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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Bonnie H. Ferri, Georgia Institute of Technology; Aldo A. Ferri, Georgia Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

education argue for broad application, thedefinitive case for its adoption has yet to be documented so that all STEM educators can fullyappreciate its merit.Goals of the Center for Mobile Hands-On STEMThe Center for Mobile Hands-On STEM is pursuing activities that gather strong evidence of theeffectiveness of Mobile Hands-On STEM (MHOS) pedagogy on student learning and develop aneffective and pro-active dissemination strategy for the entire STEM educational community. Toachieve these goals, we have recently focused on: 1. Creating and implementing new standardized assessment tools that measure student learning, especially through the development of new experimentally focused concept inventories, as well as measure ease of adoption by

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Ohio State University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette (College of Engineering); Nikitha Sambamurthy, Purdue University, West Lafayette (College of Engineering); Jung Sook Kim, Ohio State University

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Diversity, NSF Grantees Poster Session

groups via the collection andanalyses of narratives of approximately 65 engineering WOC tenure-track faculty. Our overarching research question explores the following: How do women engineeringfaculty’s representation and experiences differ in academic engineering as a function ofrace/ethnicity, class, and faculty rank? Informed from Patricia Hill Collins’ framework ofintersectionality,1 this research applies a mixed methods approach across three interrelated andparallel research phases. The specific research questions related to each phase, their preliminaryfindings, and future work are described in the following sections.Phase A: Institutional Analyses with Existing Databases In this stage, existing databases are used to answer the

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Paper ID #19266Promoting STEM Education in Community College Students via ResearchDr. Carolyn A. Nichol, Rice University 1. Horhota, S.T., and Aitken, C.L. Multivariate cluster analysis of pharmaceutical formulation data using Andrews plots. J. Pharm. Sci., 1991, 85-90. 2. Aitken, C.L., McHattie, S.J. and Paul, D.R. Dynamic me- chanical behavior of polysulfones. Macromolecules, 1992, 25:1910-2922, 3. Aitken, C.L., Koros, W.J., and Paul D.R. Gas transport properties of biphenol polysulfones. Macromolecules, 1992, 25:3651-3658, 4. Aitken, C.L., Koros, W.J., and Paul, D.R. Effect of structural symmetry on gas transport

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; Deirdre-Annaliese Nicole Hunter, La Gran Familia De Gregory; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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NSF Grantees Poster Session

classify the student, but rather they classify the students’ responses, i.e.,the indicators are meant to provide feedback to students and to prompt them to examine theirbehavior more critically so they can make more accurate self-assessments of their learningprocesses.We developed the metacognitive indicators as a component of an intervention to: 1) teachengineering students about metacognition, and 2) provide them opportunities to practicemetacognitive skills. This intervention was designed to be used within existing engineeringcourses, but can be adapted to other contexts. Metacognition involves knowing about andregulating one’s own cognitive processes (Flavel 1979, Brown 1987), and is foundational tobeing a skilled learner (Pintrich 2002

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Adeyemi Awolumate P.A; Mitchell Rudy, Rowan University; Ravi P. Ramachandran, Rowan University; Nidhal Carla Bouaynaya; Kevin D. Dahm, Rowan University; Rouzbeh Nazari, Rowan University; Umashanger Thayasivam, Rowan University

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NSF Grantees Poster Session

also highly useful as a pre-processing step in speech and speakerrecognition systems so that a proper degree of enhancement can be applied to augmentsystem performance. This paper is a work in progress depicting the investigationconducted by two undergraduate students pertaining to (1) further research in SNRestimation and (2) the preparation of a laboratory manual to be used in an undergraduateclass.INTRODUCTION AND BACKGROUNDEstimating the signal to noise ratio (SNR) of a speech signal has interesting practicalapplications. Moreover, performing a blind SNR estimate [1] without knowledge of aclean reference signal is more relevant to many practical scenarios especially in the areaof voice biometrics [2]. Blind SNR estimation is very useful in

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

4,844 280Lompoc High 1,475 55% Santa BarbaraSchool 831,587 1,864 140Totals 145,150 57% 9 13,852,856 41,977 3,778 Table 3: CREATE Course Year 1 Year 2 Year 3 Renewable Energy Focus (2010- (2011- (2012- Enrollment 2010-2013* 11) 12) 13) Merced College 140 187 167 Santa Barbara City College 85 71 62 Cerro Coso Community College 165 124 115 Porterville College 60 60

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College

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NSF Grantees Poster Session

potential and financial need.Project activities have been based on four foundational blocks: Financial, Academic Skills,Involvement, and Commitment/Motivation. Each scholar is awarded up to $6,000 per year.Scholars are required to attend group study sessions, workshops, guest speaker talks, etc., as wellas meet twice per semester with a faculty mentor in their (or a related) discipline. Scholars areprovided field trip opportunities, are encouraged to apply for internships, and are provided with amembership in a professional organization (e.g., ASME, IEEE).The primary outcomes and objectives can be summarized as follows: 1. to reduce the need to work in order to focus on academics; 2. to improve academic skills and study habits; 3. to increase

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NSF Grantees Poster Session

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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

the overall lessons we learned from this experience and discuss next summer’splans as a result of our analysis and self-reflections.1. IntroductionIn recent years, Science Technology Engineering and Mathematics (STEM) educators,professionals, business leaders, and policymakers have recognized and highlighted therequirement to build a strong and technologically trained workforce. This requires a strongeducation system with qualified and trained educators. While the American college leveleducators are willing to train this workforce, the K-12 education system is currently challengedby a crisis of inadequate teacher preparation in STEM disciplines leading to low studentpreparation and performance1. Furthermore, the K-12 science teachers will be

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Peter Bermel, Purdue University; Krishna Madhavan, Purdue University, West Lafayette (College of Engineering); Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

capacityfor science, engineering, technology, and mathematics (STEM) MOOC evaluation and research.This project focuses on the following research questions: (1) What constructs contribute tolearners’ behavior in advanced STEM MOOCs? (2) What stakeholder needs inform theirdecisions in offering and designing advanced STEM MOOCs? and (3) What is a contextsensitive, generalizable framework of evaluation for advanced STEM MOOCs? To answer theseresearch questions, we triangulate information from: stakeholder interviews, surveys of learners,and learner analytics.IntroductionMassive open online courses, or MOOCS, have caused much discussion in both media outletsand academic journals. NSF and other funding agencies (e.g., Hewitt Foundation) have

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Mohamed Elzomor P.E., Arizona State University; Kristen Parrish, Arizona State University

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NSF Grantees Poster Session

PBLis an appropriate strategy for teaching students to engage in complex problem solving, andindeed may be one of the only effective methods for doing so (Shepherd and Cosgrif, 1998,Tomkinson et al., 2008). The vertically-integrated problem-based learning (PBL) frameworkdeveloped in the course of this TUES project provides undergraduate students with bothknowledge and tools needed to address urban sustainability issues in their future careers, whetherin industry or academe. This framework is replicable and can thus be deployed acrossuniversities as part of the CCEM curriculum. In this TUES project, the researchers develop a problem-based learning framework that (1)introduces sustainability earlier in the undergraduate curriculum, and (2

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

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NSF Grantees Poster Session

circles or boxes denoting concepts. The linking words and phrases specify relationshipsamong concepts. Two or more concepts are connected by linking words/phrases to form aproposition 12.The present study was funded by an NSF TUES-Type 1 program. An important goal of theproject is to use concept mapping to improve student understanding of the relationships amongdifferent concepts in engineering dynamics. This executive summary reports student perceptionsabout their concept mapping experiences. Innovations of the present study are described,followed by a description of research methods, data collection, example concept maps generatedby students, and student perceptions of concept mapping. Discussions and conclusions are madeat the end of this

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C Chavela Guerra, American Society for Engineering Education; Alexandra Sharpe, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education; Erin A. Cech, University of Michigan; Tom J Waidzunas, Temple University

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Diversity, NSF Grantees Poster Session

, 2017 ASEE Safe Zone Workshops and Virtual Community of Practice to Promote LGBTQ Equality in Engineering  The results discussed in this paper are part of a transformative project that links diversityresearch with a faculty development initiative to promote LGBTQ equality in engineering. Theaims of the project are to (1) identify aspects of engineering culture that present barriers toLGBTQ equality, (2) build knowledge and skills to disrupt discrimination and promote LGBTQequality in engineering departments on college campuses and (3) to identify best practices forpromoting LGBTQ equality in engineering. Safe Zone is a term commonly used in schools andworkplaces to describe both a learning experience (workshops) as

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Earl

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NSF Grantees Poster Session

facultymembers respond that it is not technical mastery, but “mathematical maturity” that matters. Weconducted a qualitative thematic analysis of 27 interviews with engineering faculty membersfrom 11 disciplines who taught engineering courses that list part of the core engineeringmathematics sequence as a direct prerequisite. We examine which mathematical skills, habits,and attitudes constitute “mathematical maturity” for engineering students according to theseengineering faculty members. We constructed an initial coding scheme from literature onmathematical epistemology, mathematical competencies, and symbol sense, with additionalcodes allowed to emerge during coding by two researchers.Some of the findings of this study are presented here. 1) Faculty

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kevin Cavicchi, University of Akron; John Fellenstein, University of Akron

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NSF Grantees Poster Session

Engineering at the University of Akron (UA) ran aNational Science Foundation funded Research Experience for Teachers (RET) site from 2012-2016 and started a new cycle in 2016-2019. This paper is a summary of the 2012 – 2016 site.The main objective of this RET site was to bring ten high school science teachers to TheUniversity of Akron (UA) campus for eight weeks each summer to increase their knowledge ofengineering research and enable them to effectively disseminate this knowledge in their highschool classrooms. This was accomplished through a combination of (1) an independent researchproject for each teacher in the laboratory of a UA faculty member and (2) hands-on professionaldevelopment activities to reinforce the fundamentals of engineering

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Nicholas D. Fila, Purdue University; Austin Spencer Bohlin, Purdue University, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

and implementing an innovative solution. We analyzed process mapsusing an a priori coding scheme which was modified from a coding scheme that was originallydeveloped to analyze expert-created process maps1. The coding scheme focused on the content ofthe map along two categories: (1) stage of innovation and (2) focus area. Analysis revealed thatstudents identified a majority of components at the opportunity identification (earliest) stage ofinnovation and included a decreasing number of components in each later stage of innovation.Students also emphasized the technological elements of the process, with lesser, but moderate,emphasis on strategic and societal elements.Investigating the Variety of Ways Engineering Students Experience

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Denise W. Carlson, University of Colorado Boulder

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NSF Grantees Poster Session

Table 1). The surveys probed self-reporteddifferentials in 1) teachers’ confidence in teaching engineering concepts and 2) changes in theirteaching practices as a result of exposure to (and experiences with) K-12 engineering educationresources and outreach opportunities, including the frequency with which they integratedengineering into their classroom teaching. The surveys employed a combination of Likert-style,open-ended, and multiple-choice questions. Table 1: Descriptions of TeachEngineering (TE) impact surveys for three K-12 teacher populations. Survey Population All TeachEngineering.org users from September 27 to TE site pop-up survey

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Olga Pierrakos, James Madison University

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NSF Grantees Poster Session

encounter during capstone design and willencounter in the real-world. The second goal is to improve assessment of students’ abilities toapply sustainable engineering design concepts across different problems or design challenges.We hypothesize that with guided practice and feedback, engineering undergraduate students willbecome better at drawing upon and integrating diverse knowledge domains when they are facedwith new, complex problems during professional practice. Project work began in September2015 through the NSF Research in Engineering Education program.Cognitive flexibility theory (CFT)1 provides a basis for assessing and improving students’knowledge transfer and the connection-building required to adequately address sustainabilityproblems

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Carolyn Plumb, Montana State University

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NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

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Diversity, NSF Grantees Poster Session

students could bring work from any class in which they might have awriting assignment. The resulting implementation resulted in only 1 or 2 students attending thefirst two sessions, and no attendees at the later sessions. Because of this the workshops weretransitioned to a technical writing module that is completely online within the virtual programspace, allowing participants to complete activities on their own time, consult references asneeded, or contact the PIs with specific questions they may have.A second activity that underwent a trial phase with limited success was a series of studentsuccess workshops. The University’s Center for Academic Achievement offers a series ofstudent success workshops throughout each semester covering topics such

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Suzanne W. Dietrich, Arizona State University; Don Goelman, Villanova University

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NSF Grantees Poster Session

influenced by the existing framework of thepre- and post- tests for the assessment of learning (Dietrich et al, 2015). For both the IntroDBand QueryDB animations, the questions that assess student learning are related to categories ofassessed concepts, which are shown in Table 1 for each animation. Questions range from high-level concepts to specific details in identifying data for answering queries or missing parts of anSQL query. Table 1. Categories of Concepts Assessed in the Two Animations IntroDB Category QueryDB Category Spreadsheet Anomalies Set Operations Database Anomalies (None) Filtering operations Primary Keys

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Molly H Goldstein, Purdue University, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

project include investigation of common design patterns, a progression ofstudent experimentation behaviors, and validation studies of a design conceptions instrument.(1) Investigated common patterns of student design behaviors.1 This publication exploredthree protocols to measure students’ engineering design solution quality, taking into account bothobjective and subjective design criteria. We compared high school students’ design solutions andestablished a metric called Trade-Off Value as a way to measure artifact quality. This method ofmeasuring measure artifact quality by focusing on how well a designer has balanced bothcomplementary and competing design criteria provides additional information on an importantdesign behavior and an opportunity

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Leda Lunardi, North Carolina State University; Olivia Christine Gordon, North Carolina State University

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Diversity, NSF Grantees Poster Session

example, communication skill development seminars,workshops, and mock interviews were coordinated prior to events like the Engineer Career Fairwhereas visits to local industries were scheduled later in the semester to avoid overlap withmidterm exams and research activities.FindingsThe demographic profile of the participants for each semester is listed in Table 1. During the firstthree years of the program, a total of 29 scholars have been awarded 54 scholarships, with astudent population that is 62% white, 28% African-American, and 10% Hispanic. Within theprogram, there are more males (62%) than females (38%).Table 1: Participants’ Gender and Demographic Profile since the program started. RACE/ ETHNICITY Year 1 Year 2 Year 3

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Richard E Groff, Clemson University; Ian D Walker, Clemson University; Pamela E Mack, Clemson University

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NSF Grantees Poster Session

in the next section. Each module has sixcomponents: 1) assigned background material, 2) a list of supplemental resources, 3) a lecturevideo, 4) a faculty conversation video, 5) a multiple choice quiz, and 6) a written discussionassignment. The assigned background material ranges from third party videos describing atechnology in more depth (such as [1]) to scholarly articles discussing related issues (such as[2]), to short stories illustrating relevant issues (such as [3]). A list of supplemental materials isposted along with the assigned background material. This list provides students with a startingpoint to dig further into a desired topic as well as find resources for the course project. Thelecture videos are 20-40 minutes long

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L Peters, Kettering University; Shanna R. Daly, University of Michigan; Stacy Lynn Mann, Kettering University

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NSF Grantees Poster Session

an advanced degree. In particular, a master’s degree has been shown to have a positiveimpact on engineers’ careers. Evidence shows that those with a master’s degree tend to stayabreast of changes in technology as well as ways to adapt to new technology.1 ABET has longencouraged continuing education.2 In 2007, the National Science Foundation sponsored the5XME workshop, which encouraged participants to discuss how to help US institutions trainstudents to become the best engineers in the world. One of the workshop’s recommendations wasto establish the master’s degree as an essential element of the field of engineering. “The mastersdegree should introduce engineering as a profession, and become the requirement forprofessional practice”3 and as

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

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Diversity, NSF Grantees Poster Session

(STEM) [1-2]. To date, 92 students from 64 universities, morethan half of whom were female, have taken part in this program.REU programs are designed around the needs of the undergraduate student participants. Theresearch projects, seminars, laboratory/industry tours, meeting with mentors, networking eventsand other activities are all set up to maximize the positive impact of a research experience on thestudents. After all, numerous studies have shown that active participation in hands-onundergraduate research is one of the most effective ways to attract and retain talentedundergraduate students, to motivate them towards pursuing careers and advanced degrees inengineering and science, to help them feel more connected to their educational

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Comas Lamar Haynes, Georgia Tech Research Institute; Sylvia L. Mendez, University of Colorado Colorado Springs; Valerie Martin Conley PhD, University of Colorado Colorado Springs; Rosario A. Gerhardt, Georgia Institute of Technology

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NSF Grantees Poster Session

project are the formalized opportunity to continue to engage in the discipline byproviding professional expertise and to contribute to a more diversified next generation ofengineering faculty.The mentoring and advocacy-networking paradigm was developed through an extensive reviewof the literature across disciplines with a targeted focus on diverse mentoring relationships inscience, technology, engineering, and mathematics fields (Johnson, 2015; Kram, 1985; Zellers,Howard, & Barcic, 2008). The model moves beyond advisory mentoring to include professionalnetworking and advocacy by emeriti faculty who are uniquely situated to provide theseresources. The new paradigm encompasses three domains of mentorship: (1) career development(emeriti faculty

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine G. Herbert, Montclair State University; Thomas J Marlowe, Seton Hall University; Jerry Alan Fails, Boise State University; Cyril S Ku, William Paterson University; Kelly M Goedert, Seton Hall University; Emily Hill, Drew University; Nina M Goodey, Montclair State University; Donal Thomas MacVeigh S.J.

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Diversity, NSF Grantees Poster Session

. NECST employs several activities that provide the additional scaffolding tosupport students as they make this transition. While we believe these activities may be suited forother situations, the program helps address the unique challenges northern New Jersey faces withrelation to graduate studies in computing fields.There have been significant efforts toward addressing the current and future shortfalls andmismatches in the computing, information, and technology workforce [1]. These efforts includeattracting more students into computer science, fostering a realistic and interdisciplinary approach tocomputing, and increasing cooperation and collaboration between institutions. The NECST Program[2], funded through the NSF S-STEM program [3

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Lisa Ann Moyer, Virginia Tech; Indhira María Hasbún, Virginia Tech

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Diversity, NSF Grantees Poster Session

institutional support. Such an instrument is important because it will facilitate college-level administrators monitoring progress in this area, leading to the identification ofopportunities for making STEM learning environments more supportive. The theoreticalfoundation for our instrument is the model of co-curricular support (MCCS), which was recentlydeveloped [1]. The MCCS is a student-retention model that demonstrates the breadth ofassistance currently used to support undergraduate students in STEM, particularly those fromunderrepresented groups.In total, the MCCS outlines six elements of institutional support (See Table 1). Our survey willtransform student support in STEM by making it possible to assess each of these constructs. Thebenefit of

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

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NSF Grantees Poster Session

education, and a case study to demonstrate its capabilitiesas a method of collecting and analyzing data from student design teams. The system isintended to support educators in coaching and monitoring student designers, encouragestudents in reflective reporting on their experiential learning, and to serve as a data collectiontool for education researchers.This poster also presents the results of a case study of a proposed framework involving DEFTdata to evaluate project-based design courses. The research consisted of interviews with thelead instructor of the classes (n=1), weekly observation of the student groups and the analysisof self-reported student design process data (n=12) to review the efficacy of the design class.The poster concludes by

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

/Latino; student status as firstgeneration). This work feeds into analytical models that will explore relationships betweentransfer student capital and: 1) outcome variables (academic achievement and degreeattainment), and 2) adjustment variables for engineering transfer students [6,7,8].Executive SummaryIn recent decades, recruitment and retention efforts to meet workforce demands and broadenparticipation in colleges of engineering across the country have focused primarily on catering tothe needs of first-year, traditional age college students who matriculate from high school into 4-year institutions [9,10]. While these efforts have moved the needle on enrollment and retentionfor undergraduate students in engineering, growth and improvement