Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Joyce B. Main, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Michelle M. Camacho Ph.D., University of San Diego

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Diversity, NSF Grantees Poster Session

project as there are fewdiscipline-specific studies of student veterans. We are considering the NASPA conference as avenue for future dissemination of project findings to a group of professionals (student affairsadministrators) who have extensive contact with student veterans.We have also begun developing the interview protocol for conducting individual studentinterviews. A similar qualification survey will be used for these interviews as was used for thefocus groups. Three pilot interviews have been conducted at USD and transcribed. We will usethe findings from our focus groups to further develop the final student interview protocol.Significant resultsFrom FIE15 PaperActive military and student veterans navigate engineering education in ways

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

. R. Thorndyke, “Identifying Factors Influencing Engineering Student Graduation: A Longitudinal and Cross-Institutional Study,” J. Eng. Educ., no. October, pp. 313–320, 2004.[8] C. P. Veenstra, E. L. Dey, and G. D. Herrin, “Is Modeling of Freshman Engineering Success Different from Modeling of Non-Engineering Success?,” J. Eng. Educ., no. October, pp. 467–479, 2008.[9] T. Nomi, “Faces of the Future: A Portrait of First-Generation Community College Students,” 2005.[10] J. Ma and S. Baum, “Trends in community colleges: enrollment, prices, student debt, and completion,” Coll. Board Res., pp. 1–23, 2016.[11] K. E. Gerdes, C. A. Lietz, and E. A. Segal, “Measuring empathy in the 21st century: Development

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Royce A. Francis, The George Washington University; Marie C. Paretti, Virginia Tech; Rachel Claire Riedner, George Washington University

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NSF Grantees Poster Session

., 2021b). Figure 1 summarizes ourresearch approach.Figure 1. Study data collection and analysis overview. Recruitment of participants after a 2-part pilot interview yielded 5 student participants. We conducted two semi- structured interviews with each student designed to investigate students responses to the ideas “What is good technical writing?” (Interview 1) and “How are engineering judgments and processes expressed in writing?” (Interview 2). Our interview

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Andrew O. Brightman, Purdue University, West Lafayette (College of Engineering); David Torres, Purdue University; Sean M Eddington, Brian Lamb School of Communication - Purdue

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Diversity, NSF Grantees Poster Session

communication, identity, design, and organizational ethics.Mr. Sean M Eddington, Brian Lamb School of Communication - Purdue Sean Eddington is a doctoral student in the Brian Lamb School of Communication studying organizational communication. He earned his B.A. in History from Purdue University, and his M.S. from Northwest Missouri State University. Sean’s research interests exist at the intersections of organizational communi- cation, online organizing, resilience, and gender. He has researched new engineering faculty experiences throughout their on-boarding process, and has been published in 2015 Proceedings of the American Soci- ety for Engineering Education along with his research team. Eddington has also served as a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Erick S. Vasquez-Guardado, University of Dayton; Corinne H Mowrey, University of Dayton; Michael Moulton, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A Witenstein, University of Dayton

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NSF Grantees Poster Session

interventions were developed: (i)the use of international engineering case studies ina quantitative analysis course,(ii) the intentional formation of multinational student design teamswithin a capstone design course, (iii) a Collaborative Online International Learning (COIL)research project in a transport phenomena course, and (iv) an engineering course coupled to acommunity-engaged project. The research aims to address the following questions: 1. To what extent can global competence be developed in engineering students through the use of the proposed global engagement interventions? 2. What are the relative strengths of each of the proposed global engagement interventions in developing global engineering competence?For this project, the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech Department of Engineering Education; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

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NSF Grantees Poster Session

at Virginia Tech, his research focused on understanding engineering career choice in the Appalachian region of the United States. Matthew is currently employed as an engineer at Bledsoe Telephone Cooperative, a rural telecommunications service provider in Pikeville Tennessee.Dr. Holly M Matusovich, Virginia Tech Dr. Matusovich is an Assistant Professor and Assistant Department Head for Graduate Programs in Vir- ginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

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NSF Grantees Poster Session

of an engineering identity.The work presented here addresses this gap through a sequential, mixed-methods study. Theoverall goal of this study is to construct a grounded theory of engineering leadership as acomponent of the professional formation of undergraduate engineers. Informed by an analysis ofnational data, the grounded theory approach will lead to an explanatory model of engineeringleadership identity development. An initial application of the model will develop and test a seriesof educational interventions, enabling engineering educators to more effectively train engineeringstudents in leadership. In the first phase, existing national data sets of college students are analyzedusing quantitative methods to better understand how

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

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NSF Grantees Poster Session

, many of the existing studiesrely on quantitative surveys so the relative importance of factors are based only on the factorspre-determined to be relevant, i.e., participants can only answer questions about the factors theyare asked about. Because no single framework currently appears sufficient to adequately explainthe unique set of challenges Appalachian students face related to engineering as a career choice,we are embarking on a broader qualitative study of potential factors that draws on known factorsbut also explores potential interactions as well as areas not well accounted for in existingtheories.In light of this goal, this paper focuses on the development of appropriate interview protocols(high school, college and working professionals

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, The Ohio State University; Nicole Else-Quest, University of North Carolina at Chapel Hill; So Yoon Yoon, University of Cincinnati; Joe Roy, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

climate survey included the climate scale with 50 items for 9 constructs anddemographic items to capture the respondents’ complex social identities. During summer and fall2023, we collected our first pilot study data of 287 doctoral engineering students from 28institutions in the U.S. The exploratory factor analysis (EFA) with the data from 287 engineeringdoctoral students revealed the latent factor structure of the climate scale for eight constructsindicated by 39 items. Internal consistency was good. Based on the EFA results, we planned torevise the items and add new items for the second round of data collection for the second pilotstudy in Year 2. Results from studies using the finalized survey are expected to guide specific policies

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

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Diversity, NSF Grantees Poster Session

community models. Research in Higher Education, 44(5), 581-613.[17] Astin, A. W. & Sax, L. J. (1998). How Undergraduates are Affected by Service Participation. Journal of College Student Development, 39 (3): 251-263.[18] Khorbotly, S., & Al-Olimat, K. (2010, October). Engineering student-design competition teams: Capstone or extracurricular? Paper presented at the Frontiers in Education Conference (FIE), 2010 IEEE, Washington D.C.[19] Gregerman, S. R., Hathaway, R. S., & Nagda, B. A. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43(5), 614 - 631.[20] Di Lorenzo-Aiss, J

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

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NSF Grantees Poster Session

, along with a battery of social cognitive factors related to interest– including experience with engineering, knowledge and understanding of engineering as acareer field, and identity as an engineer. The study is part of an overarching program of researchat Arizona State University’s Ira A. Fulton Schools of Engineering, aimed at testing the efficacyof an out-of-school engineering program, Young Engineers Shape the World embedded in anNSF sponsored project. This project, Engineers from Day One, aims to facilitate the engineeringidentities of female, first-generation, and underrepresented minority students, with the goal ofincreasing these students’ entry and retention in engineering majors. The project is funded by aNational Science Foundation

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

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Diversity, NSF Grantees Poster Session

. p116-139, 2011.[24] M. Froschl, B. Sprung, C. Fancsali, and M. Groome, “Furthering Girls’ Math Identity Report on Convening and Follow-up Activities.”[25] M. Syed, B. K. Goza, M. M. Chemers, and E. L. Zurbriggen, “Individual Differences in Preferences for Matched-Ethnic Mentors Among High-Achieving Ethnically Diverse Adolescents in STEM,” Child Dev., vol. 83, no. 3, pp. 896–910, May 2012.[26] S. Zirkel, “Is There A Place for Me? Role Models and Academic Identity among White Students and Students of Color,” Teach. Coll. Rec., vol. 104, no. 2, pp. 357–376, 2002.[27] B. M. Capobianco, B. F. French, and H. A. Diefes-Du, “Engineering Identity Development Among Pre-Adolescent Learners,” J. Eng. Educ., vol. 101

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey E. Tucker-Kulesza, Kansas State University; Grace J. Liang, Kansas State University; Eric J. Fitzsimmons, Kansas State University; Jeff Zacharakis, Kansas State University

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Diversity, NSF Grantees Poster Session

model as a theoretical basis todevelop the Engineering Professional Responsibility Assessment (EPRA) survey. A modifiedEPRA survey was used in this study, aimed at measuring social responsibility in veteran andfirst-year students at Kansas State University. The current pilot survey for this research projectcontains three components: Likert-scale questions to measure dimensions of PSRDM,demographics, and previous job attributes (military occupational specialty code) for the veterans.The original EPRA survey [16] outlines the twelve steps described by the PSRDM, which arebroken into three paths: social awareness, professional development, and combined socialawareness and professional development. The EPRA survey contains 65, (primarily Likert

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

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Diversity, NSF Grantees Poster Session

American Society for Engineering Education Annual Conference, Pittsburgh, PA.41. Pierrakos O., M. Borrego & J. Lo, (2008b). Preliminary Findings from a Quantitative Study: What are Students Learning During Cooperative Education Experiences? Proceedings of the American Society for Engineering Education Annual Conference, Pittsburgh, PA.42. Sawyer, R. K. & Greeno, J. (2009). Situativity and learning. In Robbins, P., & Aydede, M. (Eds.), The Cambridge Handbook of Situated Cognition (pp. 347-367). New York: Cambridge University Press.43. Shuman, L., Besterfield-Sacre, M. et al. (2005). The ABET “Professional Skills” – Can they be taught? Can they be assessed? Journal of Engineering Education, 94(1): 41-56.44. Singer, S. R

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Ruzica Todorovic, Wilbur Wright College

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Diversity, NSF Grantees Poster Session

placement scores of Group 1 unexpectedly decreased, which pose a new and interesting research question on the value of motivation that will be further studied and discussed separately. Group 1 and 3 are excluded from the analysis of the Engineering Summer Bridge results. ALEKS Math Semester(s) of No. of Students GPA Math SAT Fall 2019 Placement recommended Placement Pre- Pre- Post

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Cheryl Matherly; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University

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Diversity, NSF Grantees Poster Session

boundaries andcultural backgrounds, as well as across disciplines to successfully apply the results of basicresearch to long-standing global challenges such as epidemics, natural disasters and the searchfor alternative energy sources.”2 Clearly, the global preparedness of engineering students isbecoming an important educational outcome and is a natural extension to recent concerns by anumber of national commissions and scholars, who have also noted the impact of globalizationand the implication for continued U.S. economic leadership.3-5Hence, the purpose of our collaboration is to comprehensively study the various ways that wecan better educate globally prepared graduates given an already crowded curriculum.Specifically, we aim to better understand

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

yielded fivequalitatively different ways undergraduate engineering students experience the transition frompre-college to university engineering: Foreclosure, Frustration, Tedium, Connection, andEngaging Others.Utilizing the results of these interviews, we developed a quantitative instrument to explore therelationship between pre-college engineering participation and students’ transitions into first-year engineering programs at a larger scale. Results of the administration of a pilot versionshowed high overall reliability for the instrument as a whole, as well as high reliability for sets ofitems associated with the different ways of experiencing the transition from pre-college touniversity engineering.The results of this research will help

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame

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Diversity, NSF Grantees Poster Session

- Engaged Educational Ecosystem," in American Society for Engineering Education proceedings: ASEE, 2020.[5] D. Wood, A. Gura, J. Brockman, A. Rayna Carolan-Silva, S. Boukdad, and J. C. Alarcon, "Informing Replication of the Bowman Creek Educational Ecosystem Pilot," in American Society for Engineering Education proceedings, A. Genau Ed.: ASEE, 2019.[6] D. Wood, A. Gura, J. Brockman, and S. Alptekin, "Student Outcomes in Academic Community Engaged STEM projects with Multi-Dimensional Diversity.," in American Society for Engineering Education proceedings: ASEE, 2018.[7] G. Arastoopour, N. C. Chesler, and D. W. Shaffer, "Epistemic persistence: A simulation-based approach to increasing participation of women

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Valentina Kuskova, University of Notre Dame; Nitesh Chawla; Sugana Chawla, University of Notre Dame; Danielle Wood, University of Notre Dame; Ann-Marie Conrado, University of Notre Dame

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Diversity, NSF Grantees Poster Session

. Walker, "Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation," Journal of STEM Education, vol. 19, no. 2, 2018.[4] D. Wood, A. Gura, and J. Brockman, "Critical Findings in the Development of the Community- Engaged Educational Ecosystem," in American Society for Engineering Education proceedings: ASEE, 2020.[5] D. Wood, A. Gura, J. Brockman, A. Rayna Carolan-Silva, S. Boukdad, and J. C. Alarcon, "Informing Replication of the Bowman Creek Educational Ecosystem Pilot," in American Society for Engineering Education proceedings, A. Genau Ed.: ASEE, 2019.[6] D. Wood, A. Gura, J. Brockman, and S. Alptekin, "Student Outcomes in Academic Community Engaged STEM projects with

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer M. Case, Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa Benson, Clemson University; David A. Delaine, The Ohio State University; Shawn S. Jordan, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Susan M. Lord, University of San Diego; Rhonda Papp, University of San Diego; Edward Tyler Young, The Ohio State University; Yevgeniya V. Zastavker, Olin College of Engineering

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Diversity, NSF Grantees Poster Session

student from another institution, working under thesupervision of his doctoral advisor, joined this project as additional researcher. This student’sdissertation will study American Indian populations in an engineering education context,therefore this project serves as a pilot analysis that will inform his dissertation design. Anotherresearcher, who is a member of Diné community and graduated with her Bachelor’s degree inMay 2022—also joined this project. Both are working in conjunction with the first researcher,who provided them with the dataset from the original study after de-identifying it. This projectoffers significant guidelines for conducting SDA with marginalized populations, and engagesdeeply with emerging ethical questions, such as

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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NSF Grantees Poster Session

teaching practices, and the use of technology and innovative pedagogies on student learn- ing and success. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Dr. Matthew Charles GrahamMadison E. Andrews, University of Texas at Austin Madison Andrews is a STEM Education doctoral student, Mechanical Engineering master’s student, and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from Clemson University in 2017.Dr. Jenefer Husman, University of Oregon Jenefer Husman received a doctoral degree

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

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Diversity, NSF Grantees Poster Session

identity in the professional formation of engineers and a diverse, transdisciplinary engineering workforce.Hannah Wilkinson, Utah State University Hannah Wilkinson is a graduate student in Engineering Education at Utah State University. She received a B.S. in Chemical Engineering in from the University of Utah and a M.S. in Engineering Education from Utah State University.Samuel Shaw, Utah State University Samuel Shaw is an undergraduate student in Mechanical Engineering at Utah State University.Allison Miles, Utah State University Allison Miles is an undergraduate student in Mechanical Engineering at Utah State University. ©American Society for Engineering Education, 2024 CAREER: ‘Support our

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

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NSF Grantees Poster Session

through graduate education, and gender and race in engineering.Dr. Allison Godwin, Cornell University Allison Godwin, Ph.D. is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a 2016 National Science

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

faculty mentorship, the pathway into and through graduate education, and gender and race in engineering.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a Na- tional Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

graduates prepared to engage in entrepreneurial and intrapreneurialactivities?The research team is pursuing these questions through a multi-method approach, includingqualitative and quantitative methods. The work meets the requirements of Design andDevelopment Research, as specified by the Common Guidelines for Educational Research in thatit contains: 1) Development of a solution based on a well-specified theory of action appropriateto a well-defined end user; 2) Creation of measures to assess the implementation of thesolution(s); 3) Collection of data on the feasibility of implementing the solution(s) in typicaldelivery settings by intended users; and 4) Conducting a pilot study to examine the promise ofgenerating the intended outcomes [22].Theory

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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NSF Grantees Poster Session

implementation of the solution(s); 3)Collection of data on the feasibility of implementing the solution(s) in typical delivery settingsby intended users; and 4) Conducting a pilot study to examine the promise of generating theintended outcomes [12].Description of Study Site and ParticipantsThe data presented in this paper were collected from five regional community college partnerswhose primary emphasis is on 2-year degrees and workforce certificates, in addition to limitedBachelor’s degrees in nursing, secondary education, and business. The missions of these statecolleges is to support the needs of the local community and prepare students for workplacesuccess.Pre-Research ActivitiesThe research team conducted a comprehensive literature review in the

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

: 1) Development of a solution based on a well-specified theory of action appropriateto a well-defined end user; 2) Creation of measures to assess the implementation of thesolution(s); 3) Collection of data on the feasibility of implementing the solution(s) in typicaldelivery settings by intended users; and 4) Conducting a pilot study to examine the promise ofgenerating the intended outcomes [22].Theory of ActionHuman capital theory is a theory of investment in human capital, or the abilities and skills,acquired through investment in education and training, of any individual, that enhance potentialincome earning [23]. Human capital models examine how students make cost–benefit analysesand subsequent decisions on whether to attend and persist

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico

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Diversity, NSF Grantees Poster Session

Women and Minorities in Science and Engineering, vol. 24, no. 2, 2018, Accessed: Feb. 19, 2024. [Online]. Available: https://www.dl.begellhouse.com/journals/00551c876cc2f027,4c37811e62eac771,359bf188 17ac4bed.html[19] L. N. Fleming, S. E. Burris, K. C. Smith, L. B. Bliss, I. N. Moore, and F. Bornmann, “Beyond persistence: Graduate school aspirations of Hispanic engineering students at HSIs,” in 2014 ASEE Annual Conference & Exposition, 2014, pp. 24–228. Accessed: Feb. 19, 2024. [Online]. Available: https://peer.asee.org/beyond-persistence-graduate-school- aspirations-of-hispanic-engineering-students-at-hsis[20] M. G. Cuellar and A. M. Gonzalez, “Beyond the Baccalaureate: Factors Shaping Latina/o Graduate

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eliza Gallagher, Clemson University; Anna Marie Vagnozzi, Clemson University; Rachel Lanning, Clemson University ; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Michael A. Matthews P.E., University of South Carolina; Joseph Murphy, University of California, Los Angeles; Khushikumari Patel, Clemson University; Aubrie Lynn Pfirman, Lander University; Robert J. Rabb P.E., The Citadel; Richard H Roberts Jr, Florence Darlington Technical College; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

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NSF Grantees Poster Session

Paper ID #30728Poverty and Guidance: Challenges and Opportunities in MathematicsPreparation for EngineeringDr. Eliza Gallagher, Clemson University Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University, with joint appointments to Mathematical Sciences and Education & Human Development. Her research interests include student cognition in mathematics, development of teacher identity among graduate teach- ing assistants, and curricular reform to foster diversity and inclusion in STEM fields. She is co-PI on an NSF INCLUDES Design and Development Launch Pilot, ”Statewide

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

California, Irvine and is working on a Masters in Science Education at California State University Long Beach. ©American Society for Engineering Education, 2024 Breaking Through the Obstacles: Strategies and Support Helping Students Succeed in Computer ScienceIntroduction and MotivationNot only that there is a continuously growing number of students who want to study computerscience (CS) but also there is a large need for CS graduates. The computing jobs are crucial forthe development and growth of the economy worldwide. For example, the data from theIntegrated Postsecondary Education Data System (IPEDS) [1] by the U.S. Department ofEducation’s National Center for Education Statistics