Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aakash Gautam, San Francisco State University; Shasta Ihorn; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University

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Diversity, NSF Grantees Poster Session

sought to understand the student’s level ofconfidence in their ability to write programs and the importance they placed on programming intheir future career.Following the semester-long introductory programming classes, we conducted a week-longworkshop for a small group of students who were part of the ANON project. We report on the twoworkshops that we conducted in January 2022 and January 2023. The data contains reflectionsnoted down by the instructor and near-peer mentors during the workshop. We also report on thedata from the pre-workshop and a post-workshop survey.FindingsFirst, we report on the confidence and interest of students enrolled in introductory programmingcourses. We draw upon their response to list topics in introductory computer

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

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Diversity, NSF Grantees Poster Session

disciplines with special efforts toward womenand underrepresented student populations.The initiatives developed through the grant include a retention center learning space; careerexploration industry partnerships; undergraduate research and travel; peer advising; peermentoring; and pre-college outreach.Implementation & AssessmentRetention Center Learning SpaceAs part of the grant initiatives, a study and resource space was created within the College ofEMS. A classroom in one of the two engineering academic buildings was identified andapproved by university administrators for the center’s location. An interactive forum was held inthe spring of 2013 in the classroom that would be the future location of the center in order togather input from

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Santangelo, Hofstra University; Lynn A. Albers, Hofstra University; Margaret A Hunter, Hofstra University; Kristin Weingartner; Rosebud Elijah, Hofstra University; Richard Cohen, Nassau Community College; Scott T Lefurgy; Rakhi Agarwal; Lisa Filippi, Hofstra University

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NSF Grantees Poster Session

). Responses to prompts on the applicationwere used by the leadership team during online interviews.Scholars entered the program at the beginning of their second term at HU. They enrolled in theSTEM Writing and Metacognition Seminar course meeting weekly. Scholars were assigned tomentoring “squads” composed of peer mentors (successful STEM students) and a faculty mentor,meeting biweekly throughout each semester. They participated in All Program events three timeseach year (beginning of Fall semester, beginning and end of Spring semester), as well asacademic and career-centered workshops hosted by the iAM Program in partnership with therelevant unit (e.g., Center for Academic Excellence, Center for Career Design andDevelopment). Scholars networked with

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University; Randi Sims, Clemson University; Kelsey Watts, Clemson University; Karin Jensen, University of Michigan; Evan Ko, University of Illinois, Urbana - Champaign; Gary Lichtenstein, Arizona State University

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Diversity, NSF Grantees Poster Session

working with their mentees. All mentees increased their confidence forparticipating in mock review panels and writing grants, with most saying that their confidenceimproved greatly. Both mentees and mentors also felt that there was a significant connectionbetween their peer reviewing skills and their ability to conduct engineering education research.The majority of program participants felt that the workload was reasonable and that the activitieswere well-paced within the program.Although both mentees and mentors indicated positive feelings for the program overall, manyalso felt that program logistics could be improved. The largest issue between both mentors andmentees was the clarity of instructions given by the project team. Many felt that

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

scheduled based on results from scholar surveys and journaling responses, whichincluded: WCU’s Career Services; Writing and Learning Commons, Math Tutoring Center,Library Research Liaison, and the Honor’s College. Additionally, peer-to-peer workgroups wereestablished to discuss and journal the anxiety themes within each groups’ activities.Year-one activities also included the development of peer-to-peer and faculty-scholar mentorshipgroups. These student lead groups sought to build foundational support for each scholar byestablishing learning communities with shared goals. The formation of these groups were bothorganic, with students self-selecting group membership, or highly structured by the programdirectors. Structured group membership was based

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary G. Noonan, Merrimack College; Marc Veletzos, Merrimack College; Cynthia Baker McGowan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College

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NSF Grantees Poster Session

-freshman andmatriculated students by fostering collaborations between faculty and students and students andtheir peers. The project is expected to increase the number of engineering and CS graduates andaccelerate their progress toward completing their degree and will make significant positivecontributions to the STEM workforce and the new global economy. The results will provide arich assessment of approaches to retention that can be applied to all STEM disciplines.GoalsThe primary goals of this five year project are to, increase first year retention to 80% by Year 3,increase second year retention to 71% by Year 3, and increase the five-year graduation rate to65% by Year 5. To accomplish the project goals, the FS2 program is divided into four

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

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Diversity, NSF Grantees Poster Session

more of the teaching practices introducedand 3) developing a scholarship of teaching and learning (SoTL) project based on experiences intheir revised course. The summer academy includes multiple evidence-based teaching practices(such as POGIL, Mental-Model-Building, and Project Based Learning), an introduction to SoTLand IRB processes, and time for reflection and cross-disciplinary discussion of potentialapplications of each practice into participant courses. Discussion on the progress of participantSoTL projects and classroom peer observations both within and outside participant programs arethe key components of the academic year FLC.May 2014 and academic year 2014-2015 witnessed the first offering of the SPARCT Program,which engaged 16 STEM

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Lunt, Southern Utah University; John S. MacLean, Southern Utah University

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Diversity, NSF Grantees Poster Session

for undergraduates. c American Society for Engineering Education, 2016 The S-STEM Scholarship: An Integrated Approach to Helping Talented Students in NeedAbstractThe S-STEM Scholarship Program at Southern Utah University provides financial, faculty, peer,and professional support to first-generation college students, minority students, and students whocome from low-income families. The program was initiated in response to the identification of ahigh percentage of SUU students with these disadvantages and to the realization that supportingthese students could increase retention at SUU in the STEM disciplines. In addition, the programseeks to help provide skilled scientists

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Temesgen Wondimu Aure, University of Cincinnati

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NSF Grantees Poster Session

Strategies Implemented in the STEP Program Three key issues negatively impact student success in engineering; these issues are especiallyrelevant to the target student population addressed in this paper. Issue I: inadequate academicpreparedness from high school. The target students, by definition, fall into this category. TheirACT scores are 2-4 points below their peer cohort admitted in the CEAS at UC. In addition, onthe UC Math Placement Test (MPT), which is used as a basis for first math course placement,the target students typically score below the cutoff for placement in Calculus I, the first course inthe engineering math sequence and a prerequisite for Physics I. Issue II: inability of the studentsto adapt socially to their new environment1

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L Matz, University of Michigan; Xiaping Li, University of Michigan; Spencer JaQuay, University of California, Irvine; Madison Jeffrey, University of Michigan; Mark Mills, University of Michigan

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NSF Grantees Poster Session

work is to to understand factors that inhibit full participation of students who identify with historically marginalized groups and investigate evidence-based strategies for mitigating these inequities. In addition, she is interested in technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments.Rebecca L Matz, University of Michigan Becky Matz is a Research

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

who work cohesively towards the cohorts' success. A combination ofcurricular and co-curricular activities was selected according to evidence-based best practices [1-5] and implemented to support the academic development of CREATE scholars throughgraduation with an engineering degree. Curricular support includes tutoring, intrusive advising,regular progress reports from instructors, and peer and faculty mentoring. Co-curricular supportincludes community-building activities, a minimum of two mandatory theme seminars based onevidence-based best practices, and two required "choice" activities, including participation in joband internship information sessions, student clubs, engineer's week, K-12 outreach,undergraduate research, and study abroad

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Ruth Young M.Ed, University of Texas, Austin; Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

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NSF Grantees Poster Session

theDepartment of Biomedical Engineering at a large southwestern research institution. Studentsincluded 5 females and 6 males from various institutions across the country and representeddiverse racial and ethnic backgrounds. Most students were rising sophomores and had varyinglevels of prior research experience. Due to the small sample, sample demographics are notdiscussed in detail to protect student confidentiality.Measures Scientific Communication Self-Efficacy Rating Scale (SCSE). The SCSE is a 24-item,three-factor scale developed at The University of Texas MD Anderson Cancer center to measurebiomedical students’ self-efficacy for writing, presenting, and speaking on scientific topics[17].Items use a 5-point Likert scale with anchors ranging

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

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Diversity, NSF Grantees Poster Session

! 1 The Graduate Student's Guide to Personal Finance 1 Establishing Presence in the Classroom: How to be Successful with Challenging Students 1 and Situations Writing National Science Foundation Grants: Part 1 1 Feeling Good About Your 24 Hours 1 Grand Slam 1 Negotiating Your Job Offer 1 Responsible Research of Conduct: Peer Review 1 Publishing in the Academy: Introduction &

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts, Lowell; Anna Rumshisky, University of Massachusetts, Lowell; Milo Koretsky, Tufts University

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NSF Grantees Poster Session

to Conceptually Challenging QuestionsIntroductionThis NSF Grantee Poster Session paper describes work on an NSF-funded collaboration betweenengineering education and machine learning researchers to automate the coding of short-answerexplanations written by students to conceptually challenging questions in mechanics andthermodynamics [1], [2]. Concept questions, sometimes called ConcepTests [3], are challengingmultiple-choice questions that allow students to practice utilizing conceptual knowledge in newscenarios. These questions have been used within multiple active learning strategies to promoteconceptual understanding and student engagement [4] - [11]. Furthermore, students can be askedto write short-answer explanations

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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Diversity, NSF Grantees Poster Session

their College DegreeAbstractThis study explains a National Science Foundation (NSF) funded program established at aHispanic-Serving Institution (HSI). The Research-Oriented Learning Experiences (ROLE)program’s goal is to improve Latinx undergraduate students’ research skills while buildingstrong connections with other peers and near-peer mentors. Funded under the NSF BroadeningParticipation in Engineering Program, the ROLE program seeks to encourage Latinx students tobecome involved in research activities in Engineering, where students can experience andperform research through hands-on activities. As a theoretical framework, the Resilience Cycleguided this study with the rationale that Latinx as minority students face numerous challengesand

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg L. Saylor, University of Cincinnati; Anant R. Kukreti, University of Cincinnati

Tagged Topics

Diversity, NSF Grantees Poster Session

2(16Students) 5 6 Figure 1: Implementation Timeline for the FSSP and S-STEM Programs2.2. Freshman SSTEM Scholars Program (FSSP) StructureGoals of FSSPThe main goals of the program are: enhanced retention of URM students, the development ofstrong URM candidates for admission into the S-STEM program, and to build interest in studentsfor the pursuit of graduate study. Enhanced retention of URM students is critical as 2014 datafrom the National Center for Education statistics 15 describes African American and Hispanicstudents as 23.6% and 12.7% less likely, respectively, to finish college after 5 years as comparedto their white peers. Retention is encouraged

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shasta Ihorn, San Francisco State University; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University; Ilmi Yoon

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Diversity, NSF Grantees Poster Session

diversity.4 The program consists of five classes,unique to the minor, that span across two academic years (4 semesters) and relies on the use ofcohort-based program structure, near-peer mentoring, and project-driven learning. The cohortstructure allows for close relationships to form, combatting the social isolation that historicallymarginalized students may feel in CS classes. Peer mentoring benefits students by offeringfurther academic, social, and professional development support within the program. Project-based learning provides strong ties to students’ major area(s) of study (primarily biology andbiochemistry) and supports students’ future success in fields that are becoming increasingly data-driven.1 Finally, the minor program courses focus

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeyoung Woo, California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona; Winny Dong

Tagged Topics

NSF Grantees Poster Session

is planned to enhance the incoming transfer student’s sense of belonging, to prepare their career development (resume writing, interview), and to review the bottleneck course contents (Surveying and Statics).3) Faculty development activities To help in developing and offering more lower-division engineering courses at the three partnering institutions, the project hosts the Faculty Learning Community (FLC) with the faculty from Cal Poly Pomona and community colleges. Then, the faculty from Cal Poly Pomona shares teaching materials (lecture notes, assignments, quizzes, and exams) with the other faculty for their reasonable amount of workload to develop and offer lower- division

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Carolyn Plumb, Montana State University

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NSF Grantees Poster Session

the MSLQ were scored and assembled into fifteen groups as per [19], andincluded among other groups: intrinsic goal orientation, extrinsic goal orientation, task value,control of learning beliefs, self-efficacy for learning and performance, test anxiety, rehearsal,organization, critical thinking, time and study environment management, and peer learning forexample. Only the self-efficacy for learning (Pearson correlation = 0.31, n = 42) and time andstudy environment management (Pearson correlation = 0.37, n = 42) rose to the marginalcorrelation level with exam 1. The MSLQ was not selected as a tool for identifying at-riskstudents on two accounts. First of all, for lack of a strong correlation between the MSLQ andexam 1, it does not seem

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

andcommunities; (2) peer cohorts, providing social support structure for students and enhancingtheir sense of belonging in engineering and computer science classrooms and beyond; and (3)professional development from faculty who have been trained in difference-education theory, sothat they can support students with varying levels of understanding of the antecedents of collegesuccess. To ensure success of these interventions, the CAPS program places great emphasis ondeveloping culturally responsive advisement methods and training faculty mentors to facilitatecreating a culture of culturally adaptive advising. More details of CAPS interventions can befound in [4].CAPS program is a 5-year project that started fall 2018. The program planned to support

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis

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Diversity, NSF Grantees Poster Session

compriseundergraduate and graduate students at different stages of their studies, and all participatingstudents are graded and receive credit toward their degree for at least two years. Students choosefrom a wide variety of VIP teams based on personal interest. Participation in VIP teams providesthe time and context for students to [5]: • acquire in-depth experience and insights within their field of study; • learn and practice research and professional skills; • make substantial contributions to real-world projects; and • experience different roles on large, multi-disciplinary teams.The VIP structure provides opportunities for students to develop leadership and collaborationskills through peer support and peer management, which provide students

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College; Margot A. Vigeant, Bucknell University; David L. Silverstein, University of Kentucky

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NSF Grantees Poster Session

andreading, the reflective writing of peers can be an effective method for producing conceptualchange in college students (Zhang, 1999). There are several elements common to these approaches to conceptual change. Initially,students make a prediction about a given situation. Then, either through direct experience,simulation, reading, or discussion, they engage with the outcome from that situation. Then,through reflective writing, peer or faculty discussion, or adaptive computer interface, they revisittheir original prediction and reassess their thinking in light of the new experience. Key to theeffectiveness of these processes are that: a) students must experience conflict, in which they seetheir previous conception fail, b) they must deeply

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Holly Larson Lesko, Virginia Tech; Cheryl Carrico P.E., Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Director for the VT PEERS (Partnering with Educators and Engineer- ing in Rural Schools) program at Virginia Tech. This NSF funded program is housed in the Engineering Education Department and provides contextual, culturally relevant engineering curriculum and support in partnership with educators and local industry in three targeted rural schools systems in Virginia. Ms. Lesko leads the implementation team for VT PEERS and facilitates relationships with the educational and industry partners in the project. Her past research focus on rural and vulnerable community development through art and collaborative narrative praxis and influences her current engagement and practice. She has worked to address policy needs in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

, including those who remain in theprogram after transfer, are supported with annual scholarships of up to $6000, depending onfinancial need. In addition to scholarship money, students participate in a variety of programactivities throughout the school year in the form of academic seminars, extracurricular events,professional development, faculty mentoring, peer mentoring, academic advising, andundergraduate research opportunities. Noteworthy elements of the program in years three and fourinclude 1) the selection and award of the fourth and final cohort entering the program, 2) atransition of leadership to a new principal investigator for the program at the two-college, and 3)the increase in number of students who have continued with the program

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Trina C. Kershaw, University of Massachusetts, Dartmouth; Susan Thomson Tripathy, University of Massachusetts, Lowell; Hong Liu, University of Massachusetts, Dartmouth; Kavitha Chandra, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

Next stepsDuring the Spring 2023 semester, we continued to support students as they progress on theirprojects. As of May 2023, we conducted three workshops to support students as they work onone of their final products, writing and presenting an academic paper. The first workshop wasfocused on tools to organize the literature review, such as summary tables and synthesis matrices(cf. [18]). The second workshop revisited the Message Box [22] to help teams think of theiraudience for the academic paper, and also provided an opportunity for peer review, which allowsfor critique and revision of their work, the sixth feature of gold-standard PjBL [19]. The thirdworkshop focused on effectively presenting research via spoken presentations and posters

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

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NSF Grantees Poster Session

of ● Outline of metacognitive ● Implement yourLearning videos (Teaching possible student activity (logistics, metacognitive activityExperiences: Metacognition to Help responses and identify content) - brainstorm list ● Write short review at theHomework Students Own and metacognition in those of other possibilities; completion of yourBefore Next Improve their Learning: responses focused description of implementationWorkshop Parts 1 and 2) and ● Watch pre-workshop activity showing ● Complete peer complete the provided video on assessing alignment

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

stories pertaining to the curriculum to each other, the industry partners, and the VT-PEERS implementation team.Student Reflections: At the closing of all lessons and activities, students are asked to reflect onwhat they learned about the content and about engineering in general. Unfortunately, these oftenbecame rushed in many of the sessions. While an open-ended questions generally invite thegreatest variety of answers, we learned that it also provides difficulties in extracting answersfrom 6th grade students. Some of the challenges included the reading and writing level ofstudents, the time allotted for students to write their reflections, and the understanding of thereflection question itself. While some student answers showed a direct

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Page 26.403.6primary faculty mentor who is closely related to that student’s field of study, and returning  scholars serve as role models and mentors for the new scholars. The faculty mentors meet withtheir mentees at the beginning of each semester and as needed throughout the academic year.    In addition to undergraduate mentoring, faculty peer-mentoring is also an important componentof the program. The faculty mentors for the MAX program consist of a mix of professors,associate professors and pre-tenure assistant professors. The weekly planning meetings are usedfor continuous improvement of the MAX program, but they also provide an outlet for peer-mentoring and building community amongst the MAX faculty. Topics such as academic writing

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Melissa Vosen Callens; James Nyachwaya, North Dakota State University; Emily A. Berg, North Dakota State University; Jared Ladbury, Minnesota State University Moorhead; Paul Kelter, North Dakota State University

Tagged Topics

NSF Grantees Poster Session

mechanization and post-harvest maize production in Wang’uru, Kenya and Iganga, Uganda. She also served for four years in the U.S. Navy aboard the USS Sacramento (AOE-1) as an Interior Communications Electrician.Dr. Melissa Vosen Callens, Melissa Vosen Callens is currently an assistant professor of practice in instructional design and commu- nication at North Dakota State University, Fargo. Her areas of research and teaching interest include Popular Culture and Online Education. Her writing can be found in The Ultimate Walking Dead and Phi- losophy, English Journal, Communication Teacher, Hollywood Heroines: The Most Influential Women in Film History, and A Sense of Community: Essays on the Television Series and Its Fandom

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

a common time slot suitable for collaborativeleaning in a traditional face-to-face manner. This paper is to introduce findings from availablecognitive research on supporting effective collaborative learning and present a new instructionalframework for scaffolding collaborative learning for engineering students through cyber-enabledonline discussion. Within this framework, students are assigned with a shared learning task andrequired to co-construct their understanding of the course-related learning concepts and co-solvethe assigned learning problems with their peers through online discussion. The scaffolding fromboth social and cognitive perspectives is presented to students to provide a structure of effectivecollaborative knowledge