Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily L Atieh, Stevens Institute of Technology; Jan Cannizzo, Stevens Institute of Technology; Andrey Nikolaev, Stevens Institute of Technology (School of Engineering and Science)

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NSF Grantees Poster Session

payroll, to trip planning, to the creation of the mp3 filetype.Several of those 17 explicitly stated that math was necessary to function in society or tounderstand how the world operates (N=7). Others described math as a way of thinking, such as aguiding philosophy for making arguments and decisions (N=7): I think being trained in math from a young age just makes people better thinkers. It makes people more analytical thinkers. It allows you to follow a process. I also think the overlaps into logic help people better understand how to navigate an argument, like how to find a truth in something. [Karsten]The two outliers in this category were Chandra and Harrison. Chandra spoke about math inrelation to her philosophy on

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey L Kauffman, University of Central Florida

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Diversity, NSF Grantees Poster Session

while also providing participants sufficient time to make informed decisions andarrange travel plans to UCF (Orlando, FL). Table 1 shows statistics for each year’s applicant pooland selected cohort.HYPER is extremely selective, with only 2.8% of applicants participating in the program. Theacceptance rate has increased over time, both as recruitment becomes more targeted and as theHYPER team has successfully developed partnerships with external institutions to scale up theREU impact by approximately 50%. In planning for these additional participants, the HYPER teamdefines 12-14 projects each summer. Most projects are crafted so participants will conduct researchvia several techniques, such as physical experiments, numerical simulations, or

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

LuoBin Cui, Rowan University; Ying Tang, Rowan University; Chenchen Huang, Rowan University

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NSF Grantees Poster Session

betterunderstanding and retention. Fig. 2 visually presents these results, with the x-axisrepresenting question numbers, the y-axis representing correct responses, and stronglyorange and blue bars indicating pre- and post-test scores. However, there are some limitations with the current knowledge test. First, 35 studentsis still a small sample size, and while the results are promising, expanded testing is neededto ensure that our measured improvements are generalizable to a broader population.Likewise, as all testing was conducted at Rowan University, in the north-east United States,results might vary in differing student populations. For both points, broader testing isneeded to further confirm our results. For future studies, we also plan to redesign our

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan

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Diversity, NSF Grantees Poster Session

research plan is to develop modules which integrate technical and social topics related to theIntroduction to Circuits course. We will pre-pilot each module at a small private institution(University of San Diego), pilot it at a large public research institution (University of Michigan),and then scale it to other large circuits courses. To develop new modules, we worked with acohort of graduate students.Our research questions include 1. How can graduate students apply proven course design practices to effectively integrate sociotechnical issues into an Introduction to Circuits course? 2. What is the impact of the modules on students’ sense of social responsibility and their adherence to normative cultural beliefs? How do these

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alison K Polasik, Campbell University

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NSF Grantees Poster Session

. D. Jones et al, "An analysis of motivation constructs with first‐year engineering students:Relationships among expectancies, values, achievement, and career plans," J Eng Educ, vol. 99,(4), pp. 319-336, 2010.[2] V. G. Renumol, D. Janakiram and S. Jayaprakash, "Identification of cognitive processes ofeffective and ineffective students during computer programming," ACM Transactions onComputing Education (TOCE), vol. 10, (3), pp. 1-21, 2010.[3] S. Bergin and R. Reilly, "Predicting introductory programming performance: A multi-institutional multivariate study," Computer Science Education, vol. 16, (4), pp. 303-323, 2006.[4] M. Thuné and A. Eckerdal, "Analysis of Students’ learning of computer programming in acomputer laboratory context," Null

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Maeve Bakic, Boise State University; Diana Bairaktarova, Virginia Tech; Devshikha Bose, Boise State University

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Diversity, NSF Grantees Poster Session

mobile device use increase learning of identified difficultconcepts in thermal-fluid science courses as indicated by increased achievement scores?(Enhancement) and (3) What are student perceptions of using mobile devices for solving real-lifeproblems? This poster will provide an overview of the research plan and describe year 1 resultsand some preliminary research efforts based on year 2. This work is supported by the NSF:Research Initiation in Engineering Formation (RIEF) (Award#2106345).Major Project GoalsTo address the three primary research questions, achieve the project goal, and gain competency insocial science research, the PI Dr. Krishna Pakala, a faculty in a traditional engineering disciplinein a midwest university is working with the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Trina C. Kershaw, University of Massachusetts, Dartmouth; Susan Thomson Tripathy, University of Massachusetts, Lowell; Hong Liu, University of Massachusetts, Dartmouth; Kavitha Chandra, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

teams, composed of graduate students and faculty, are engaged in the co-creation ofeducational modules about cyber-physical systems (CPS). In this paper, we focus on the ways inwhich we support teams as they navigate the co-creation process.Our interdisciplinary teams are involved in projects with two major outcomes. In addition todeveloping educational modules, the first major outcome, teams also plan a study related to theirCPS topics with the goal of writing and presenting an academic paper, the second majoroutcome. During the 2022-2023 academic year, we have three teams composed of students andfaculty from three universities: the University of Massachusetts Lowell (UML), the University ofMassachusetts Dartmouth (UMassD), and the University

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eakalak Khan; Sayeda Ummeh Masrura; Bimal P. Nepal, Texas A&M University; Om Prakash Yadav, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

, and the promotion of environmentaleducation and responsibility. Global exposures offer networking and skill developmentopportunities unavailable to students in their home country. Students can get internationalexperience in various ways, such as study abroad programs and foreign internships. Internationalexposure has been demonstrated to increase student graduation and retention rates in engineeringschools [3]. Higher education institutions around the world are now focusing on how to createengineers who not only have advanced knowledge but also comprehend how culture caninfluence the implementation of their engineering designs and plans [4].There are many new and innovative ways to include international experiences in highereducation, thanks

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lenz Kaspar Bayas, Boise State University; Lisa A. Giacumo, Boise State University; Chantel Early, Boise State University; Kendra Rishell Peterson, Boise State University; Arvin Farid, Boise State University; Briceland McLaughlin, Boise State University; Donald Plumlee P.E., Boise State University; Mojtaba Sadegh, Boise State University; Tammi Vacha-Haase, Boise State University

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Diversity, NSF Grantees Poster Session

process is divided into three phases: identification, planning, and implementation, with eachphase producing a deliverable [24]. Phase 1, the identification phase contains steps 1 - 3 of theevaluation process. This phase centers on understanding the evaluation program and its overallpurpose, leading to a statement of work (SOW). Next, phase 2, the planning phase contains steps4 - 6 of the evaluation process. This phase explores the program in more detail, deciding on datacollection, methods to use, and furnishes an evaluation proposal for the SEnS-GPS leadershipteam to review. Once the internal evaluation project proposal is approved, the evaluation teamconducts phase 3, the implementation phase. This final implementation phase contains

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle Harlow, University of California, Santa Barbara; Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Alexandria Muller, University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

kindergarteners to graduate students in the schools of the Lucia Mar School District, and at Cornell University, University of Cali- fornia, Irvine, and Santa Barbara City College. He has worked in informal STEM education at the Santa Barbara Museum of Natural History and MOXI, The Wolf Museum of Exploration + Innovation. As MOXI’s first Director of Education, Skinner created the philosophical vision for the department, mapped out a five-year strategic plan, and built up an education staff of five full-time employees, 20 part-time employees, and over 100 volunteers. He planned, budgeted, and implemented a full slate of informal and formal education programs; collaborating with teachers and school administrators, university

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

thatfaculty who have participated in these opportunities will apply their knowledge and newunderstandings of difference towards advancing transformation through actions to create changewithin their spheres of influence.Multiple faculty-driven projects have emerged from the 2016 CBEE taskforce on equity,inclusion and social justice. Three examples of ongoing projects are described below.  Inclusive and Socially Just Teaming Practices. The goal of this project is to develop faculty capability to design and implement processes to develop students’ capacities to engage in inclusive teaming, where diverse voices are encouraged and valued. Towards this end, a professional learning community is being planned to provide a facilitated

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew L Dering, Penn State University; Conrad Tucker, Pennsylvania State University, University Park

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NSF Grantees Poster Session

many seconds) does it become possible to determine if a student will struggle. Asimple neural network is proposed which is used to jointly classify body language and predicttask performance. By modeling the input as both instances and sequences, a peak F Score of0.459 was obtained, after observing a student for just two seconds. Finally, an unsupervisedmethod yielded a model which could determine if a student would struggle after just 1 secondwith 59.9% accuracy.1 IntroductionIn this work, the role of machine learning for planning student intervention is investigated.Specifically, t his w ork a sks t wo q uestions: ( i) C an a s tudent’s s truggles b e p redicted basedon body language? (ii) How soon can these struggles be predicted

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Andrew O. Brightman, Purdue University, West Lafayette (College of Engineering); David Torres, Purdue University; Sean M Eddington, Brian Lamb School of Communication - Purdue

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Diversity, NSF Grantees Poster Session

understanding of research problems thaneither approach alone”25 (p. 18; see also Creswell and Clark26, Ch. 3), including use of multipleand complementary sources of evidence throughout the process, and leveraging the strengths ofmultiple research paradigms.Data Collection: Table 1 summarizes the data collection plan through the phases of the designprocess. In each phase, we will collect data from various stakeholders from Electrical andComputer Engineering (ECE) and Biomedical Engineering (BME) that inform both our researchquestions as well as the design and implementation of the solutions to achieve our objectives.Each measure is described in detail below.Table 1. Data Collection Plan Sources by Phase and Stakeholder Group Design Phase

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Caitlin Cairncross, University of Portland; Tammy VanDeGrift, University of Portland

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NSF Grantees Poster Session

combined.Cost for Students: noneCost for the University: staff member with counseling expertiseAcademic Integration Component: 1:1 discussions and group workshops on degree planning,study habits, time management, test-taking, effective writing, overcoming failure, and growthmindset/self-efficacy.Social Integration Component: Monthly student socials.Professional Integration Component: none for first-year students; alumni dinner for sophomorestudents with informal conversations about careersAssessment Methods: A focus group for first year versus sophomore participants at the end of theacademic year, along with tracking of retention and graduation ratesE. Voluntary Rising Sophomore Eight-Week Summer BridgeTarget Audience: Entering first-year students who

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Tolga Kaya, Central Michigan University; Ahmed Abdelgawad, Central Michigan University; Ishraq Shabib, Central Michigan University

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NSF Grantees Poster Session

welcome and participant introductions, followed byexplaining the rationale behind chosen team model, and engineering faculty members presentingtheir respective projects. Additional aspects discussed include obtaining identification cards,parking permits, CMU campus tour, engineering and technology building tour, coaching sessionson team building, classroom flipping techniques, and engineering programs at CMU.In the second week, participants spent 25 hours on research, 8 hours on coaching (teachertraining), 4 hours on group reflections and team planning, and 3 hours visiting other researchlabs and attending talks of various individuals. Some of the research projects that participantswere involved include: i) Internet of Things for Mobile

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Rio Grande Valley; Virgil U. Pierce, University of Texas, Rio Grande Valley; Stephen W. Crown, University of Texas, Rio Grande Valley; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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NSF Grantees Poster Session

programDuring year 4 of this project (in 2016-2017) several recruitment activities were conducted with theTexas Pre-freshman Engineering Program (TexPREP) students and their parents throughout theyear to inform them of the program and assist them with the application process for U-PREPprogram. TexPREP students are required to have high math scores to enter the program and havealready expressed interest in engineering by participating in at least three years of a seven-weekengineering summer program. As part of the proposed plan, students who had not taken CollegeAlgebra or English I were required to take those courses in this activity. Most students weregrouped together in those courses so that the U-PREP students could better form a learningcommunity

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patrick J. Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Chris Venters, East Carolina University; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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NSF Grantees Poster Session

reportedelsewhere (Cunningham, et al., 2015; Cunningham, et al., 2016; Cunningham, et al., 2017;Williams, et al., 2016), though the modules generally include a video about an element ofmetacognition and activities to be done inside and outside of class. The pre- and post-tests werecompleted during the small group meetings just before the modules began (week 5) and just afterthe last module (week 15). In this application, the modules were generally presented as follows: ● The video was shown and a set of reflection questions were assigned and collected during the large group meetings ● For half of the modules (Overview, Knowledge, and Planning), additional reflection questions were assigned and collected during small group meetings

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

these thoughts can also imagine how things could have beenworse (known as ​downward ​counterfactuals), more commonly people’s thoughts about negativeevents are drawn to how things could have been better, known as ​upward​ counterfactuals ​[1]​.(Given that upward counterfactuals are substantially more common than downward in daily life[2]​, and that these thoughts involve distinct patterns of emotions and motivations ​[3]​, in thecurrent research we focus exclusively on upward counterfactuals.) Counterfactual thoughts playan important role in causal reasoning, motivation, and planning. In the current research, wetherefore examine whether students’ counterfactual thoughts about their first exam in a coursepredicts their subsequent behavior and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

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Diversity, NSF Grantees Poster Session

to have a community of researchers and practitioners develop and testthe impact of change ideas using a four-part rapid improvement cycle (Plan – Do – Study – Act).The goal is to identify and adopt change ideas that result in improvement. These techniques havebeen applied to significant systems-based challenges [10] such as K -12 teacher recruitment,preparation or retention [11], [12], and improving pass rates for developmental mathematicsacross multiple higher education institution types [13].Starting in 2015 a corporate foundation partnered with, and funded, four historically blackcolleges and universities (HBCUs) to pilot a summer and academic year out-of-school programfor middle school males. In the first three months they impacted over

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

STEP Grant– Funded InitiativesIntro / AbstractThe NSF STEP grant program was initiated by the US Congress with the goal of implementingbest practices that would lead to an increase in the number of students obtaining STEM degreesat institutions with baccalaureate degree programs. Our university’s Colleges of Science andEngineering were fortunate to receive a STEP grant in 2009 to improve freshmen retention andgraduation rates by working on notoriously high-loss courses in chemistry and mathematics andfacilitating undergraduate research opportunities in science and engineering. This paperdescribes the path taken in the implementation of these plans, and a major shift wheninstitutional priorities necessitated a change in focus. After developing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Christopher Martinez, University of New Haven

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NSF Grantees Poster Session

support from A Scholarship Program to Increase Retention in Engineering (ASPIRE):Improving Work-Study-Life Balance. The goal of the program was to increase retention ofsophomore and junior engineering students who show academic promise but are at risk of notcompleting their studies due to financial concerns and/or life-work-study balance issues. Inaddition to financial support, ASPIRE provided scholarship recipients with opportunities toparticipate in activities that contribute to persistence such as tutoring, faculty mentoring,conferences, presentations and career planning workshops. Sixty-one students have beenawarded scholarships in this five-year period.This paper examines the effectiveness of ASPIRE to help students alleviate financial

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dennis M Lee, Clemson University; Shannon K Stefl, Clemson University; Sandra Linder, Clemson University; Cindy M. Lee, Clemson University; Faiza M. Jamil, Clemson University; Karen A High, Clemson University

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Diversity, NSF Grantees Poster Session

agenda Session 3 Report Out and Participants shared the highlights of their group’s Workshop Evaluation discussions and were then asked to complete online surveys about their experiences in the workshop. Workshop organizers closed the workshop with a discussion about the insights and ideas participants had shared during the event and plans for dissemination.Description of Preliminary Research AgendaResults from the first day of sessions yielded a wealth of data related to each of the three themes. Thisdata was further analyzed

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Rajeev Darolia, University of Missouri; Cory Koedel, University of Missouri; Junpeng Yan, University of Missouri; Jean Felix Ndashimye, Univesity of Missouri-Columbia

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Diversity, NSF Grantees Poster Session

Paper ID #17895The Role of High School Math and Science Course Access in Student CollegeEngineering Major Choice and Degree AttainmentDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Rajeev Darolia, University of Missouri Rajeev Darolia is Assistant Professor and Director of Research of the Institute of Public Policy at the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Amanda L Griffith, Wake Forest University; Xinrui (rose) Xu, Purdue University; Alexandra Marie Dukes, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

Paper ID #17915Diversity across Engineering Disciplines: Factors that Influence Student En-gineering Major ChoiceDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Amanda L Griffith, Wake Forest UniversityXinrui (Rose) Xu, Purdue University Xinrui (Rose) Xu is a currently a doctoral student in the School of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Shannon K Stefl, Clemson University; Amy Slaton, Drexel University (Eng. & Eng. Tech.)

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Diversity, NSF Grantees Poster Session

pleasedto note that many lively conversations occurred in planned breaks and social events we hadincluded on the program, with shifting perspectives and new collaborations emerging for manyof the participants along the way. In this paper, we report only on the formally structured aspectsof the event. We developed five threads (themes); all components of the conference schedule(including pre-conference communication and during-conference activities) were aligned withthese threads. The five threads were informed by the theory-methods-research questions triangle(figure 1) along with Booth, Colomb, and Williams’s (2008) innovation cycle of educationalresearch and practice (figure 2).Conference threads: 1. What theories inform your work? 2. What

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

could best benefit students.The process of adopting a shared vision started by holding lunch meetings where all facultybrainstormed how they envision "Engineering with Engineering." These brainstorming sessionsled to planning sessions surrounding curricular change discussed in the Curriculum sectionbelow. The “critical doing” of developing the new curriculum allowed the faculty to examine thecurrent system, identify issues to be addressed, and build the shared vision.Faculty reached the consensus on bringing industry practice to our students and sharing thevision of “Engineering with Engineers” during the first year of this project.b. Revised department mission. A department vision day was held for faculty to discuss andupdate the department

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

giving feedback onengineering design.Training for university educators, and in particular teaching assistants (TAs), often focus onintroductory topics - teaching responsibilities and grading (homework and exam). More advanced,yet still introductory, training topics include knowing students, lecturing techniques, leadingdiscussions, classroom management, creating optimal learning environments, academic integrity,class planning, and instructor evaluations9,10. To achieve reform, like improving feedback ondesign, more in-depth training, or rather professional development (PD), for educators isnecessary. Such PD must provide opportunities for instructors and TAs to provide input and feelvalued in the research and reform effort11. Instances where TA

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Anthony Hernandez, California State University, Los Angeles

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NSF Grantees Poster Session

in which co-designers are empowered to make real and substantial design decisions. Research in this area hasaddressed the cooperative process of design and development of expertise, while includingstudents in pedagogical planning processes. In particular, studies have found that students areable to play an important role as co-designers and the end products are better designed to meettheir personal needs and expectations [12].In our research, Participatory Design Approach was selected to redesign our instructional systemusing CPBL, since we believe that by engaging the target learners in the design process, we canshape a curriculum that better fits the learning characteristics of our students, and to promote“locality, diversity, involvement

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park; Christine Haas, Engineering Ambassadors Network; Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park

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NSF Grantees Poster Session

engineering students with an outreachmission to middle and high schools. The development mission is to enrich the communicationand leadership skills of engineering undergraduates through academic programs. The outreachmission is to attract a diverse population of middle and high school students into engineering. Inshort, the Engineering Ambassador Network places the right messenger (engineeringundergraduates with advanced presentation skills) with the right message (messages aboutengineering from Changing the Conversation [4]) in front of middle and high school students. This paper describes progress on the expansion of the Network during 2014 and plans forcontinued expansion in 2015. Support for this work has come from a grant by the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Falconer, University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; Garret Nicodemus, University of Colorado Boulder; Katherine Page McDanel, Dept of Chemical & Biological Engineering, University of Colorado Boulder; Michelle Medlin, University of Colorado

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NSF Grantees Poster Session

, and others that we plan toprepare, will be put into a webpage in a format so additional software is not required, andstudents can answer questions within the tutorial.Conclusion We made numerous improvements to our teaching/learning resources for chemical Page 26.1494.6engineering students and faculty and made them available directly on www.LearnChemE.com orprovided links on our website. These resources include ConcepTests, screencasts, interactiveMathematica simulations, an interactive tutorial module, and a thermodynamics course package.In addition to producing new screencasts, we replaced screencasts with errors