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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Chelsea Mann, Arizona State University; Kristen Parrish, Arizona State University; Mikhail Chester, Arizona State University

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NSF Grantees Poster Session

red will work alongside the Transportation group in CEE/SOS 598, the five teams highlighted in green will work alongside the Environment group in CEE/SOS 598, and the five teams highlighted in orange will work alongside the Social/Institutions group in CEE/SOS 598.Second Implementation: Spring 2015In the second implementation, overall project themes better reflect one another to promotevertical integration between the two courses. The vertical integration process is shown in Figure3 below. ! CON$252$ ! Responsibili+es

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Christopher Cirenza, Virginia Tech; Thomas E. Diller, Virginia Tech

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NSF Grantees Poster Session

and thermocouples. [4] Step four involved the crux of the experiment. Some instructions for how they wereto use the data acquisition software were provided along with instructions for how to run theexperiment. The students were then asked to evaluate the results of their experiment by solvingfor certain variables using the data they collected and then answering the challenge questionposed to them at the start. Many of their results included graphs that they could both see in realtime and examine after the data was taken to assist them in understanding what was physicallyhappening. [5] Step five was for reflection and included questions asking about the concepts thatwere stressed during the workshop and was intended to gauge what

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Melody Baglione, Cooper Union

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NSF Grantees Poster Session

) Platinumcertified academic building, shown in Fig. (1)a, as a context to explore applications of the theorystudents’ learn. Another goal is to provide opportunities for hands-on experimentation withsystems that reflect professional practice. To achieve these goals, the ME151 course wasredesigned to incorporate a significant laboratory component. 7 These laboratory sessions exposestudents to practical applications of process control using two educational rigs from FeedbackInstruments. A level-flow rig allows students to control the flow of water or the level of a tank,while a temperature rig, shown in Fig. 1(b), allows students to control temperature by actuatingservo valves that regulate primary and secondary flows through a heat exchanger. Using bothrigs

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shawn S. Jordan, Arizona State University, Polytechnic campus

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Diversity, NSF Grantees Poster Session

experience,conceptualize, perceive, and understand various aspects of, and phenomena in, the world aroundthem.” Experiences and phenomena are perceived differently by each individual, sophenomenography seeks to describe the “collective human experience of phenomenaholistically” 29. Based in variation theory, phenomenographic studies result in the keycomponents that comprise the variation under investigation 25,30,31. These categories ofdescription “contain a variety of conceptions and thus indicate that there are differences in theways a phenomenon is understood” 32 and may be depicted as a taxonomy or hierarchy ofunderstanding. The categories of description do not represent the individual responses fromparticipants, but instead collectively reflect

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint

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NSF Grantees Poster Session

lasers and their applications inmanufacturing. The emphasis on lasers is reflected in the program name and in the programcurriculum. Lasers are presented in the introductory photonics course, taught in depth in theLaser Fundamentals and Laser Systems courses, and are also heavily featured in the PhotonicsApplications course. The Optics and Photonics Laboratory supports this emphasis by includingseveral types of lasers: HeNe, carbon dioxide, fiber, diode, Nd:YAG and Argon ion. Test andmeasurement equipment include detectors, power and energy meters, beam profilers,spectrometers, and high speed oscilloscopes. Miscellaneous optical components, opticalbreadboards and tables, and various laser safety glasses complete the equipment list

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

efforts on the PLCs helps us learn by getting hands on experience Using the PLCs in class Being able to apply what I learn and check my understanding. To be able to learn hands on how the program interacts. Be able to check my understanding of the concepts and materials. being able to visualize the process Being able to actually see if our programs work. To get instant feedback on a program. Being able to see the ladder logic and how it reflects on the Portable PLC is the best way for me to learn this. The practice of programming The usefulness of this being used in a practical situation. It helps to keep the tools straight (i.e. which command is examine-if-closed, examine-if- opened, etc.). Seeing how

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University

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NSF Grantees Poster Session

to counteringthem. We developed a workshop that does not take a great deal of class time but alerts studentsto the erroneous beliefs, illustrates their harmful effects on writing, and introduces beliefs andpractices more consistent with engineering practitioners’ writing. The workshop demonstrates tostudents that effective writing and effective engineering practice are interconnected. More Page 26.552.2specifically, the workshop incorporates the following:  quotations from students that reflect the myths and samples from student papers that exemplify how the myths lead to ineffective writing  quotations from practitioners

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G Belu, University of Alaska Anchorage

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NSF Grantees Poster Session

part.Measurement and Instrumentation course uses a variety of sensors and measurement techniquesto monitor machining processes (sensors including vibration, acoustic emission, cuttingdynamometers). Data acquisition and processing for tool breakage and quality control ofmachined parts has been added to the course curriculum. This course is a core curriculum coursefor all concentration for BSET. Similarly Quality Control course is a core curriculum one. Bothof them include laboratory experiments based on the equipment and instrumentation provided bythe funding of this project. The manufacturing and prototyping related courses reflect thecompetitive trend in the evolution of manufacturing towards increased flexibility, high speedmachining, remote quality

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Talbot Bielefeldt, Clearwater Program Evaluation

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NSF Grantees Poster Session

) (b) Fig. 2: (a) Sample learning roadmap in Gridlock; (b) Sample KWS in GridlockIn the initial run of Gridlock, help was provided in a way that required students to actively seekanswers to their problems. Although there were mechanics to allow students self-reflecting theirlevel of proficiency, there was no connection between the learning roadmap and the identifiedstudent needs in KWS. When surveying students on the utility and usability of gameinterventions, they voiced their different views of system improvement. Some felt that thecurrent support was just right to provide necessary assistance in identifying domain knowledgeas “(KWS) concisely pointed you in the right direction", and "(Roadmap) contained volumes

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin, University of Washington; Dawn Wiggin, University of Washington; Jeremy Kingma, Washington State University; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington; Scott Winter, University of Washington

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NSF Grantees Poster Session

developed a STARS chemistry prep course. WSU has incorporated structured problem sessions where students work in small groups on problems directly related to their current math and chemistry classes. Each university also designed a year-long STARS Seminar series to build study and learning skills. Seminars include topics such as time management, group study, regular reflection on goal-setting and keys to success, learning to learn and cultivating an open mindset, note-taking, asking for help and utilizing resources, reading textbooks, and developing relationships with faculty.Figure 2: Sample UW and WSU First Year Curriculum University of Washington Sample STARS Washington State University Sample

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Mukasa E. Ssemakula, Wayne State University; Gene Yeau-Jian Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

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NSF Grantees Poster Session

and WSU Distinguished Fac- ulty Fellow. He is the founding editor of the Journal of Applied Statistical Methods. His areas of interest are in research and experimental design, psychometrics, applied robust and nonparametric statistics, and quantitative and qualitative program evaluation. Page 26.252.1 c American Society for Engineering Education, 2015 Assessing the Learning Gains of Manufacturing Students in an Integrated Hands-on Curriculum1. Introduction Traditional engineering instruction tends to favor intuitive, verbal, deductive, reflective

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Amro El Badawy, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller, Global Waste Research Institute, California Polytechnic State University; Gregg L. Fiegel, California Polytechnic State University; Kevin Brian Kopp, California Polytechnic State University

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NSF Grantees Poster Session

activities, poster presentations, and oralpresentations. The weekly meetings with mentors and/or faculty generally focused on researchand included discussions of the previous week's work as well as future plans. The weekly writingassignments consisted of progress reports in which the students reflected on accomplishmentsand challenges during the preceding week. In some occasions, the writing assignments weremore than just a progress report and included extra requirements: (1) each student was asked, aspart of one report, to provide a concise and descriptive title for their research project, assumingthis title would be used to describe a technical paper, research poster, and/or research report;(2) each participant provided a list of specific

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Paul Rayes, Arizona State University; Brian McNamara, Arizona State University; Xiaoxuan Wang, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University; Xiang Gao, Arizona State University; Theodore Thompson

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NSF Grantees Poster Session

over users, where the averagepercent wrong was only 32%, with a median percent wrong of 21%, indicating a skeweddistribution. Examination revealed that students having more difficulty (and getting more wronganswers) played the game much longer than those doing well. Moreover, the average percentagecorrect tended to stagnate or even decrease as students moved from the easier levels into harderlevels, which does not reflect the improvement we would like to see as they gain experience (seeFig. 5). If the students were truly mastering the ideas, we would hope to see a reduction inwrong answers as students gain experience and go the higher levels, or at least fewer overall.(The laboratory trial did show very substantial learning gains from doing

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Michael Heiman; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

differences intheir approach towards solving a problem. Engineering is described with a formal process, withcaution taken by using theory to reach a solution. Making is described as more informal wherethey solution is found through trial-and-error.ConclusionsThe responses for engineering and making were similar with making described as more informalthan engineering across most of the responses. Responses such as trial-and-error for “What isMaking?” reflect learning and understanding of concepts through practice while responses for“What is Engineering?” suggest an understanding through theory and calculations. The ability tolearn through practice and self-guidance show how makers exhibit traits such as lifelong learningfrom The Engineer of 20201

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Priscilla J Hill, Mississippi State University; Yaroslav Koshka, Mississippi State University; Tonya W. Stone, Mississippi State University; Brenda Lee Kirkland; Rani W. Sullivan, Mississippi State University

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NSF Grantees Poster Session

exploring scanning probe microscopy using shoeboxes and marshmallows. Throughfunding from the NUE grant, a video camera was purchased to capture nanotechnology-relatededucational activities and to share the outreach activities with the community through othervenues, such as Facebook and YouTube.A group web page for this NUE program was created on nanoHUB. The web page name isNanoSEEd at MSU (Nanotechnology in Science and Engineering Education at Mississippi StateUniversity). The web page name was chosen to reflect that this is a collaborative effort betweenthe College of Arts and Sciences and the Bagley College of Engineering at MSU. The page iscurrently under construction, but materials developed under this grant will be added as theproject

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

1245482. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Koretsky, M., Falconer, J., Brooks, B., Gilbuena, D., Silverstein, D., Smith, C., and Miletic, M., "The AIChE Concept Warehouse: A Tool to Promote Conceptual Learning", Adv. in Eng. Ed. (2014).2. Meyer, J.H.F. and R. Land. 2003. Enhancing Teaching-Learning Environments in Undergraduate Courses Occasional Report, Centre for Teaching, Learning and Assessment, The University of Edinburgh.3. Male, S.A. and C.A. Baillie. 2011. Threshold capabilities: an emerging methodology to locate curricula thresholds, Research in

Conference Session

NSF Grantees’ Poster Session

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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

Engineers; and many more). Students documenteach experience in a Service Learning Activity Hours Report Form and also write a reflection on Page 26.662.7their community engagement experience for the semester.Industry-Mentoring Program The industry-mentoring program provides an opportunity for students to interact withengineering professionals. The key outcomes of this mentoring program are the professionaldevelopment of the student, increased student awareness, readiness, and disposition towardsengineering careers, and educational training needed. It provides an opportunity to the student toexperience the various work environments and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Kavitha Durga Ramane; William G Graziano, Purdue University, West Lafayette

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NSF Grantees Poster Session

creating programs or eventsthat allow for students to form personal friendships. Such welcoming environments might becritical to increasing enrollment in engineering among women.References 1. Huff, J. L. (2014). Psychological journeys of engineering identity from school to the workplace: How students become engineers among other forms of self. Retrieved from ProQuest, UMI Dissertations Publishing (3669254). 2. Huff, J. L., Smith, J. A., Jesiek, B. K., Zoltowski, C. B., Graziano, W. G., & Oakes, W. C. (2014). From methods to methodology: Reflection on keeping the philosophical commitments of interpretative phenomenological analysis. Proceedings of the 2014 ASEE/IEEE Frontiers in Education Conference

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Christina Frederick, Embry-Riddle Aeronautical University

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NSF Grantees Poster Session

, grant number EEC 1441825. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do not Page 26.228.5necessarily reflect the views of the National Science Foundation.Bibliography1. Bualuan, R. (2006). Teaching Computer Programming Skills to First-year Engineering Students Using Fun Animation in MATLAB,” Paper presented at the 2006 American Society for Engineering Education Annual Conference & Exposition, Chicago, IL.2. Devnes, P.E. (1999). MATLAB and Freshman Engineering. Paper presented at the 1999 American Society for Engineering Education Annual Conference &

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University

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NSF Grantees Poster Session

(Sawyer, 2012). For the purposes of this project, innovationis defined broadly as the pursuit of a creative, imaginative, or inventive solutions duringengineering coursework (as opposed to, for example, carrying out a set of laboratory proceduresor following directions in a computer learning module).Instrument Development OverviewThe purpose of this project was to develop an instrument to assess the emergent characteristics ofstudent groups in engineering classrooms and examine them in relationship to studentengagement and student innovation. Our strategy for developing the items was to develop aconceptual framework that described collaborative emergence based on extant literature, writeitems to reflect that framework, and then administer them to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lori Sowa P.E., University of Alaska Fairbanks; Denise Thorsen, University of Alaska, Fairbanks

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NSF Grantees Poster Session

on labs and homework. Mini-quizzes were given at the beginning of most class sessions to gage students’ conceptualunderstanding of the material.MethodsThe overall study design includes mixed-methods; however, the majority of the qualitativeportion of the study design and data collection will be described in future papers. Students wereadministered online surveys composed of Likert-scale and open-ended questions. The surveyinstrument was designed to measure students’ video use patterns, ease of video accessibility,preferences for study media, and social capital indicators along with demographic information.Although the survey was generalized as much as possible, specific questions within theinstrument were adjusted for wording to reflect the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Christopher Martinez, University of New Haven; Mark J Graham Ph.D., Yale University

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NSF Grantees Poster Session

studiesand participating in the life of the university. Financial aid eligibility is determined based on theprevious year’s FAFSA that includes student wages in some cases that the student may haveneeded to earn in order to attend college. However because the student worked, their financialaid eligibility is reduced. This seems somewhat contrary to the purpose for the scholarship.Second, changes in a student’s EFC might result in a scholarship recipient’s eligibility changingfrom year to year. There have been instances where parents have needed to liquidate entire stockpositions in order to pay a tuition bill the year a recipient has received the ASPIRE scholarship.Because sale of the stocks is reflected in the following year’s FAFSA, this has

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette; Bunmi Babajide, Purdue University, West Lafayette; Anastasia Marie Rynearson, Purdue University, West Lafayette

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NSF Grantees Poster Session

accountability pressures for reading andmathematics3, 7. Integration of STEM subjects has been suggested as a way to address thechallenges of diminishing instructional time while providing students with the opportunity forengaging in realistic and multidisciplinary contexts that reflect real world problems. With manystates adopting the NGSS8, curricula for integrating engineering with an explicit focus onteaching science are needed.PictureSTEM is a curricular development project aimed at creating STEM integration moduleswith an explicit focus on engineering design, as well as standards-based mathematics andscience, for grades K-5. The PictureSTEM units were developed to meet this need for explicitSTEM integration modules that meaningfully teach each of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

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NSF Grantees Poster Session

uncertain and perhaps even unwilling toembrace sustainability (at least, the environmental pillar) as a valid and valuable part of theirengineering curriculum. Combined with the relatively weak power of ethics (includingsustainability) over personal and business interests,8 students may see sustainability as a noblebut vague and entirely unreachable state of affairs.Previous research studies in engineering education have highlighted the fact that students oftenbring into the classroom views of sustainability that reflect both the broad and confusingdefinitions of sustainability in national and global circles and a narrow view of what engineersare capable of impacting and desiring to contribute to improved sustainability practices

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

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Diversity, NSF Grantees Poster Session

developing since the 1970’s, led largely by Dr. David Kolb; this theory is based “ona learning cycle driven by the resolution of the dual dialectics of action/reflection and ex-perience/abstraction” 43 . The importance of experiential learning has been discussed for themedical field 1;3;9;15;18;33;61 , engineering 2;19;76;84;85 , leadership roles 16;29;32;34 , and general edu-cation 7;58;86;87 . For further reading on broad applications of the experiential approach, Kolbhas compiled bibliographies containing numerous works spanning decades 44;45;46;47 . Burger found that experience with actual work is one of the strongest factors affectingcareer choice 22 while Tuss concludes that “experiential education strategies will strengthenschool science

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eun Ah Lee, University of Texas at Dallas; Nicholas Gans, University of Texas, Dallas; Magdalena G Grohman, The University of Texas at Dallas; Marco Tacca, The University of Texas at Dallas; Matthew J. Brown PhD, Center for Values in Medicine, Science, and Technology
, The University of Texas at Dallas

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NSF Grantees Poster Session

are opposed, there istension in the evaluative process.For the purposes of this study, we have chosen to observe students’ relationship to engineeringethics by looking at how they engage in ethical reflection as a team, in the situation of their Page 26.728.3actual project work. This is an alternative to the more common approach of focusing onindividual students and attempting to measure their understanding with an artificial instrument(such as a survey). We suggest that the dual-process account discussed above works as well forteams as for individuals. This study is thus firmly situated in the approach of “team cognition”(Salas & Fiore

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Peter Y Wu, Robert Morris University; Ali A. Ansari, Virginia State University; Walter W Schilling Jr., Milwaukee School of Engineering

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NSF Grantees Poster Session

delivery readiness. The PI then depositsthe finalized contents in a shareable media for delivery and dissemination. An iterative review method depicted Focus groups Decide on Active Learning Contents in Figure 2 is being used to ensure and Formats (case study, class exercise, or case study video) the modules reflect both academic research and industry best practices. The content development process PI & Co-PI refine Contents List

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kijung Park, Industrial & Manufacturing Engineering, The Pennsylvania State University; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sadan Kulturel-Konak, Penn State Berks; Abdullah Konak, Penn State Berks ; Ivan E. Esparragoza, Pennsylvania State University, Media

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NSF Grantees Poster Session

their curriculum, (2) both course and overall curriculum level assessments arepossible, where the assessment scores reflect the development on an absolute scale, and (3)instruments and rubrics can be upgraded over time to reflect the progress in the assessment ofspecific professional skills.The Model of Domain Learning (MDL) proposed by Alexander et al.1 is a learning theorycharacterized by the interrelations that exist between the learning-based constructs and theexperience-based stages in academic domains. In this study, the MDL based framework isapplied to develop assessment rubrics mapped to the interaction between the experience-basedstages and the learning-based components. The experience-based growth stages in ascendingorder of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Anne Earl, University of Illinois at Urbana-Champaign; Dong San Choi, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

Students specifically mentioned splitting up projects into pieces and never necessarilyworking together as a team. The delegation of tasks occurred in such a way that limitedteammate interactions. This reflects a lack of relatedness, neglecting the process of workingtogether to integrate individual aspects of the project and sharing knowledge. In essence, teammembers did not engage in teamwork; instead, they completed what amounts to individualprojects. In fact, the following student quotes depict teamwork as a last resort or even go as far asexpressing an interest in not working together at all. In some instances, groups assigned one specific team member the individual task of“putting all the pieces together.” Interestingly, in the quote

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Julie P Martin, Clemson University; Maura J. Borrego, University of Texas, Austin; Nathan H Choe, The University of Texas at Austin; Margaret J. Foster, Texas A&M University; Xueshu Chen, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

funded by the US National Science Foundation Division of UndergraduateEducation through grant numbers 1446319, 1446323 and 1446369. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliographic Information1. Olson, S. and D.G. Riordan, Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Report to the President. 2012, Executive Office of the President, President’s Council of Advisors on Science and Technology: Washington, DC, USA.2. Rendon, L.I. and J.R. Valadez, Qualitative indicators of Hispanic student