Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

committee members, the peer-mentor and internshiphost(s) – which will inform evaluations used to gauge the progress and the success of theinternship at its midpoint and conclusion. Annual field trips to facilities related to the researchbeing performed will further expose trainees to relevant sites and careers. Close to graduation,trainees will receive coaching on job hunting as well as résumé, cover letter and interviewpreparation.Moreover, this NRT will connect training elements with inter- and transdisciplinary researchthrough a number of initiatives besides the interdisciplinary and seminar courses in whichstudent research teams will be formed (vide supra). First, this NRT will launch an annualsymposium including all elements of a scientific

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Jennifer A Turns, University of Washington; Gregory Mason P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity, NSF Grantees Poster Session

Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering Education Network, and an Associate Editor for the Journal of Engineering Education. Dr. Turns has published over 175 journal and conference papers on topics related to engineering education.Dr. Gregory Mason P.E., zyBooks, A Wiley Brand Gregory S. Mason received the B.S.M.E. degree from Gonzaga University in 1983, the M.S.M.E. degree in manufacturing automation from Georgia Institute of Technology in 1984 and the Ph.D. degree in mechanical engineering, specializing in multi-rate digitalDr. Teodora Rutar Shuman, Seattle University Professor Teodora Rutar Shuman is the Chair of the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Eva Schiorring, STEMEVAL; Sean Marc Gottlieb, Allan Hancock College; Sarah Hulick, Cabrillo College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

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Diversity, NSF Grantees Poster Session

Paper ID #41096Board 219: C6-LSAMP - Building Bridges to the BaccalaureateDominic J Dal Bello, Allan Hancock College Dom Dal Bello is Professor of Engineering at Allan Hancock College (AHC), a California community college between UC Santa Barbara and Cal Poly San Luis Obispo. At AHC, he is Department Chair of Mathematical Sciences, Faculty Advisor of MESA (the Mathematics, Engineering, Science Achievement Program), and Principal/Co-Principal Investigator of several National Science Foundation projects (S-STEM, LSAMP, IUSE). In ASEE, he is chair of the Two-Year College Division, and Vice-Chair/Community Colleges of the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nellone Eze Reid, New Jersey Institute of Technology

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Diversity, NSF Grantees Poster Session

. Participants will learnknowledge of engineering fundamentals as they apply to materials science and biomedical engineering.Diverse students will involve in multidisciplinary research training and learning through this REU program.Example Project #2 ASSURED" point-of-care screening tool for rapid detection of cancerPrimary Mentor: Sagnik BasurayType of Project: BiosensorsProject Description: The two significant limitations of current analytical/diagnostic systems are: 1)Sensitivity or the species of interest are too low in the measured sample, thus leading to false-negative(s)2) Selectivity or the sample may contain species of interest intermixed with many similar species, thusleading to false positives(s). The design must facilitate rapid analysis for

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Mary Staehle, Rowan University; Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robi Polikar, Rowan University; Johannes Strobel, Purdue University, West Lafayette

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NSF Grantees Poster Session

: Hopkins and UCSD get $30 Million Total”, The Whitaker Founda- tion, Biomedical Engineering News, October 14, 1998. 2 U.S. Department of Labor Statistics, http://www.bls.gov/ May 8, 2011. 3 Dean J, Schechter AN. “Sickle-cell anemia: molecular and cellular bases of therapeutic approaches,” New England Journal of Medicine. 1978;299:752-63. 4 Horne M. “Sickle cell anemia as a rheological disease.” The American Journal of Medicine. 1981;70:288-98. 5 Wickramasinghe S, Kahr CM, Han B. “Mass transfer in blood oxygenators using blood analogue fluids,” Biotechnology Progress. 2002;18:867-73. 6 Truskey G, Yuan F, Katz DF. Transport Phenomena in Biological Systems. Upper Saddle River, STATE: Pearson Prentice Hall; 2009. 7 Ballas S, Mohandas N

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Murthi, New York University; Ariana Riccio Arista, Education Development Center; Wendy B Martin; Kristie K Patten, New York University

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Diversity, NSF Grantees Poster Session

;Stohlmann, M. S. A Framework for Quality K-12 Engineering Education:Research and Development, Journal of Pre-College Engineering EducationResearch (J-PEER), 4(1), Article 2, 2014. [Online]. Available:https://doi.org/10.7771/2157-9288.1069 [Accessed May 20, 2023].[2] Stehle, S. M., & E., E. Developing students' 21st Century skills in selectedexemplary inclusive STEM high schools. International Journal of STEMEducation, 6(39), 1-15, 2019. [Online].Available:https://doi.org/10.1186/s40594-019-0192-1. [Accessed June 10,2023].[3] Ehsan, H., Rispoli, M., Lory, C., Gregori, E. A Systematic Review ofSTEM Instruction with Students with Autism Spectrum Disorders. ReviewJournal of Autism and Developmental Disorders, 5, 327–348. 2018. [Online].Available

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt Ph.D., University of Tennessee, Knoxville; Daniel Patrick Mountain, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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NSF Grantees Poster Session

engineers and engineering.” ASEE Annual Conference and Exposition, Conference Proceedings, 2004.[7] S. Carreño, E. Palou, A. López-Malo. (2010, June), “Eliciting P 12 Mexican Teachers’ Images Of Engineering: What Do Engineers Do?” ASEE Annual Conference and Exposition, Conference Proceedings, 2010.[8] V. Pizziconi, S. Haag, T. Ganesh, L. Cozort, S. Krause, A. Tasooji, B.L. Ramakrishna, D. Meldrum, B. Lunt, A. Valdez, and V. Yarbrough (2010). “The P3E2 project: The introduction, implementation and evaluation of engineering design integrated across the middle school curriculum.” ASEE Annual Conference and Exposition, Conference Proceedings, 2010.[9] S.Y. Yoon, M.G. Evans, J. Strobel. “Validation of the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bethani Cogburn, University of North Carolina, Charlotte; Rachel Saunders, University of Cincinnati; Stephanie Galloway; Brett Tempest, University of North Carolina at Charlotte

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Diversity, NSF Grantees Poster Session

Paper ID #38057Board 202: A Preliminary Analysis of Identity Development in the FiguredWorlds of High-Achieving, Low-Income Engineering StudentsBethani Cogburn, University of North Carolina, Charlotte Doctoral candidate in Counselor Education & Supervision. Graduate Research Assistant with an NSF S-STEM sponsored program. Interested in creativity and equity in engineering education.Dr. Rachel Saunders, University of Cincinnati Dr. Rachel Saunders (she/her/hers) is an Assistant Professor of Counseling, responsible for serving as the track coordinator for the School Counseling Program. Licensed as a school counselor in the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

implementingpedagogical strategies for differentiation, instructors can provide students with the support theyneed to succeed in introductory programming courses. While these practices are not novel, wenoted during our workshop that these strategies are effective in improving student engagementand learning outcomes. By adapting these practices to resource-constrained institutions, we canhelp realize a broader and inclusive computing community of learners.References [1] Y. Qian and J. Lehman, “Students’ misconceptions and other difficulties in introductory programming: A literature review,” ACM Transactions on Computing Education (TOCE), vol. 18, no. 1, pp. 1–24, 2017. [2] K. L. Lewis, J. G. Stout, N. D. Finkelstein, S. J. Pollock, A. Miyake, G. L. Cohen, and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois, Urbana Champaign; Elizabeth Ann McNeela, University of Illinois, Urbana Champaign; Thomas Tran, University of Illinois, Urbana-Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

study.References[1] M.-Y. Lin, H. Chen, and H. M. Golecki, “HUG Initiative: Overcoming roadblocks on a research career roadmap of individuals from historically marginalized or underrepresented genders,” Front. Astron. Space Sci., vol. 10, p. 1134327, Mar. 2023, doi: 10.3389/fspas.2023.1134327.[2] B. L. Yoder, “Engineering by the numbers,” 2021. [Online]. Available: http://www.asee.org/papers-and-publications/ publications/14_11-47.pdf[3] G. Potvin et al., “Gendered Interests in Electrical, Computer, and Biomedical Engineering: Intersections With Career Outcome Expectations,” IEEE Trans. Educ., vol. 61, no. 4, pp. 298–304, Nov. 2018, doi: 10.1109/TE.2018.2859825.[4] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas Tretter, University of Louisville; Olfa Nasraoui, University of Louisville; Kyle Dylan Spurlock; Breanna Graven, University of Louisville

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Diversity, NSF Grantees Poster Session

, investigating properties of elements and seeking Sam Algorithmic thinking pattern for how they might be organizedASEE 2023, Baltimore, MD Each of the four teachers were observed teaching their lesson(s) as summarized in Table2. Table 3 summarizes the nature and intent of their instructional approaches for incorporatingcomputational thinking skills into their curriculum.Table 3. Instructional Approaches for Incorporating Computational Thinking Teacher Instructional Summary During an enrichment period, students were taught the basics of programming in order to program a small hand-sized robot to move as designated by students. Students worked in small

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kent J. Crippen, University of Florida; Gayle Nelson Evans, University of Florida; Chelsey Simmons, University of Florida

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NSF Grantees Poster Session

STEM teacher preparation and professional development.Prof. Chelsey Simmons, University of Florida Chelsey S. Simmons, Ph.D., is an Associate Professor in the Department of Mechanical and Aerospace Engineering. She joined UF in Fall 2013 following a visiting research position at the Swiss Federal Insti- tute of Technology (ETH) Zurich. Her research lab investigates the relationship between cell biology and tissue mechanics, and their projects are funded by the National Science Foundation, National Institutes of Health, and American Heart Association. She has received numerous fellowships and awards, including NIH’s Maximizing Investigators’ Research Award for Early Stage Investigators (2018), BMES-CMBE’s Rising Star

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University

Tagged Topics

NSF Grantees Poster Session

Higher Education, 2017, 11-17. https://doi.org/10.1002/he.20257 [2] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, M. P. Wenderoth. Active learning boosts performance in STEM courses. Proceedings of the National Academy of Sciences, Jun 2014, 111 (23) 8410-8415; DOI: 10.1073/pnas.1319030111. [3] M. E. Weimer, Learner-centered teaching: Five key changes to practice. San Francisco, Jossey- Bass, 2002. ISBN 0-7879-5646-5.[4] G. D. Kuh, J. Kinzie, J. H. Schuh, E. J. Whitt, Student success in college: Creating conditions that matter, San Francisco: Jossey-Bass, 2010, ISBN: 978-0-470-59909-9.[5] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, & M. K. Norman, “How Learning Works

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas Woodson, Stony Brook University; Rachel Faye Perlman, Stony Brook University; Marianna Savoca, Stony Brook University; Lauren J. Donovan, Stony Brook University

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Diversity, NSF Grantees Poster Session

Paper ID #33655Assessing the Academic and Social Growth of STEM Transfer StudentsProf. Thomas Woodson, Stony Brook University Thomas S. Woodson is an associate professor in the Department of Technology and Society at Stony Brook University. He investigates the effects of technology on inequality throughout the world and the causes/consequences of inclusive innovation. For the past several years he has studied the effectiveness of scientific funding to have broader impact, and ways to improve diversity in STEM fields. He is currently the director of the $4 million State University of New York Louis Stokes Alliance for

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut

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NSF Grantees Poster Session

,” Journal of Business Ethics, vol. 8, no. 4, pp. 217-230, 1989. [4] H.W. Gehman, Jr., J.L. Barry, D.W. Deal, J.N. Hallock, K.W. Hess, G.S. Hubbard, J.M. Logsdon, D.D. Osheroff, S.K. Ride, R.E. Tetrault, S.A. Turcotte, S.B. Wallace, and S.E. Widnall, “Columbia Accident Investigation Report, Volume I,” NASA, Aug. 26 2003. Available:http://www.nasa.gov/columbia/home/CAIB_Vol1.html. [5] S. Bates, “Flint water crisis: For young engineers, a lesson on the importance of listening,” NSF.gov, 23 March 2016. [Online]. Available: http://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=138060&WT.mc_id=USNSF_1. [Accessed Apr. 11, 2019]. [6] K. Samuelson, “Companies That Built Collapsed FIU Bridge Had Been Fined for

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie I. Ringleb, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University ; Orlando M Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Topics

NSF Grantees Poster Session

concepts by using 5E learning cycle model. Hacettepe Üniversitesi EğitimFakültesi Dergisi, 36(36).[6] Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects andequity of inquiry-based and commonplace science teaching on students' knowledge, reasoning,and argumentation. Journal of research in science teaching, 47(3), 276-301.[7] Gutierrez, K. S., Ringleb, S., Kidd, J., Ayala, O., Pazos, P., & Kaipa, K. (2020) “PartneringUndergraduate Engineering Students with Preservice Teachers to Design and Teach anElementary Engineering Lesson through Ed+gineering,” 2020 ASEE Annual Conference andExposition, Montreal, Canada, June 21-24, 2020.[8] Kidd, J., Kaipa. K., Sacks, S., Ringleb, S., Pazos, P., Gutierrez, K

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Todd Freeborn, University of Alabama; Memorie M. Gosa, University of Alabama

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NSF Grantees Poster Session

Paper ID #32783Work-in-Progress: Social and Cultural Activities Integrated into an REUSite in the U.S. SouthDr. Todd Freeborn, University of Alabama Todd Freeborn is an Assistant Professor in Electrical and Computer Engineering (ECE). He regularly teaches courses in circuit analysis, circuit networks, and microcomputers. Through NSF funding, he has coordinated REU Sites for engineering students to explore renewable resources and speech pathology. He is also the coordinator for an NSF S-STEM program to prepare students for gateway courses across different disciplines of engineering to support and retain students in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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NSF Grantees Poster Session

collection efforts andinteractions with civil engineers—of the disconnect between education and practice. Knowingthat practicing civil engineers perform worse than students in most cases on concept inventoryquestions challenges the broad role and focus on concepts in undergraduate education. Theseresults can impact other fields that rely on potentially inappropriate and/or non-holistic means ofassessment, and encourage consideration of other means of assessment.References:1. Bornasal FB, Brown S, Perova N. The use, representation, negotiation, and interpretation of concepts in engineering practice. Journal of Engineering Education. 2016:Accepted pending revisions.2. Urlacher M, Brown S, Steif P, Bornasal FB. Practicing Civil

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Holly M Matusovich, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Samantha Ruth Brunhaver, Arizona State University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Angela Harris, Stanford University; Rohini N. Abhyankar, Arizona State University; Mitikaa Sama, Arizona State University

Tagged Topics

NSF Grantees Poster Session

, functioning as initial core group, must then balanceproviding support without taking over the community. One must allow the active group tobecome the core group in order to maximize the possibility of a lasting and vibrant communitythat sustains itself after the project funding has ended. References(1) S. Brunhaver, C. Carrico, H.M. Matusovich, R. Streveler, P. Boyland-Ashraf, P., and S. Sheppard, “Professional Engineering Pathways Study: A longitudinal study of early career preparedness and decision-making”, ASEE/IEEE Frontiers in Education Conference, El Paso, TX , 2015.(2) J. P. Sampson, J. G. Lenz, R. C. Reardon, and G. W. Peterson, “A cognitive information processing approach to employment problem solving and decision-making”, Career

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

Tagged Topics

NSF Grantees Poster Session

Paper ID #21456Retrieval Practice and Spacing: Effects on Long-Term Learning among En-gineering Precalculus StudentsRobin F. Hopkins, University of Louisville Robin Hopkins is a graduate student in the Experimental Psychology PhD program at the University of Louisville. Her main research interests include learning in the classroom and eyewitness memory.Dr. Keith Brandon Lyle, University of LouisvilleDr. Patricia A. Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Katie Cadwell, Syracuse University; Joan V. Dannenhoffer, Syracuse University; Frederick J. Carranti P.E., Syracuse University; Can Isik, Syracuse University

Tagged Topics

NSF Grantees Poster Session

. 215-239, 2006.[5] C. J. Atman, S. D. Sheppard, J. Turns, R. S. Adams, L. N. Fleming, R. Stevens, Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. San Rafael, CA: Morgan & Claypool Publishers, 2010.[6] L. E. Bernold, J. E. Spurlin, C. M. Anson, “Understanding Our Students: A Longitudinal Study of Success and Failure in Engineering With Implications for Increased Retention,” Journal of Engineering Education, pp. 263-274, 2007.[7] Litzler, E., & Young, J. (2012). Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering. Journal of Engineering Education , 319-345.[8] O. Eris, D. Chachra, H

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Jacqueline McClive, Rochester Institute of Technology; Jane Jackson, National Technical Institute for the Deaf; Gary Charles Blatto-Vallee, NTID/RIT; Keith Mousley, Rochester Institute of Technology; David Simkins, Rochester Institute of Technology

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Diversity, NSF Grantees Poster Session

other STEM subjects for DHH or otherstudents may increase knowledge of how diverse groups of visual learners access complexconcepts.AcknowledgementsSupport for this research was provided by the National Science Foundation ImprovingUndergraduate STEM Education program under Award No. 1432566. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation.ReferencesAguilera, M. D., & Mendiz, A. (2003). Video games and education: (education in the face of a "parallel school"). ACM Computers in Entertainment, 1(1), 1. http://dx.doi.org/10.1145/950566.950583Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

), andsupport that members of students’ community provide to aid them in their engineering coursework.Community networks encompass four subthemes: students’ family members, networks at work,neighborhood friends, and university friends. Each of the four subthemes prompted students toindicate to what extent the following statements were true using a 7-point anchored numeric scalefrom 0- “Not at all true” to 6- “Very True.” Sample items for each subtheme of communitynetworks include, “Friend(s) from my neighborhood have given me resources that helped me inmy engineering coursework,” “Friend(s) in my current school have given me resources that helpedme in my engineering coursework,” “Family member(s) have given me resources that helped mewith my

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Topics

NSF Grantees Poster Session

interviews. Through thisprocess, using our theoretical framework the codebook will be expanded, refined, compacted,and sub-categorized. After the refinement, the codebook will be reflected on paying particularattention to the differences between the first-year and senior level participants. These reflectionswill be used to determine how students’ beliefs affect their learning in order to generaterecommendations on improving engineering educational practices to increase retention andstudent learning.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.#1738209. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Laura D Hahn, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

University of Illinois at Urbana-Champaign. This work was also supported by the National Science Foundation under grantDUE-1347722. The opinions, findings, and conclusions do not necessarily reflect the views ofthe National Science Foundation or the author’s institution.References1  Beach, A., Henderson, C. & Finkelstein, N. Facilitating change in undergraduate STEM education:  Implications from an analytic review of literature. Change: The Magazine of Higher Learning 44,  52‐59 (2012). 2  Borrego, M., Froyd, J. E., Henderson, C., Cutler, S. & Prince, M. Influence of engineering  instructors' teaching and learning beliefs on pedagogies in engineering science courses.  International Journal of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University

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NSF Grantees Poster Session

external evaluator or advisory board member on several NSF-funded projects (CA- REER, iCorps, REU, RIEF, etc.).Dr. 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, worked at Argonne National Lab, 1996-1997, taught at Chicago State University, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engi- neering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods for studying plasma turbulence and plasma jets. His research has also included fluid physics and electric propulsion using

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Kevin D. Dahm, Rowan University; Richard J. Kozick, Bucknell University; Robert M Nickel, Bucknell University; Sachin Shetty, Tennessee State University; Robi Polikar, Rowan University; Ying Tang, Rowan University; Steven H. Chin, Rowan University

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Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Figure 2 – Non-inverting Amplifier CircuitStudents accomplish a simple design and do the following: 1. Derive the input-output relation: Vo = f(Vg,Rs,Rf,Rg). 2. Use VCC = 15 V, Vg = 1 V and Rg = 1 kΩ. Design a non-inverting amplifier (choose values of R s and Rf) with an output voltage of V o = 3 V such that the power dissipated in R s and Rf is less than or equal to 0.003 W. Measure Vo and verify that the input-output relation is satisfied. Show all your calculations.DIFFERENTIATORFigure 3 shows a differentiator circuit. Students derive the input-output relation using Page 24.132.6Laplace transforms and explain why input noise is

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

Tagged Topics

NSF Grantees Poster Session

, Math, and Engineering Majors,” Journal College Student Retention, Vol. 5, No. 1, 2003, pp. 37–52.5. S. Brainard, S. Laurich-Mcintyre, and L. Carlin. “Retaining female and undergraduate students in engineering and science: 1995 annual report to the Alfred P. Sloan Foundation,” Journal of Women and Minorities in Science and Engineering, Vol. 2, No. 4, 1995, pp. 255-267.6. D. Farver and C. Gattis. (2006). “Development and implementation of a peer mentoring program for women in engineering,” Proc. of ASEE Annual Conf. & Expo., June 2006.7. M. Cavalli, L. Stanlake, and S. Tolbert, “Investigation of retention and perceptions among freshman engineering student”, Proc. of the North Midwest American Society for

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Elizabeth August, Loyola Marymount University

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NSF Grantees Poster Session

Page 25.569.2 recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.Components of TAILS Lab ExperimentsTAILS will deliver the tale of each AI algorithm or concept through a story with nine parts,including a description of the concept, relevant applications, sample test data, design description,exercises that guide the student in implementation, a test driver, suggested experiments, sourcecode that implements the algorithm, and complexity analysis. This choice of components ispatterned after the organization found in the files of software support that accompany Winston'sapproach4 and standard software engineering practice. Previous work5 identified

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Javier Angel Kypuros, University of Texas, Pan American; Martin William Knecht, South Texas College; Constantine Tarawneh, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Robert D. Wrinkle, Center for Survey Research

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NSF Grantees Poster Session

concepts10,11,12,13. Everett et al.14,15 developed counter intuitive Dynamics examplesdesigned to expose students’ misconceptions.Education experts continue to urge Engineering educators to transform from a lecture-basedparadigm to one that is more inquiry-based. The 2000 National Research Council report16indicated that “[s]ixth graders in a suburban school who were given inquiry-based physicsinstruction were shown to do better on conceptual physics problems than eleventh and twelfthgrade physics students taught by conventional methods in the same school system." In spite ofthe potential advantages for student learning, there is a limited amount of research on the use ofinquiry-based learning in Statics and Dynamics.Despite advancements, widespread reform