Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago

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NSF Grantees Poster Session

the supportprogram of this project was published to an educational conference [6]. Also, the results of theimplementation of an introductory course (ENR194) and its impact on students’ academic successand retention was published to an educational conference [7]. In addition, the progress of theproject has been disseminated through two poster presentations [5], [8].Moreover, engineering identity focused interviews with Cohort I Scholars have been conductedand the results have been disseminated by R. A. Revelo et al [9].ConclusionsWe have recruited 31 scholars of which two left the program because of personal issues. Bothcohorts of scholars come from a diverse background that reflects the student diversity on campusand college demographics

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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NSF Grantees Poster Session

. Diefes-Dux, University of Nebraska - Lincoln Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. American

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

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NSF Grantees Poster Session

list of topics that become the centerpiece of thedesign. Backward design models start with the forward design’s final step (the assessment andfeedback) and evolve towards the forward design’s initial stage, the contents [9]. Thecomponents of the chemistry bridge course design are shown in Figure 1. Figure 1: Components of the chemistry bridge course design.The learning goals, feedback and assessment, and teaching and learning activities are the threecomponents representing the critical decisions to address in the design. The model emphasizesintegrating the three components; they are intimately related and mutually influenced andsupported. The activities must reflect the goals and intended outcomes and lead to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

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Diversity, NSF Grantees Poster Session

social justice movement motivated by the death of George Floyd alsoled IEC to rethink part of the workshop series. In the summer of 2020, IEC leadership posted thefollowing statement on their website.The world witnessed George Floyd's horrific death captured with cell technology. The blatantdisregard for his life and that of so many others like Ahmaud Arbery, Sandra Bland, MichaelBrown, Philando Castile, Eric Garner, Botham Jean, Atatiana Jefferson, Trayvon Martin, TamirRice and Breonna Taylor is inexcusable and demands justice. Systemic racism must stop!We use this moment to call on all IEC members to reflect on the brutal murder of innocentAfrican Americans and to consider ways to change our institutions. We can no longer tolerateracism

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

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Diversity, NSF Grantees Poster Session

part of who I am” – J (honors)This may reflect the social stratification of educational tracking, with students internalizingavailable stories (narratives) of overachieving related to being smarter for those in moreprestigious pathways [13]. Overall, we have noted that smartness is a function of the context inwhich it is constructed, and the context of each pathway is of importance in understanding howstudents construct their identities. As such, this finding is being further explored acrosspathways, and a conceptual model of smartness identity is in progress to help us further explorethis finding.Future WorkFuture work will consist of the full analysis of the second and third rounds of interviews alongwith a more in-depth exploration of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

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NSF Grantees Poster Session

othersin their cohort to do so. By the end of the Fall, each student was connected to a club ororganization that reflected their major, their background, or a passion area. Despite the concernsand restrictions associated with COVID-19, students were very engaged with one another and thecampus community, which ties into their feeling of belonging and inclusion on campus andwithin their cohort.Belonging and Inclusion As a group, students’ feelings of inclusion (M= 4.75, SD=1.05) are more modest thantheir self-efficacy (M= 5.72, SD=0.93 and M=6.06, SD=0.99), and with greater range amongscholars (Table 2). This is consistent with what we would expect within a predominately whiteinstitution (PWI), even with highly accomplished URM scholars whose

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

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Diversity, NSF Grantees Poster Session

\* ARABIC 5- Exterior view with facades modifications. Figure 3- Cross bracing option. From [8]‘ Figure 4- Interior view of retrofitted building. From [8] Figure 5- Exterior view with facades modifications. From [8].The final activity consisted of preparing a final report and presenting the case study for thescrutiny of other students and mentors. The students answered questions, reflected on the lessonslearned including how this course contributed to their academic preparation. Figure 6- “Map” search screen of the case study repository.Current state of development of the case study cloud-based repositoryThe cloud-based case study repository has been

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut

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NSF Grantees Poster Session

believe that situating the explorationof engineering ethical challenges and reasoning in a game-based context is a novel way ofinfluencing how students perceive and react to ethical dilemmas. Giving students the opportunityduring their education to recognize the wider social and ethical impacts of the profession - throughmultimedia simulation, role-playing games, case-based learning, and review of other, fictionalizedcases - can give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss theramifications of various decisions in authentic contexts. Ultimately the goal is to better prepareyoung engineers to tackle current and future

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marilyn Barger, Florida Advanced Technological Education Center; Richard Gilbert, University of South Florida

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NSF Grantees Poster Session

program,curriculum, and course content alterations to assure the creation of technicians that will meet thedemands of this new work environment in the advanced technologies.Skilled technician preparation in the United States today is a broadband system that creates aworkforce with the expected characteristics specific to the technology to be serviced.Classically, these technicians are characterized by overarching labels (hydraulics, pneumatics,electronics, mechanics, computer technology) that reflect previous waves of new technologyflooding the workplace. These skill sets are still required of tomorrow’s technician with theaddition insertion of the “digital” age contributions (data knowledge and analysis, advanceddigital literacy, and to some

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles Ph.D., Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

also reported that they wanted to see more time in the professionaldevelopment course focused on the professional side of engineering and integrating theseprofessional skills and reflections with the industry trips.Program feedback from the eighteen scholarship recipients in 2017 led to significant changes inthe professional development course in 2018. We selected industry trips with the mostengineering emphasis, increased emphasis on professional identity development, replacedLandis’ Studying Engineering [2] content with career development topics guided byCliftonStrengths assessment [3], added a hands-on team-building activity, increased mentoringopportunities between the project faculty and students, and increased integration of the

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

experiences was collected from intervention students and shadowed employees aftereach experience using a Qualtrics (online survey tool) questionnaire. Intervention students wereasked to list the activities they completed during shadowing. Common tasks (company tour,hands-on experience, reflection with co-op) were provided in a selection list and students couldinclude details about additional activities in an open-ended text box. Students were asked to ratehow they felt about the shadowing experience and how they felt about their interactions withtheir mentor (the shadowed employee). A text box was also provided for them to share othercomments about the shadowing experience.Shadowed employees were asked to list the activities completed during

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

of the 25-item Science Teaching EfficacyBelief Instrument (STEBI) developed by Riggs and Enochs (1990). The instrument was originallydesigned to assess the levels of teachers’ self-confidence in teaching science topics, as well astheir general beliefs about whether teachers have an influence on student learning outcomes. Theinstrument consists of two scales, the Personal Science Teaching Efficacy Belief scale, WySLICEYear 1 PD Preliminary Survey, and the Science Teaching Outcome Expectancy scale and uses a5-point Likert scale with response categories: ”strongly agree,” ”agree,” ”uncertain,” ”disagree,”and ”strongly disagree.” For WySLICE, the questions were modified to reflect efficacy belief andoutcome expectancy for teaching computer

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Berge, University of South Carolina; Charles E. Pierce, University of South Carolina; Robert Petrulis

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NSF Grantees Poster Session

assigned to view three educational videos (produced as part of thisproject) on nanomaterial dimensions, uses, and manufacturing. The first exercise requiredstudents to draw, as individuals and in teams, a nanoscaled view of low-porosity and high-toughness Portland cement mortar incorporating multiwalled carbon nanotubes (MWCNTs).Supplemental questions were designed to invoke student reflections on the shape and relativesize of MWCNTs and cement hydrates, and how those physical relationships affect relevantmechanical properties of the nanoreinforced mortar. Student teams worked on a set of threehands-on active learning exercises using more familiar physical objects, on a larger scale, torepresent MWCNTs, cement hydrates, and fine aggregate. These

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical Univ., Daytona Beach

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NSF Grantees Poster Session

it was deemed too time intensive.Stage 3) Full evaluation of 5 samples with comparison to an expert evaluator. Participants werepresented with 5 sample MEA solutions and asked to complete a full evaluation of the workusing both the numeric and free response items. After each evaluation, they are shown theirreview next to an expert’s review of that same sample and asked to reflect on how they mightimprove their evaluation to more closely align with the expert.For peer review, the peers went through a similar, but much shorter training process to theteaching assistants, with Stage 3 being reduced to only a single training evaluation andcomparison to expert.ResultsFor each of the 7 rubric items shown in Table 1, the 6 non-expert evaluations

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University

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NSF Grantees Poster Session

-out which enableda richer view of the various inter-relationships between areas of the ecosystem, participants wereasked to reflect on their relationships with other parts of the ecosystem. The goal of this exercisewas to begin to elicit both the types of resources participants needed from others to thrive(inputs) as well how the results of their efforts were utilized by other sectors (outputs). Thiselicitation was scaffolded using the framework shown in Figure 3. This framework drew fromthe Crucial Conversations framework (Patterson, Grenny, McMIllan, Switzler, & Roppe, 2012)to identify areas where participants had, and were lacking, resources they might draw from orcontribute to other parts of the ecosystem. Messages were then developed

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R Hamlen, Cleveland State University

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NSF Grantees Poster Session

engineeringcurriculum. Each theme grows in two dimensions:  Component complexity.  Design abstraction level.The component dimension represents the I/O devices and peripherals. Each theme uses an arrayof I/O components and modules. While all the components in a theme follow the same basicoperation principle and perform similar functions, their capabilities and complexities graduallygrow. The design abstraction dimension reflects the abstraction layers of an IP core shown inFigure 1(a). The construction starts at the gate level or register-transfer level and graduallyevolves to an IP core with software driver library.2.1 Components in each theme2.1.1 Video (image) theme A computer image is composed of a matrix of pixels. A pixel contains three

Conference Session

NSF Grantees Poster Session

Collection

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

given to high school students who worked on FirstRobotics. Thus, the myRIO is better suited to students without a strong electrical engineering orcomputer engineering or computer science background.Best PracticesThe list of topics below reflect the discussion and general consensus of the workshop participantson the use of portable labs.1. Pedagogical approachThe level of open-endedness of the experiment or project depends on the purpose. Thepedagogical approaches observed by the practitioners can be categorized as: directedexperiments, open-ended programing tasks, and mobile labs. The best practices of experiencedpractitioners are summarized below.Directed experiments use straightforward labs that instruct students to explore and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ahsan Mian, Wright State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Leanne Petry, Central State University; Brett Doudican, University of Dayton; Raghavan Srinivasan, Wright State University

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NSF Grantees Poster Session

addition, the Wilcoxon Signed-Ranks Test reflected that participants’ Post- Investigative Culture composites were statisticallysignificantly higher than their Pre- Investigative Culture composites (Z = 2.34, p < 0.02). Morespecifically, after completing the program, participants’ classrooms and instructional strategiesreflected more characteristics of an investigative culture than prior to the RET program.Composite LSC score pre-post changes for the remaining LSC composites were not statisticallysignificant. Regarding the STEBI/MTEBI 2015-2017 merged responses, the Wilcoxon Signed-Ranks Test results indicated that participants’ Science/Mathematics Teaching OutcomeExpectancy composites were statistically significantly increased after completing

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anthony J Petrosino Jr, University of Texas, Austin; Walter M Stroup, University of Massachusetts

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NSF Grantees Poster Session

town, as supported by the use of thesimulation environment, is to engage students in ways that mirror how scientists or engineersapproach and solve problems and are also to have qualities that lead to extended inquiry. Ideallythe students have some familiarity with the challenge, but need to research more or try outpossibilities to better comprehend the problem, identify potential solutions, and then generateand execute a plan to solve it. Within a traffic simulation where each student controls one lightin a simulated city, students may start off using hit-or-miss or highly localized strategies forcontrolling traffic ((Wilensky & Stroup, 2000, Stroup & Wilensky 2014).As they extend their inquiry and reflect on the overall outcomes for

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathleen Alfano, College of the Canyons

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Diversity, NSF Grantees Poster Session

%)represented at the workshop. The gender statistics reflect the gender breakdown at 2-yearcolleges generally.2018 Workshop evaluationA Post-Workshop survey was developed using the workshop survey instrument createdfor the prior PSE-2YC project and was administered immediately after the workshop tocollect faculty feedback on four different aspects of the workshop: ParticipantBackground and Attitude, Pre-workshop Preparation, Workshop Content (materials,presentations and other activities), and Workshop Outcomes. Participants were asked torate (from 1 to 5) various aspects of the workshop. The specific descriptive ratings thatcorrespond to the numeric ratings for each question are shown in the table.Participants rated the workshop, materials, and

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity, NSF Grantees Poster Session

think they are smart enough to be an engineer or not). To help the research teamnavigate this complex issue during the interviews, we added several follow-up questions to theinterview protocol (e.g., Earlier you said you believe “xxx” about your own smartness and “xxx’about you as an engineer (or engineering students); how are these two things related?).Furthermore, it seemed difficult for some of the participants to reflect upon and articulate howthey identify with engineering since as first-year students, they may in the very earliest stages oftheir engineering identity development. Further, some of the participants had yet to pick anengineering discipline, which is related to engineering identity. Therefore, we also added severalfollow-up

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar, University of Toledo; Marjory A. Goodloe, University of Toledo; Jimmie Jones, University of Toledo; Aaron Lee Adams, Alabama A&M University

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Diversity, NSF Grantees Poster Session

interviews. We discussed the emerging themes,compared them to the a priori codes. We arrived at a consensus regarding the thematic categories(e.g., awareness of prejudice and discrimination, collective experience of prejudice anddiscrimination, personal experience of prejudice and discrimination, sense of belonging to theinstitution, sense of professional belonging) through dialogue and discussion. To the extentpossible, we attempted to describe what the participants were stating without inserting ourinterpretations. This enabled us to objectively organize the data and create codes that wedetermined authentically reflected participants expressed experiences.ResultsResults reported here are preliminary as we are still in the data collection phase of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology (School of Engineering and Science); Tania Jarosewich, Censeo Group ; Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

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Diversity, NSF Grantees Poster Session

More Axes persistence in sketching. Workbook pages with 9) Reflection and Symmetry sketching exercises are also available as pdf files 10) Cross-Sections of Solids for students who do not have an iPad.IV. Implementing Curriculum at Participating InstitutionsThe study examined the extent to which the online course format accommodated complexstudent schedules and decreased the level of institutional resources needed to implement thecourse. Along with an analysis of course implementation, the study also monitored outcomesand assessed whether an exclusive on-line format would yielded the results observed with face-to-face or hybrid course delivery.From the fall 2014 semester to the fall 2017 semester, four community

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Andreas Febrian, Utah State University - Engineering Education

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NSF Grantees Poster Session

suggested by Black [8, p.28], “engineering schools need tohave a clear mission focus that reflects the needs of their industrial customers and their placeamong all engineering schools.” Having a better understanding of student SRL activities willhelp engineering educators to design and implement teaching interventions that promote studentmetacognitive awareness. i) Phase 1: Quantitative Study – Breadth View (Completed) The objectives of this phase were to: (1) validate the SRL survey instrument; and (2)study self-regulation in a large-scale administration. During Phase 1, the researcher gathered datafrom 307 seniors from several engineering colleges to validate an adapted SRL surveyinstrument called Engineering Design Metacognitive

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Michael Wolf, Rice University; Megan McSpedon, Rice University; Matthew Taylor

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NSF Grantees Poster Session

topics, which would be reflected in first-semester mathperformance. The goal was to bring RESP students’ ability to transfer math knowledge to thelevel of other incoming students, who enter with higher levels of math exposure.After RESP participants complete the bridge program, those who choose to continue in STEMmust take first and second-semester calculus during the regular school year for course credit inorder to meet the math requirements of all STEM majors at Rice. Alternatively, students with theappropriate AP credits are not required to take first-semester calculus, though the programencourages participants to take the class regardless.The Current StudyThe current study was designed to explore whether RESP successfully increased

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

Advisory Board, we identified aset of topics for mentor training related to facilitating engineering activities. We organized thetopics into three modules: Engineering Design; Engaging Students in Engineering; and FosteringPositive Collaborations in Teams. For each of these three modules, we created pre-workassignments that consisted of a combination of pre-reading (text we created to summarizerelevant research literature), short videos, and on-line quizzes. The pre-work assignments weresent to the mentors in May 2018. We also created Tip Sheets to reflect (1) the topics emphasizedin the pre-work assignments and (2) topics specific to each specific curriculum module.Next StepsAt this time, we are analyzing data collected during the Summer 2018

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Tim Robinson, University of Nevada Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign

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Diversity, NSF Grantees Poster Session

, 2. Collaboration, communication and teamwork, 3. Planning and “future self”.Further in-depth analysis is continuing, including analysis of the observational notes. An important outcome of the preliminary data analysis is some changes in the campactivities. This includes shorter presentations, emphasizing the engineering design process, anda follow-up hands-on activity closely connected to the presentation ending with a “reflection”session (theme 1). The “reflection” session after each activity would be where campers coulddiscuss why a design or approach worked or failed, like in a real engineering environment. Wefeel that this would contribute towards creating an engineering identity in the participants andthat this will lead us to rich

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Pradip K. Bandyopadhyay, Pennsylvania State University, Berks Campus; Ryan Scott Hassler; Mark William Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Abington Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Peter J. Butler, Pennsylvania State University, University Park; Helen Edson, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

for successfulcompletion of the Engineering pre-major. To enter the Engineering major, students must receivea C or better in core courses and achieve certain GPAs to allow entrance into enrollment-controlled majors. The intention is that this academic support and cohort building will increasethe retention of second-year Engineering students, particularly those at Penn State regionalcampuses who expect to transfer to the Penn State University Park (flagship) campus (2+2students). Jump Start participants spend the month of May at the Penn State University Parkcampus before the sophomore year at their regional campus. Many undergraduate students enterthe second year with an academic performance that reflects the “sophomore slump

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maeve Drummond Oakes, CISTAR at Purdue University; Monica E Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Maryanne Sydlik, Western Michigan University; Kristin M. Everett, Western Michigan University

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NSF Grantees Poster Session

whichthey were given the opportunity to come to Purdue University to engage in hands-on projectswith CISTAR researchers and to create content for their classrooms. They implemented theselessons in their classrooms when they returned to school in the fall, revised their lessons andsubmitted reflections on the implementation back to the program leaders. While on campus, theteachers attended professional development sessions including workshops about engineeringdesign, presentations about engineering majors and careers, and discussions about genderdynamics and STEM. Some had the opportunity to help Graduate Fellows with experiments atArgonne National Labs and all the teachers visited an industry partner to learn more aboutengineering careers.Seven

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sonali J. Bante, Texas State University; Ethan Hilton, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Kristi J. Shryock, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Tracy Anne Hammond Ph.D., Texas A&M University

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NSF Grantees Poster Session

with graphical communication skills [2, 3].The main problem with this sketching deficiency for engineering students is the impact on thelearned design process. This problem can manifest in several ways. For one, a correlationbetween freehand sketching and regulated thinking reflects students’ understanding of anunderlying conceptual structure [4]. This link is especially important for engineers, as complexsystems often must be sketched in order to offload working memory and sketching is a standardcommunication tool. With sketch interface systems, less emphasis is placed on the tool, andmore emphasis is placed on the fundamentals of learning. Tools change over time, but thefundamentals do not. Our goal is to produce engineers who understand