Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Heather L Cox, Clemson University - Department of Materials Science and Engineering; Shelby K Lanier, Clemson University

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NSF Grantees Poster Session

. 5 Discussed research with graduate students. 5 Identified scholarship and fellowship opportunities for graduate programs in science or engineering. 4 Discussed research at a professional meeting or conference. 2 Designed experimental test of a solution to a research problem. 2 Filed a patent. 0Future Work and Reflections on Best PracticesREU programs have the ability to positively impact the research self-efficacy of students withinSTEM undergraduate programs. While more work needs to be done to examine how the qualityof programming influence the student experience and their research self-efficacy, the

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Landon Bassett, University of Connecticut; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University

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NSF Grantees Poster Session

a Teaching Associate Professor in the Department of Chemical and Biomolecular Engineering at NC State University where he teaches Senior Design, Material and Energy Balances, Unit Operations, Transport Phenomena and Mathematical/Computational Methods. He is the recipient of teaching and pedagogical research awards including the NCSU Outstanding Teacher Award, ASEE ChE Division Raymond W. Fahien Award and the 2013 and 2017 ASEE ChE Division Joseph J. Martin Awards for Best Conference Paper. Dr. Cooper’s research interests include effective teaching, process safety decision-making skills and best practices for online education. c American Society for Engineering Education, 2020

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chem- ical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Journal of Civil Engineering Education Best Technical Paper, the 2021 Chemical Engineering Education William H. Corcoran Award, and the 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; Michael Orr, The University of Texas at Austin; Kevin Leigh Webster Jr.; George Turvey, Graduate Research Assistant ; Mouchumi Bhattacharyya

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NSF Grantees Poster Session

Page 26.145.2 c American Society for Engineering Education, 2015 Active Engineering Education Modules: A Summary of Recent Research Findings AbstractThe landscape of contemporary engineering education is ever changing, adapting and evolving.As an example, finite element theory and application has often been included in graduate-levelcourses in engineering programs; however, current industry needs bachelor’s-level engineeringgraduates with skills in applying this essential analysis and design technique. Engineeringeducation is also changing to include more active learning. In response to the need to introduceundergrads to the finite

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

barriers to LGBTQ equality.As recommended by Woodford [39], the program offers an incremental design with successivetrainings to address audiences with varying levels of knowledge and awareness. The content ofthe Safe Zone workshops are tailored for a Engineering/STEM audience by incorporating thefindings from our research on LGBTQ in Engineering. This is done by various means such asdirect presentation of quantitative results, case studies about experiences of LGBTQ individualsin STEM, and activities exploring how STEM culture impacts LGBTQ individuals. Uponcompletion of Safe Zone training, graduates receive a Safe Zone sticker to display in theirworkplace. This simple symbol of LGBTQ alliance has been shown to benefit LGBTQ studentsand

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

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NSF Grantees Poster Session

accessible community for the very individuals to whom it was designed to serve.As demonstrated through recent ethnographic attempts to study these spaces, access into amakerspace emerges in a variety forms, including how easy a space is to enter, how one isintroduced and oriented to the space, and how the space is physical designed (Penney et al.,2016). Such accessibility to a makerspace, in general, can impact how students perceive makingand even how they perceive themselves as a maker (O'Connell, 2015). A space becomessuccessful and sustainable through providing access to technology and partnerships (Myers,2015).Beyond access, other literature noted best practices include: proper training for users, a clearlydefined mission, encouragement of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia

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Diversity, NSF Grantees Poster Session

projects and buildingparticipants’ confidence as educational researchers. This project was funded based on impactrather than knowledge generation; thus, this paper will report on the impacts of the ProQualInstitute in terms of participants served and evaluated outcomes and project team observations.The key evaluation questions we answered were: 1. To what extent did the project design and implement a high-quality and culturally responsive training program? 2. What knowledge and skills did participants gain because of participation in the ProQual Institute? 3. How could the ProQual Institute be built upon to improve participant outcomes?Background & Conceptual FrameworkThe target audiences for the ProQual Institute were STEM

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity, NSF Grantees Poster Session

equitable engineering environments.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Associate Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Dr. Lisa R. Lattuca, University of Michigan Lisa Lattuca, Professor of Higher Education and member of the Core Faculty in the Engineering Education Research Program at the University of Michigan. She studies curriculum, teaching, and learning in college

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, North Dakota State University College of Engineering

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NSF Grantees Poster Session

design and any shifts in classroompractices. Having completed the first year of the program, the researchers have preliminary datato determine the effectiveness of the program as well as teacher-reported outcomes. Initial resultsshow the program provided a valuable experience for the teachers’ and provided significantknowledge and skills to improve their lesson plan design process. Evidence also suggests therewas a positive impact to the pre-service teachers in regards to how they approach lesson planningand student teaching. This paper provides more detail about the program description, intendedgoals and outcomes, preliminary data and results, conclusions, and the next steps for programimprovement.IntroductionThe teachers recruited for this RET

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

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Diversity, NSF Grantees Poster Session

teachers to apply the concepts and techniques learned in Week 1 by practicing hands-on mini-project applications to solve problems that were assigned by their lab mentors and specifically related to their research projects. Teachers were urged to discuss ideas with their mentors and with the PI and graduate students. Teachers were encouraged to make choices, i.e. to complete a mini-project that was not completely “canned,” but rather refined in collaboration with the mentors and with each other as a team. The mini project was designed to transition teachers to practice what they learned in training in Weeks 1-2 and was not the same problem as their research project. Each team of teachers (from the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc.

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Diversity, NSF Grantees Poster Session

promote greater retention of Black engineering students?Project GoalsOur project aims to highlight the policies and practices that contribute to increased persistenceand graduation as well as attrition for Black students in EE, CpE and ME. In the end, we hope tomake actionable recommendations for a variety of stakeholders regarding best practices forensuring retention of Black students in these majors. We employ a mixed-method approach toexplore our research questions.The quantitative dimension of our project employs the power of large population sizes availablein the Multiple-Institution Database for Investigating Engineering Longitudinal Development(MIDFIELD), which includes 10,929 Black students (8072 men and 2857 women) who haveever

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois

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Diversity, NSF Grantees Poster Session

this paper builds onprior evidence supporting the use of funds of knowledge and engineering design, as a STEMintegrator, as well as empirical research on the structure, content, and outcomes of effectiveprofessional learning to create transformative educational experiences for teachers, andultimately their students [7-10].The APRENDE ProjectThe Asset-based Practices in Engineering Design (APRENDE) project focuses on both middleschool students and their teachers. It offers the opportunity to have an early impact on students’engineering interest while also providing teachers with a broader perspective of how to developstudents’ engineering habits of mind and dispositions using funds of knowledge. The goal of thisthree-year project is (1) to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Clemson University; Richard A. Layton; Catherine E. Brawner, Research Triangle Educational Consultants; Russell Andrew Long, Purdue Engineering Education; Haleh Barmaki Brotherton, Clemson University; Hayaam Osman, Purdue University, West Lafayette; Joe Roy, American Society for Engineering Education

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NSF Grantees Poster Session

Paper ID #41554Board 398: Sustaining and Scaling the Impact of the MIDFIELD Project atthe American Society for Engineering Education (Year 2)Dr. Susan M Lord, University of San Diego Susan Lord is Professor and Chair of Integrated Engineering at the University of San Diego. She received a BS from Cornell University in Materials Science and Electrical Engineering (EE) and MS and PhD in EE from Stanford University. Her research focuses on the study and promotion of equity in engineering including student pathways and inclusive teaching. She has won best paper awards from the Journal of Engineering Education, IEEE

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra M Birrenkott, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jesse Herrera

Tagged Topics

Diversity, NSF Grantees Poster Session

. Sociology of education, 2008. 81(1): p. 53-76.5. Perna, L.W., Racial and ethnic group differences in college enrollment decisions. New Directions for Institutional Research, 2000. 2000(107): p. 65-83.6. Strayhorn, T.L., Bridging the pipeline: Increasing underrepresented students’ preparation for college through a summer bridge program. American Behavioral Scientist, 2011. 55(2): p. 142-159.7. Talbert, P.Y., Strategies to increase enrollment, retention, and graduation rates. Journal of Developmental Education, 2012. 36(1): p. 22.8. Zarate, M.E. and R. Burciaga, Latinos and college access: Trends and future directions. Journal of College Admission, 2010. 209: p. 24-29.9. Gofen, A., Family capital: How first‐generation higher education

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; Richard A. Layton, Rose-Hulman Institute of Technology; rebecca lyons; Daniel M. Ferguson, Purdue University, West Lafayette; Kyle Heyne; Tripp Driskell, Institute of Simulation and Training; David Jonathan Woehr, University of North Carolina Charlotte; Hal R Pomeranz; Eduardo Salas, University of Central Florida; Andrew Caleb Loignon, UNC - Charlotte; Shirley C Sonesh, UCF

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NSF Grantees Poster Session

. Richard Layton is an associate professor of Mechanical Engineering at Rose-Hulman Institute of Technology with a Ph.D. from the University of Washington. His professional work includes student teaming, persistence, migration, and retention of engineering undergraduates, and consulting in data vi- sualization and graph design. He is also a singer and songwriter.rebecca lyonsMr. Daniel Michael Ferguson, Purdue University, West Lafayette Daniel M. Ferguson is a graduate student in the Engineering Education Program at Purdue University and the recipient of three NSF awards for research in engineering education. Prior to coming to Purdue, he was assistant professor of Entrepreneurship at Ohio Northern University. Before

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; John Ernzen; Kendra Rae Beeley; Ying-Chih Chen, Arizona State University

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NSF Grantees Poster Session

Paper ID #11720Factors Impacting Retention and Success of Undergraduate Engineering Stu-dentsDr. Stephen J Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, mis- conceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

Tagged Topics

NSF Grantees Poster Session

--reducing V1 and P1…”Activity 3: Ethnographic Study of Concepts in Civil Engineering PracticeA graduate student completed a six-month research internship with a large civil engineeringdesign firm to understand how engineering concepts are used in the design process. She workedwith a team of about a dozen practicing engineers to design a roundabout. She utilizedethnographic methods, including participation, participant observation, formal and informalinterviews, and document analysis to understand how engineers use engineering concepts in thedesign process.FindingsThe purpose of Activity 3 was to understand how engineers use concepts in engineering practice.By concept we mean ideas, equations, and relations that are common in undergraduatecurriculum

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

Tagged Topics

NSF Grantees Poster Session

perceived appropriateness? 4. What are teachers’ rationales for (a) integrating or (b) not integrating specific digital technologies? Literature ReviewEngineering, Technology, and Science: Natural Integration Opportunities for PositiveOutcomesFor decades, educational researchers have espoused integrated science instruction as a means toincrease student engagement, interest in science, and achievement (e.g., Roth, 2001). As a result,many different commercial curricula (e.g., Engineering is Elementary, Project Lead the Way,Lego Robotics) and open-source software (e.g., WISEngineering) exist to facilitate integratedinstruction. Further, design-based, project-based, and problem-based learning can

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc

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Diversity, NSF Grantees Poster Session

four institutions. Our work advances prior research byinterviewing both persisters and switchers in EE CpE, and ME to better understand the nuancedand complex nature of retention and attrition among these students.Project GoalsThe objective of this project is to identify policies and practices that lead to increased persistenceand graduation as well as attrition for Black students in EE, CpE and ME and to make actionablerecommendations for policy makers regarding best practices. Our approach combines thequantitative power of large sample sizes available from the Multi-Institution Database forInvestigating Engineering Longitudinal Development (MIDFIELD) and the qualitative richnessof 100 in-depth interviews and detailed content analysis of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Tripp Shealy, Virginia Polytechnic Institute and State University; Felicity Bilow, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

focuses on communication, collaboration, and identity in engineering.Dr. Tripp Shealy, Virginia Polytechnic Institute and State University Tripp Shealy is an Associate Professor in the Civil and Environmental Engineering Department at Virginia Tech. He is also the director of the interdisciplinary Sustainable Land Development Graduate Program. His research is focused on helping improve engineering design. He teaches classes about sustainable engineering design, human behavior and infrastructure systems, and adaptive reuse.Felicity Bilow, Virginia Polytechnic Institute and State University Felicity Bilow is a graduate student at Virginia Tech. ©American Society for Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

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Diversity, NSF Grantees Poster Session

has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conduct- ing research on a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty be- liefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Kristine Louise Guzak, Michigan Technological University

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NSF Grantees Poster Session

AC 2012-4404: IMPACTS OF SERVICE ON ENGINEERING STUDENTSProf. Kurt Paterson P.E., Michigan Technological University Kurt Paterson, Associate Professor of civil and environmental engineering, is also Director of Michigan Tech’s D80 Center. D80 has the mission to develop contribution-based learning, research, and service opportunities for all students and staff to partner with the poorest 80% of humanity, together creating solutions that matter. As Director of several international programs at the undergraduate and graduate levels, Paterson, his colleagues, and his students have conducted numerous community-inspired research and design projects. Paterson is an educational innovator, recently adding courses for first

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Kristi L. Eustice, Arizona State University; Allison Godwin, Purdue University at West Lafayette; Gillian Roehrig, University of Minnesota - Twin Cities; Christopher Barr, Rice University; Kimberly Farnsworth, Arizona State University

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NSF Grantees Poster Session

and similarly structured large-scale STEM research centers. This projectseeks to take up this challenge with a direct, conscientious effort to address this need and combatcurrent limitations facing ERC evaluation.The project aims to broadly impact practice within the engineer-formation system by providing anew approach to measuring the effectiveness of education and diversity programs within andacross ERCs. The goal of the project is to enhance evaluation for not only individual ERCs, butmake it possible to expand and compare across all ERCs. The suite of evaluation tools includes amodularized quantitative instrument, online instrument disseminate platform, set of qualitativeprotocols, updated NSF ERC Best Practices Manual document, and a

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

their research and lesson plans with other teachers in professional developmentprograms. Participants are also encouraged and guided to publish their nanotechnology lessonsthrough Teachengineering.org. Throughout the components of the program, assessment isperformed by an external evaluator to determine the impact on the 13 teachers that participateeach summer as well as provide feedback for refining the program. This paper details the RETobjectives, program design, evaluation results, as well as the lessons learned, accomplishmentsachieved, and broader impacts on the community.IntroductionTo be a leader in the global marketplace of the future, the U.S. needs to support a robust STEM(science, technology, engineering and math) pipeline of STEM

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

Practices for Success (ECLIPS) Lab, where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effective and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Brittany Lynn Butler; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University; Cheryl A. Bodnar, Rowan University

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NSF Grantees Poster Session

Instrument (EPSRI) to assess aperson’s process safety decision making. Most of the research to date in this project has beenfocused on the development and validation of the EPSRI. In summary, anticipated outcomesupon conclusion of this project are (a) development of an EPSRI tool capable of assessingstudents’ process safety decision-making, (b) construction of a virtual plant environment wheremultiple real-world factors may influence a students’ process safety decisions, and (c)identification of best practices for integrating virtual environments into the classroom.MethodsEPSRI Instrument Development The EPSRI reflects the structure of the EERI [13] and DIT2 [12], which contain fivedilemmas, followed by three decision options, and twelve

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Dian Mitrayani , University of Wisconsin Milwaukee

Tagged Topics

NSF Grantees Poster Session

whatconstitutes a successful undergraduate research experience for a wide range of students.Particular attention is devoted to students whose academic background and performanceis solid, but not outstanding. For such students, some of the benefits for high-achievingstudents, such as increased likelihood of graduate school attendance, may not beappropriate measures of a successful experience. Through surveys and interviews ofstudents who have engaged in undergraduate research experiences in engineering, wehave developed a preliminary definition of a successful research experience.Specifically, a successful research experience for these students should develop the skillsnecessary for these students to be practicing engineers, increase their confidence

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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NSF Grantees Poster Session

are strong problem solvers, and who understand how toseek assistance and navigate college campuses, are most likely persist to degree completion.Accordingly, this research seeks to examine a sample of non-traditional college students enrolledin science and engineering programs in four urban community colleges to determine (a) the typesand frequency of support practices they utilize, (b) how such practices influence theirachievement, persistence and transfer status to four year colleges and universities, and (c) how inturn their propensity for innovation and creative problem solving affects such choices andpersistence. The study analyzes the pedagogical practices—practices designed to fostersuccessful transfer from community college to four

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S Stwalley P.E., Purdue University, West Lafayette; Robert Merton Stwalley III P.E., Purdue University, West Lafayette

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NSF Grantees Poster Session

) sponsored a study by researchers at PurdueUniversity investigating the role of mentor support networks in prompting the success of theRising Scholars (RS) students. A program was designed to provide partial scholarships tostudents, lessening the financial burden and concern for families [9], [10], as well as introducingthe students to potential professional mentors through association in various activities on campusand increasing their contacts with potential professional mentors [11], [12]. Previous work on thePurdue campus had indicated that students holding a more intimate connection to the personneland on-going work on campus felt more positive about their collegiate experiences [13]. Studentswere selected for participation in the RS program by

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering at Kettering University c American Society for Engineering Education, 2018Synergies between Experience and Study in Graduate Engineering EducationAbstractVarious programs and research initiatives seek to support the success of master’s students inengineering. However, as programs can have diverse groups of students, supporting their successmay not be a one-size fits all. Our work focuses on a group we define as Returners, who spentfive or more years in industry before returning to university for a master’s degree. As part of alarger survey with approximately 300 engineering student participants who were pursuingmaster’s degrees, we asked them to evaluate the influence of their prior work experiences ontheir