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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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Diversity, NSF Grantees Poster Session

the agricultural STEM disciplines.Dr. Levon T. Esters, Purdue University Dr. Esters serves as the Director of the Mentoring@Purdue (M@P) program which is designed to in- crease the number of women and URMs receiving advanced post-secondary STEM-based agricultural and life sciences degrees in Purdue University’s College of Agriculture. Dr. Esters also serves as a Senior Research Associate at The Penn Center for Minority Serving Institutions (CMSI) at the University of Pennsylvania. Dr. Esters’ research focuses broadly on issues of educational equity and access of under- represented minorities with a concentration on three areas: 1) mentoring of women and underrepresented minority graduate students, 2) STEM career

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Abigail M. Clark, Ohio State University

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NSF Grantees Poster Session

,changemustbeinformedbyresearchthatidentifiestheimpactofstructure,content,andtimingonengineeringcommunityandemergingengineeringidentities.Tounderstandandmanagechange,researchershaveclassifiedFYEstructureswithrespecttocontentareasandinstitutionalpoliciesforadmittanceintoengineeringmajors(e.g.[1]–[4]).Whiletheseclassificationsarehelpfulfororganizationalunderstandingespeciallyacrossinstitutions,studentperspectivesmustalsobemonitoredtocraftimpactfulexperiencesaschangesareimplemented.Thus,thereisacriticalneedtoidentifyelementsofstructure,content,andtimingthathavepositiveandnegativeimpactsonstudents’communityandidentityasengineers.Specificallythroughthiswork,weaimtoanswertheresearchquestion,Howdostudentswhoarepursuingengineeringdegreesthroughpathwaysthatvarywithrespecttofirst-yearengineeringstructure,content

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine Cohan, Pennsylvania State University; Pradip K. Bandyopadhyay; Amy L. Freeman Ph.D., Tufts University; Ryan Scott Hassler; Mark William Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus

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Diversity, NSF Grantees Poster Session

.Results: There were 94 first-year bridge students in 2017. Students who participated in the math-intensive summer bridge programs earned statistically higher grades, by half a letter grade, intheir first college math course compared to the matched comparison sample. Summer bridgestudents were significantly more likely to earn a C or better in their first college math course(66%) than the comparison sample (52%). High school grade point average and SAT Mathscores independently and significantly predicted the first math course grade in a positivedirection for the summer bridge students but not for the comparison sample.Overview of the Project Goals and ObjectivesThe current research seeks to accomplish three goals: (1) Increase retention in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee Cole, University of Iowa; Juliette M. Lantz, Drew University; Suzanne Ruder, Virginia Commonwealth University; Gilbert J. Reynders III, University of Iowa; Courtney Stanford, Virginia Commonwealth University

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NSF Grantees Poster Session

skills,sometimes referred to as professional or process skills, are highly valued, they are rarelyexplicitly assessed in the classroom. Assessment serves two purposes: (1) it provides a measureof achievement, and (2) it facilitates learning. The types of assessment used by an instructor alsotelegraph to students what is valued in a course. However, in many instances, the lack ofalignment between instructional methods and assessment detracts from the added value ofengaged student learning environments.Our NSF funded project, “Enhancing Learning by Improving Process Skills in STEM” focuseson the development of instructor resources that support process (or professional) skilldevelopment. These resources are designed to help instructors provide

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie Ph.D., Gullie Consultant Services; Dianna Newman, University at Albany-SUNY; Mohamed F. Chouikha, Howard University; John D. Kelly, North Carolina A&T State University; Craig J. Scott, Morgan State University; Mandoye Ndoye, Tuskegee University; Ibibia K. Dabipi, University of Maryland, Eastern Shore; Corey A. Graves, North Carolina A&T State University; Lei Zhang, University of Maryland, Eastern Shore; Ali Reza Osareh, North Carolina A&T State University; Sacharia Albin, Norfolk State University; Demetris Geddis, Hampton University; Petru Andrei, Florida A&M University/Florida State University; Fred Lacy, Southern University and A&M College; Hamid R. Majlesein, Southern University and A&M College; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Yacob Astatke, Morgan State University; Shujun Yang, Alabama A&M University; Li Jiang, Tuskegee University; Ben O. Oni, Tuskegee University; Saleh Zein-Sabatto, Tennessee State University

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Diversity, NSF Grantees Poster Session

Yes 84 Graduate/5th year <1 No 16 n=data from 13 sites, based on approximately 400 post surveys; one term  Though student participation and identity varied slightly across universities, when aggregated, approximately 83% each term represented an ethnic minority including Black (73%). Hispanic (6%), and Multi-racial (4%); only 9% self-reported as Asian and 7% as White. Overall, the majority of the students spoke English as their primary language (84%); most of the 16% non-primary English speakers self-reported as of Asian ethnicity.  More than half of student participants (59%) identified

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb P.E., Ph.D, California State Polytechnic University, Pomona

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NSF Grantees Poster Session

Foundation'sTransforming Undergraduate Education in STEM program (grant no. 1323259), addresses apersistent problem in engineering education: the discrepancy between the writing skills ofprogram graduates and the demands of writing in the workplace. In the project, new teachingmaterials are based on research about effective writing by civil engineering practitioners. Thematerials are integrated into existing courses and assignments, rather than through majorcurriculum changes, so that new instruction can be implemented more easily and quickly. Thisposter paper provides a brief summary of the project, emphasizing the teaching materials andassessment results from the past three years. More details can be found in several publications[1]-[5].Project Need, Background

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caroline Elizabeth Crockett, University of Michigan; Kevin A. Nguyen, University of Texas, Austin; Prateek Shekhar, University of Michigan; Robert Matthew DeMonbrun, University of Michigan; Sneha Tharayil, University of Texas, Austin; Robyn Rosenberg, Harvard University; Cindy Waters, North Carolina A&T State University; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

How Do Students Respond to Active Learning? A Coding Guide for a Systematic Review of the LiteratureAbstractThis work in progress paper presents an example of conducting a systematic literature review(SLR) to understand students’ affective response to active learning practices, and it focuses onthe development and testing of a coding form for analyzing the literature. Specifically, the fullpaper seeks to answer: (1) what affective responses do instructors measure, (2) what evidence isused to study those responses, and (3) how are course features connected with student response.We conducted database searches with carefully-defined search queries which resulted in 2,365abstracts from 1990 to 2015. Each abstract was screened by

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

, where they have to sort throughprior knowledge to identify what applies and recall how to apply it. Students’ rehearsal habits areinsufficient for developing this type of contextualized, contingent, and interconnected knowledgestructure.Changing students’ scripts for learning is hard and takes time. Conceptual change literatureidentifies four conditions required for such changes to occur: 1) students must experiencedissatisfaction with their current beliefs and behaviors (they are insufficient); 2) the new beliefsand behaviors must make sense (they are intelligible); 3) students must be able to apply the newbeliefs and behaviors (they are plausible); and 4) the new beliefs and behaviors must be fruitfuland endure challenges (Bendixen 2002

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

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NSF Grantees Poster Session

attention ofany class [1]. Fourteen students have successfully graduated from the program since itsinception in 2012.Program ActivitiesCLEAR Scholars meet monthly during the fall and spring semesters for activities that connectthem to academic and career development resources, as well as helping them developrelationships with one another and with the CLEAR Scholars coordinator. A typical schedule ofactivities for the year is shown in Table 1. Resources for Success Workshops includepresentations from on-campus programs that support academic success, particularly those thatare especially relevant to success in engineering, such as the Math Assistance Center; as well asactivities that reinforce student self-efficacy, such as developing time management

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Ravi P. Ramachandran, Rowan University; Nidhal Carla Bouaynaya, Rowan University

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NSF Grantees Poster Session

the results are available inboth figure and table formats.The module that was developed involves: (1) Having students model propane pyrolysis using a simplified approach, the pseudo-steady state hypothesis (PSSH), which is covered in Chapter 9 of the Fogler text. (2) Presenting the students with experimental results that well match the results of the PSSH model, and other experimental results which the PSSH model is incapable of explaining. (3) Discussing the assumptions behind the PSSH model and how these relate to the physical situations in the experiments, and also exploring how to develop a more rigorous model. (4) Sharing the results of the already-completed simulations, challenging students

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Rebecca Reichenbach; Mark Hanson, North Dakota State University; Emily A. Berg Berg, North Dakota State University; Jared Ladbury, North Dakota State University; Paul Kelter, North Dakota State University; Lisa Montplaisir; James Nyachwaya, North Dakota State University

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NSF Grantees Poster Session

active andcollaborative strategies that engage students in their own learning, and in relevant ways, arehighly successful across all disciplines (not just STEM) …” [1], [2]. Our ultimate goals are tomaximize instructional effectiveness and, therefore, student success in, and engagement with,STEM. By “success,” we are referring to a range of variables, including improved completionand pass rates, grade improvement, improved attitudes toward STEM, and improved study andengagement habits.Need for the Project. Institutional data at NDSU uniformly indicates the need for increased resources aimed atbolstering the adoption of innovative learner-focused teaching practices in STEM - especially ingateway courses. The John N. Gardner Institute for

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dominic J. Dal Bello, Allan Hancock College

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Diversity, NSF Grantees Poster Session

. c American Society for Engineering Education, 2018IntroductionScholarships in Engineering, Science, Mathematics and Computer Science (SESMC, “seismic”)is an NSF S-STEM project at Allan Hancock College (AHC), a community college in SantaMaria, California. SESMC was funded at $600,000 for five-years. The first set of scholarshipswas awarded during academic year 2013–14, and the final set was awarded during 2017–18.Project activities were based on four foundations blocks: Financial, Academic Skills,Involvement, and Commitment/Motivation (Figure 1). Each scholar was awarded up to $6,000per year. Scholars were required to attend group study sessions, workshops, guest speaker talks,etc., as well as meet twice per semester with a faculty mentor in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rajeev Darolia, University of Kentucky; Cory Koedel, University of Missouri; Joyce B. Main, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. c American Society for Engineering Education, 2018 The Diversity of College Engineering Degrees: The Roles of Geography and the Concentration of Engineering Degree Production Executive SummaryIntroductionTo meet the growing demand for a larger technological and scientific labor force in the UnitedStates, a prominent policy goal is to expand and broaden participation in science and engineeringcollege programs (e.g., [1], [2]). Previous

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tommaso A. Vannelli, Whatcom Community College; Eric Davishahl, Whatcom Community College; Michael Jason Babcock, Whatcom Community College; Dan Hanley, Western Washington University; Ed Harri, Whatcom Community College

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Diversity, NSF Grantees Poster Session

vs. 4-year institutions)are made to feel as outsiders in STEM. Each SEECRS scholar is paired with a faculty mentorwho engages in ongoing mentor training.The project evaluation will determine the efficacy of the project activities in achieving theirintended outcomes. Specifically, we will collect data to answer the research question: To whatextent can a guided pathways approach provide a coordinated and supported STEM experienceat Whatcom Community College that: (1) increases student success, and (2) positively shiftsstudents’ STEM self-identity? The evaluation will employ a quasi-experimental research design,specifically a pretest-posttest design with a matched comparison group.Our first cohort of 14 students was selected over two

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Bellingham Technical College; Xichen Jiang, Western Washington University; Sean P. Dever, Western Washington University; Lindsey Bear, Bellingham Technical College; Tim Mark Christman, Western Washington University; Dana Hickenbottom, Itek Energy/Western Solar; Sam Winters, Itek Energy

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NSF Grantees Poster Session

nature of this project will foster students’ development ofessential skills in team-work, communication, and time-management, serving them well intotheir professional careers.1.0 Introduction & RationaleAs part of an NSF funded Advanced Technological Education grant (DUE #1400490),Bellingham Technical College (BTC), in partnership with Western Washington University(WWU) and the Pacific Northwest Center of Excellence for Clean Energy (Center), developed anew career-training pathway in Clean Energy that advances the academic capabilities of studentsand increases employability of regional graduates [1]. This work included the development of anAssociate in Applied Science-Transfer (AAS-T) degree with specialized certificates in the areasof power

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

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NSF Grantees Poster Session

ability to monitor and control theirown learning) and knowledge of effective study strategies. This paper presents preliminaryfindings on this intervention. Pre-post results are discussed for students who received themetacognitive awareness and study strategy intervention versus those who did not.IntroductionRetention and graduation are prominent concerns in engineering education. In 2007, the averageretention rate at U.S. engineering schools was just 56% [1]. Using 2016 data from 150engineering schools, Veenstra et al. [2] states that the 5-year graduation rates vary widely amongcolleges of engineering and is related to the first year retention rate. The research implies thatcolleges with a 90% first year retention rate have a 72% 5-year

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Elzawawy , Vaughn College of Aeronautics & Technology; Hossein Rahemi, Vaughn College of Aeronautics & Technology; Yougashwar Budhoo; Shouling He, Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College

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NSF Grantees Poster Session

considered one of the most effective tools toincrease enrollment and students’ retention. The program activities also impacted other studentsoutside the program, because student clubs, mostly managed and run by students, created anenvironment that appealed to their fellow students outside the NSF-STEM program. As a result,the number of active students in clubs’ activities has significantly increased. The details andimplementation process of the STEM program and its assessment process will be presented anddiscussed during the 2018 ASEE Annual Conference Proceedings.1. IntroductionThis NSF S-STEM program (award #11540000) started in the fall of 2012. The program is titled“Increasing Student Enrollment and Achievement in Engineering and Engineering

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Nicholas Langhoff, Skyline College; Erik N. Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College

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Diversity, NSF Grantees Poster Session

Institute, which is a two-day teachingworkshop that introduces community college engineering faculty to the CALSTEP curriculum,and assists faculty in implementing the curriculum and developing alternative teaching andlearning strategies to increase enrollment and improve teaching effectiveness. Results ofcurriculum development and the implementation of the Summer Engineering Teaching Institutewill be highlighted in this paper, as well as future plans to maximize the impact of the program inincreasing access to engineering education among thousands of community college engineeringstudents and strengthening engineering transfer programs in the state.1. IntroductionAddressing the retention problem in the first two years of college is one of the

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

LeAnn E. Faidley, Wartburg College; Christine A. DeVries, Wartburg College; Mariah Birgen, Wartburg College

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Diversity, NSF Grantees Poster Session

responsibility as citizens to serve their community, nation, and the world. The objectivesof this program are to (1) recruit diverse students to STEM fields, (2) Retain 85% of scholarshiprecipients in a STEM field, (3) Increase the civic mindedness and engagement amongparticipants, and (4) Achieve a STEM placement for 90% of the program graduates. In order tomeet these objectives, the PI team has implemented a series of well-established methods.Scholarships are awarded to make college more accessible and allow more time for educationalopportunities through reduced need for outside employment. The group of ACES students areformed into a cohort to provide a support structure in a community of like-minded scholars withdiverse backgrounds. That support

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Alisa Zornig Gura, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Sam Alptekin

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Diversity, NSF Grantees Poster Session

address a community challenge from Time 1 (M=3.58,SD=3.403) to Time 2 (M=8.29, SD=1.578), t(21) = -6.848, p

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Laurie S. McNeill, Utah State University; Robert Spall, Utah State University; Paul Barr, Utah State University

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NSF Grantees Poster Session

students optimallyeducated to meet business and industry needs. However, recent statistics compiled by the ASEEreveals that engineering graduation and retention rates at U.S. universities are not keeping upwith the nation’s increasing demands for engineering talent 1. In 2000, less than 5% of allundergraduate degrees were awarded to engineers. Engineering bachelor’s degrees have grownonly 1% since 2005 2.To address the needs for a high quality science, technology, engineering, and mathematics(STEM) workforce in STEM disciplines, the National Science Foundation has established aScholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program 3. Theprogram provides “scholarships for low-income, academically talented students

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

for Engineering Education c American Society for Engineering Education, 2018 A Virtual Community of Practice to Promote LGBTQ Inclusion in STEM: Member Perceptions and Community OutcomesThe results discussed in this paper are part of a transformative project that links diversityresearch with a faculty development initiative to promote LGBTQ equality in engineering. Theaims of the project are to (1) identify aspects of engineering culture that present barriers toLGBTQ equality, (2) build knowledge and skills to disrupt discrimination and promote LGBTQequality in engineering departments on college campuses and (3) to identify best practices forpromoting LGBTQ equality in engineering. This

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian E. Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

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

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Diversity, NSF Grantees Poster Session

readiness of the students in these majors. Specifically, the NationalScience Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics(S-STEM) program provides funding for projects framed around increasing the graduationsuccess and workforce readiness of low-income academically talented STEM students [1]. Withthis, financial aid alone is not enough to increase the graduation rate of these low-income, andusually diverse, population of students. S-STEM projects must incorporate student support andengagement activities that affect the success, retention, and academic/career pathways of thesestudents.In 2014, Western Carolina University (WCU) proposed and received a $625,179 S-STEM grantfor the SPIRIT: Scholarship Program

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Rowan University; Beena Sukumaran, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Kauser Jahan, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Danilo Zeppilli, Rowan University; Theresa FS Bruckerhoff, Curriculum Research & Evaluation, Inc.; Stephanie Lezotte, Rowan University; Danielle Macey, Rowan University

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Diversity, NSF Grantees Poster Session

visibility has impacted the way in which the CEEDepartment approaches diversity. The poster will also illustrate how the RevED team has madechanges since the first year and what future plans are being made.IntroductionThe College of Engineering at Rowan University was established in 1992 through a multimilliondollar gift by an engineering entrepreneur [1]. The engineering college is divided into thefollowing departments: Civil and Environmental, Electrical and Computer, Chemical,Mechanical, Biomedical Engineering and the Engineering Entrepreneurship Program. Throughthe National Science Foundation’s Revolutionizing Engineering and computer scienceDepartments (RED) grant, the Civil and Environmental Engineering (CEE) Department isattempting to change

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Furse, University of Utah; Donna Harp Ziegenfuss, University of Utah; Alyson L. Froehlich, University of Utah

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NSF Grantees Poster Session

flip their classes. Whatstarted out as a faculty development program designed for local STEM faculty quickly expandedto include faculty around the country and the world, across a wide variety of disciplines and K-12teachers as well. The program included three modules – backwards design applied to the flippedclass [1], creating online materials (video lectures), and active learning strategies for the face-to-face classroom. These modules were taught in a variety of different ways for different audiencesincluding in-person workshops, flipped semi-in person workshops, and completely online massiveopen online course (MOOC)s. The online MOOCs are now taught each semester by our Center forTeaching and Learning Excellence through Canvas.Net.We

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Marketa Marcanikova , Clemson University ; Sez Atamturktur Ph.D., Clemson University; Stanley N. Ihekweazu, South Carolina State University; Michael A. Matthews P.E., University of South Carolina; Robert J. Rabb P.E., The Citadel; Richard H. Roberts Jr, Florence Darlington Technical College; Ikhalfani Solan, South Carolina State University; Ronald W. Welch, The Citadel; Anand K. Gramopadhye, Clemson University

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Diversity, NSF Grantees Poster Session

the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He became the Dean of Engineering at The Citadel on 1 July 2011. Prior to his current position, he was the Department Head of Civil Engineering at The University of Texas at Tyler from Jan 2007 to June 2011 as well as served in the Corps of Engineers for over 24 years including eleven years on the faculty at the United States Military Academy.Dr. Anand K. Gramopadhye, Clemson University c American Society for Engineering Education, 2018 Paper ID #22098Dr. Anand K. Gramopadhye’s research focuses on solving human-machine systems

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana Engineering Education Research Center; Carolyn Plumb, Montana State University; Ryan Anderson, Montana Engineering Education Research Center

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NSF Grantees Poster Session

education. The workshops are facilitated by internationally-recognized EER andsustainability experts, and engineering faculty attendees have ranked them as very effective inhelping frame their EER efforts. Since the EER center’s inception, which was catalyzed by thisproject, the number of engineering faculty members engaged in the EER center activities, alongwith the amount of externally-funded EER projects and both institutional and foundational(alumni) support has increased multi-fold. This project has thus contributed significantly to theinitiation and growth of EER capacity at a welcoming institution.Engineering Students’ Professional Responsibility AssessmentThe Engineering Professional Responsibility Assessment (EPRA) [1] was developed to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Melissa Gavin, University of Wisconsin,Platteville ; Lisa Naderman, University of Wisconsin, Platteville

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NSF Grantees Poster Session

limitations and advantages of eachevent helps show why a VCF is an important addition for students and employers alike—and insome cases, it may even be the ideal option.Most notably, traditional career fairs require a substantial cost and time commitment [1],[2].VCFs reduce both time and costs for employers. In a study conducted by Galanaki [2], the authornoted that cost effectiveness of recruiting online was both a critical factor and an influencer.Other critical factors included a wide response rate, specific niche, and passive job seekers [2].While VCFs may not be free, the VCF environment reduces travel costs for both employers andstudents since both parties are able to attend with a viable internet connection.VCFs allow for a broader pool of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; Sally Gerster, University of Colorado; Todd Freeborn, University of Alabama; Debra Moehle McCallum, University of Alabama; Rachel M. Frazier, University of Alabama; Eric R. Giannini, RJ Lee Group

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NSF Grantees Poster Session

, entrepreneurship training, socially relevant research themeIntroductionThe National Science Foundation Research Experience for Undergraduate (REU) programs offer studentsthe ability to gain research experience, engage in professional development opportunities, and interactsocially with a community of scholars. REU programs are known for increasing enthusiasm in studentsfor their major and encouraging many to pursue graduate studies [1-3]. Research themes for REU Sitesare important in that they provide students with a focused technical area where they can investigatesolutions to complex science and engineering problems. Students are enthusiastic about topical areas withpotential for broad societal impact because they understand the relevance of critical