engineering Education, 2017 Paper ID #18626 At Stanford she has served a chair of the faculty senate, and recently served as Associate Vice Provost for Graduate Education.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford Univer- sity. Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University. Her current research interests include: 1

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tiago R Forin, Rowan University; Beena Sukumaran, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Jeff Hand; Theresa FS Bruckerhoff, Curriculum Research & Evaluation, Inc.

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Diversity, NSF Grantees Poster Session

change in the Civil Engineering Department that will result in an inclusive environmentand greater student diversity. Research is needed to advance our scholarly understanding of thefactors that impede and promote diversity and inclusion in engineering education, which in turnwill allow us to contour our activities to be more effective. Our research aims to answer criticalquestions such as:(1) Which changes in recruitment strategies and admission standards most effectively increaseURM and women's enrollment in engineering?(2) What are the aspects of engineering culture that serve as barriers to inclusion andparticipation of women and URMs?(3) What are the effects of inclusive practices on engineering culture and minority participation?(4) Does

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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NSF Grantees Poster Session

. student at Oregon State University working under Dr. Shane Brown. Research interests include: engineering education, dissemination and adoption, case-study research, con- ceptual change theory, and earthquake engineering. c American Society for Engineering Education, 2017 Extended Faculty Development Effort Based on Faculty NeedsIntroduction:Extensive research in student learning has led to the development and dissemination of severalpedagogical innovations aimed at enhancing the learning experiences of students. Adoption ofthese innovations in classrooms at all levels has been less than desirable even though educatorsare often well aware of their benefits.1 Traditional professional development