Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Idalis Villanueva, Utah State University

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Diversity, NSF Grantees Poster Session

upon work supported by the National Science Foundation under Grant No.1262806. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Graduate students Mr. Andreas Febrian, Mr. Matthew Cromwell, Mr. Moe Tajvidi,Ms. Maria Manuela, and Mr. Ben Call are acknowledged for their efforts in assisting inmentoring REU students. The project external evaluator Dr. Margaret Lubke is alsoacknowledged for her efforts in conducting independent evaluation of this program.Bibliography[1] Russell, S. H., Hancock, M. P., and McCullough, M., 2007, “The Pipeline: Benefits of Undergraduate Research Experiences,” Science, Vol

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Irene B. Mena, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Jose Mestre; Jonathan H Tomkin, University of Illinois at Urbana-Champaign

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NSF Grantees Poster Session

experts,promoting student-centric practices that build on students’ prior knowledge and experience22,23.The mismatch in values can create a psychological “immune response” that seeks to guardexisting identities and value systems and ward off invading identities23.CoPs provide a safe environment for challenging this immune system, surrounding resistantfaculty with respected colleagues, thus mitigating the perception of identity threat. Within CoPs,faculty engage in long-term situated learning, participating in community-valued practices1,2,13.Description of the Change EffortAs described by Henderson et al.’s change axes3, the primary goal of creating faculty CoPs is toorganize faculty into a new teaching environment that fosters emergent changes

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

graduates prepared to engage in entrepreneurial and intrapreneurialactivities?The research team is pursuing these questions through a multi-method approach, includingqualitative and quantitative methods. The work meets the requirements of Design andDevelopment Research, as specified by the Common Guidelines for Educational Research in thatit contains: 1) Development of a solution based on a well-specified theory of action appropriateto a well-defined end user; 2) Creation of measures to assess the implementation of thesolution(s); 3) Collection of data on the feasibility of implementing the solution(s) in typicaldelivery settings by intended users; and 4) Conducting a pilot study to examine the promise ofgenerating the intended outcomes [22].Theory

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] E. W. Kimball, R. S. Wells, B. J. Ostiguy, C. A. Manly, and A. A. Lauterbach, "Students with disabilities in higher education: A review of the literature and an agenda for future research," in Higher Education: Handbook of Theory and Research. vol. 31, M. B. Paulsen, Ed., Switzerland: Springer, Cham, pp. 91-156, 2016.[2] U.S. Department of Education and National Center for Education Statistics. National Postsecondary Student Aid Study: Major Field of Study of Undergraduate by Disability Status. [accessed 2019 1/28]; Available: https://www.nsf.gov

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eliza Gallagher, Clemson University; Anna Marie Vagnozzi, Clemson University; Rachel Lanning, Clemson University ; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Michael A. Matthews P.E., University of South Carolina; Joseph Murphy, University of California, Los Angeles; Khushikumari Patel, Clemson University; Aubrie Lynn Pfirman, Lander University; Robert J. Rabb P.E., The Citadel; Richard H Roberts Jr, Florence Darlington Technical College; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

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NSF Grantees Poster Session

between district-level poverty index and collegemathematics placement, we have the opportunity to broaden participation in engineering, andconsequentially reduce wage and wealth gaps within the state.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1744497. Any opinions, findings, conclusions or recommendations expressed herein are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation. We alsowish to acknowledge the assistance of the Institutional Research Officers at each campus ingathering the data used in the Post-Secondary Student Census Data analysis, and of the IRBofficers and campus coordinators for their assistance in distributing the

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University; Gabriella Santi; Shahin Vassigh, Florida International University

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NSF Grantees Poster Session

recommendations expressed in thispaper are those of the writers and do not necessarily reflect the views of NSF.References[1] M. Y. Bin Yahya, Y. Lee Hui, A. B. M. Yassin, R. Omar, R. O. anak Robin, and N. Kasim, “The Challenges of the Implementation of Construction Robotics Technologies in the Construction,” MATEC Web Conf., vol. 266, p. 05012, 2019.[2] S. S. J. manyika, S. Lund, M. Chui, J. Bughin, J. Woetzel, P. Batra, R. Ko, “Jobs lost, jobs gained: Workforce transitions in a time of automation,” 2017.[3] K. Afsari, S. Gupta, M. Afkhamiaghda, and Z. Lu, “Applications of Collaborative Industrial Robots in Building Construction,” 54th ASC Int. Conf. Proc., no. August, 2018.[4] A. Jayaraj and H. N. Divakar, “Robotics in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

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NSF Grantees Poster Session

of Engineering and the National ScienceFoundation under Grant No. 1237830 (the authors are PI and co-PIs).References1. Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., Streveler, R. A., Smith, K. A., Miller, R. L., Leifer, L. J., Yasuhara, K. and D. Lund. (2010). Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. San Rafael, CA: Morgan & Claypool Publishers. http://www.engr.washington.edu/caee/final_report.html/.2. Adams, R., Evangelou, D., English, L., Dias de Figueiredo, A., Mousoulides, N., Pawley, A. L., Schifellite, C., Stevens, R., Svinicki, M., Trenor, J. M. and D. M. Wilson. (2011). “Multiple Perspectives on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

across all engineering disciplines.Another avenue for future work is connecting our definitions to existing work. For example,Tomko et al.’s study (2021) identified key aspects of women’s pathways into universitymakerspaces, which also identified important themes of community and relationships [18]. Wewill also explore how our makerspace definitions can intersect with existing work on definingmore forms of participation in making to include more social practices (e.g., [9], [19]).ConclusionThe knowledge and collaborative assistance aspect of makerspaces, as evidenced by the frequentuse of terms like “people,” “know,” “go,” “things,” “stuff,” “help,” and “engineering” in bothmen’s and womxn’s text, suggests a common theme of individuals going to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

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NSF Grantees Poster Session

part.Overall, the faculty survey results and student performance outcomes demonstrate theeffectiveness of JTF web-enabled, engagement and feedback pedagogy. Shifting faculty beliefsand classroom practice from instructor-centered teaching toward student-centered learningresulted in positive outcomes of student attitude, achievement and persistence.AcknowledgementThe authors acknowledge the support of this work from NSF Grant #1226325.Bibliography1. Adelman, H. S. and Taylor, L. (1997). Toward a scale-up model for replication new approaches to schooling. Journal of Educational and Psychological Consultation, 8, 197-230.2. Borrego, M., Froyd, J. E., and Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

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NSF Grantees Poster Session

-based instructional approaches and implement these approaches intheir classrooms and it will identify best practices for implementing effective VCP models. Asecondary affect of this effort is providing a large number of faculty members with an effectivevirtual learning experience, which should enable and encourage them to explore distanceeducation in a more meaningful way. Page 23.594.13AcknowledgementsThis work was supported by NSF grant DUE-1224217.References1. Anderson, W., U. Banerjee, C. Drennan, S. Elgin, I. Epstein, J. Handelsman, F. Hatfull, R. Losick, D. O’Dowd, B. Olivera, S. Strobel, C. Walker and I. Warner (2011). Changing 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

recognitionand advancement of all faculty.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1760577. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] J. Fairweather, Faculty work and public trust: Restoring the value of teaching and public service in American academic life, Boston: Allyn and Bacon, 1996.[2] R. M. Diamond, "The tough task of reforming the faculty-rewards system," The Chronicle of Higher Education, 11 May 1994.[3] E. L. Boyer, Scholarship reconsidered: Priorities of the professoriate, Lawrenceville, NJ

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Penny Rheingans, University of Maryland, Baltimore County; Lee Blaney, UMBC; Marie desJardins, University of Maryland, Baltimore County; E. F. Charles LaBerge, University of Maryland, Baltimore County; Susan Martin, University of Maryland; Carolyn Seaman, UMBC; Gymama Slaughter, University of Maryland Baltimore County; Anne Marie Spence, Baylor University

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Diversity, NSF Grantees Poster Session

engineering majors.T-SITE: A UMBC COMMUNITY OF TRANSFER SCHOLARS 2T-SITE is funded by the National Science Foundation (NSF) Scholarships in Science, Technology,Engineering, and Mathematics (S-STEM) program and managed by the Center for Women inTechnology (CWIT) at the University of Maryland, Baltimore County (UMBC). CWIT hasimplemented three S-STEM Scholars programs since 2007. The first, “Scholarships in IT &Engineering (SITE)” (DUE-0630952) served 30 students through spring 2011, 50% of whom werewomen or underrepresented minorities. CWIT’s second and third S-STEM projects are titled, “ACommunity of Transfer Students in Information Technology and Engineering (T-SITE)” (DUE-1154300) and “A

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

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NSF Grantees Poster Session

forengineering design teams.Structuration TheoryThis study follows Whitbred et al.9’s approach that combines social network analysis withstructuration theory. This approach enables us to examine the structure of project teams whilealso examining the institutional and contextual factors that contribute to team climate, and to thedevelopment of group norms that affect team interactions. Structuration accounts for theinfluence of institutional factors such as rules or norms of what is “acceptable” or “appropriate”behavior within a specific social context, while also affording the actors within that contextagency to effect those structural influences. This theory envisions a reflexive relationship inwhich institutional influences constrain and enable

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Ashour, Pennsylvania State University, Behrend College; Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley

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NSF Grantees Poster Session

online instruction, the course comprises group projects, quizzes,homework assignments (four of which are ISBL assignments), and a midterm exam. The samples Figure 1: A snapshot of the immersive simulation model used in the sample ISBL moduleused in our analysis include two sections of remote delivery and two sections of in-persondelivery. The same instructor provided identical materials in both delivery modes.Four ISBL modules are integrated into the course to mimic real-life information technology anddatabase problems. Students are given two weeks to complete each ISBL assignment followingthe lecture on the respective topic(s). Each ISBL module includes a description of the system andthe database problem(s) to be solved. In each module, the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Moreland, Purdue University, Northwest; Kyle Alexander Toth, University of Dayton; Nicholas Walla; Chenn Q. Zhou, University of Dayton; Tyamo Okosun, Purdue University, Northwest; Armin Silaen

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NSF Grantees Poster Session

Brimacombe Memorial Lecture Award in 2010, and She and her co-authors also received the AIST Josef S. Kapitan Award in 2005 and 2016, the AIST Computer Applications Best Paper award in 2006. She was awarded 2017 Outstanding Faculty in Engagement by Purdue University Northwest and Gerald I. Lamkin Fellow for Innovation & Service by the Society of Innovators. Dr. Zhou has been a Fellow of the American Society of Mechanical Engineers since 2003. She has been very active in profes- sional societies. She has served in various boards and committees such as the AIST Foundation Board of Trustees.Tyamo Okosun, Purdue University, NorthwestArmin Silaen ©American Society for Engineering Education, 2023

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University, Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University, Worldwide; Emily Faulconer, University of Florida; Kelly A George, Embry-Riddle Aeronautical University, Worldwide

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NSF Grantees Poster Session

- ciation for Uncrewed Vehicle Systems International (AUVSI) Florida Peninsula Chapter, a member of the National Business Aviation Association (NBAA)’s Emerging Technologies committee, and a reviewer for ERAU’s Faculty Innovative Research in Science and Technology program.Emily Faulconer, University of FloridaDr. Kelly A George, Embry-Riddle Aeronautical University, Worldwide Kelly Whealan George is an Associate Professor with the College of Aviation at Embry-Riddle Aeronauti- cal University – Worldwide. She is the Graduate Curricular Chair for the Department of Graduate Studies. Her research interests include online education, aviation economics, economic impact studies and under- graduate research. Dr. Whealan George

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donald P. Visco Jr., University of Akron; Nidaa Makki, University of Akron; Linda M. Subich, University of Akron; David Steer, University of Akron; Erin R. Stevic, University of Akron

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Diversity, NSF Grantees Poster Session

did notparticipate in the program. Evaluation data also indicated that students were highly satisfied withthe shadowing experiences. More research is needed to examine how the social cognitive factorssuch as coping, efficacy and outcome expectations are working to influence students’ outcomes.References[1] R. W. Lent, S. D. Brown, and G. Hackett, “Toward a unified social cognitive theory ofcareer/academic interest, choice and performance,” Journal of Vocational Behavior, vol. 45, pp. 79-122,1994.[2] R. W. Lent, S. D. Brown, and G. Hackett, “Contextual supports and barriers to career choice: A socialcognitive analysis,” Journal of Counseling Psychology, vol. 47, pp. 36-49, 2000.[3] H. B. Sheu, R. W. Lent, S. D. Brown, M. J. Miller, K. D

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Brian K Dean, Oakland University; Chris J Kobus, Oakland University; Mark R. Olson, Oakland University

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Diversity, NSF Grantees Poster Session

educational partners; 2. Consideration of applicant’s letter(s) of recommendation; 3. Consideration of applicant’s statement describing the reason for his/her interest in participation in this program, in addition to his/her commitment to seeing this program through the summer and into the classrooms; 4. Consideration of applicant’s mentoring history in the classroom, including developing innovative teaching methods in STEM fields, leadership in after-school STEM activities, encouragement of students to participate in external outreach programs (for in-service teachers only). 5. Additional consideration of GPA (>3.0) for pre-service teachers, their extracurricular

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Jeremiah Sullins; Shari E. Miller, University of Georgia

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Diversity, NSF Grantees Poster Session

student learning and professional formation that are well-recognized inengineering education.Additionally, when we understand shame as an internal experience of individuals related to socialconnection, we can see compelling threads of this phenomenon in engineering education research. Forexample, Foor et al.’s ethnography highlights Inez’s painful experience of desiring acceptance by otherengineering students.13 Additionally, in their grounded-theory study on help-seeking behaviors, Herringand Walther highlight how several participants avoided seeking help in classes. As voiced by one of theirparticipants, “I’m thinking about what they think about me, and I don’t want to be thought of as that guythat’s behind or that guy that’s a little bit

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton L Kussmaul, Muhlenberg College; Heidi Ellis, Western New England University; Gregory W Hislop, Drexel University (Eng. & Eng. Tech.); Lori Postner, Nassau Community College; Darci Burdge, Nassau Community College

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NSF Grantees Poster Session

, repeatable learning activities, particularly in introductory courses. This might include wikis, discussion forums, task trackers, and source repositories that can be cloned to provide sandbox environments for students to practice and develop skills before work with actual HFOSS communities.AcknowledgementsThis material is based on work supported by US National Science Foundation grantsDUE-1225688, 1225708, and 1225738 (OpenFE), and DUE-1524877, 1524898, and 1525039(OpenPath).References 1. H.J.C. Ellis, G.W. Hislop, S. Jackson, and L. Postner. Team project experiences in Humanitarian Free and Open Source Software (HFOSS). ​ACM ​Trans. on Computing Education, 15, 4, Article 18 (December 2015), 23 pages. DOI=http

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Q. Peter He, Tuskegee University; Jin Wang, Auburn University

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NSF Grantees Poster Session

, associated sections in selectedtextbooks, process background and problem(s). The solution to module problem(s) will beprovided upon request from instructors.Due to the complex nature of the biofuel processes and students’ limited exposure to biofueltechnology, most students would feel incompetent in dealing with problems related to biofuel. Tohelp students overcome this barrier, we have also been creating a series of web modules toaccompany the classroom modules by exploiting two recently emerged instructional strategies:computer-assisted instruction and visual learning. Computer-assisted instruction is an innovativeinstructional strategy that has been receiving increasing attention in engineering education 16. Ithas been shown that computer

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Christine Tetrick, Washington State Univeristy; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington

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Diversity, NSF Grantees Poster Session

- Non- STAR Non- STAR STAR STARS STAR S STARS S S S Year-to-year retention in N/A N/A 73% 62% N/A N/A Engineering Year-to-year retention at N/A N/A 77% 73% N/A N/A university Average cumulative GPA 2.26 2.34 2.64 2.80 2.74 2.35 Performance in math courses 1.96 1.68 1.85 2.04 2.68 2.35 Performance in

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Karl A Smith, University of Minnesota, Twin Cities; Ann F. McKenna, Arizona State University, Polytechnic Campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russell Korte, Colorado State University; Christopher Swan, Tufts University

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NSF Grantees Poster Session

. (2010). Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category ByMembers of the 2005 "Rising Above the Gathering Storm" Committee; Prepared for the Presidents of the National Academyof Sciences, National Academy of Engineering, and Institute of Medicine. Washington, DC: National Academies Press.10. National Research Council. (2012). Discipline-Based Education Research: Understanding and Improving Learning inUndergraduate Education. S. R. Singer, N. R. Nielsen, and H. A. Schweingruber, Editors. Committee on the Status,Contributions, and Future Directions of Discipline-Based Education Research, Board on Science Education, Division ofBehavioral and Social Sciences and Education. Washington, DC: National Academy Press.11

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

diversity. We developed an instrument for measuringstudents’ latent diversity from a review of the existing literature as well as interviews withundergraduate students. A detailed description of this process can be found in [7]. This surveymeasured students’ epistemic beliefs, innovation self-efficacy beliefs, STEM role identityconstructs, motivation, personality, and background factors such as race/ethnicity, genderidentity, sexual orientation, ZIP code, and parent(s) level of education. Students responded toitems measuring their attitudes and beliefs on a 7-point anchored numeric scale. We administered3,855 paper and pencil surveys to 32 ABET accredited institutions to understand students’ latentdiversity. These schools were recruited from a list

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiana Solis, Florida International University; Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Jacqueline Faith Sullivan, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mark Allen Weiss, Florida International University

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NSF Grantees Poster Session

describes an NSF (National Science Foundation) S-STEM-funded scholarshipprogram, representing a collaborative five-year grant project among three prominent universitiesin the Southeast region of the United States. Its primary objective is to support dedicated scholarsin graduating and finding a professional pathway. Each institution recruited a cohort of 15-20scholars annually for three years. The project offers scholarships and provides curricular and co-curricular support to academically talented but financially challenged students in the computingdisciplines, including Computer Science, Computer Engineering, Cybersecurity, and InformationTechnology majors, starting from their junior years. The program aims to impact 150 scholars,most of whom are

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University

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Undergraduate Research Experience Intensity on Measures of Student Success," Journal of the Scholarship of Teaching and Learning, vol. 23, no. 1, 04/04 2023, doi: 10.14434/josotl.v23i1.32675.[2] S. Russell, M. Hancock, and J. McCullough, "Benefits of Undergraduate Research Experience," Science, vol. 316, pp. 548-549, 2007.[3] R. S. Hathaway, B. A. Nagda, and S. R. Gregerman, "The Relationship of Undergraduate Research to Graduate and Professional Education Pursuit: An Empirical Study," Journal of College Student Development, vol. 43, pp. 614-631, 2002.[4] B. A. Nagda, S. R. Gregerman, J. Jonides, W. von Hippel, and J. S. Lerner, "Undergraduate student-faculty partnerships affect student retention," The

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Hare, Rowan University

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NSF Grantees Poster Session

review,” in 2021 International Conference on innovation and Intelligence for informatics, computing, and technologies (3ICT), pp. 403–410, IEEE, 2021. [5] I. A. Mastan, D. I. Sensuse, R. R. Suryono, and K. Kautsarina, “Evaluation of distance learning system (e-learning): a systematic literature review,” Jurnal Teknoinfo, vol. 16, no. 1, pp. 132–137, 2022. [6] E. Mousavinasab, N. Zarifsanaiey, S. R. Niakan Kalhori, M. Rakhshan, L. Keikha, and M. Ghazi Saeedi, “Intelligent tutoring systems: a systematic review of characteristics, applications, and evaluation methods,” Interactive Learning Environments, vol. 29, no. 1, pp. 142–163, 2021. [7] T.-d. Kim, M.-y. Yang, J. Bae, B.-a. Min, I. Lee, and J. Kim, “Escape from infinite freedom

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haniye Mehraban, Oklahoma State University; John Hu, Oklahoma State University

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NSF Grantees Poster Session

. 1–9.[20] B. Crandall, G. A. Klein, and R. R. Hoffman, Working Minds: A Practitioner’s Guide to Cognitive Task Analysis. The MIT Press, 07 2006.[21] J. J. J. Scott D. Johnson, Jeff W. Flesher and A. Ferej, “Enhancing Electrical Troubleshooting Skills in a Computer-Coached Practice Environment,” Interactive Learning Environments, vol. 3, no. 3, 1993, publisher: Routledge pages = 199–214,.[22] T. Axton, D. Doverspike, S. Park, and G. Barrett, “A model of the information-processing and cognitive ability requirements for mechanical troubleshooting,” International Journal of Cognitive Ergonomics, vol. 1, no. 3, pp. 245–266, 1997.[23] A. Schaafstal et al., “Cognitive task analysis and innovation of training: The case of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

.References[1] ABET Accreditation Criteria https://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2022-2023/ Accessed January 20, 2024[2] National Society of Professional Engineers (NSPE) https://www.nspe.org/ Accessed April 22, 2024[3] IEEE Code of Ethics https://www.ieee.org/about/corporate/governance/p7-8.html Accessed April 22, 2024[4] S. M. Lord, B. Przestrzelski, and E. Reddy, “Teaching social responsibility: A Conflict Minerals Module for an Electrical Circuits course,” Proceedings of the 2018 WEEF-GEDC Conference, Albuquerque, NM, November 2018. https://ieeexplore.ieee.org/document/8629755[5] S. M. Lord, B. Przestrzelski, and E. Reddy, “Teaching social

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Ahmad Farooq, Rutgers, The State University of New Jersey

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Diversity, NSF Grantees Poster Session