Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Moreland, Purdue University, Northwest; Kyle Alexander Toth, University of Dayton; Nicholas Walla; Chenn Q. Zhou, University of Dayton; Tyamo Okosun, Purdue University, Northwest; Armin Silaen

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NSF Grantees Poster Session

Brimacombe Memorial Lecture Award in 2010, and She and her co-authors also received the AIST Josef S. Kapitan Award in 2005 and 2016, the AIST Computer Applications Best Paper award in 2006. She was awarded 2017 Outstanding Faculty in Engagement by Purdue University Northwest and Gerald I. Lamkin Fellow for Innovation & Service by the Society of Innovators. Dr. Zhou has been a Fellow of the American Society of Mechanical Engineers since 2003. She has been very active in profes- sional societies. She has served in various boards and committees such as the AIST Foundation Board of Trustees.Tyamo Okosun, Purdue University, NorthwestArmin Silaen ©American Society for Engineering Education, 2023

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University, Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University, Worldwide; Emily Faulconer, University of Florida; Kelly A George, Embry-Riddle Aeronautical University, Worldwide

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NSF Grantees Poster Session

- ciation for Uncrewed Vehicle Systems International (AUVSI) Florida Peninsula Chapter, a member of the National Business Aviation Association (NBAA)’s Emerging Technologies committee, and a reviewer for ERAU’s Faculty Innovative Research in Science and Technology program.Emily Faulconer, University of FloridaDr. Kelly A George, Embry-Riddle Aeronautical University, Worldwide Kelly Whealan George is an Associate Professor with the College of Aviation at Embry-Riddle Aeronauti- cal University – Worldwide. She is the Graduate Curricular Chair for the Department of Graduate Studies. Her research interests include online education, aviation economics, economic impact studies and under- graduate research. Dr. Whealan George

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald P. Visco Jr., University of Akron; Nidaa Makki, University of Akron; Linda M. Subich, University of Akron; David Steer, University of Akron; Erin R. Stevic, University of Akron

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Diversity, NSF Grantees Poster Session

did notparticipate in the program. Evaluation data also indicated that students were highly satisfied withthe shadowing experiences. More research is needed to examine how the social cognitive factorssuch as coping, efficacy and outcome expectations are working to influence students’ outcomes.References[1] R. W. Lent, S. D. Brown, and G. Hackett, “Toward a unified social cognitive theory ofcareer/academic interest, choice and performance,” Journal of Vocational Behavior, vol. 45, pp. 79-122,1994.[2] R. W. Lent, S. D. Brown, and G. Hackett, “Contextual supports and barriers to career choice: A socialcognitive analysis,” Journal of Counseling Psychology, vol. 47, pp. 36-49, 2000.[3] H. B. Sheu, R. W. Lent, S. D. Brown, M. J. Miller, K. D

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Brian K Dean, Oakland University; Chris J Kobus, Oakland University; Mark R. Olson, Oakland University

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Diversity, NSF Grantees Poster Session

educational partners; 2. Consideration of applicant’s letter(s) of recommendation; 3. Consideration of applicant’s statement describing the reason for his/her interest in participation in this program, in addition to his/her commitment to seeing this program through the summer and into the classrooms; 4. Consideration of applicant’s mentoring history in the classroom, including developing innovative teaching methods in STEM fields, leadership in after-school STEM activities, encouragement of students to participate in external outreach programs (for in-service teachers only). 5. Additional consideration of GPA (>3.0) for pre-service teachers, their extracurricular

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

student learning and professional formation that are well-recognized inengineering education.Additionally, when we understand shame as an internal experience of individuals related to socialconnection, we can see compelling threads of this phenomenon in engineering education research. Forexample, Foor et al.’s ethnography highlights Inez’s painful experience of desiring acceptance by otherengineering students.13 Additionally, in their grounded-theory study on help-seeking behaviors, Herringand Walther highlight how several participants avoided seeking help in classes. As voiced by one of theirparticipants, “I’m thinking about what they think about me, and I don’t want to be thought of as that guythat’s behind or that guy that’s a little bit

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton L Kussmaul, Muhlenberg College; Heidi Ellis, Western New England University; Gregory W Hislop, Drexel University (Eng. & Eng. Tech.); Lori Postner, Nassau Community College; Darci Burdge, Nassau Community College

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NSF Grantees Poster Session

, repeatable learning activities, particularly in introductory courses. This might include wikis, discussion forums, task trackers, and source repositories that can be cloned to provide sandbox environments for students to practice and develop skills before work with actual HFOSS communities.AcknowledgementsThis material is based on work supported by US National Science Foundation grantsDUE-1225688, 1225708, and 1225738 (OpenFE), and DUE-1524877, 1524898, and 1525039(OpenPath).References 1. H.J.C. Ellis, G.W. Hislop, S. Jackson, and L. Postner. Team project experiences in Humanitarian Free and Open Source Software (HFOSS). ​ACM ​Trans. on Computing Education, 15, 4, Article 18 (December 2015), 23 pages. DOI=http

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Q. Peter He, Tuskegee University; Jin Wang, Auburn University

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NSF Grantees Poster Session

, associated sections in selectedtextbooks, process background and problem(s). The solution to module problem(s) will beprovided upon request from instructors.Due to the complex nature of the biofuel processes and students’ limited exposure to biofueltechnology, most students would feel incompetent in dealing with problems related to biofuel. Tohelp students overcome this barrier, we have also been creating a series of web modules toaccompany the classroom modules by exploiting two recently emerged instructional strategies:computer-assisted instruction and visual learning. Computer-assisted instruction is an innovativeinstructional strategy that has been receiving increasing attention in engineering education 16. Ithas been shown that computer

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Christine Tetrick, Washington State Univeristy; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington

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Diversity, NSF Grantees Poster Session

- Non- STAR Non- STAR STAR STARS STAR S STARS S S S Year-to-year retention in N/A N/A 73% 62% N/A N/A Engineering Year-to-year retention at N/A N/A 77% 73% N/A N/A university Average cumulative GPA 2.26 2.34 2.64 2.80 2.74 2.35 Performance in math courses 1.96 1.68 1.85 2.04 2.68 2.35 Performance in

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Karl A Smith, University of Minnesota, Twin Cities; Ann F. McKenna, Arizona State University, Polytechnic Campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russell Korte, Colorado State University; Christopher Swan, Tufts University

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NSF Grantees Poster Session

. (2010). Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category ByMembers of the 2005 "Rising Above the Gathering Storm" Committee; Prepared for the Presidents of the National Academyof Sciences, National Academy of Engineering, and Institute of Medicine. Washington, DC: National Academies Press.10. National Research Council. (2012). Discipline-Based Education Research: Understanding and Improving Learning inUndergraduate Education. S. R. Singer, N. R. Nielsen, and H. A. Schweingruber, Editors. Committee on the Status,Contributions, and Future Directions of Discipline-Based Education Research, Board on Science Education, Division ofBehavioral and Social Sciences and Education. Washington, DC: National Academy Press.11

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

diversity. We developed an instrument for measuringstudents’ latent diversity from a review of the existing literature as well as interviews withundergraduate students. A detailed description of this process can be found in [7]. This surveymeasured students’ epistemic beliefs, innovation self-efficacy beliefs, STEM role identityconstructs, motivation, personality, and background factors such as race/ethnicity, genderidentity, sexual orientation, ZIP code, and parent(s) level of education. Students responded toitems measuring their attitudes and beliefs on a 7-point anchored numeric scale. We administered3,855 paper and pencil surveys to 32 ABET accredited institutions to understand students’ latentdiversity. These schools were recruited from a list

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiana Solis, Florida International University; Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Jacqueline Faith Sullivan, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mark Allen Weiss, Florida International University

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NSF Grantees Poster Session

describes an NSF (National Science Foundation) S-STEM-funded scholarshipprogram, representing a collaborative five-year grant project among three prominent universitiesin the Southeast region of the United States. Its primary objective is to support dedicated scholarsin graduating and finding a professional pathway. Each institution recruited a cohort of 15-20scholars annually for three years. The project offers scholarships and provides curricular and co-curricular support to academically talented but financially challenged students in the computingdisciplines, including Computer Science, Computer Engineering, Cybersecurity, and InformationTechnology majors, starting from their junior years. The program aims to impact 150 scholars,most of whom are

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University

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Diversity, NSF Grantees Poster Session

Undergraduate Research Experience Intensity on Measures of Student Success," Journal of the Scholarship of Teaching and Learning, vol. 23, no. 1, 04/04 2023, doi: 10.14434/josotl.v23i1.32675.[2] S. Russell, M. Hancock, and J. McCullough, "Benefits of Undergraduate Research Experience," Science, vol. 316, pp. 548-549, 2007.[3] R. S. Hathaway, B. A. Nagda, and S. R. Gregerman, "The Relationship of Undergraduate Research to Graduate and Professional Education Pursuit: An Empirical Study," Journal of College Student Development, vol. 43, pp. 614-631, 2002.[4] B. A. Nagda, S. R. Gregerman, J. Jonides, W. von Hippel, and J. S. Lerner, "Undergraduate student-faculty partnerships affect student retention," The

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Hare, Rowan University

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NSF Grantees Poster Session

review,” in 2021 International Conference on innovation and Intelligence for informatics, computing, and technologies (3ICT), pp. 403–410, IEEE, 2021. [5] I. A. Mastan, D. I. Sensuse, R. R. Suryono, and K. Kautsarina, “Evaluation of distance learning system (e-learning): a systematic literature review,” Jurnal Teknoinfo, vol. 16, no. 1, pp. 132–137, 2022. [6] E. Mousavinasab, N. Zarifsanaiey, S. R. Niakan Kalhori, M. Rakhshan, L. Keikha, and M. Ghazi Saeedi, “Intelligent tutoring systems: a systematic review of characteristics, applications, and evaluation methods,” Interactive Learning Environments, vol. 29, no. 1, pp. 142–163, 2021. [7] T.-d. Kim, M.-y. Yang, J. Bae, B.-a. Min, I. Lee, and J. Kim, “Escape from infinite freedom

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haniye Mehraban, Oklahoma State University; John Hu, Oklahoma State University

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NSF Grantees Poster Session

. 1–9.[20] B. Crandall, G. A. Klein, and R. R. Hoffman, Working Minds: A Practitioner’s Guide to Cognitive Task Analysis. The MIT Press, 07 2006.[21] J. J. J. Scott D. Johnson, Jeff W. Flesher and A. Ferej, “Enhancing Electrical Troubleshooting Skills in a Computer-Coached Practice Environment,” Interactive Learning Environments, vol. 3, no. 3, 1993, publisher: Routledge pages = 199–214,.[22] T. Axton, D. Doverspike, S. Park, and G. Barrett, “A model of the information-processing and cognitive ability requirements for mechanical troubleshooting,” International Journal of Cognitive Ergonomics, vol. 1, no. 3, pp. 245–266, 1997.[23] A. Schaafstal et al., “Cognitive task analysis and innovation of training: The case of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

.References[1] ABET Accreditation Criteria https://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2022-2023/ Accessed January 20, 2024[2] National Society of Professional Engineers (NSPE) https://www.nspe.org/ Accessed April 22, 2024[3] IEEE Code of Ethics https://www.ieee.org/about/corporate/governance/p7-8.html Accessed April 22, 2024[4] S. M. Lord, B. Przestrzelski, and E. Reddy, “Teaching social responsibility: A Conflict Minerals Module for an Electrical Circuits course,” Proceedings of the 2018 WEEF-GEDC Conference, Albuquerque, NM, November 2018. https://ieeexplore.ieee.org/document/8629755[5] S. M. Lord, B. Przestrzelski, and E. Reddy, “Teaching social

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Ahmad Farooq, Rutgers, The State University of New Jersey

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Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Clemson University; Richard A. Layton; Catherine E. Brawner, Research Triangle Educational Consultants; Russell Andrew Long, Purdue Engineering Education; Haleh Barmaki Brotherton, Clemson University; Hayaam Osman, Purdue University, West Lafayette; Joe Roy, American Society for Engineering Education

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NSF Grantees Poster Session

at https://midfieldr.github.io/2023-midfield-institute/agenda.html [Accessed February 7, 2024].[4] S. M. Lord, M. W. Ohland, R. A. Layton, M. K. Orr, R. A. Long, C. E. Brawner, and J. Roy, “Sustaining and scaling the impact of the MIDFIELD project at the American Society for Engineering Education (Year 1),” 2023 American Society for Engineering Education Annual Conference Proceedings, Baltimore, MD, June 2023. https://peer.asee.org/43112[5] R. A. Long, R. A. Layton, M. K. Orr, S. M. Lord, and M. W. Ohland, “A primer on working with longitudinal student unit records,” 2023 American Society for Engineering Education Annual Conference Proceedings, Baltimore, MD, June 2023. https://peer.asee.org/44629[6] S. M

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sawsan Werfelli, State University of New York, Binghamton; Amber Simpson, State University of New York, Binghamton; Peter N. Knox, University of Vermont; Kelli Paul, Indiana University, Bloomington; Adam Maltese, Indiana University, Bloomington

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NSF Grantees Poster Session

widerange of responses, varying between 3 and 12. Since failure and frustration are intricate elementsof the engineering design cycle, we wanted to know how these children dealt with these twonegative experiences. Dealing with failure and frustration can reflect how the children sawthemselves. For example, Sarah, rating herself at 7, thought of these two components as a way tosee what went wrong. To this effect, she said: “I get a little bit frustrated, and I'd see what I didwrong. but I'm not totally okay with it [failure] because I just get a little frustrated because I didit like a bunch of times, and still don't know what [went] wrong”.Eliot, rating himself at 6, said that he normally “get[s] mad and figure[s] out how to make itwork”. Dealing

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; Afroditi Vennie Filippas, Virginia Commonwealth University

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NSF Grantees Poster Session

learning. She has been awarded the Dominion Strong Men & Women Excellence in Leadership Award, Richmond Joint Engineers Council Engineer of the Year, AAAS Diplomacy Fellowship, and the NSBE Janice Lumpkin Educator of the Year Award.Dr. Afroditi Vennie Filippas, Virginia Commonwealth University Dr. Filippas received her B.S. in Electrical Engineering from the University of Patras, Greece. After earning her M. S. and Ph. D. from the University of Texas at Austin, she completed post-doctoral research with the Institute of Accelerating Systems and Applications in Athens, Greece. Post-academically, she worked for Ansoft Corporation as a research scientist spearheading the development of the next generation code for

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; J. Reid Schwebach, George Mason University

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NSF Grantees Poster Session

-learning version of a course s/he had taught previously in a face-to-faceformat. Notably, the distance-learning version also included active learning components (e.g.,questions embedded in lecture videos).Despite the integral role the GTAs played in undergraduate teaching, these students noted thatthey did not receive extensive preparation to serve as GTAs. Some of them completed a trainingat the beginning of their program, while others did not, as department-level training was notprovided on a regular basis. In addition, the GTAs reported that, before joining the SIMPLEgroup, they did not often have opportunities to interact with fellow GTAs and faculty membersto talk about teaching. Some of the courses they were teaching had weekly meetings with

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

, 24(8), 681-695.Aud, S., Fox, M. A., & KewalRamani, A. (2010). Status and Trends in the Education of Racial and Ethnic Groups. NCES 2010-015. National Center for Education Statistics.Avery, C., & Kane, T. J. (2004). Student perceptions of college opportunities. The Boston COACH program. In College choices: The economics of where to go, when to go, and how to pay for it (pp. 355-394). University of Chicago Press.Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community college. New Directions for Community Colleges, 2009(145), 11-30.Bailey, T., Jeong, D. W., & Cho, S. W. (2010). Referral, enrollment, and completion in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Xiang Gao, Arizona State University; Bhargav Korrapati, Arizona State University; Vignesh Seetharam, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H Robinson, The University of Texas at Austin

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NSF Grantees Poster Session

-1044497 and DUE-1323773. We thank Drs. J. Aberle, M. Ardakani, S.Chickamenahalli, R. Ferzli, G. Formicone, S. Goodnick, R. Gorur, O. Hartin, G. Karady, R.Kiehl, Hongwei Mao, B. Matar, S. Ozev, L. Sankar, Donghoon Shin, Meng Tao, C.Tepedelenlioglu, T. Thornton, G. Trichopoulos, D. Vasileska, Chao Wang, Marnie Wong,Hongbin Yu, and Hongyu Yu for using the software in their sections of EEE 202 at ASU. Wethank Y. Astatke for using the software in EEGR 202 at Morgan State University, H. Underwoodand R. Fish for using it in ENGR 236 at Messiah College, J. David Irwin for using it in ELEC2110 at Auburn University, Jennifer Ross and Huihui Zhu for using it in ECPE 41 at Universityof the Pacific, V. Gupta for using it in EE 20234 at the University of Notre

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

supported by the National ScienceFoundation under DUE/IUSE Grant No. 1610164 and IUSE/PFE 1623053. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References 1. K. Jahan, R. Breen, P. L. Hurley, E. Pepe, J. Shen (2018) Teaching Sustainable Development Using Algae, Proceedings of the 9th Conference on Engineering Education for Sustainable Development (EESD) 3-6 June 2018, Rowan University, Glassboro, NJ, USA. 2. K. Jahan, R. Breen, P. L. Hurley, E. Pepe, J. Shen (2018) Integrating Humanities with Engineering Fundamentals, Proceedings of the 2018 Annual ASEE Conference, Salt lake City

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

development framework for feedback on design In Phase 4of this project, we will investigate the impacts of training and expertise in providing feedback ondesign.Bibliography1. Simon, H. A., The sciences of the artificial. MIT press: Cambridge, MA, 1969; Vol. 136.2. ABET Accreditation criteria and supporting documents. http://www.abet.org/accreditation-criteria-policies- documents/.3. NAE, The engineering of 2020: Visions of engineering in the new century. The National Academic Press: Washington, DC, 2004.4. Diefes­Dux, H. A.; Zawojewski, J. S.; Hjalmarson, M. A.; Cardella, M. E., A framework for analyzing feedback in a formative assessment system for mathematical modeling problems. Journal of Engineering Education 2012, 101 (2

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

participants, including gender, ethnicity/race, international studentstatus, intended major, etc. During the mid-point and Phase 2 administrations, we will collectrelevant information such as GPA, academic major(s) and minor(s), and intended career plans.During all three data collections, we will also ask respondents to report spiritual/religiousorientation, other relevant experiences (e.g., service learning, mission work, community service,volunteer activities, extracurricular activities, co-op/internship/work experiences, conferences,workshops, etc.), and completion of related coursework, certificate programs, etc. Thisinformation will mainly be used to perform within- and across-group comparisons and modelingof the larger quantitative data set, as

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc; Cindy Waters, Naval Surface Warfare Center

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Diversity, NSF Grantees Poster Session

evaluating teamwork models, statewide pre-college math initiatives, teacher and faculty professional development programs, and S-STEM programs.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Rebecca Brent, Education Designs, Inc Rebecca Brent is President of Education Designs, Inc., a consulting firm located in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Radian G. Belu, Drexel University (Tech.)

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

in detail. This paper formsa good model to develop advanced manufacturing instruction materials.AcknowledgementThis work was supported by the National Science Foundation (DUE-TUES-1246050). Theauthors wish to express sincere gratitude for their financial support.Bibliography[1] Kikuchi, T., Kenjo, T. & Fukuda, S., 2001, Remote laboratory for a brushless DC motor, IEEE Transactions onEducation, Volume 44, Issue 2, p.12.[2] Bresnahan, T., Brynjolfsson, E. & Hitt, L., 1999, “Information Technology and Recent Changes in WorkOrganization Increase the Demand for Skilled Labor,” in M. Blair and T. Kochan, Eds., The New Relationship:Human Capital in the American Corporation, Washington, DC: Brookings[3] Bresnahan, T., Brynjolfsson, E. &

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

elective Finite Element Analysis course.For most students, the time-gap between taking Statics and Solid Mechanics is 3 months (atthe minimum) to almost one year (maximum) due to the nature of schedule (co-op education)followed at Kettering.In the following several pages, sample list of courses and the overall student performance onthe quizzes is given. It may be pointed out that not all students in a class may haveparticipated in this survey. That is, they might not have taken any quiz either because theymissed deadlines set for the assignment(s), or they felt (based on their performance in theclass) taking the quizzes doesn‟t significantly change their grade in the class, or finally, theymight have taken only a few quizzes. Therefore, the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob P. Moore, Virginia Tech; Christopher B. Williams, Virginia Tech; Chris North, Virginia Tech; Aditya Johri, Virginia Tech

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NSF Grantees Poster Session

. Washington, DC: National Academy Press, 2003.[4] G. Hatano and K. Inagaki, “Two Courses of Expertise.,” in Child Development and Education in Japan, New York, NY: W H Freeman/Times Books/ Henry Holt & Co., 1986.[5] R. B. Miller, “The Information System Designer,” in The Analysis of Practical Skills, Baltimore, MD: University Park Press, 1978, pp. 278–291.[6] R. A. Streveler, T. A. Litzinger, R. L. Miller, and P. S. Steif, “Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions,” Journal of Engineering Education, vol. 97, no. 3, pp. 279–294, 2008.[7] D. P. Ausubel, Educational Psychology; a Cognitive View. New York, NY: Holt, Rinehart and Winston, 1968.[8] J. D. Novak and A. J. Cañas

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University; Joshua Gisemba Bagaka's, Cleveland State University; Matthew W Roberts, University of Wisconsin, Platteville; Rebecca A Atadero, Colorado State University; Manoochehr Zoghi P.E., California State University, Fresno; Philip W. Johnson, University of Alabama; Tara L. Cavalline, University of North Carolina at Charlotte; Michael K Thompson, University of Wisconsin, Platteville

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NSF Grantees Poster Session

inary teams Learning issuesGE 2130 S 2010 3.85 3.81 4.27 3.88 3.85 3.46 F 2010 3.50 4.00 4.21 4.14 4.00 3.93CE 3100 F 2009 3.53 4.00 3.93 4.21 4.13 3.67 S 2010 4.04 4.00 4.17 3.96 4.25 3.83 F 2010 3.50 3.65 3.69 3.85 3.62 3.42 S 2011 s1 3.45 4.07 3.93 3.72 4.00 3.72 S 2011 s2 3.60 4.08