Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uzoma M. Monye, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Stephen B. Knisley PhD, North Carolina Agricultural and Technical State University

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NSF Grantees Poster Session

theory that providing students with increased opportunities to honetheir skills in these areas in a manner that is continuous throughout their progression through anengineering program should increase their self-efficacy beliefs, valuation of engineeringknowledge and skills, and the extent to which they see themselves as engineers (i.e., engineeringidentity). This should, in turn, increase students’ engagement with curricular and extracurricularengineering related content and activities and ultimately retention, persistence, and the overallquality of learning. Toward this end faculty on this project have developed a set of teachingstrategies grounded in design, problem, and project-based learning [1], [2] and have begunimplementing them in

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

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NSF Grantees Poster Session

Change At the start of their work for the National Science Foundation’s RevolutionizingEngineering Departments (RED) Program (IUSE/Professional Formation of Engineers, NSF 19-614), RED teams face a variety of challenges. Focus group data suggest that teams often havedifficulty establishing and following teaming and communication norms [1], [2]. In addition,teams understand the importance of creating a unifying vision for their projects and the value ofestablishing strategic partnerships, but may be less prepared for the level of effort required toimplement these aspects of their projects [3], [4]. Our work with RED teams over the past fiveyears has highlighted the common challenges these teams face at the start, and for that reason,we have

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Shipley, University of Texas at San Antonio; Krystel K. Castillo-Villar, University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

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Diversity, NSF Grantees Poster Session

Engineering and Director of the Texas Sustainable Energy Research Institute at The Univer- sity of Texas at San Antonio. Her research expertise is in: (1) mathematical programming and optimiza- tion techniques for analyzing large-scale, complex systems under uncertainty, and (2) big data analytics for manufacturing processes. She is member of INFORMS, IISE and ASEE.Dr. Timothy Yuen, The University of Texas at San Antonio Timothy T. Yuen is an Associate Professor and Assistant Chair in the Department of Interdisciplinary Learning and Teaching with a joint appointment in the Department of Computer Science and a courtesy appointment in the Department of Electrical and Computer Engineering at the University of Texas at San

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines and Technology

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NSF Grantees Poster Session

Foundation supported CareerWISE research program, which strives to: 1) understand the experiences of diverse women who are pursuing and leaving doctoral programs in science and engineering and 2) increase women’s persistence in science and engineering doctoral programs through the development and dissemination of an online resilience and interpersonal communication training program.Dr. Shawn S. Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context and storytelling in both

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pavan Kumar Moturu, Texas A&M University; Bimal P. Nepal, Texas A&M University; Prabhakar Reddy Pagilla, Texas A&M University; Satish Bukkapatnam, Texas A&M University

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Diversity, NSF Grantees Poster Session

over graduate school. Thepaper provides an in-depth discussion on the findings of the REU program evaluation and itsimpact on undergraduate students with respect to their future plans and career choice. The analysisis also done by gender, ethnicity, academic level (sophomore, junior, senior), and type of homeinstitution (e.g., large research universities, rural and small schools) to explore if there was anysignificant difference in mean research competency scores based on these attributes. 1. IntroductionToday’s manufacturing operations are more complex and globally scalable compared to those inthe last century (Lee et al., 2016). This complexity in manufacturing operations is due to a shift inmanufacturing from craftsmanship model in the

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

members describe the resources that serve as key supports as well as the barriers that hinder support in their community?RQ4. What strategies do community members perceive their community should implement to enhance their ability to support engineering as a potential career choice?RQ5. How are these supports transferable or adaptable by other schools? What community-level factors support or inhibit transfer and adaptation?To answer the research questions, we employed a three-phase qualitative study. Phase 1 focusedon understanding the experiences and perceptions of current [University Name] students fromhigher-producing rural schools. Analysis of focus group and interview data with 52 studentshighlighted the importance of interest and

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

mentored new freshmen forone year. This paper will describe demographics of each S-STEM cohort, the activities usedduring the peer mentoring, observable differences between direct admit and college-readyfreshmen with respect to peer mentoring, and possible peer mentoring activities that can beimplemented at other institutions.IntroductionIn 2018, 622,502 undergraduates enrolled in Bachelor of Science (BS) engineering programs inuniversities across the U.S. That same year women, African American, Hispanics, NativeAmerican and Hawaiian/Pacific Islanders earned 21.9%. 4.2%, 11.4%, 0.3% and 0.2% of theB.S. engineering degrees, respectively [1]. Women are often drawn to engineering disciplineswhere they can ‘help’ or give back [2], therefore, it was

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

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NSF Grantees Poster Session

the “spiral approach” for course redesign.Lessons learned from previous semesters are incorporated into any needed redesign and/orrefinements of the HIPs as part of the process for updating each course syllabus each semester.Two courses serve as examples to demonstrate how to implement HIPs in basic STEMengineering courses.IntroductionKuh asserts that college degrees are valued by society and empower the individual; however,persistence and completion of the degree is reflective of the quality of the learning experience[1]. To strengthen academic success, faculty development in effective teaching strategies, suchas High-Impact Educational Practices (HIPs), is needed [2]. HIPs ensure that students haveaccess to well-designed, engaging academic

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruth E. H. Wertz, Valparaiso University; Karl R.B. Schmitt, Valparaiso University; Linda Clark, Brown University; Bjorn Sandstede, Brown University; Katherine M. Kinnaird, Smith College

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NSF Grantees Poster Session

which present the most difficulty for students to learnwithin data science. In particular, this project addresses three primary research objectives: (1)identify student misconceptions in data science courses; (2) document students’ prior knowledgeand identify courses that teach early data science concepts; and (3) confirm expert identificationof foundational data science concepts, and their importance for introductory-level data sciencecurricula.During the first year of this grant we progressed on items (1) and (3). For objective (1) wedeveloped and launched a pilot assessment, the difficulty protocol, for identifying studentdifficulties within data science courses. T he difficulty protocol includes weekly reflectiveresponses from faculty

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

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Diversity, NSF Grantees Poster Session

Paper ID #31607Delivering Contextual Knowledge and Critical Skills of DisruptiveTechnologies through Problem-Based Learning in Research Experiences forUndergraduates SettingGurcan Comert, Benedict College Associate Professor of Engineering at Benedict College, has interest in teaching and researching intel- ligent transportation systems and development of applications of statistical and computational models. He is currently serving as associate director at the Tier 1 University Transportation Center for Connected Multimodal Mobility. Supported by different NSF and DOT funded projects, he has been working with

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney June Faber, University of Tennessee at Knoxville; Walter C. Lee, Virginia Polytechnic Institute and State University; Alexandra Coso Strong, Florida International University; Cheryl A. Bodnar, Rowan University; Courtney S. Smith-Orr, University of North Carolina at Charlotte; Erin McCave, University of Houston

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NSF Grantees Poster Session

research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Cheryl A Bodnar, Rowan University Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game- based learning in undergraduate classes as well as integration of innovation and entrepreneurship

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Lord, University of San Diego; Rick Olson, University of San Diego; Chell A. Roberts, University of San Diego; Caroline Baillie, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Leonard A. Perry, University of San Diego

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Diversity, NSF Grantees Poster Session

, humanitarian practice, peace, and sustainability. We have developed thesematerials to support our Mechanical (ME), Electrical (EE), Integrated (IntE), and Industrial &Systems Engineering (ISyE) degree programs. New courses include Engineering and SocialJustice, Engineering Peace, Community-Based Participatory Apprenticeship, User-CenteredDesign, and an Integrated Approach to Electrical Engineering. Modules or other content havebeen incorporated in courses including Circuits, Materials Science, Operations Research, SixSigma - Process Improvement, and Robotics. Existing courses in the curriculum whichincorporate materials designed to help students become Changemaking Engineers byincorporating sociotechnical elements are summarized in Table 1

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rafal Jonczyk, Adam Mickiewicz University, Poland, and Pennsylvania State University; Yushuang Liu, Pennsylvania State University; Danielle S. Dickson, Pennsylvania State University ; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Janet van Hell, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Paper ID #30740Does stereotype threat affect creative thinking in female engineeringstudents? A behavioral and neurocognitive studyDr. Rafal Jonczyk, (1) Adam Mickiewicz University; (2) Pennsylvania State University Rafał Jo´nczyk (PhD) is an Assistant Professor of Linguistics at the Faculty of English of Adam Mick- iewicz University in Poland. His main research interests concern the behavioural and neurocognitive cor- relates of emotion anticipation, perception, and production in the first (L1) and second (L2) language(s). His recent research interests include the investigation of brain dynamics during creative ideation and

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico

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Diversity, NSF Grantees Poster Session

well as future directions will beexplained.Fourier Transform Infrared (FTIR) Spectroscopic Imaging SystemFTIR spectrometer and microscope are important tools for chemical characterization of sampleswith infrared active molecules. An infrared spectrum of a sample shows absorption peaks whichcorrespond to the frequencies of vibrations between the bonds of the atoms making up thematerial [1]. This system employs an interferometer and uses Fourier Transform process whichimproves the quality of the IR Spectra and makes the data acquisition much faster. When theabsorbance (or transmittance) intensities from all the spectra at a specific wavelength are insertedtogether in a matrix, the chemical image at that wavelength is formed. FTIR

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Kurt M. DeGoede, Elizabethtown College

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Diversity, NSF Grantees Poster Session

grant awarded in 2013. The program developed atargeted pathway for academically talented and women with financial need interested inengineering to successfully enter the STEM workforce. The program targeted three criticalstages:  1) recruit talented women into the ABET accredited engineering program at Elizabethtown College by forming a cohort of scholars,   2) leverage and expand existing high impact practices (including an established matriculation program, living learning community, collaborative learning model, focused mentoring, and undergraduate research) to support women scholars during their college experience, and  3) mentor scholars as they

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

connection to industry. This paper reviews theactions taken to develop this culture based on the four essential areas of change. It also providesinsights on lessons learned thus far and plans to reach long term goals in the coming years.IntroductionIn 2017, the Mechanical Engineering Department at Seattle University was awarded a NationalScience Foundation grant to revolutionize the department. The project leverages thedepartment’s small size and close ties with industry to create a culture of “Engineering withEngineers.”This paper summaries the current status of the five-year project and is an updated version of theNSF Grantees Poster papers presented at the 2018 and 2019 ASEE Annual Conferences [1], [2].The project background and objective are

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

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Diversity, NSF Grantees Poster Session

of future REU sites as wellas undergraduate research projects in general.Background & Program Details [1]On soliciting feedback from the manufacturing and energy industry nationwide, as well as fromIndustrial Advisory Board members that hire Texas A&M University (TAMU) students, arecurring concern brought up over the years was that often the incoming workforce did notexhibit the necessary knowledge and skills in metrology and inspection. Metrology, the scienceof measurement, and inspection transcends scales, materials, and disciplines; yet, rarely are itssalient aspects emphasized. This NSF-REU site titled “Interdisciplinary Research Experiences inMetrology & Non-Destructive Inspection” was a direct response to address this

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

University of Rabat in Morocco, engineering students have beencompleting their masters of science degrees in aerospace or mechanical engineering. Welaunched our study to determine the impact of culture on career choice when we noted thatalmost equal numbers of Moroccan men and women arrived at our university each year since2015. This work is an exploratory qualitative case study that uses the combined frameworks ofHofstede’s Cultural Dimension Theory and Eccles’ Expectancy-Value Theory.According to a report entitled "Is U.S. Science and Technology Adrift?" released by theCommission on Professionals in Science and Technology (CPST), the United States’ engineeringworkforce is growing but still lagging behind the overall growth of the country [1]. The

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Portland; Valerie J. Peterson, University of Portland; Carolyn McCaffrey James, University of Portland; Stephanie Anne Salomone, University of Portland; Tara E. Prestholdt; Eric Anctil, University of Portland

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NSF Grantees Poster Session

and improve student-centered classroom practices. This paper provides a summary of preliminary feedback fromfaculty and insights from early adopters in the field of engineering.IntroductionEngineering education has steadily improved for many years as faculty slowly adopt evidence-based instructional practices (EBIPs). Training programs like the National Engineering TrainingInstitute (NETI) have fostered a generation of faculty that understands the merits of improvedinstruction [1]. The documentation that these methods improve student engagement and retentionin engineering and science is vast [2]–[4].As awareness of evidence-based practices increased, pedagogical reformers hoped thatengineering instructors would adopt and use new practices

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

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Diversity, NSF Grantees Poster Session

, yielding particularbenefits for traditionally minoritized students, but have yet to be explored in undergraduateengineering. CSPs encourage students to connect their lived experiences to course topics,broaden conceptualizations of energy, and help individuals acknowledge the differing values andperspectives of others.This research seeks to (1) identify energy examples outside of those traditionally used inthermodynamics; (2) develop and teach a course that integrates these non-traditional examplesusing CSPs; and (3) deepen educators’ understanding of how CSPs impact student learning,mindsets, and attitudes. These materials are being disseminated so that other faculty may useCSPs to engage their students. An overarching goal of this work is to

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Fang Tang, California State Polytechnic University, Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University, Pomona; Erika DeJonghe, California State Polytechnic University, Pomona

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Diversity, NSF Grantees Poster Session

involve the REU participants in the UAV related cutting-edge researchprojects. The UAV Lab at Cal Poly Pomona provides a suitable research environment for theparticipants [1]. References 1 and 2 provide the details on some of the projects that the participantswere involved in. The participants are provided with an opportunity to gain knowledge on theapplication of engineering and computer science to UAV technologies, acquire skills necessary toconduct meaningful research, understand research process, and learn laboratory techniques. Inmost cases, the participants tested the algorithms they developed in simulation and flight tests. Forexample, Figure 1 shows the concept of operation for the obstacle detection and avoidance usingoptical flow for a

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

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NSF Grantees Poster Session

for three and half years as the Associate Dean for Academic and Student Affairs of the College of Engineering. c American Society for Engineering Education, 2020 Revolution in CBEE: Sustainability and BarriersIntroductionSupported by an National Science Foundation Revolutionizing Engineering Departments (RED)grant, the School of Chemical, Biological, and Environmental Engineering (CBEE) at OregonState University seeks to create: (1) a culture where everyone in the CBEE community feels asense of value and belonging, and (2) a learning environment that prompts students and facultyto meaningfully relate curricular and co-curricular activities and experiences to each other and toconnect both with

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University; Anastasia P. Samaras, George Mason University; Lori C. Bland, College of William and Mary

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NSF Grantees Poster Session

disciplines [1, 2]. The primary goal of this NSF WIDERproject was to study the impact of discipline-based faculty learning community model forteaching professional development. The SIMPLE model, which is described in further detailbelow, provides a structure for ongoing faculty-led teaching development. Designed to beadaptable and require little in the way of infrastructure, the SIMPLE model supports faculty asthey learn about, implement, and revise evidence-based teaching strategies. Broadly speaking,these teaching strategies may be characterized as active, inquiry-based, and student/learner-centered. SIMPLE groups meet on a regular basis over at least one academic year to becomefamiliar with new teaching strategies and to receive support and

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

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NSF Grantees Poster Session

. c American Society for Engineering Education, 2020 Scrum as a Change StrategyWhile engineering programs are expected to graduate engineers who can work in teams, many, ifnot most, engineering faculty members have little practical experience with teamwork aspracticed in industry [1]. Eschenbach et al. [2] note that like IT and software developmentindustries, work in academia tends to be a collection of projects including teaching, conductingresearch, publishing, and providing service to the institution and field. However, faculty cultureremains individualistic within engineering departments and across the university: performanceevaluations rarely evaluate teaming effectiveness and collaboration within or across

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patricia Ann Maloney, Texas Tech University; Weilong Cong, Texas Tech University; Meng Zhang, Kansas State University; Bingbing Li, California State University, Northridge

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NSF Grantees Poster Session

UniversitiesWIP: Implementation and Assessment of ProjectAbstract: This paper documents the effects of an additive manufacturing course on two sets ofstudents: (1) the undergraduates who took the course and (2) the middle and high school studentswho visited our labs. At the time of the conference, nine semesters of data (three years at threeschools) will have been collected, as well as data from the middle and high school students whovisited our labs. Overall, our research questions were: (1) what is the effect of this course on thecontent knowledge of (a) enrolled undergraduates and (b) middle and high school students? And(2) what is the effect of this course on the attitudes towards engineering and self-efficacy inengineering for (a) enrolled

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas A. Bowman, University of Iowa; Lindsay Jarratt, University of Iowa; KC Culver, University of Southern California; Alberto Segre, University of Iowa

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Diversity, NSF Grantees Poster Session

from their own nation. In contrast, the national origin of UScitizens’ partners generally did not affect their outcomes. These findings support the use ofmixed-nationality partners in pair programming and potentially other collaborative learningcontexts, which diverges from prior studies that suggest facilitating similarity between partnersin terms of demographics, personality, and prior programming experience.IntroductionScholars have explored the impact of active and collaborative learning on college studentoutcomes for decades. Relative to passive learning approaches, active and collaborative learningstrategies often provide notable benefits for learning, academic achievement, and retention incollege (for reviews, see [1] – [5]). However

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie I. Ringleb, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University ; Orlando M Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

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NSF Grantees Poster Session

inter- ests include biologically inspired robotics, human-robot collaboration, embodied cognition, and swarm intelligence. Dr. Kaipa is a member of ASME and IEEE. American c Society for Engineering Education, 2020 The first Year of an Undergraduate Service Learning Partnership to Enhance Engineering Education and Elementary Pre-Service Teacher EducationAbstractThis IUSE project was designed to address three major challenges faced by undergraduateengineering students (UES) and pre-service teachers (PSTs): 1) retention for UESs after the firstyear, and continued engagement when they reach more difficult concepts, 2) to prepare PSTs

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J, Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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NSF Grantees Poster Session

that connect to the programming and research happening at the tribal and communitycolleges.The citizens of rural communities and tribal reservations have a great wealth of local funds ofknowledge (FoK). Children internalize these family and community FoK and resources in orderto make meaning and define themselves, creating funds of identity (FoI) that “act as a lensthrough which we view and absorb new information and new identities” [1]. To create impactfulengineering-focused interventions, we will position children’s FoI at the center of our work. Thisproject will explore the connections between FoI and engineering identity development and themediating factors that inform this relationship. We will expand upon Moll andcolleagues’ FoK work [2

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

is grounded in Social Cognitive Career Theory (SCCT) [1],[2]. In short, SCCT states that an individual’s efforts towards reaching a goal are functions oftheir interest, confidence and outcome expectation. The latter two (confidence and outcomeexpectation) are then functions of an individual’s prior learning experiences.As it relates to the current project, the theory implies that the shadowing experiences wouldenhance positive outcome expectations regarding a STEM career, as well as self-efficacyexpectations for success. This, in turn, would result in a strengthened commitment andpersistence to their chosen STEM major.Literature exists to support the tenets of Social Cognitive Career Theory [3]. SCCT has shown tobe a useful framework in

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering

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NSF Grantees Poster Session

curriculum, and instructional goals.K-12 Teachers of EngineeringBecause of limited data and shortcomings of existing national surveys, the committee was unableto determine how many K-12 teachers teach engineering. However, available data show very fewK-12 teachers majored in engineering or took any engineering courses during their college 1careers [1]. A few programs prepare prospective K–12 teachers engineering, including those inthe field of technology education, and a small number of university programs allowundergraduate students to combine a major in engineering with an education degree orcertification to teach. There are a number of engineering