Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chip W. Ferguson, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Paul M. Yanik, Western Carolina University

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Diversity, NSF Grantees Poster Session

of weekly journaling assignments (4) focused on several topics, including: theparticipants’ fears and anxieties about the new program and major; current and future academicexpectations; future academic and career related activities; and mentorship. Participants wroteabout their goals for the academic year; obstacles to accomplishing these goals; strategies forovercoming potential obstacles; and their professional goals, both immediately and five yearsafter graduation [12]. The participants’ journal entries were used to plan and deliver a series ofworkshops.A total of twelve workshops were conducted by WCU’s Student Support Services, including:Career Service, Writing and Learning Tutoring Center, Math Tutoring Center, and the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cassandra J. Groen, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech

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Diversity, NSF Grantees Poster Session

study and outline ourresearch methods, including data collection and analysis plans. As this project is currently in theinitial phase, we conclude with a discussion of challenges encountered, strategies for overcomingthose challenges, and next steps.IntroductionCurrently available statistics suggest that between 11 and 15% of U.S. college students identifyas individuals with disabilities [1, p. 135]. At the same time, research on K-12 environmentsindicates that students with disabilities leave high school with lower college aspirations [1], areless likely to have access to college preparatory programs [1], and, most salient to this project,are “often discouraged from taking science and engineering courses”; when they do enroll, theyare often

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Gong, ECE Department of Temple University ; Brian P. Butz, Temple University; Saroj K Biswas, Temple University; Li Bai, Temple University; Daniel J Douglas, Temple University

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NSF Grantees Poster Session

because of safetyissues, expenses, and lack of qualified teaching assistants. This paper presents the planning anddevelopment of a web-based application that can simulate a virtual laboratory for electricmachines. This Virtual Power Laboratory 1 (VPL) is developed on a universal web-basedplatform that can be accessed anywhere by most mobile devices and modern computers. As aproof of concept, nine virtual experiments have been developed for DC motors and generators.Machine concepts are summarized using text, 2D and 3D graphics as well as multimediaanimation. The animated graphical user interface (GUI) plays an important role as it enablesstudents to review and retain basic concepts by building a bridge from the virtual environment tothe real

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kyle Alexander Toth, Purdue University Northwest; John Moreland, Purdue University Northwest; Chenn Q. Zhou, Purdue University Northwest; Anusree Balachandran, Center for Innovation through Visualization and Simulation, Purdue University; Fangzhou Zhang, Purdue University Northwest; John Claude Roudebush, Ivy Tech Community College

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NSF Grantees Poster Session

objectives and associatedlearning actions were chosen for student educational program development and assessment:  Objective #1: Students will identify safety hazards in the wind turbine environment with these learning actions: o Students will examine and assess safety conditions in the virtual wind turbine. o Students will select appropriate personal protective equipment.  Objective #2: Students will apply task-based hazard assessment with this learning action: o Students will examine a work plan and assess potential hazards for each task in virtual scenarios.  Objective #3: Students will create and follow a safety plan and correct safety procedures with this learning

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato

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NSF Grantees Poster Session

years, the MAX scholarship program has engaged in a continuousimprovement process. The students provide feedback at least once per semester through onlinesurveys and, most recently, reflection essays. The faculty mentors and graduate assistant observewhat is working well and where improvement is needed during the weekly seminars. Theydiscuss and reflect on continuous improvement ideas at their weekly planning meetings and anannual reflection and assessment meeting at the end of the year. This process is guided by theorganizational goals and implemented through interventions to the supporting structure of MAX(See Table 1). Some examples of changes include annual retreats, common reads assigned overwinter break, and formally assigning primary

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Micah Lande, South Dakota School of Mines & Technology; Ann F. McKenna, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

(seeemergent codes above in Table 4 for examples). Going forward, although further validation isrequired, it is expected that the elements within the Faculty Innovation Canvas will be easilyunderstood and recognized by faculty and administrators using the canvas tool to plan ordocument their own innovation.The participants’ responses also helped further contextualize some Faculty Innovation Canvaselements within the everyday realities of faculty members’ experiences, particularly those relatedto Key Resources and Costs / Constraints, and Fulfillment / Recognition. Participants generallyseemed unconcerned about the availability of funding, perhaps because they did not perceive agreat need for, or shortage of it. By contrast, and in line with prior

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Sarah Hoyt, Arizona State University; Kristi Glassmeyer, Arizona State University

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NSF Grantees Poster Session

sessionswere one hour long, and held eight times throughout the semester. The project investigator teamdetermined the workshop topics for the semester: 1. Introduction to active learning and disciplinary communities of practice 2. Bloom’s taxonomy and writing effective learning objectives 3. Pedagogies of engagement I: Making class sessions more interactive 4. Pedagogies of engagement II: Implementing active learning in the classroom 5. Pedagogies of engagement III: Cooperative learning – structured teams 6. Motivation and learning 7. Promoting inclusive practices in the classroom 8. Muddiest points and other tech tools: Facilitating course innovationEach session was carefully planned by the project investigator team

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, Clemson University; Beshoy Morkos, Florida Institute of Technology

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NSF Grantees Poster Session

difficulty of the goal, their prior experience,and peer encouragement from others 4. Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating 11. Achievement motivation, which encompasses students’ attitudes about theirabilities and tasks, can elucidate student choices related to persistence in engineering, solvingproblems, and the value of tasks encountered in an engineering environment 12. Achievementmotivation serves as a useful framework for the examination of research questions related tostudents’ attitudes about pursuing engineering, and how these factors affect students’ learningexperiences.Phase 1: Identifying Relevant Factors

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Reinforcement-learning Traffic Simulation Add-on Module (SMART SAM). He was also one of the key developers of the dilemma zone protection Detection Control System (D-CS) that was selected as one of the seven top research innovations and findings in the state of Texas for the year 2002. Dr. Abbas served as the chair of the Institute of Transportation Engineers (ITE) traffic engineering council committee on ”survey of the state of the practice on traffic responsive plan selection control.” He is also a member of the Transportation Research Board (TRB) Traffic Signal Systems committee, Artificial Intel- ligence and Advanced Computing Applications committee, and the joint subcommittee on Intersection. In addition, he is

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James P Becker, Montana State University; Carolyn Plumb, Montana State University; Richard A. Revia, Montana State University

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NSF Grantees Poster Session

for faculty and graduate students. She also serves as the college’s as- sessment and evaluation specialist, currently planning and implementing evaluation for several programs,Richard A. Revia, Montana State University Page 25.1351.1 c American Society for Engineering Education, 2012 The Use of a Project Circuit in the Teaching of a Basic Electric Circuits CourseAbstractTo better motivate the study of basic electric circuit analysis and to encourage a deep learningapproach among the sophomore electrical engineering students taking the course

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

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NSF Grantees Poster Session

research objective is based on three activities including aparticipatory design process of the MR platform, developing and deploying the platform, andlinking existing learning media spaces.Participatory design processWe engage in iterative human-centered design [18,19], starting with a participatory designprocess [20] particularly focusing on the ECE student community at NMSU. Participatory designas a methodology focuses on engaging stakeholders in the design process of innovativetechnologies. Our aim through the participatory design process is not only to develop needs andrequirements for the planned MR platform, but also to develop stakeholders, including students,staff, and instructors, ownership in the design and resulting media place and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

% to 10%. Engineering curriculum roadmaps for degree or certificate completion are designed to see a student complete required courses within two years when beginning the curriculum at Math 5A (Calculus 1). When beginning in an earlier math, students are guided using a three-year plan to complete courses at FCC before transferring.The FCC Institutional Research, Assessment, and Planning Office tracks institutional data for eachobjective. The ESP initiated in fall 2019. As such we do not yet have data on completion rateimpact (Table 1). However, despite the impact of the pandemic, in the remaining years of theproject we expect to see an increase in both 2- and 3-year completion rates. The increase in degreeand certificate

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

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Diversity, NSF Grantees Poster Session

. Results of thispart of research led to the delineation and refining of three categories of pedagogical support: (1)College attending support, (2) Program planning and execution support, and (3) Classroom andprogram performance support. These categories led to development and refinement of a collegelevel pedagogical practice taxonomy and inventory which was used in stage two of the researchin which data was collected on 2476 community college students in STEM majors. The intent ofstage two of the research is to determine the role of students’ creativity and propensity ofinnovation had on their persistence and the impact that use of particular pedagogical practiceshad on their persistence, creativity and propensity for innovation in STEM

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

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Diversity, NSF Grantees Poster Session

reportingpreliminary data on Cohort 1 after their first semester (Fall 2016). Academic performance dataafter the first semester include grade point average, math course grades, academic social support,and whether they are retained at the University.Overview of the Project Goals and Objectives The current research seeks to accomplish three goals: (1) Increase retention inEngineering among racially underrepresented engineering students by extending a successfulsummer bridge model and transition program to regional campuses in the Penn State system, (2)Develop long-term sustainability plans for these programs, and (3) Compare the efficacy of threedifferent bridge models. The primary outcome measure is retention in baccalaureateEngineering majors following

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

more likely they are able topersist to transfer status. Figure 2 illustrates our theoretically grounded logic model, the nature ofits interrelatedness, its multidimensionality, and ultimately, its connection to persistence. Thismodel informs and guides our research design and provides grounding for our analytical choicesand associated results. The research plan that follows articulates this.Over the course of three years, our research employs a mixed-method design using arandomization procedure in which in which students are randomly selected from each CC schoolsite within the majors of engineering and science to participate with randomization of selectionoccurring at the school site level within each targeted academic program. During the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

NSF Grantees Poster Session

more effectively they can solveproblems and navigate their way through the college landscape, the more likely they are able topersist to transfer status. Figure 2 illustrates our theoretically grounded logic model, the nature ofits interrelatedness, its multidimensionality, and ultimately, its connection to persistence. Thismodel informs and guides our research design and provides grounding for our analytical choicesand associated results. The research plan that follows articulates this. Over the course of three years, our research employs a mixed-method design using arandomization procedure in which in which students will be randomly selected from each CCschool site within the majors of engineering and science to participate with

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

) Program planning and execution support, and (3) Classroom and programperformance support. These categories led to development and refinement of a college levelpedagogical practice taxonomy and inventory which was used in a second and third stage of theresearch in which data was collected on 4929 community college students in STEM majors. Theintent of the research is to determine the role of students’ creativity and propensity of innovationon their persistence in STEM and the impact that use of particular pedagogical support practiceshad on persistence, creativity and propensity for innovation in STEM. Structural equation models (SEMs) have been developed and updated with multiplerounds of data collection. These models have been used for

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

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Diversity, NSF Grantees Poster Session

, or physics major. ● Demonstrate progress in the major by enrolling in required courses. ● Have at least a 3.0 GPA in their major field (all STEM courses required for major).All S-STEM programs, as directed by the solicitation, should provide an ecosystem of supportthat includes faculty mentoring and a scholar cohort. The AugSTEM Scholars Program also usesan Individual Development Plan (IDP) framework to scaffold student contact and programming.IDPs can take different forms and appear in many workplace and educational settings. A scholaralumnus in graduate school suggested incorporating IDPs into the program. This led us to theAAAS ​MyIDP​ (an IDP platform for faculty, post-doctoral researchers and graduate students) [8],materials on

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

styles will benefit from a more diverse teaching method that targets multiple learningstyles, but the use and formal assessment of these methods for a Geotechnical Engineeringcourse has not been well documented in the literature. Participating students enrolled in this course during the first two semesters (i.e., theControl Group) were taught using conventional lecture methods. The GCT were implementedduring the last two semesters and these students were referred to as the Treatment Group.Qualitative and quantitative data were collected during all four semesters as part of acomprehensive evaluation plan. The instructor used an inquiry-based approach so that thestudents were motivated to take notes during the lecture while maintaining

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

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NSF Grantees Poster Session

to improve communication on technical issues withnon-technical students. It will at the same time provide non-technical students with anappreciation for both the benefits and the possible problems inherent in developing theseexciting new technologies.These courses will be of special interest for teachers, (primarily for high school scienceteachers, but probably for a broader range, and including pre-service.) The original plan was tooffer a composite university-credit summer course for teachers, but the local structure ofcontinuing education for teachers has changed, and the current plan is to record a one-time Page 26.1182.5workshop for future

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Context: Page 24.511.6 impact on natural systems, including key vocabulary; client(s) Primary - Engr (redesign desired features; and budget. They are given an option list for park considering client choices of what they would like to place in the outdoor area. At the needs and budget) closing of the lesson, the students share their design with the Secondary - Sci (use client, as well as a planned persuasive presentation to influence the learned info on human client to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Jenna Wong, San Francisco State University; David Quintero, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

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Diversity, NSF Grantees Poster Session

COVID-19 pandemic, the project successfullyestablished several main components, namely the ESC, Summer Research Internship Program,and Faculty Summer Teaching Workshop, as planned. The evaluation results from the externalevaluator demonstrated the great success of these strategies during the first year of implementation.The authors are taking a more strategic approach to increase the response rate during evaluationsfor the upcoming years. Additionally, they plan to analyze whether there is a relationship betweenstudent characteristics and the project findings as the project unfolds in the next few years andmore information becomes available through future assessments.The support from the NSF HSI IUSE program has provided the opportunity to tap

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

for one academic year. The program was an at-home engineering project,where families completed researcher-developed engineering kits. These kits provided familieswith instructional guides, one for the parents and one for the child(ren). These instructionalguides were not meant to give the families a step-by-step guide, but rather, a chance to gothrough the different stages of the engineering design cycle, conduct research: looking atproducts that already exist; plan: thinking how to build; create: putting the prototype together;test: try out prototype; and improve: redesign your prototype.In total, there were 12 kits for the families to choose from, and each family selected six kits. Oneexample of a kit is the Toy Hack, which is a way to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W Ferguson, Western Carolina University; Andrew Ritenour, Western Carolina University; Wendy Cagle; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

University seeks to cultivate entrepreneurial thinking inengineering and engineering technology students with the goal of creating graduates who bringimpactful contributions to industry through the generation of creative technology ideas and newbusinesses. Over its planned six‐year duration, this project will fund scholarships to thirty‐sixunique full‐time students with financial need who are pursuing bachelor’s degrees in engineeringor engineering technology. The project aims to cultivate skills in entrepreneurial thinking amongundergraduates in engineering and engineering technology by involving a cohort of studentsacross academic years in an intensive learning community and bringing their technology‐oriented product ideas from concept to market

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Carrell, Texas Tech University; Joshua M. Cruz; Andrew Mark Herbert; Michael Scott Laver, Rochester Institute of Technology; Emily Lazarus; Iris V. Rivero; Erika Nuñez, Texas Tech University; Nafisha Tabassum

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Diversity, NSF Grantees Poster Session

, and problems from these can include technicaland logistical issues from the planning of attacks and defense to actual issues on the groundduring these conflicts.The fourth and final assignment reverts back to a simple DMAIC. With it, students are allowedto consider any problem from the start of the United States' involvement in WWII to the end ofWWII, particularly with the development and use of the atomic bomb. In the assignment, a listof topics is provided for students to consider, including the development of the atomic bomb,Hunter-Killer groups, time of air operations, aircraft repair planning and operations, aircraft paintschemes, submarine operations, and battle planning and strength of military forces. These topicsrelate to course

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Moriah Vaden, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines; April Dukes, University of Pittsburgh

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Diversity, NSF Grantees Poster Session

inclusiveengineering classroom practices menu along with accompanying tools for faculty seeking toimprove their classrooms. The first year of this study, the 2021-2022 academic year, as detailed at ASEE’s AnnualConference in June 2022, saw the development of the inclusive engineering classroom practicesmenu as well as the pilot of the inclusive learning communities for faculty across three partnerinstitutions. The student and faculty assessment plans were surveys and short-format interviewsfor both groups. This poster will focus on the survey and interview data that has been collectedthus far, and the website that has been developed to further engage faculty, institutions, andpartners interested in the study. During the second year of this study, the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

. The College of Engineering's vast network of existingsupport programs is being leveraged in tandem with strategically planned activities to providethe cohorts with academic, financial, and career development, and personal support. Explicitlyproviding CREATE scholars with the resources that are part of the hidden curriculum [6] willgive them additional resources to develop social capital [7- 9] and increase their feelings ofbelongingness in engineering, especially for first-generation engineering students [10]. As part of the project, a mixed-methods research study is being carried out to examine theeffect of the implemented practices on the scholars' engineering interest, self-efficacy, andidentity. The research study's goal is to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anagha Kulkarni, San Francisco State University; Shasta Ihorn, San Francisco State University; Carol E. Tate, SRI International; Jennifer Nelson, San Francisco State University; Nina Narayan Hosmane, San Francisco State University; Nicole Adelstein, San Francisco State University; Pleuni S. Pennings, San Francisco State University; Torey D. Jacques, San Franciso State University; Ilmi Yoon, San Francisco State University

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Diversity, NSF Grantees Poster Session

program received NSF support and began conducting formalevaluation of the various program components, including mentoring. For the past year,COVID-19 has both led to unexpected program changes (e.g. a sudden move to fully onlineinstruction) and created new difficulties in collecting data. However, all the mentoring activitiesdescribed earlier were ported to online modality and continued to be offered as planned. Thuswe see value in using this small, somewhat anomalous data set as part of our ongoing formativeassessment of the program, and believe it has utility in helping us shape the next, post-COVIDphase of our work. Four students who served as mentors for the PINC program were interviewed in smallgroups in May of 2020 and four more

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerul Suthar, Auburn University; Thomas Mitchell ; Anna Claire Hartwig, Auburn University; Jin Wang, Auburn University; Shiwen Mao, Auburn University; Laura Parson, North Dakota State University; Peng Zeng, Auburn University; Bo Liu ; Peter He, Auburn University

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NSF Grantees Poster Session

hypothesize that this web-based interactivedevelopment and learning environment (IDLE) will enable easy and wide adoption of the DEEPmodules by other educators and institutions. In this work, we will present our ideas, the rationalebehind the proposed approach, the work in progress, and the future plans for the project.KeywordsData science, workforce development, data-enabled engineering project, experiential learning,course-based undergraduate research experienceIntroductionData science is emerging as a field that is revolutionizing the world. A 2018 National Academiesreport – Data Science for Undergraduates: Opportunities and Options [1] states that “Workacross nearly all domains is becoming more data driven, affecting both the jobs that are

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

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NSF Grantees Poster Session

for a 70 million-dollar National Institutes of Health funded center based at the University of Washington. She has experience assessing student learning and other outcomes for K-12 and higher education populations, including both two and four- year college environments all over the country, and ensuring programs have strong evaluation plans and the necessary data for evidence based decision-making.Mr. Germain Degardin, New Mexico State University Germain graduated from New Mexico State University with a Bachelor in Economics, a Master in Busi- ness and Administration, a Master in Curriculum and Instruction, and a secondary education teaching license. Germain currently works for the Southwest Outreach Academic