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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado, Denver; Miriam Howland Cummings PhD, University of Colorado, Denver; William Taylor Schupbach; David J. Russomanno, Indiana University - Purdue University, Indianapolis; Stephanie S Ivey, The University of Memphis; Karen D Alfrey, Indiana University - Purdue University, Indianapolis; Tom Altman; Michael S. Jacobson; Craig O. Stewart, University of Memphis; Katherine Goodman, University of Colorado, Denver

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Diversity, NSF Grantees Poster Session

-levelengineering courses with high rates of D, F, or Withdrawal (DFW) grades. The Urban STEMintervention, the first attempt to offer PLTL in IUPUI math classes, was an overwhelmingsuccess: both Urban STEM cohorts showed significantly lower DFW rates in calculus 1compared to students not engaged in PLTL, including no failing grades (compared to a 13.5%failure rate for non-PLTL participants). Building on that success, we have continued to expandPLTL in key sophomore engineering classes and have plans to expand into a sophomoreComputer Information Technology class. We are also laying the groundwork for futureopportunities to support PLTL in foundational mathematics courses that support engineeringstudents.University of Memphis: STEM Ambassador ProgramThe

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; David J. Keffer, University of Tennessee, Knoxville; Jennifer Retherford, University of Tennessee, Knoxville; Mary Skidmore Kocak, University of Tennessee, Knoxville

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NSF Grantees Poster Session

quickly as possible. Topics for our course included: ● UTK Culture ● Planning Your Professional Development Path ● Developing an Elevator Speech ● Developing Interview Skills ● Engaging with Career Fairs ● Developing a Personal Mission Statement ● Academic Advising and Academic Planning ● Developing an E-Portfolio ● Experiential Work, Undergraduate Research and Study Abroad ● Networking Practice and ReflectionThe cohort members developed an e-portfolio to display their work and be used to gainopportunities in their preferred high impact practice.ObservationsAs the TranSCEnD program closes, a number of observations can be made. Below, we organizethese observations into the following categories: Admission

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis

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Diversity, NSF Grantees Poster Session

highperforming students) and provide a meaningful networking environment. We use ourimplementation of the VIP model to foster STEM identity growth and a sense of belonging,while increasing and celebrating diversity in engineering and other STEM disciplines.The purpose of this paper is to report on the planning and launch of the VIP program at theUniversity of Memphis (UofM) in Fall 2022, focusing on the PIs’ experiences implementing theprogram and on our first cohort’s (N = 12; 7 women; 4 Black/African American; 2 Hispanic)experiences participating in the program during its first semester. Specifically, this paper willdescribe the challenges and opportunities of implementing the VIP program and how the VIPmodel has been adapted to align with unique

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark F. Roll P.E., University of Idaho; Brian K. Johnson P.E., University of Idaho; Michael R. Maughan, University of Idaho; Michael Lowry, University of Idaho; Melinda A. Davis, University of Idaho; Connor J. Hill, University of Idaho

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NSF Grantees Poster Session

of Idaho Dr. Michael Lowry is an associate professor of Civil and Environmental Engineering at the University of Idaho and conducts research for the National Institute for Advanced Transportation Technology. His research focuses on engineering and planning for bicycle travel. Dr. Lowry serves on the US National Academy of Science Committee for Bicycle Transportation Research. He was awarded the College of Engineering Outstanding Young Faculty award for excellence in teaching and research. He has worked as a visiting scholar in Spain, Norway, and the United Kingdom.Dr. Melinda A. Davis, University of Idaho Dr. Davis has a unique combination of education and skills to provide research and evaluation services to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Anna M. Mostoller, Elizabethtown College; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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Diversity, NSF Grantees Poster Session

Alliance (NCIIA). EMSresearch continued with support from the National Science Foundation (grant number 1636442).References[1] M. J. Fernandez, J. M. Trenor, K. S. Zerda and C. Cortes, "First generation college studentsin engineering: A qualitative investigation of barriers to academic plans.," in IEEE 38th AnnualFrontiers in Education Conference, Saratoga Springs, NY, 2008.[2] J. M. Trenor, S. L. Yu, W. C. L. and K. S. Zerda, "Influences for selecting engineering:Insights on access to Social Capital from two case studies.," in IEEE 38th Annual Frontiers inEducation Conference, Saratoga Springs, NY, 2008.[3] J. M. Trenor, " A phenomenological inquiry of the major choice processes of an overlookeddemographic: First generation college students in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

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Diversity, NSF Grantees Poster Session

response to itemsmeasuring engineering identity, belonging in engineering, belonging in class, physics identity,mathematics identity, and controlled regulation. The fourth interview focused on students’ short-and long-term career plans and asking them to reflect on their involvement in the CAREER project.Lastly, in response to the dynamic shift in engineering education, the fifth interview probed onstudents’ school environment (e.g., traditional in-person, virtual, or hybrid modalities), co-curricular support (e.g., plans to participate and how their plans changed over time), and the impactof COVID-19 on their journey as an engineer, career plans, and belonging in engineering.In addition to conducting narrative interviews each semester, we

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University at West Lafayette (COE); Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Russell Andrew Long; Richard A. Layton, Layton Data Display; Hossein EbrahimNejad, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

Implementation - ArchivingWe have revised our implementation strategy to help us achieve our goal of expandinginstitutional participation. We received NSF approval to reallocate funds from our unallocatedsubcontract budget – that part of our budget used to support institutions as they compile data tocontribute to MIDFIELD. We have moved some of these funds to support a partnership with theAmerican Society for Engineering Education (ASEE) that has yielded a plan to make ASEE thearchivist instead of the Interinstitutional Consortium for Political and Social Research (ICPSR).Although ICPSR is better known as an archivist, ASEE is certainly better known amongengineering education researchers. When the data are available from ASEE, we (and ASEE) canpublicize

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

applied and participated in the year-long PD engagement. Theeducators, made up of seven (7) librarians and 17 classroom teachers, self-selected to participatein a week-long summer experience that was supplemented with academic-year supports.The educators participating in this activity provided researchers invaluable mixed-methods data,insights and feedback which developed future CS engagements. Ultimately, the 24 educatorparticipants provided group leaders with over 49 lesson plans and another 30 implementationplans.MethodsIn order to address the research questions the researchers employed a mixed methods study tocollect, and address open questions within the field of CS education. A formative evaluation ofthe WySLICE project, conducted annually

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rambod Rayegan, Prairie View A&M University

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NSF Grantees Poster Session

theworkforce in building-related fields. The purpose of this paper is to elaborate on challenges ofconducting this project for the first year as well as lessons learned in overcoming these challenges.The course was implemented for the first time in Fall 2016 in a minority serving university.Three core components of the project are (a) establishing a building energy efficiency laboratory;(b) developing and implementing a new elective course curriculum; and (c) developing partnershipwith local building-related industry.All three core components that were slated to happen as part of the initial planning anddevelopment phase were completed.The major challenge that inevitably altered the project timeline was with the logistics of the labestablishment

Conference Session

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

and several other community colleges by more than 150 freshmen in CyberSecurity 101 courses. A majority of the players considered IPAR cases/modules more interestingthan other regular lab assignments. Comparing these unconventional game-based exercises withother regular lab assignments, 80% students felt the game-based labs as more interesting andengaging. 20% students liked the idea but felt some modules are not as challenging as regular labs,since they were given too much help. We plan to build some higher-difficulty level games in thenear future to meet these students’ needs.In addition, we presented (or will present) our game and modules to communities via conferencessuch as NICE, ATE PI, CISSE, SIGITE, and SIGCSE. As of now, sixty-one

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

sooner would allow them more timeto plan their curriculum for implementing their innovations. They also expressed not wanting anin-class worksheet attached with each demonstration because it often took up too much classtime for what they originally intended when creating the demonstration. Another major request atthe 2015 workshop was for enough hands-on demonstrations to put in the hands of each of theirstudents to follow along with during class lectures and use during interacting learning activities.9These concerns were addressed and accounted for in the following year.Activity 4: Concerns-Based Adoption Model (CBAM) Assessment of Adoption EffortsAudio data was collected during the 2014, ‘15, and ‘16 workshops while participants were intheir

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Julia Yoo, Lamar University; James C Curry; Brian Craig P.E., Lamar University; Jiang Zhou, Lamar University; Hsing-wei Chu P.E., Lamar University; Nicholas Andres Brake, Lamar University

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Diversity, NSF Grantees Poster Session

activities which areassessed based on a point-based method. Two undergraduate students, one IE and one ME, wererecruited to document their activities and serve as the coordinators. The two student assistantsare not SCOPE Scholars. At the beginning of fall 2016, another SCOPE orientation was held with similaractivities. One student assistant graduated and was replaced by another student. According to the proposed plan, SCOPE Scholars are expected to receive enhancedmentoring and participate extracurricular activities. During the orientation, the scholars are givena list of elective activities. The activities are categorized into five categories as planned in ouroriginal proposal. Each category has one required activity and several

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

funding in these technological areas and willmake recommendations to assess post-grant achievement of students funded by NSFATE, better elucidating the impact of the overall program.Building on prior NSF ATE grants related to this proposal and CREATE Consortium:NSF DUE: 9850283 (ATE Planning), 9950015 (ATE Project), ATE Regional Centers(0202396), (0602615), (1002653), (1239631), (1345306), and (1540493).CREATE’s initial project had four primary goals: curriculum development, enrollmentand retention, work-based site experiences, and professional development. ProjectCREATE met or exceeded all of its objectives. The project completed the local, regional,and state curriculum development and approval processes and began offering 30 newengineering

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lynn L. Peterson, University of Texas, Arlington; J. Carter Tiernan, University of Texas, Arlington; Kevin A. Schug, University of Texas, Arlington; Ramon Lopez, University of Texas, Arlington; James A. Mendoza Álvarez, The University of Texas, Arlington

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NSF Grantees Poster Session

first three semesters (see Fig 1). Since plans forinstitutionalization was a requirement of the STEP funding, efforts were made to make theAURAS classes less costly, so that they could be sustained in the institution only by the fundsgenerated from tuition of students retained. However, it became apparent at the beginning of year3 that major revisions were needed with a focus on sustainability if the promise of the grantfunding was to be attained. Three initiatives were initiated: mathematics course redesign,institution of an engineering problem-solving class, and further development of research methodscomponents. Each of these initiatives was successfully completed and fully institutionalized.Now, at the conclusion of the AURAS project, the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin F. Hopkins, University of Louisville ; Keith Brandon Lyle, University of Louisville; Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

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NSF Grantees Poster Session

, practice problems,individualized study plans, weekly quizzes, unit exams, and a final exam. Based on the NCATemporium model (http://www.thencat.org/R2R/AcadPrac/CM/MathEmpFAQ.htm), weekly classmeetings consisted of group activities led by instructors and teaching assistants. There were notraditional lectures. Practice problems, study plans, and quizzes were assigned using Pearson’sMyMathLab® online software. At the end of each unit, students were given an in-class exam,and at the end of the semester, students were given a cumulative final exam.ProcedureWe manipulated the number and distribution of weekly quiz questions that covered specificcourse objectives. Four objectives (e.g., Simplifying Exponential Expressions Involving RationalExponents

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Ann Saterbak, Duke University; Megan McSpedon, Rice University; Michael Wolf, Rice University; Kristi Kincaid, Rice University

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NSF Grantees Poster Session

that was not taught in the program). Very little content in second-semester introductory chemistry is directly covered in RESP. As such, we examine only overallexam performance for the second semester of introductory chemistry.For the second analyses, we compared the number of students who achieved a B- (whichcorresponds to a GPA of 2.67) or higher in both first and second-semester chemistry with thosewho received a C+ or lower.Course grades were based on Rice University's GPA scale, which uses the plus/minus gradingsystem and assigns GPAs from 0 for an F, 0.67 for a D-, and up to 4.33 for an A+.Statistical Methods. In the first analysis, one-way between-subjects ANOVAs were conducted inSPSS. Two planned contrasts were used to differentiate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

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Diversity, NSF Grantees Poster Session

alignment with the goals of thegreater change initiative. In summer of 2017, all studio instructors were invited to participate in aweek long intensive workshop that was facilitated by two learning scientists with deepknowledge in instructional design for ambitious, equitable instruction. Instructors from eightstudio courses were able to attend. Work centered around building understanding of pedagogicalpractice and on leaving the workshop with at least one Studio 2.0 course activity for 2017-18.To help faculty develop activities that incorporate meaningful aspects of practice, we developeda material tool for planning and explaining, shown in Figure 1. This “quad design tool” askedinstructors to identify the context and engineer’s role in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason P.E., Seattle University; Jennifer A. Turns, University of Washington

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Diversity, NSF Grantees Poster Session

-basedinteractions and, in turn, cultivate the culture of doing engineering. Supportive policy plays arole in motivating and sustaining changes.Based on the four-categories of changes, the five-year plan of the project is summarized in Table1. The evaluation process is ongoing, and the results are planned to be disseminated viaconferences, workshops, and visiting scholars who will be invited to campus to be immersed inthe program for two weeks. Table 1: Summary of Project Activities and Timeline Year 1 2 3 4 5 Shared Vision Obtaining consensus on the shared vision

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Jeremiah Sullins; Shari E. Miller, University of Georgia

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Diversity, NSF Grantees Poster Session

undergraduate mechanical engineering major anticipating graduation in May of 2019. I am a member of the Beyond Professional Identity research group based in Harding University located in Searcy, Arkansas. I plan to further my studies in engineering education in graduate school particularly in regards to equipping students to work in development and sustainability. c American Society for Engineering Education, 2018 Paper ID #22967Dr. Jeremiah SullinsDr. Shari E. Miller, University of Georgia Shari E. Miller is an Associate Professor and the Associate Dean of the School of Social Work at the Uni- versity

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar V. Nedunuri, Central State University; Edison Perdomo, Central State University

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Diversity, NSF Grantees Poster Session

also wants to increase the diversity of the program with respect to gender and race. These were the rationales behind the CSU’s S-STEM - Strand 1: STEM Institutional Capacity Building grant application with the proposal, Undergraduate Scholarships for Excellent Education in Environmental Engineering and Water Resources Management (USE4WRM). USE4WRM Objectives and Plans US4WRM Objectives USE4WRM proposed the following three objectives to enhance the educational opportunities in WRM and ENE for potential students from low-income communities.1. Increase the enrollment numbers and the academic preparedness of the ENE-WRM majors selected from the low-income communities In Fall 2015, there were 15 Water Resources Management

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

received her doctorate in instructional design and technology from Virginia Tech.Dr. Marlena McGlothlin Lester, Virginia Tech Marlena McGlothlin Lester is the Director of Advising for the Department of Engineering Education at Virginia Tech. She leads the undergraduate advising team and oversees the advising process for all General Engineering students. She is responsible for the development of a hands-on, minds-on orien- tation model for all first-year engineering students, the creation of a comprehensive engineering major exploration tool, Explore Engineering, and enhancement of the academic planning resources available for first-year engineering students. Marlena strives to transform the advising experience for

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

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Diversity, NSF Grantees Poster Session

, programming, and registration. She also serves as the advisor to the Civil Engineering Student Advisory Council, which provides a voice for undergraduate students in the program and supervises department outreach student ambassadors. She currently sits on the department’s Diversity and Outreach Committee and is a liaison for the department to the Office of the Associate Dean of Undergraduate Studies for the college.Juliann Ava Lloyd, Clemson University Juliann Lloyd works as a research assistant in the Civil Engineering Department at Clemson University. She is currently a participant in the BS/MS program and will graduate with a BS in Civil Engineering in May 2020. In August, she plans to begin a Ph.D. program in either

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

. Professional Development of ParticipantsFor the professional development of the participants, several activities were planned. This REUprogram seeks to train undergraduates who are not only skilled in their technical areas, but alsowho can effectively present their research to both technical and non-technical audiences. Severalworkshops were conducted during the 10- week period that included Ethics in Engineering andScience, Graduate School Application Process and Financial Support, Resume Building,Improving Oral and Written Presentation Skills, and Industry Careers.We sought to enhance t h e students’ communication skills by engaging them in outreachactivities to the general public and K-12 students. The REU students were asked to make apresentation

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Josue DUPE Njock Libii, Indiana University-Purdue University Fort Wayne

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NSF Grantees Poster Session

Bursar offices. Results: Meetings with the leaders of the office offinancial aid and the office of the bursar took place to discuss and plan the monthly disbursementof scholarship money to NSF STEM Scholars. Scholarship money was disbursed monthlyduring the fall of 2017.D.1.4. The Office of Institutional Research. Results: Meetings with the director of this officetook place to discuss and plan the collection of institutional data and the facilitation of surveys ofstudents. Institutional data needed by the S-STEM team are being provided upon request.D.1.5. The Office of Assessment. Results: Meetings with the leaders of this office took place todiscuss and plan and design assessment instruments and the administration of assessmentsurveys. The

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

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NSF Grantees Poster Session

collaboration. This model suggests that effective collaboration depends onpre-existing capacity and contextual characteristics of stakeholders and their institutions.Project Timeline. Our project iteratively builds across three years such that year 1 cohorts haveat least two participating teachers per county who teach 6th graders. The year 2 cohort will add7th grade teachers from the same schools and year 3 cohort will be designed during year 2.Because the project adds new teachers from a consecutive grade level each year, we will havestudents participating who represent a mix of new to the lessons and activities as well aslongitudinal. This combination will be leveraged in the research plan to study impacts of thelessons and activities throughout the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois, Urbana-Champaign; Rashid Bashir, University of Illinois, Urbana-Champaign; Kelly J Cross, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Jeffrey Loewenstein, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Dorothy Silverman, University of Illinois Urbana-Champaign

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NSF Grantees Poster Session

how to provide “higher qualityhealthcare to more people at lower cost” andtrain bioengineering leaders of tomorrow todrive “Moore’s law for health care14.”Change TheorySince a core goal of our effort is to execute asignificant change to our department’scurriculum and norms, we briefly discuss ourtheory of change to explain how we plan toredefine our curriculum. Organizationalresearch amply demonstrates that “howchanges are made and communicated” mattersmore than “what changes are made15.”Members of a community undergoing changeare keenly attuned to just treatment16. To foster Figure 1: Symbiosis between project objectives.a sense of just practices during a changeinitiative, administrators must engage stakeholders (faculty and students) in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

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Diversity, NSF Grantees Poster Session

-factor analysis, which identifies and addresses those factors that need to be inplace if the project is to be sustainable. Faculty are interviewed before and after implementingchanges. Midterm course evaluations provide student input on their perceptions of the changesintroduced by faculty and provides an opportunity to examine differences between males andfemales in a School of Engineering whose student body is approximately 30% female.Results & DiscussionLimiting Factors AnalysisFaculty wrote reports at the end of the first summer of their Foundations work (i.e., Fall 2016) inwhich they outlined their plans for adopting evidence-based practices to address issues of studentmotivation and relevance of course content to students’ lives and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

as a small meal allowance. Each teacher has received up to$2000 for the supplies in their lesson plans. Teachers worked in teams on their respectiveresearch projects. The teams worked closely with the engineering faculty members supervisingtheir projects and graduate students. In addition a number of group activities were alsoorganized. These activities include industrial sites visit, research seminars and some professionaltraining such as CAD, machine shop and 3D printing. Besides research activities in the researchlab, the faculty member from the School of Education and Human Resources offered a project-based learning workshop each Thursday. This aims to help the RET teachers to transform whatthey have learned from the research project to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

’ productcatalogs. Figure 3 shows a load table from a steel joist manufacturer’s catalog that helpsengineers select a joist size and type based on the joists span and allowable load for that span.Figure 3: Load table for steel joists based on their span.To use this table, the structural engineer needs to determine the span of their joists and theirloading to ensure they select a joist with enough capacity. If the framing has already beendetermined, this information can typically be found on structural drawings, but the structuralengineer often has to work with an architect and architectural drawings to see where joists can beplaced, spaced, and what type of loads they might support. Figure 4 shows a preliminary sketchof a framing plan for a roof that was

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

. The challenges and lesson-learned on the collaboration between the two participating universities, communications withindustrial partners, recruitment of the students, set up of the evaluation plans, and developmentand implementation of the program will be discussed. The preliminary evaluation results andrecommendations will also be shared.IntroductionWith increasing demands for high performance in structural systems, Smart StructureTechnologies (SST) is receiving considerable attention as it has the potential to transform manyfields in engineering, including civil, mechanical, aerospace, and geotechnical engineering.Within the area of civil engineering, in particular, extreme events such as earthquakes,hurricanes, and tsunamis can have fatal