Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas, Rio Grande Valley; Arturo A Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

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NSF Grantees Poster Session

other engineering departments in CECS. For the second time around,faculty members from each engineering department were trained on the bootcamp activities, andhow to conduct the weekly program.Proposed ApproachThe FYIE participants will be taking two courses simultaneously: Introduction to Engineering(Course A) and Learning Frameworks (Course B). These selected courses are focused on assortedtopics and include project elements of technical innovation (MECE 1101) and career path planning(UNIV 1301). As such, the Challenge Based Instruction (CBI) approach was selected as thepedagogical method for these courses (Figure 1) [2], [5], [9]. In this regard, CBI is focused onstudent engagement when properly implemented. Figure 1

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

developed throughexposure to, practice of, and socialization in disciplinary expectations and norms, the research questions tobe answered through the course of the evaluation plan include: What are factors governing optimal time tointroduce research to undergraduate students to encourage them to pursue graduate school? Whatcharacteristics of REU experiences are most critical in encouraging students to pursue graduate study?How do these vary given other factors (e.g, gender, race, institutional type, impact of prior researchexperiences?) Educational data were collected through qualitative and quantitative methods. Three surveyswere distributed to participants over the course of the summer and into the fall semester comprising severalestablished and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Shameeka M Jelenewicz, University of Delaware; Jovan Tatar, University of Delaware

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Diversity, NSF Grantees Poster Session

the program were diverse in their year of undergraduatestudy, discipline of study in STEM, and location in the USA. Participants came into the programwith some awareness of sustainability and climate-change basics and challenges. Still, pre- andpost-program surveys and end-of-program interviews showed a short-term gain in knowledge ofsustainability and climate change among the SRTS-REU participants. These results can be usedto inform similar future programs that aim to engage undergraduate students in sustainabilitytopics. We plan to build upon this study with future cohorts of program participants.References[1] “THE 17 GOALS | Sustainable Development.” Accessed: Jan. 08, 2024. [Online]. Available: https://sdgs.un.org/goals[2] “Grand

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr, University of North Carolina Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette; Eduardo Salas, University of Central Florida; Kyle Heyne, University of Central Florida

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

.  Meeting support tools, including templates and a citation for an article about using team charters and team-member preparation before the first team meeting, and templates for a meeting agenda and meeting minutes. These additional CATME tools to support teamwork were developed this year.Impact on engineering educationIn engineering education, we have had a significant impact on classroom practice in how facultymanage teams. As our report shows, in addition to the large user base from engineering, there areengineering education researchers who not only cite our work, but also do research usingCATME as a tool. Thus, we are benefiting students, faculty, and researchers as we planned. Theselection of CATME

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Washington State University; Mohammad Rabiul Islam, Oregon State Univeristy; Kelvin Daratha, Graduate Student at Washington State University

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NSF Grantees Poster Session

traffic signals and use this knowledge to develop a concept inventoryin traffic signal operations that is relevant to engineering practice. The rationale for the workwas that conducting fundamental engineering education research on student and practitionerways of knowing is a critical and often overlooked first step in curriculum and assessment designand having an engineering design relevant traffic signal operations concept inventory (TSCI) willprovide explicit evidence of what is important for students to know, how much they know aboutthese important concepts, and how and where to focus transportation engineering design courses.The specific aims of the Research Plan included the following elements: I. Determine core concepts for isolated

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly A Warren, University of North Carolina at Charlotte; Chuang Wang, University of North Carolina, Charlotte

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NSF Grantees Poster Session

’.Qualitative and quantitative data are collected as part of a comprehensive evaluation plan thatwill be used to compare student learning outcomes in the ‘treatment’ and ‘control groups’. It isimportant to note that the entire course curriculum was revamped prior to the start of this projectto ensure that delivery methods and teaching techniques were the only thing changed. Thestructure of the material (organized into ‘content modules’) remains unchanged from semester tosemester. The purpose of this project is to 1) develop effective, innovative desk-top tools (GCT)that will promote a student-centered, interactive learning environment in the classroom, 2)implement the GCT to target multiple learning styles while identifying the challenges, 3

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Urmi Duttagupta, New York City College of Technology; Nadia S Kennedy, New York City College of Technology; Diana Samaroo; Viviana Acquaviva, New York City College of Technology; Armando Dominguez Solis

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Diversity, NSF Grantees Poster Session

study. Peer support and advisement was also found to bedecisive in terms of keeping up with course work, planning and executing research projects, andother initiatives that the participants took part in, including planning in relation to STEM studiesand career. As one participant put it, “[it is] not so much about which class or when to take aclass, but more about what do I do next.”From the interviews, it appears that SEER was successful in creating a supportive community,which nurtured its participants amidst a welcoming and encouraging environment. It alsobrought forth multiple support networks comprised of peers, alumni, mentors, and researchers,which helped to sustain productive relationships among participants. The community

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shenghua Wu, University of South Alabama; Jinhui Wang, University of South Alabama; Melike Dizbay-Onat, University of South Alabama

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NSF Grantees Poster Session

found the microplastics can reach up to 117 per square meter. All of theplastics are secondary plastics, which are derived from the breakdown of larger plastics. Thebackground outlined above highlights the challenges posed by microplastic pollution in the GulfCoast region. To address these issues and engage undergraduate students, an NSF REU site hasbeen established at the University of South Alabama. This project integrates expertise from fivedistinct fields to detect, quantify, and characterize microplastics along the Gulf Coast, as well asto explore their recycling and reuse.2. ObjectivesThe REU site plans to recruit a cohort of 10 outstanding undergraduate students each year. Underthe guidance of five professors from diverse fields

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University

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NSF Grantees Poster Session

Education Division, a division she has chaired. Her current research includes investigating how K-5 students plan, fail, and productively persist, and how simulated classroom environments can be used to help pre-service and in-service teachers practice facilitating discussions in science and engineering. ©American Society for Engineering Education, 2025 An Investigation of Team Conflicts Among First-Year Engineering Students (Year One of NSF PFE: RIEF)Study ContextTeam-based design projects are an essential element of an undergraduate engineeringcurriculum. Many students in engineering programs are assigned their first long-term team-baseddesign project in the context of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Anthony Torres, Miami Dade College

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Diversity, NSF Grantees Poster Session

who provide personalized guidance on academics, skill-building, and career planning. Mentorship has proven especially effective for underrepresented students, fostering academic progress and bachelor’s degree completion among low-income students [7, 8, 9].• Early Alert MAP System uses individualized My Academic Plans (MAPs) to monitor student progress, track credit accumulation, and ensure timely graduation. This proactive system, recommended by the National Center for Women & Information Technology, triggers alerts when students face academic challenges, enabling timely interventions through meetings with advisors, instructors, and support staff to keep students on track [10].• Savvy Tech workshops, led by MDC’s

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reza Kamali, California State University San Marcos; Hector Garcia VIlla, Palomar College; Khang Nguyen, MiraCosta College; Anthony P. Mauro

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Diversity, NSF Grantees Poster Session

thefundamental principles of electrical engineering such as quantities and their units, providingexposure to electronics and the laboratory environment. Modules cover various aspects ofelectrical engineering in both analog and digital domains such as basic circuits with applications,including historical context, measurement units, and laboratory techniques. The courseincorporates project-based learning with basic component-level design, simulation, and circuit-level practices.Course 2: Electrical Engineering Clinic I: This course focuses on developing a comprehensiveunderstanding of the laboratory environment, covering topics such as laboratory safety protocols,basic equipment operation, requirements interpretation, and test plan creation and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wendy M. DuBow, University of Colorado-Boulder; Heather Thiry; Katie Spoon, University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

that were doing better than peers in graduation of women orunderrepresented groups (e.g., Black, Latine). We compared findings from the IPEDS databasewith departments that were actively engaged in developing departmental BPC plans as anindicator that the department was involved in organizational change efforts related to BPC. Wealso sought departments that had experienced success in increasing degree completion of someunderrepresented groups, though not others; for instance, a department that had improved thegraduation of women but not Black undergraduates. We selected these departments becausesuccess in select areas but not others would indicate a site where we could learn the most aboutaffordances and obstacles to BPC-related change.Data

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Shayla Sawyer, Rensselaer Polytechic Institute; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Assn; Elizabeth Hibbler, Conference for Industry and Education Collaboration (CIEC)

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Diversity, NSF Grantees Poster Session

Education, 2025 ASEE 2025 NSF INCLUDES Research Experience and Mentoring (REM) Program for FuSe Interconnects: Enabling Transitions into the Microelectronic EcosystemAbstractThe NSF INCLUDES Future Semiconductors (FuSe) Interconnects: Enabling Transitions intothe Microelectronic Ecosystem REM Program supported a collaborative ideation workshop withresearch PIs, industry members, and Inclusive Engineering Consortium faculty. The workshopwas focused on increasing the microelectronic talent pool. The research plan intentionallypositions engaging experiences at essential transition points throughout the microelectroniccurriculum by embedding microelectronic-centered

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Lee McAlexander, Duke University; Catherine Brinson, Duke University; Richard J. Sheridan, Duke University; Junhong Chen, University of Chicago; Jennifer Nolan, University of Chicago

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NSF Grantees Poster Session

interdisciplinaryresearch and skills has surged in the last decade, with U.S education policy emphasizing a needto transcend traditional disciplinary boundaries to address current and future global challenges[1] [2]. While all NSF NRT Programs have fully embraced interdisciplinary graduate research[3] [4] [5] [6], our efforts have extended to developing and maintaining strong collaborativebonds across institutional programs. While cross-instructional partnerships may take longer tostart-up and require high levels of planning and communication, they are advantageous tocomplex research undertakings as they leverage existing research resources, strengtheninvestigator development and productivity, expand research opportunities, increase impact, andfacilitate problem

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caitlin A Grady, The George Washington University

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NSF Grantees Poster Session

train-the-trainer model.In Phase 1, we will train 10 undergraduate students over two semesters to apply ethical-epistemicanalysis to climate adaptation plans from 15 megacities. Students will undergo systematicthematic analysis using Atlas.TI and refine their understanding of ethical and epistemic themes.Atlas.ti will be used to support abductive coding by combining both deductive and inductiveapproaches. We will start with a set of predefined codes based on existing theories of ethical-epistemic analysis (deductive), applying them to climate adaptation plans. As students analyzethe text, they will also identify new, emerging themes directly from the data (inductive).Atlas.ti’s tools, like code co-occurrence and memoing, will help compare and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Purdue University at West Lafayette (COE); Lexy Chiwete Arinze, Purdue University at West Lafayette (COE); Sigrid -- Berka, The University of Rhode Island; Christopher Cooper, University of Cincinnati; Joe Tort, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

three programs that are the focus of ourstudy and the size of their alumni populations. In Fall 2024, we deployed the GCIS to the alumnilistservs of these programs and left the survey open for three weeks. We also used social mediaposts and flyers as part of the recruitment process. Through this recruitment and some additionaltargeted recruitment after the official survey window, we obtained 578 complete surveyresponses (Purdue – 346, Rhode Island – 182, Cincinnati – 50). These responses were generallywell-distributed across majors, industries, and years of the program (we will show thesedemographics on the poster). After reviewing the target group participants’ demographics, weworked with the alumni offices at each university to plan a

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Kentucky; Comas Lamar Haynes, Georgia Tech Research Institute; Billyde Brown; Ray Phillips, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

program's impact on the mentees and mentors. All seven current mentor-menteematches involved in the IMPACTS inclusive mentoring hub were invited to complete the survey.Four mentees and six mentors responded and completed the survey.Mentee Survey ResultsAll four mentees rated the IMPACTS mentoring program as “excellent.” In order to determinethe features of excellence, the survey included questions regarding the mentoring experience (seeTable 1). The only survey items mentees were not in complete “yes” agreement on were relatedto their mentor helping them improve their academic career planning, achievement, or goals andcomfortableness talking with the mentor program coordinator about the mentoring experience(one indicated “somewhat” for each item

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia, Rowan University; Cheryl A Bodnar, The Ohio State University; Kaitlin Mallouk, Rowan University; Yusuf Mehta, Rowan University

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NSF Grantees Poster Session

, graduate students are still completing monthly reflections and are meeting with theirindustry mentors. Moving forward, we plan to conduct follow up interviews with students whocompleted the MCTQ in the Fall 2024 to gain insight into the reasoning behind their responses.Additionally, we plan to interview the non-academic mentors to determine their perspectives onthe projects, and improvements that can be made in the future.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.224724 and the Graduate Assistance in Areas of National Need No. P200A210109.References[1] A. Collins, J. S. Brown, and S. E. Newman, “Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stan Kurkovsky, Central Connecticut State University

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Diversity, NSF Grantees Poster Session

Paper ID #45798BOARD # 451: S-STEM: Building and supporting a robust transfer pipelinein Computer Science, Mathematics, and PhysicsDr. Stan Kurkovsky, Central Connecticut State University Stan Kurkovsky is a professor at the Department of Computer Science at Central Connecticut State University. He earned his PhD from the Center for Advanced Computer Studies of the University of Louisiana in 1999. Results of his doctoral research have been applied to network planning and industrial simulation. Dr. Kurkovsky served and continues to serve as a PI on a number of NSF-sponsored projects, including four S-STEM grants, three IUSE

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

associated study were launched at Colorado Schoolof Mines, supported by NSF (National Science Foundation) BPE Track funding. Based onfeedback gathered during Fall 2024, significant changes in training content were made to alignwith student needs moving forward. Additional tweaking is set to occur in Spring 2025 and willbe reflected on the poster session in Summer 2025. With continued funding, the BASE Campprogramming is planned to resume in the 2025-2026 academic year, accompanied by ongoingdata collection to evaluate progress and success metrics.Curriculum PlanThe teaching and peer leadership objectives of the BASE Camp program emphasizecomprehension, self-reflection, and practical application of knowledge. Detailed informationabout the curriculum

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Rebecca A Atadero, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico

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Diversity, NSF Grantees Poster Session

third phase is Qualitative (QUAL).The first phase, a basic qualitative interview study, has been completed, and its findings werepresented at the ASEE Annual Conference in 2024. A summary of the overall NSF researchproject plan was shared in a poster presentation [11]. Moreover, the preliminary findings fromthe first phase based on the analysis of workplace stories from early-career engineers on ethicaland equity-related issues were presented in the ethics division of ASEE [12]. Topics raised byresearch participants included quality control, safety, doing work beyond one’s expertise, equityin pay and promotion, the ethical environment of the organization, and conflicts of interestinvolving the desires of different stakeholders. The findings

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean S Larson, Arizona State University; Leah Folkestad, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Coordinator who plans opportunities based on assessments of students’ needsand interests, with an increased emphasis on involving industry partners in career development.Achievements, including Center awards, poster awards, selection for limited-appointmentprograms, and other honors are announced on the CBBG social media sites, weeklyBioGeotechNotes emails, and distributed through all partner university communications offices.Industry Interaction - CBBG industry members engage with students in multiple ways,including teaching courses, serving dissertation committees, co-authoring papers, working on(and supporting) research projects, providing internships, contributing to design challenges, andparticipating in webinars. Entrepreneurship and innovation

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, California State University, Fullerton; Carlos Gunera, California State University, Fullerton; Erika A Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

each topic were presentedduring the lecture portion of the class. The learning objectives for each SET module are shown inTable 1.Table 1. The learning objectives for the SET modules used in this study.SET Module Learning ObjectivesDesign - Describe the difference between needs and requirementsRequirements - Describe the process of identifying requirementsand - Differentiate between requirements and engineering specificationsSpecifications - Translate requirements into their corresponding specificationsDesign - Define the goals of a design interviewInterviewing - Recognize what goes into planning & conducting an interview - Describe different interview approaches and question typesConcept

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., The University of Akron; Jenna P. Carpenter, Campbell University; Elizabeth Litzler, University of Washington; Douglas Bohl, Clarkson University; Charles Henderson, Western Michigan University ; Alan Cheville, Bucknell University; Rae Jing Han, University of Washington

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NSF Grantees Poster Session

Paper ID #48301BOARD # 226: ASEE Faculty Teaching Excellent Task Force: IUSE ICTCapacity Building grant results and Level 1 Registered Engineering EducatorPilot RolloutDr. Donald P. Visco Jr., The University of Akron Donald P. Visco, Jr. is the former Dean of the College of Engineering at The University of Akron and currently a Professor of Chemical & Biomolecular Engineering.Dr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University. She is Chair of the ASEE Long-Rangge Planning Committee and the ASEE Strategic Doing Governance Team. She is a past Vice President

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

individual leadership action plan, which theypresent to their peers. Individual and group mentoring is offered to students as an option throughthe Career Center’s Industry Connections program. The text, Dare to Lead,[6] is a popular bookfor women in the workplace and very well received by the students. Industry professionals sharetheir career paths briefly and spend time discussing leadership - philosophy, challenges,successes. Students are actively engaged in Q&A, feeling validated when an industry leaderexpresses having similar concerns, such as imposter moments and difficult situations. Inspired isa word that comes up often in class and in course evaluations.A recent addition to the leadership course was prompted by feedback from previous

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Faulconer, Monash University; Robert Deters, Embry-Riddle Aeronautical University; Kelly A George, Embry-Riddle Aeronautical University - Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Darryl Jim Chamberlain Jr., Embry-Riddle Aeronautical University - Worldwide

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Diversity, NSF Grantees Poster Session

interested in was editorials, with 33% of respondentsclearly stating that an editorial does not fit in their plan. This is interesting because this type ofartifact could be completed over a much shorter time span, with publication meeting the“resume-boosting” benefit that drives interest in undergraduate research. It is possible thatrespondents may not have adequately understood each type of research artifact. An interview overa survey could allow for further clarification. This is supported by the large percentage ofparticipants indicating “unsure” for various artifacts, which could reflect their lack ofunderstanding of the artifact, the time investment, the impact, or more.The survey gauged interest in the roles undergraduate researchers could

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Zain ul Abideen, Utah State University

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NSF Grantees Poster Session

in action [5]. The practice of self-regulation encompasses recurring and cyclical processes, including interpretation, detailed planning, active time management, and the adoption of strategic methods. It involves executing cognitive operations, tracking progress, assessing outcomes against internal criteria and external expectations, and continuously refining approaches to optimize the attainment of goals [6]. The ability to regulate motivation, cognition, and behavior plays a crucial role in self-regulation, contributing to precise problem-solving and fostering greater persistence among students as they work through problem-solving activities [7],[8]. Students with low motivation during problem-solving tasks can impact on their emotional

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara Powell Tate, University of California, Irvine; Beth Harnick-Shapiro, University of California, Irvine; Mark Warschauer, University of California, Irvine; Waverly Tseng, University of California, Irvine

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Diversity, NSF Grantees Poster Session

generative AI productively in academic writing; and 2) What emerging bestpractices do we see instructors using to integrate AI into their writing-intensive courses?MethodsSettingThe University of California, Irvine (UCI) is federally designated as a Hispanic-ServingInstitution and an Asian American and Native American Pacific Islander-Serving Institution.UCI engineering and computer science majors are 42% Asian, 15% Hispanic, 13% White, and2% African American. Students are overwhelmingly male in this field (72%). 30% of thesestudents qualify for the Pell Grant and 38% are first-generation college students. TheEngineering Department requires an upper-division professional communication course designedto provide students with the tools to plan

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University

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NSF Grantees Poster Session

strategies.Keywords: knowledge about tasks, problem-solving, self-regulation, mathematics education, engineeringeducation, learning episodes. 1. BackgroundProblem-solving is a persistent challenge in education, requiring integration of cognitive and metacognitiveskills for success. Polya’s framework—understanding the problem, devising a plan, implementing it, andreviewing the solution—remains central to problem-solving and mirrors self-regulation phases [1]. Thisstudy focuses on the cognitive dimensions of problem-solving, which are less explored, though externalfactors like abstraction and continuity also influence students’ approaches.Shin et al. [2] highlight the complexity of problem-solving in STEM, requiring cross-disciplinaryintegration. However

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yu-Fang Jin, The University of Texas at San Antonio; Jianwei Niu, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

seminars to train REU participants for their selected research projects duringthe first two weeks. Each lecture was followed by a hands-on session for REU participants toapply their knowledge and skills. REU participants were expected to identify specific tasks withtheir mentor and define the project outcomes and research plan by the end of the second week.Project development: REU participants focused on hands-on research projects from the third tothe ninth week. Faculty members were requested to spend 4 hours/week helping REUparticipants formulate their problems, verify their ideas with simple examples, and validate theiralgorithms. GRAs were also assigned to help REU students with computer simulation,experimental equipment setup, and other