Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker

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NSF Grantees Poster Session

ability to consciously and deliberately monitor and regulate one’s knowledge, processes,and cognitive and affective states” [1]. Metacognition is key to developing self-directed learningskills that are foundational to ABET’s required “ability to be a life-long learner.” Self-directedlearning is also necessary for an effective work career, yet it is rarely integrated into engineeringeducation [2].In our IUSE NSF project, we are studying the development of metacognitive and self-directedlearning skills of students and graduates of the Iron Range Engineering program (IRE). IRE is aninnovative, problem-based-learning (PBL) engineering program in Virginia, Minnesota, wherestudents explicitly engage in activities to become aware of and develop

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

studied ethical decision-making in engineering students. c American Society for Engineering Education, 2018 Impact of Flexible Classroom Spaces on Instructor Pedagogy and Student BehaviorIntroductionThe use of active learning techniques, such as asking students to respond to multiple-choice“clicker” questions or to work together with their peers to solve a problem in class, has beenshown to benefit students by improving their retention of information, conceptual understanding,self-esteem, and attitudes about their program of study [1], [2], [3]. However, many barriers stillremain to the implementation of active learning, including insufficient training for instructors, alack

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

transfer capacity. The goals were: (a) tounderstand whether particular pedagogical support practices were effective in offering non-traditional students a program that enabled them to remain in engineering and science majors andto transfer to a four-year college or university, and (b) to determine if students’ propensity forinnovative problem solving influenced use of pedagogical practices and ultimately, transferpersistence. The research targeted four research questions: (1) What are the patterns ofpedagogical practices that community colleges employ to enhance students’ transfer success inengineering and science? (2) How do students’ creative and innovative problem-solvingapproaches influence the choices that they make in using pedagogical

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin F. Hopkins, University of Louisville ; Keith Brandon Lyle, University of Louisville; Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

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NSF Grantees Poster Session

administered one month after the end of the precalculus course. We found thatstudents were significantly more likely to retain precalculus objectives when quiz questions hadbeen spaced versus massed. Increasing the number of quiz questions did not significantly affectretention. These findings suggest that educators wishing to increase students’ long-termretention of mathematics knowledge should increase the spacing, rather than the amount, ofretrieval practice in their courses.IntroductionCollege courses require students to learn large amounts of information, but students can rapidlylose the ability to recall information from previous courses or semesters [1 - 4]. This loss ofinformation is especially harmful when success in upper-level courses

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity, NSF Grantees Poster Session

Paper ID #21841Impact of Undergraduate Research Experiences on Diverse National and In-ternational Undergraduate ResearchersDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Rick Olson, University of San Diego; Leonard A. Perry, University of San Diego

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NSF Grantees Poster Session

Justice This workshop was developed to understand critical issues that must be considered when evaluating the how the learning outcomes for a technical course might be framed in the context of social justice.A Faculty that embraces a redefined engineering canonMany of the schools faculty members were skeptical of the need for significant changes tocurricula. Recognizing this, another goal of the RED grant was to: “Createaculturewithintheschoolwherefacultyrecognizetheneedforarevisedcanonthatinfusesprofessionalskillsandvalueswithdisciplinarycontenttodevelopchangemakingengineers.”Consequently, a primary approach for achieving change is to use a transformative and emergentchange model [1] to develop broader support for the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette; Nelson S. Pearson, University of Nevada, Reno; Benjamin P. Jackson, Purdue University; Tara C. Langus, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

MotivationTeaming is a core part of engineering education, especially in the first and last years ofengineering when project work is a prevalent focus. There is significant prior literature onengineering teams, but the effects of incorporating diversity into teams are understudied [1]. It isimportant to understand not only the practical outcomes of working in diverse teams, but alsohow the experience of working in diverse teams influences whether students see themselves asengineers and whether or not they feel they belong in engineering. Our project, “BuildingSupports for Diversity through Engineering Teams (NSF EEC-1531586/1531174),” investigateshow students’ attitudes towards diversity influence how they experience working in diverseteams through

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

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NSF Grantees Poster Session

into a one-page report for each student toprovide them with sought feedback. Sample reports are illustrated for discussion with conferenceattendees whose valuable feedback is considered to improve future reports.Motivational attitudes and behaviors instrumentsThe Likert-scale assessment tools used in this study are shown in Table 1 and 2. Themotivational attitudes instrument, consisting of 20 items, is shown in Table 1. The first 10 itemsare classified as intrinsic in nature and the last 10 items as extrinsic.Attitudes: How often are you motivated by the following attitudes? (Students rates themselveson the following questions using a 10-point Likert scale from “Rarely” to “Most of the time”)1. Apply professional skills 11

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College; Laurie F. Caslake, Lafayette College

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NSF Grantees Poster Session

Collaboration with an NSF-funded Engineering Research CenterUndergraduate research experiences are known to benefits students ([1], [2], [3], [4], and [5],among others). Lafayette College, like many small liberal arts colleges, prides itself on an abilityto offer research experiences to students. The latest National Survey of Student Engagementresults for the college indicate that, “By their senior year, 50% of students have done researchwith a faculty member” (web link to be provided in final paper). Research experiences forstudents also benefit faculty members at small colleges by keeping the faculty members engagedin their areas of expertise; many small colleges, including ours, also consider continuingengagement in research when evaluating a

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

integratedinstitutional network of supports that increases students’ self-efficacy, sense of belonging to theirmajor, and belief in the importance of their contributions to society. These are key factors thataffect retention in STEM fields [1]-[7]. The FS2 program is funded by the National ScienceFoundation, is focused on engineering and computer science (CS) majors and is designed toimprove retention and graduation rates. The FS2 program is currently in the fourth and finalacademic year and has engaged 470 first-year engineering and computer science students. Thepaper describes the main challenges in implementing these retention initiatives in a small collegesetting and outlines approaches to overcome these challenges.GoalsThe primary goals of this five year

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Carolyn L. Sandoval, Texas A&M University; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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NSF Grantees Poster Session

conducted using environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS)1 to assess the classroom climate of faculty in the experimental (ISE-2) and control groups. Student surveys were also administered to students who were taught by ISE-2 faculty and control group faculty to assess student engagement and classroom climate. While the project is still ongoing, feedback from faculty regarding ISE-2 have been positive.  Introduction The National Science Foundation, through EEC-Engineering Diversity Activities, awarded “Improving Student Experiences to Increase Student Engagement” (ISE-2) to Texas A&M University. ISE-2 is a faculty development program that focuses on reducing implicit

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center (MATRIC); Hyland Anthony Markle; Robin A. M. Hensel, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

, 2018 Algebra-Related Misconceptions Identified in a First Year Engineering Reasoning CourseBackground:Students join engineering programs with a significant level of knowledge; some of thisknowledge is correct and some incorrect [1, 2]. Students’ pre-instructional knowledge is definedas “preconceptions”. It has been shown that educators need to assess these preconceptions,because they affect new learning, especially since learning depends on whether the newknowledge agrees with or contradicts existing preconceptions [2].Preconceptions that are consistent with the concepts learned in class are called “anchoringconceptions”[3]. Preconceptions that are inconsistent with concepts learned in class are termed“alternative

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, West Fargo Liberty Middle School

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NSF Grantees Poster Session

categorized as over 99% rural, and it is common forschools to be separated by 30-40 miles or more [1]. Therefore, teachers in these areas aretypically the only teacher in their content area and lack the support, resources, and professionalopportunities required to develop effective teaching strategies. However, these teachers havesignificant influence over the development of their students, since they may be the onlymathematics or science teacher their students ever have while in that building. Many of theseteachers have 5-7 different preparations of classes per day and only one planning period. Whenpolicies and assessment methods change, such as with Common Core and Next GenerationScience Standards, these solitary STEM teachers may struggle to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

identity plays in learning. The investigation began by analyzing anational data set of students’ leadership development experiences and the self-reported impact ofthose experiences. The data was used to explore the leadership experience and perception of theimpact of these experiences of engineering students when compared to their peers in other STEMfields and those outside the STEM fields. Initial results indicate significant differences betweenthese groups.IntroductionAs society finds itself facing ever more complex challenges, many have rightfully called fortraining greater numbers of engineers to provide our workforce with the skills needed tosuccessfully design solutions to these challenges [1]. However, designing these solutions isdifficult

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, AmeriCorps VISTA; Katherine C. Chen, Worcester Polytechnic Institute

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NSF Grantees Poster Session

volunteers to support the goals of the program. Webelieve the VISTA program can be a source of institutional support to NSF grantees and we urgeothers to investigate these opportunities in their own state or institutional systems.S-STEM PEEPSPEEPS is an S-STEM scholarship and support program at California Polytechnic StateUniversity, San Luis Obispo. The aim of the program is to support students from under-resourced backgrounds in as many ways as possible to help them complete engineering degrees.The 13 students in the program receive up to $10,000 per year of financial scholarships and awide range of other support throughout their time at Cal Poly. We designed the cohorts aroundthe Posses Foundation Scholarship program [1]. Initially, we helped to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhinav Dixit, Arizona State University; Uday Shankar Shanthamallu, Arizona State University; Andreas S. Spanias, Arizona State University; Sunil Rao; Sameeksha Katoch, Arizona State University; Mahesh K. Banavar, Clarkson University; Gowtham Muniraju, Arizona State University; Jie Fan, Arizona State University; Photini Spanias, Arizona State University; Andrew Strom, Corona Del Sol High School; Constantinos Pattichis; Huan Song

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NSF Grantees Poster Session

Univer- sity. She is teaching math methods classes. Her research interests are in math methods and in teacher preparation. She is also interested in online education research.Andrew Strom, Corona Del Sol High School Andrew Strom has been teaching mathematics at Corona Del Sol for 21 years. He has taught a variety of subjects: Algebra 1-2, Geometry, Algebra 3-4, Honors Algebra 3-4, Pre-Calculus, Honors Pre-Calculus, College Mathematics and AP Statistics. Andrew enjoys the beauty of mathematics and loves working with young people.Prof. Constantinos PattichisHuan Song c American Society for Engineering Education, 2018 Multidisciplinary Modules on Sensors and Machine

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Kerrie Pieloch, Suffolk University

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Diversity, NSF Grantees Poster Session

EE program, as well as the electricpower engineers’ and managers’ enthusiasm for hiring students from this program.The goals of the S-STEM EE Scholars Program at Suffolk University were to: 1. Provide a pathway to a future in EE, particularly power engineering, for talented students with limited financial means. Special emphasis was placed on recruiting underrepresented minorities from BPHS. 2. Build on the EE program’s sense of community with specific activities for S-STEM Scholars. 3. Improve the awareness of S-STEM Scholars’ career interests and values, particularly as they relate to career decision-making and workplace satisfaction.The objectives of the program were to: 1. Increase the number of EE majors from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

in lectures and recitations; midterm course evaluations as formativefeedback; and advocacy with colleagues to catalyze diffusion beyond these early courses.The project has two foci. The first is to provide support and recognition to enable faculty whoteach the critical early core courses to adopt evidence-based practices and target deep andtransferable learning within and across disciplinary domains. Evidence-based instructionalpractices are defined as those derived from research on cognition and how people learn [1-3].Examples include presenting authentic real-world problems for students to solve, providing in-class opportunities for peer-to-peer learning, and supporting self-directed learning. Thesepractices are designed to enable students

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Shipley, University of Texas, San Antonio; Rena Bizios, University of Texas, San Antonio; Krystel Castillo, University of Texas, San Antonio

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Diversity, NSF Grantees Poster Session

Engineering and Director of the Texas Sustainable Energy Research Institute at The Univer- sity of Texas at San Antonio. Her research expertise is in: (1) mathematical programming and optimiza- tion techniques for analyzing large-scale, complex systems under uncertainty, and (2) big data analytics for manufacturing processes. She is member of INFORMS, IISE and ASEE. c American Society for Engineering Education, 2018A Multidisciplinary Approach to Support Undergraduate Students and Improve Retention and SuccessAbstract:Our University has seen rapid growth in the last 10 years; however, student income levels havenot improved, and our university is considered a low-income serving

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debra A. Major, Old Dominion University; Katelyn R. Reynoldson M.S., Old Dominion University; Xiaoxiao Hu, Old Dominion University; Seterra D. Burleson, Old Dominion University; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

A&M. Kristi works to improve the undergraduate engineering experience through evaluating preparation in mathematics and physics, incorporating active learning into the classroom, engaging her students with interactive methods, and evaluating how engineering identity influences retention. c American Society for Engineering Education, 2018 Preliminary Validity Evidence for a Brief Measure of Engineering IdentityBackground and ObjectiveConsidering national initiatives to increase the overall number of engineering graduates,improving the persistence of students to remain in engineering disciplines through to graduationhas become a pivotal strategy [1

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thomas J. Siller, Colorado State University; Michael A. de Miranda, Texas A&M University; Elizabeth Deuermeyer, Texas A&M University

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Diversity, NSF Grantees Poster Session

than traditional engineering degrees –allowing for shorter degree programs• Potentially develop new STEM licensure programs –combining the pre-service preparation across the disciplinesAll of these approaches build on the original concept of using engineering as a foundation forpre-service teacher preparation programs.Preparing teachers through an engineering degree pathway and cross-training STEM teachersopens a whole new perspective to STEM teaching, learning, and research. Research conducted inthis project is designed to unpack and measure two new inventive frontiers in STEM learning; 1)STEM associational fluency and 2) teaching and learning in cross-functional STEM diversityteams. STEM associational fluency in teachers is the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

mixed methods study is to explore theinfluence of out-of-class activity participation on underrepresented students’ persistence,learning outcomes, and workforce entry. Here, we present findings from two quantitative studiesthat utilize the Postsecondary Student Engagement (PosSE) Survey to 1) examine the popularityof specific out-of-class activities and outcomes; and 2) identify the incentives for and barriers toparticipation. To highlight programmatic implications of this work, we then introduce theBuilding Undergraduate Interventions for Learning and Development (BUILD) Model, whichcan serve as a design framework for the modification and implementation of out-of-classinterventions intended for undergraduate engineering students. We conclude

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech; Scott W Case, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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NSF Grantees Poster Session

understand and articulate viewpoints of both administration and students. Natasha strives to implement innovative and systematic technological advances to academic advising and enrollment management. c American Society for Engineering Education, 2018 Investing in Instructors: Creating Intelligent Feedback Loops in Large Foundational Courses for Undergraduate EngineeringIntroductionThe drive to encourage young people to pursue degrees and careers in engineering has led to anincrease in student populations in engineering programs. For some institutions, such as largepublic research institutions, this has led to large class sizes for courses that are commonly takenacross multiple programs [1], [2

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Ann Saterbak, Duke University; Megan McSpedon, Rice University; Michael Wolf, Rice University; Kristi Kincaid, Rice University

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NSF Grantees Poster Session

program to offer students who have beenidentified as needing additional preparation for the rigors of STEM college coursework tuitionand room and board for the duration of a six-week summer program, as well as an additionalstipend for participation. The intent of providing a stipend is to reverse potential adverseselection into RESP of only students who can afford not to work for the summer attending theprogram.Students are selected for invitation to RESP based on a variety of factors, including their scoreson the university’s own math and word problem-focused diagnostic exam [1], SAT and ACTscores, first-generation student status (i.e., when students’ parents do not have post-secondaryeducational experience), and evidence of STEM preparedness in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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NSF Grantees Poster Session

them improve their robotics teams, and the formation of a new studentorganization that focuses on building combat robots (Bengal Reauxbotics). The donations in thisaccount also fund the Leadership Legacy Award. This is a highly coveted award given tooutstanding graduating seniors who have left a lasting impact on SPM. They are nominated bytheir fellow mentors, and a staff committee chooses the final recipients. A small award ceremonyis held each semester to honor these student leaders. Fourteen graduates have won this awardsince December 2013.Assessment Students who join Society of Peer Mentors are 30-40% more likely to be retained and tograduate with an engineering degree from LSU (Figure 1). Preliminary analyses reveal that theyaren’t

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Gary Lichtenstein, Arizona State University, Polytechnic campus; Lisa Olcese Olcese; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Cheryl Carrico P.E., Virginia Tech; Helen L. Chen, Stanford University; Holly M. Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

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NSF Grantees Poster Session

current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M. Matusovich, Virginia Tech c American Society for Engineering Education, 2018 Paper ID #22016 Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

theundergraduate curriculum of these two majors is very similar, thereby facilitating thedevelopment of a cohort. We provide mentoring, cohort-building activities, and sharedcoursework early in the students’ academic careers to aid in the development of a cohortexperience for this group. Our program consists of four organized cohort interactions persemester: two networking events for strengthening the cohort community and two professionaldevelopment events to facilitate student successes.3.1 Mentoring ProgramThe ASPIRE mentoring program has three components: peer mentoring, faculty mentoring, andindustry mentoring. The interconnection of these components is shown in Figure 1. The ASPIREmentoring program attempts to ensure weekly mentoring while balancing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

identity of students in the School of Chemical, Biological, and EnvironmentalEngineering at Oregon State University. We aspire to establish a more inclusive, andprofessionally-based learning environment for our domestic and international students that betterfacilitates their understanding of and skills to navigate the world of engineering culture andpractice. We are working in our School to bring about change through establishing a culture ofinclusion and a shift in student learning environments from highly sequestered activities to morerealistic and consequential work that is more typical of the actual engineering workplace [1]-[2].In this third year of our project our work is focused on: (1) broadened faculty training andengagement in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

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NSF Grantees Poster Session

. A makerspace seeks toserve as a congregation site where individuals can design, build, and create using whatevermaterials are at their disposal. Their purpose is to serve as an environment that encouragesstudents to generate and share ideas, and then build and test them.While university makerspaces are a relatively new concept, dating back to around 2001 1, therehas been a significant amount of research into the effects of makerspaces on student design self-efficacy and student retention in Science, Technology, Engineering, and Math (STEM) relatedfields. There is no single ideal way to establish and maintain a makerspace at a university.However, prior research as part of this collaborative NSF-funded project has established thatsuccessful

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rahman Tashakkori, Appalachian State University; Cindy Norris, Appalachian State University; Mary E. Searcy, Appalachian State University; Vicky Klima; James T. Wilkes, Appalachian State University

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NSF Grantees Poster Session

degree and continued on toa graduate program. The retention rate has increased as our program has improved over years.The retention rate of the current cohort is 92.3%; 31% of whom completed an undergraduatedegree and went on to a graduate program. Our retention numbers are significantly higher thanthe 31% national average reported by U.S. Department of Education.1 IntroductionThe goals of the program are to increase the high technology workforce and the number of CSand Math students pursuing graduate degrees by providing opportunities for talented,economically disadvantaged students. Out of the 39 participants (9 Math, 30 CS) in the currentS-STEM program, 38 demonstrated high financial need and one had moderate need. Ourprogram has retained all