Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Andrew Scott, Alabama A&M University; Saurav Kumar, Arizona State University; Ali Yalcin, Montana State University, Bozeman

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Diversity, NSF Grantees Poster Session

Paper ID #41114Board 324: Is Adaptive Learning for Pre-Class Preparation Impactful in aFlipped STEM Classroom?Dr. Renee M Clark, University of Pittsburgh Renee Clark is Associate Professor of Industrial Engineering, Data Engineer for the Swanson School, and Director of Assessment for the Engineering Education Research Center (EERC). She uses data analytics to study techniques and approaches in engineering education, with a focus on active learning techniques and the professional formation of engineers. Current NSF-funded research includes the use of adaptive learning in the flipped classroom and systematic reflection and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Karen T. Klebbe, Centennial High School, Champaign IL; Thomas Tran, University of Chicago; Elizabeth Ann McNeela, University of Illinois Urbana-Champaign

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NSF Grantees Poster Session

with a librarian collaborator toidentify age-appropriate books that highlight diverse scientists and engineers that can bepromoted in the library and provide information supplemental to the curriculum.Table 1.Study DesignSurvey A quantitative survey was designed using existing, validated quantitative measures,combined with open-ended response questions. Based on pilot results and in consultation withproject advisory board members, we designed a retrospective survey in the next phase of thiswork. A retrospective test is administered at the end of an implementation and asks participantsto reflect on psychological factors and report their current perceptions for each item [17]. In thiscase, after the soft robotics implementation, students will be

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Philip J. Parker P.E., University of Wisconsin, Platteville

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Diversity, NSF Grantees Poster Session

, necessitating effective team dynamics – this is true ofour core research team as well as the larger CoP. The emergence of the science of Team Science(SciTS) reflects the growing recognition of the complexities inherent in collaborative researchefforts [1]. SciTS is an interdisciplinary field focused on understanding the conditions thatfacilitate or hinder effective team-based research and its unique outcomes in productivity,innovation, and translation [2].Team Science is a collaborative research approach that promotes openness, mutual respect, andshared responsibility among team members [3]. It encourages researchers to tap into a broaderrange of expertise, leading to more comprehensive and innovative solutions [4]. Effectivecommunication and teamwork

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sabina Anne Schill, Colorado School of Mines

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NSF Grantees Poster Session

. The presentation appears to beeffective in impacting students’ perceptions of teaching both immediately and longer-term withrespect to the main topics it covers.A curious result is the significant p-values in the category of “Personal Enjoyment.” Though thepractical significance of these results was “small” or “negligible,” we found statisticallysignificant differences in this category for pre/post, post/delayed, and pre/delayed t-tests of thetreatment groups in both years and of the control group in Year 2. This is intriguing because thepresentation was not designed to address “Personal Enjoyment.” Rather than influencing throughcontent, the act of viewing a presentation about teaching may have sparked self-reflection in thetreatment groups

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Noemi V Mendoza Diaz, Texas A&M University; Russ Meier, Milwaukee School of Engineering; Deborah Anne Trytten, University of Oklahoma; Janie M Moore, Texas A&M University; So Yoon Yoon, University of Cincinnati; Harry A. Hogan, Texas A&M University

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Diversity, NSF Grantees Poster Session

and computing. We began our work by designing a computational thinkingdiagnostic that can be administered to students as they enter the engineering program in order todetermine student's ability to use the principles and practices that are learned by studyingcomputing. We can report that 3584 students were participants during the development of theEngineering Computational Thinking Diagnostic (ECTD) and the last 469 were involved inexploratory and confirmatory analysis.Engineers use computing to design, analyze, and improve systems or processes. ABET citescomputing as a foundational skill for engineering proficiency [1], [2]. The Taxonomy for theField of Engineering Education Research also reflects the importance of computational thinkingas a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mafruhatul Jannat, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

beliefs about active learning, their current application of active learning exercises in their courses, and connectivity with other workshop participants.Assessment of workshop effectivenessThe impact of the workshop on participants was assessed with reflective open-ended surveyquestions. For that purpose, three surveys were developed and administered in sequence tocollect information on participants’ belief of active learning and conceptual assessmentexercises, the extent they are connected to curriculum development network, and the influence ofthe workshop on participants’ classroom practice. To accumulate data on each category, surveyswere administered at the beginning of the conference on the first day, at the end of theconference

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

application of test/simulation/manufacturing tools to design projects; (ii)communications skills via writing lab reports and oral project presentations, including thepresentation of data and design choices; and (iii) team skills via a modified BESTEAMS [Schmidt,et. al 1999] curriculum; all are skills used in subsequent courses.In 2006, we obtained the Circuit Concept Inventory from Helgeland and Rancor [personalcommunication, 2006]. This test was modified to reflect the content of the course and administeredto 15 students as a pre/post-test in 2007. The blue marker in Figure 1 indicates the average gainachieved by those students. Figure 1 was created in the manner of Hake [1998] who comparedlearning gains obtained in introductory physics courses that

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston

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Diversity, NSF Grantees Poster Session

the engagement levels could be analyzed.In addition, affective engagement data was also collected via class reflection papers at the end ofeach semester in the third and fourth semester of the program. The third-semester reflectionpaper assignment had 12 prompts which asked students to discuss their reasons for applying,their expectations for the program, and their perceived role in the program. The fourth-semesterreflection paper was more open-ended and asked students to reflect on their overall experience inthe Endeavour Program and also to describe how they felt that the pandemic had impacted theircollege experience. The reflection papers had no page limit but had a minimum lengthrequirement of two pages.Data AnalysisDescriptive

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

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Diversity, NSF Grantees Poster Session

examining and creating a comprehensive roadmap for includinginnovative ideas and best practices in engineering curriculum enhancements.The opportunity for this workshop was created by a confluence of needs, resources, and interdisciplinaryinterests. Integrating previous experiences with service learning and social innovation learningopportunities, our interests matched NSF IUSE’s exploration and development (E&D) implementationframework. The workshop, funded by NSF, implemented and reflected the steps of design thinking asincreasing the engagement of students is a classic human-centered opportunity. This opportunity prioritizesthe engagement of the targeted stakeholders, rather than experts who are often at a distance from theproblems they seek

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

feedback on how well an initial list of practices aligned with engineers’own academic and professional engineering experiences and asked for suggestions of additionalpractices that were reflective of their experiences. In addition, our team reviewed responses froman earlier study phase in which participants identified types of engineering skills they felt wereimportant in their work to capture those practices not on our original list [34]. Our team thensought feedback on the clarity of items through an informal focus group of undergraduate andgraduate engineering students in one of the authors’ labs. Finally, we conducted pilot interviewswith an additional seven engineering students to further check clarity and comprehensiveness ofthe list of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Reeping, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University; Steve Robert Harrison, Dept of Computer Science, Virginia Tech; R Benjamin Knapp, Institute for Creativity, Arts, and Technology; Luke F Lester, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Annie Yong Patrick; Matthew Wisnioski, Virginia Tech

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NSF Grantees Poster Session

she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Steve Robert Harrison, Dept of Computer Science, Virginia Tech Steve Harrison is the Director of the Human-Centered Design Program at Virginia Tech, an associate professor of practice in Computer Science

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

2012​, S-STEM projects were required to dedicate 85% of budgets to scholarships.Starting in 2012, the NSF solicitation changed to allow increased expenditures for programmatic,evaluation and knowledge generation efforts. S-STEM teams are challenged to implementprograms that reflect best practices and generate evidence regarding successful interventions.1.2 Institutional ContextAugsburg University is a private Lutheran institution with an enrollment of about 3,000 students,approximately two thirds of whom are undergraduates. Founded in 1869, Augsburg has a strongcommitment to providing broad access to a quality education and supporting students fromdiverse backgrounds. As of Fall 2019, 45% of the full-time undergraduates were students ofcolor

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Stephen R. Hoffmann, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Ranjani Lakshman Rao, Brian Lamb School of Communication, Purdue University; Abigail R. Jahiel, Illinois Wesleyan University; Thomas P. Seager, Arizona State University; Linda Vanasupa, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

other ISSST sessions, reflecting back to participants whatwe heard and saw but through the lens we were developing on sustainability. To prepare for thesession, the research team spread across three concurrent sessions of ISSST, and took notesbased on the following items: 1. What do people consider “sustainability”? 2. What are things our students should understand, know, be able to do? 3. Do we see evidence of our initial gateway concepts: Time; Scale; Feedback; Energy; Modeling 4. What mentions of contexts are made: values; social; political; technical 5. To what degree are conversations focused on US or globally? 6. Any mentions of corporate, industrial, governmental, educational contexts? 7. What did we miss in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Burcu Ozden, Pennsylvania State University; Michael Kagan, Pennsylvania State University; Matthew A. Fury, Pennsylvania State University; Andrei Blinkouski, Pennsylvania State University; Zafer Hatahet, Embry-Riddle Aeronautical University, Prescott; John Majewicz, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

-scheduled in the same classes, such as MATH 141 (Calculus with Analytic Geometry II).The project's second phase commenced in Fall 2023 with the program’s Fall 2022 cohortentering their second year. In this phase, the integrated curriculum consisted of the Penn Statecourses PHYS 212 and EE 210, marking another step forward in the project's commitment toinnovative and interdisciplinary education in STEM fields.The second cohort will commence in Fall 2024. This timeline reflects the project's phasedapproach, allowing for evaluation and adaptation of the integrated curriculum based on theexperiences and outcomes of each cohort.Figure 1. The timeline of the project by semester.C. Course Descriptions, Curriculum Design Philosophy and ImplementationIn

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

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NSF Grantees Poster Session

. Through shared narratives and self-reflection, studentslearn that struggle in engineering courses is normal and surmountable. Our prior work indicatesthat this message may serve as a protective mechanism for Black, Latinx, and Indigenous students’belonging and, subsequently, individual grades in their courses. As we continue to develop andstudy the intervention, we share our processes and additional findings in this paper. First, we reporton our initial efforts to assess fidelity in the implementation of the intervention by courseinstructors and the impact of the intervention on instructors. Second, we report on our continuedresearch studying the efficacy of the intervention on student outcomes.We hypothesize that the intervention is most

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karcher Morris, University of California, San Diego; Jaclyn Duerr, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Bill Lin, University of California, San Diego

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NSF Grantees Poster Session

developed thus far to reach your mentioned goals? Any resources used, etc.? B. Participating in the EMPOWER Program 1) What are some of the ways you have participated in the EMPOWER program thus far? 2) How, if at all, have the EMPOWER program components you engaged with contributed to your transition? Please provide an example. 3) How, if at all, have they contributed to any feelings of being welcomed by your college? Please provide an example. 4) What did you gain from your EMPOWER program experience? C. Future Participation in the EMPOWER Program 1) What are some of the ways you hope to participate in the EMPOWER program? What parts of the program most excite you? 2) Reflecting on your answer about the parts of the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Connie Mosher Syharat, University of Connecticut; Todd Campbell, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

identification have been identified as strengths among individuals withautism [30, 31].CodeWithin epistemic communities, code represents the language, drawn from theory, that supportsepistemic community members in understanding and interpreting experiences. The codes offercommunity members a common way of communicating about their experiences and observationsor for examining or reflecting on their experiences [20]. In the engineering department, a codeshift was made possible through the introduction of specific language that framed neurodiversityas an asset; this change in language usage was in stark contrast to previous use of language thatreflected a framing of neurological variations as cognitive disorders.The most important example of the code used

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Memorie Gosa; Debra Moehle McCallum, The University of Alabama

Tagged Topics

Diversity, NSF Grantees Poster Session

by Dr. Miriam Sweeney of the School of Library and Information Science atthe University of Alabama) to engage participants in the histories, politics, and socialconsequences of engineering (and other technical fields), 4) completing the self-guided HallowedGround Project (developed by Dr. Hilary Green) , and 5) a final written reflection on theirexperiences guided as a "3-2-1" writing prompt (What are 3 things that have left an impressionon you from your time [participating in these activities]? What are 2 impacts that you think thesehistories continue to have on education? What is 1 thing you would want to learn more aboutrelated to these topics?).From the final focus group in 2022, the students reported that the prompt to reflect on

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

tina Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University

Tagged Topics

Diversity, NSF Grantees Poster Session

Introduction Week 2 Technology Training Week 3 Healthy relationship building Week 4 Time management Week 5 Resume Writing and Job Interview Preparation Week 6 Invited Guest Speaker from local industry Week 7 Influencing People Week 8 Leadership & Delegation Week 9 Project Progress Report Week 10 Entrepreneurship Week 11 Accountancy & Budgeting Week 12 Diversity & Gender issues in professions Week 13 Health & Safety Week 14 Field trip Week 15 Project PresentationsProject-based Work Studio environmentExperiential learning incorporates hands-on learning and reflection on learning [23]. A principalchallenge that STEM

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

Tagged Topics

Diversity, NSF Grantees Poster Session

broader discussion and reflection of how the findings might inform futurealliance efforts.c. Future Work As the Project ELEVATE Alliance institutions have recruited the first cohort of mentorsand mentees, we are in the process of scheduling the mentor training sessions through theCIMER. This training will occur in Spring 2023 and will consist of four 1.5 hour sessionsutilizing CIMER Entering Mentoring curriculum with a focus on mentorship of junior faculty.Discussion and case studies will center DEI concepts and skills in this training. We will also bepreparing for the Project ELEVATE Summer Retreat, to be held in June 2023. This retreat is animportant event in our community building and will create and sustain cohorts and affinitynetworks

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University

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Diversity, NSF Grantees Poster Session

ensuring communicative effectiveness of our end product.Theoretical Framework: Figured Worlds and Narrative AgencyIn their seminal work, Holland and colleagues (1998) conceptualized the complex interactionsbetween social systems and individuals as agency and identity formation in figured worlds. Theydefine this concept as the realized capacity for an individual to purposefully and reflectively act(i.e., agency) on contexts containing “socially-produced, culturally-constructed activities” (i.e.,figured worlds, Holland et al., 1998, p. 40-41). As individuals iteratively interact with and withinthese figured worlds, they make meaning of themselves and form their identities. Figured worldsinclude four characteristics: (1) they are historically

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

Tagged Topics

Diversity, NSF Grantees Poster Session

experience and understanding of the techniques. Students wereasked to submit the task distribution and responsibilities to the instructor prior to each O-Edesign lab activity. This project is reflective of the adopted instructor-structured cooperativelearning strategies that include assigning roles to members of each group, rotating rolesperiodically, allowing team member’s rate each other’s contributions and group accountability.On the team reports, students were instructed to outline the steps taken to arrive at solutions,potential alternatives, and limitations, much like a standard Senior Project design. In addition to team lab reports, team presentations were also part of their learningactivities, and they were asked to include the

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

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Diversity, NSF Grantees Poster Session

on research [18] [19] [20].Women also are more likely to use student-centered teachingpractices [21] [22]. Moreover, women show greater commitment to community service in theirfaculty roles [23] and are more likely to pursue service as scholarship [24] [25] [26]. Park notesthat some responses to this gendered division of labor problematize women [17]. For example,women are often advised to become better at saying no to service requests in order to prioritizeresearch. She argues that such advice reflects sexist attitudes pervasive in our society thatundervalue nurturing tasks (child rearing, teaching, advising, mentoring) and communal servicetasks (departmental and institutional service) often undertaken by females. Moreover, Parkargues that

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

uses the theoretical stances for life-historyinterviewing [21] combined with focused, in-depth, interviewing rooted in phenomenology [22].This approach includes the participants engaging in three separate 90-minute interviews. In theseinterviews, the participants describe and reflect on their past and current experiences. This allowsparticipant experiences, in the specified domain (e.g., makerspaces, making activities), to beunderstood through the context of their lives and allows meaning to be distilled from experience[23]. Through the three-interview series, developed by Schuman [24], participants describe thecontext, articulate the details, and mull over the meaning of their experiences. A 90-minuteinterview structure is suggested to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

the weekly meetings, the participantswere divided into groups of 4-5 where each group was issued several discussion prompts. Theinitial peer grouping of participants was more methodical with freshmen being equally pairedwith sophomores and juniors, or purely homogenous groups, while the later groupings of peerswere more organic in their formations, containing a mix of demographics. The individual groupswould report to the larger group at the mid-point of the sessions, where larger group discussionswould follow. The four program directors and graduate assistants also participated in thediscussions by sharing their viewpoints and knowledge.Outside-group journaling was used to encourage the participants to reflect on group discussions.A series

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cassandra J. Groen, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech

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Diversity, NSF Grantees Poster Session

the ways in which this identity is influenced by stu- dents’ academic relationships, events, and experiences. Dr. Groen holds B.S. and M.S. degrees in Civil Engineering from the South Dakota School of Mines & Technology.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

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Diversity, NSF Grantees Poster Session

qualities they havethat are not reflected in quantitative measures like SAT scores or high school GPA.Next, we review the applications and look for other signs of academic potential and leadership.To us, leadership potential is signaled by significant participation in a student organization or asports team or a volunteer effort. Admittedly, this is not simple to determine, but generally, weare looking for signs of initiative, growth mindset, and working effectively on a team as we readthe applications.Finally, after the application stage we make a short list and interview those selected applicants.Most of these interviews are done on a campus visit day for prospective students. This interviewis not designed to determine if the applicants deeply

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; Venkat R. Bhethanabotla, University of South Florida; Sylvia W. Thomas, University of South Florida

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NSF Grantees Poster Session

patents and has over twenty-five years of experience in industry and academia. Research Interests Sylvia Wilson Thomas, Ph.D. leads the Advanced Membrane/Materials Bio and Integration Research (AMBIR) laboratory at USF. Dr. Thomas’ research and teaching endeavors are focused on advanced mem- branes/materials for alternative energy sources, sustainable environments, electronics, and bio-applications from the micro to the nano scale. Her research investigates the fabrication of inorganic and organic thin films and nanofibers for device integration. Thomas’ research group specializes in characterizing, mod- eling, and integrating membranes that demonstrate high levels of biocompatibility, thermal reflectivity

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen H. Edwards, Virginia Tech; Zhiyi Li, Virginia Tech/Department of Computer Science

Tagged Topics

NSF Grantees Poster Session

. Instead textual recognition or encouragement feedback according to thevariable-interval schedule were sent to these students. This ensures that even students not earningboosters still periodically see reinforcing messages about working productively to improve theirskills (but not too frequently). This confirms the design achieves our first design principle,ensuring the feedback was visible to students.Figure 1 reflects the proportion of students who won different numbers of boosters across all oftheir submissions on a single assignment. As mentioned, 38% of students earned no boosters,with 41% of students win a single tier1 booster( first major) across all of their submissions, and24% earning tier 2 boosters(second major). The stacked bars in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Thomas Martin, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com