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

large gains over pre-vious curricula 39 . Jara found that students in Automatics and Robotics at the Universityof Alicante significantly improved their efficacy and performance following a “learning bydoing” approach using a remote robotic laboratory called RobUALab 42 . Cannon positivelyreviewed a University of Minnesota robotics day camp for middle school youth designed toinspire minorities and women to pursue careers in STEM through hands-on learning 24 . Thiswork aims to provide additional support for these findings. This work is based on the hypothesis that in addition to engagement, the proposed ap-proach will also positively affect students’ academic success by boosting self-efficacy, theperceived ability to complete a task and reach

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; Richard . Layton, Rose-Hulman Institute of Technology; David Jonathan Woehr, University of North Carolina Charlotte; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE and IEEE.Dr. Misty L. Loughry, Georgia Southern University Misty L. Loughry is a Professor of Management at Georgia Southern University, where she teaches strat- egy and organizational behavior. She received her Ph.D. in management from University of Florida and was on the management faculty at Clemson University. Prior to her academic career, she had a ten-year career in banking. Dr

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE and IEEE.Dr. Misty L. Loughry, Georgia Southern University Misty L. Loughry is a Professor of Management at Georgia Southern University, where she teaches strat- egy and organizational behavior. She received her Ph.D. in management from University of Florida and was on the management faculty at Clemson University. Prior to her academic career, she had a ten-year career in banking. Dr. Loughry’s research focuses on teamwork and social control

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

funded by the National Science Foundation (Awards #1826354 (RFE) and #1713547 (AISL)); one of these projects is developing a STEM summer camp that supports career pathways for Latinx students.Dr. Alberto Esquinca, San Diego State University Alberto Esquinca is an Associate Professor in the Department of Dual Language and English Learner Education at San Diego State University.Danielle Gadbois c American Society for Engineering Education, 2019 Asset-Based Practices in Engineering Design (APRENDE): Development of a Funds of Knowledge Approach for the Formation of EngineersAbstractAlthough different scholars have offered several reasons behind why Latinx

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

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Diversity, NSF Grantees Poster Session

progress paper discusses the Academy of Engineering Success (AcES), an NSF S-STEMsupported program, which employs known best practices to support and retain underrepresentedstudents in engineering through graduation. The goal is to graduate more students fromunderrepresented populations in an effort to ultimately diversify the engineering workforce.This paper describes this program’s unique implementation of a specific subset of retention bestpractices, such as facilitating (1) the development of both a feeling of institutional inclusion andengineering identity by providing opportunities for faculty-student and student-student interaction aswell as major and career exploration, (2) academic support, including support for the development ofbroader

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

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Diversity, NSF Grantees Poster Session

focus of the grant is on connecting students to high-impact practices such asundergraduate research experiences or internships that achieve the following: ● Achieve student-identified goals; ● Improve immediate and future financial stability, e.g. paid internships with additional scholarships, summer research experiences that provide academic year funding, higher hourly rate, STEM work experience; ● Include mentoring or professional development components; ● Inform self-knowledge about possible career choices; and ● Increase marketability for future competitive opportunities.The program reflects a personalized approach to supporting students and invites active scholarinvolvement in recruiting and supporting other scholars and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University; Blythe Marlow Vogt, Kansas State University

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NSF Grantees Poster Session

consortium called the Kansas State University Electrical Power Affiliates Program(EPAP) in 2008. EPAP is a consortium of industry leaders committed to the continuedexcellence of engineering education in the area of electrical power and energy systems. Theprogram can be leveraged to help with various aspects of this project, including the recruitmentseminar, internships, and research projects. At the recruitment seminar, EPAP members will beable to discuss career opportunities for graduates in the power and energy field. They can alsoprovide realistic technical problems or scenarios that can be presented to participants so that theycan better understand the current challenges in this field. Students already in our program willhave the opportunity to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

certification track willreplace the current elementary track (K-6) and overlap with the existing secondary track (7-12).Camblin reminds us that “the middle grades, those enrolling 10- to 14-year-old students, have animportant relationship to college access.1 The middle grades are when students, families, andschool personnel begin to address career aspirations, academic preparation, and collegeinformation.” The Commonwealth’s new emphasis on highly qualified middle grades teachersprovides a unique opportunity to impact children at a crucial time in their formal educationexperience.2In our project, we are aiming to (1) develop a program (SUSTAINS, STEM UndergraduateStudents Teaching Adolescents Innovation and Sustainability) that will allow

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Roy Brown, Eastern New Mexico University; Mo Ahmadian, Eastern New Mexico University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

educationinstitutions may not possess extensive soft skills. Much has been made in the media of the skillsrequired for the new economy and the role of professional including “soft” skills in getting andkeeping a job. Technical skills alone are insufficient to prepare graduates in engineering andengineering technology for a career. ABET and other accreditation standards acknowledge therole of these skills in engineering and engineering technology education at the undergraduatelevel. 2 To help students improve their soft skills which includes oral communication, leadershipskills, time management skills, and professional presentation skills in a multidisciplinaryenvironment, the S-STEM recipients at our institution were required to register for a one-creditcourse

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

;).Who is in a makerspace?Makerspaces are often staffed by university and students representing varies degrees of studentrun experiences. Student staff are inherently important in the culture and operations of thesespaces (Andrews and Boklage, under review). Despite this recognized importance, little isknown about how these student staff are recruited and hired to work in these spaces.Importance of mentorsStudents hired in makerspaces provide the opportunity serve as peer mentors in the space. Recentresearch outlines domains peer mentors can support including: psychological and emotionalsupport, goal setting and career path support, academic subject knowledge support, existence of arole model. (Ogle, Bolding, Lloyd, and Wade, 2020

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pritpal Singh, Villanova University; Henry Louie, Seattle University; Susan M Lord, University of San Diego; Scarleth Vanessa Vasconcelos, Villanova University

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Diversity, NSF Grantees Poster Session

in Table 5 show that participants found the workshop relevant with practicalstrategies for expanding/enhancing electricity and sustainable business education. In the firstoffering of this workshop, participants had asked for more opportunities for interaction. Thus,we are pleased that in this offering, all participants agreed or strongly agreed that they weregiven such opportunities. Most participants said that the workshop improved their understandingof skills and experiences that students need to pursue careers in electricity access although theresults show that there is room for improvement in this area since 8 participants were neutral ordisagreed.Table 5 Participant Responses about Workshop

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mahender Mandala, HERL/VAPHS; Mary R. Goldberg, University of Pittsburgh; Jon Pearlman, Human Engineering Research Labs

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

scienceeducation” [5]. The students exiting the K-12 schools are often under-prepared for a career inSTEM (Science Technology Engineering and Math) and require remedial courses to begin post-secondary education [6]. One of the problems identified by the National Science Foundation isthe growing number of inadequately trained STEM teachers [7]. Research has shown that well Page 24.1027.2equipped and knowledgeable teachers in precollege grades can improve the educationalachievements of their students [National Science 5]. In an effort to enhance teachers’pedagogical techniques and provide resources for professional development through theteachers’ career

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alison K Polasik, Campbell University

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NSF Grantees Poster Session

. D. Jones et al, "An analysis of motivation constructs with first‐year engineering students:Relationships among expectancies, values, achievement, and career plans," J Eng Educ, vol. 99,(4), pp. 319-336, 2010.[2] V. G. Renumol, D. Janakiram and S. Jayaprakash, "Identification of cognitive processes ofeffective and ineffective students during computer programming," ACM Transactions onComputing Education (TOCE), vol. 10, (3), pp. 1-21, 2010.[3] S. Bergin and R. Reilly, "Predicting introductory programming performance: A multi-institutional multivariate study," Computer Science Education, vol. 16, (4), pp. 303-323, 2006.[4] M. Thuné and A. Eckerdal, "Analysis of Students’ learning of computer programming in acomputer laboratory context," Null

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tonisha B. Lane, Virginia Tech; David Bruce Lewis, University of South Florida; Johnny C. Woods Jr., Virginia Tech; Rebecca Steele, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

school, lack of encouragement andreticence about asking faculty for letters of reference or research opportunities. Women studentswho applied to graduate school were more likely to be motivated by intrinsic factors (e.g., loveof learning, interest in their field) than male students, who were more motivated by furtheringtheir careers. The authors noted that personal outreach and encouragement to apply to graduateschool were more important influences on women’s decision making than men.Once they transition into graduate education, women contend with experiences of sexism, genderstereotyping, delegitimization, and isolation [9]. To mitigate these challenges, women often haveto depend on their own resilience and capacity to cope with these

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tuncay Aktosun, The University of Texas, Arlington; Yolanda Parker, Tarrant County College District; Jianzhong Su, The University of Texas, Arlington

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Diversity, NSF Grantees Poster Session

UTA model. He is an active member of Gulf States Math Alliance and serves on its board of directors and co-organized the annual Gulf States Math Alliance conference in 2017-2020. Currently he is the PI on an NSF Math bridge to doctorate program at UTA. He also serves as a PI on a large UTA USDA-HSI collaboration project on smart agriculture data and mentoring students to research in data science and to pursue agricultural related career. His information can be found in https://www.uta.edu/academics/faculty/profile?username=su ©American Society for Engineering Education, 2023 The S-STEM program for mathematics majors at the University of Texas at

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Andres Nieto Leal; Anthony Olukayode Yusuf, Virginia Tech; Abiola Akanmu, Virginia Tech; Sheryl Ball; Andrea Nana Ofori-Boadu, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

traditionally marginalized engineering students from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that tra- ditionally marginalized students, bring into the field, and to train graduate students and faculty members with the tool to promote effective and inclusive learning environments and mentorship practices. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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NSF Grantees Poster Session

me.One of the returners referred to his experiences making him more confident, and extrapolatedthat beyond his coursework and into his future possible career trajectory, stating that I actually feel confident that if I got sent to China and someone would translate the code for me I could make sense of it, you know, or Europe, so I like the fact that those courses marry the theory, which I appreciate, with the practical knowledge, which makes you a better engineer, a more intellectual, intelligent engineer. It makes you more versatile. It makes you understand where everything comes from, that's the whole point.Decreases in ConfidenceWhile the majority of those who mentioned confidence reported that theirs had been

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John C. Kelly, North Carolina A&T State University; Mohamed F. Chouikha, Prairie View A&M University; Craig J. Scott, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Demetris Geddis, Hampton University; Mandoye Ndoye, Tuskegee University; Shiny Abraham, Seattle University; Miguel Velez-Reyes P.E., University of Texas at El Paso; Saleh Zein-Sabatto, Tennessee State University; Raziq Yaqub, Alabama A&M University

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Diversity, NSF Grantees Poster Session

Electrical Engineering from Howard University and a M.S. in Electrical Engineering from Cornell University. He is currently serving as professor and Interim Dean for the Clarence Mitchell Jr. School of Engineering. Morgan State University at one of the na- tion’s preeminent public urban research institutions in the Clarence Mitchell Jr. School of Engineering at Morgan State University, Baltimore, Maryland. His career spans over twenty-eight years of progressive scholarly experience in such areas as research administration/ implementation, pedagogical innovation, international collaboration, strategic planning, promoting community engagement and academic program development. He instructs courses in computer vision

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; J. Reid Schwebach, George Mason University

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NSF Grantees Poster Session

and estimation for applications in target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies.Dr. Margret Hjalmarson, George Mason University Margret Hjalmarson is an Associate Professor in the Graduate School of Education at George Mason University and currently a Program Officer in the Division of Research on Learning in Formal and Infor- mal Settings at the National Science Foundation. Her research interests include engineering education

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Jennifer Karlin, University of Southern Maine; Jennifer L Pratt, University of Southern Maine, Muskie School of Public Service; Stephanie Quiles-Ramos, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

Paper ID #19202Building Social Infrastructure for Achieving Change at ScaleDr. Donna M Riley, Virginia Tech Donna Riley is Professor of Engineering Education at Virginia Tech.Dr. Jennifer Karlin, University of Southern Maine Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of industrial engineering and held the Pietz professorship for entrepreneurship and economic development. She is now at the University of Southern Maine where she is a research professor of engineering and the curriculum specialist for the Maine Regulatory Training and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College

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NSF Grantees Poster Session

interactions among students, peers and faculty; and 4. to improve motivation and commitment to career and academic goals.BackgroundIn May 2012, Allan Hancock College (AHC), a community college in Santa Maria, California,received a five-year, $599,929 award to fund a scholarship program for STEM students:Scholarships in Engineering, Science, Mathematics and Computer Science (SESMC,“Seismic”). SESMC is a competitive need-based and merit-based scholarship sponsored by theNational Science Foundation (NSF), open to continuing AHC students in the following STEMfields: Biology, Chemistry, Geological Sciences, Physics, Computer Science, Engineering, andMathematics. The intent of the project is to aid academically talented but financially challengedAHC

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Molly H Goldstein, Purdue University, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Paper ID #18052Large-scale Research on Engineering Design in Secondary Classrooms: BigLearner Data Using Energy3D Computer-Aided DesignDr. Senay Purzer, Purdue University, West Lafayette (College of Engineering) enay Purzer is an Associate Professor in the School of Engineering Education. She is the recipient of a 2012 NSF CAREER award, which examines how engineering students approach innovation. She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Educa- tion (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

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Diversity, NSF Grantees Poster Session

proposal we submitted in 2009, the GPA requirement was set below 3.0 because the project team at the time feel that many of our non-traditional students just do not have the luxury to spend enough time studying and succeeding in the rigorous STEM courses. The hope is that once they were selected into the program and provided financial support via scholarship, their GPA will improve because they will have more time learning and improving their technical competency. Many anecdotal stories shared by our ET students indicated that they are really committed to a STEM career partially because of their desire to improve their life situation. In spite of the many obstacles they may face, they are resolved to finish

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

Paper ID #21253A Case Study of Community College Transfer and Success in a 2+2 ProgramDr. Kathleen Alfano, College of the Canyons Kathleen Alfano has a Ph.D. from UCLA in Higher Education with a cognate in administration and evaluation. Her B.S. is in chemistry and she worked as an analytical chemist in industry before pursuing a career in education. She served as founder and Director of the California Consortium for Engineering Advances in Technological Education (CREATE) based at College of the Canyons from 1996 to 2016. Retired from College of the Canyons in November 2016, she is an Emeritus Professor and also former

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patrick J. Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Chris Venters, East Carolina University; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

control with applications to engine exhaust aftertreatment.Dr. Holly M. Matusovich, Virginia Tech 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 projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

] reportedthe key factors of attrition in engineering disciplines to be classroom and academic climate,grades and conceptual understanding, self-efficacy and self-confidence, high school preparation,interest and career goals, and race and gender. Social-psychological threat from stereotypesattributed to women and ethnic minorities exacerbate issues associated with classroom climateand self-efficacy [8], [9].Significant efforts have been made to address retention in undergraduate engineering education.Research has found supplemental programs such as early research experiences, STEM learningcommunities, active learning in introductory courses, tutoring and mentoring to be effective tovarying degrees depending on the specific student’s situation [5], [10

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

Brunhaver is an Assistant Professor of Engineering in the Fulton Schools of Engineering Poly- technic School. Dr. Brunhaver recently joined Arizona State after completing her M.S. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver’s research examines the career decision-making and professional identity formation of engineering students, alumni, and practicing engineers. She also conducts studies of new engineering pedagogy that help to improve student engagement and understanding.Dr. Adam R. Carberry, Arizona State University Dr. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of En

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Rajeev Darolia, University of Missouri; Cory Koedel, University of Missouri; Junpeng Yan, University of Missouri; Jean Felix Ndashimye, Univesity of Missouri-Columbia

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Diversity, NSF Grantees Poster Session

of Missouri. His main research interests are program evaluation and education policy. c American Society for Engineering Education, 2017 The Role of High School Math and Science Course Access in Student College Engineering Major Choice and Degree AttainmentI. IntroductionPrevious research has documented numerous factors that impede the progress of women andunderrepresented minorities in engineering fields, which can be broadly categorized into sixfactors: “classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interest and career goals, and race and gender” (Geisingerand Raman, 2013). While high school

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erin Elizabeth Pepe, Rowan University; Stephanie Farrell, Rowan University; Kauser Jahan P.E., Rowan University; Cheryl A. Bodnar, Rowan University; Ashley Ferrante, Rowan University; Adam Anthony Cavallaro; Samantha K. Price; Jeffrey E. Dobkowski, Rowan University; Zachery Dean Miller, Rowan University

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NSF Grantees Poster Session

3 1 Dobkowski , Ashley Ferrante , Zachery Miller , Erin Pepe , Samantha Price 1 1 4 1 1 Civil and Environmental Engineering, Rowan University, Glassboro, NJ, 08028 1 Experiential Engineering Education, Rowan University, Glassboro, NJ, 08028 2 Electrical and Computer Engineering, Rowan University, Glassboro, NJ, 08028 3 Chemical Engineering, Rowan University, Glassboro, NJ, 08028 4AbstractThe Algae Grows the Future project uses algae-based experiments for promoting science andengineering careers for K-12 and first year college students. Algae is a

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Christina A. Foy, University of New Haven; Pedro S. H. Kim, University of California, Berkeley; Emi Okada Okada, University of California, Berkeley; Audrianna V Rodriguez, University of New Haven

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Diversity, NSF Grantees Poster Session

eleven 4-year institutions in the United States from1988 to 2002. This report finds that nontraditional adult students have a reduced graduation ratecompared to traditional students, suggesting that they experience group-specific barriers.(3) Ourresearch work aims to enable faculty, administration, students, and higher education policyprofessionals in diversifying the pathways through STEM careers by contributing to the body ofknowledge about non-traditional students.For our work, an adult student is one who is 25 years or older, completing a bachelor of sciencein engineering degree. We define the traditional student as one who enrolls in a program directlyafter completing their high school years. Some traditional engineering students may take