Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney S. Smith-Orr, University of North Carolina, Charlotte; Valentina Cecchi, University of North Carolina, Charlotte; Paras Mandal, University of Texas at El Paso; Sukumar Kamalasadan

Tagged Topics

NSF Grantees Poster Session

outlined in 1 inaccuracies; most links features outlined in 2 properly and reflect an agreeing with fact, the subject area; and 2. Does not fit well are correct. and 3. Does not fit well accurate understanding logic or known truth inappropriate words or into either category. into either category. of subject matter, terms are used. The meaning little or no map documents an misconceptions

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

Tagged Topics

Diversity, NSF Grantees Poster Session

results. In Fall 2023, we plan to offer a revisedversion of this PD program, recruiting a new cohort of engineering instructors. Data collectionwill be expanded to additional courses. We plan to collect data across all levels of theengineering program (e.g., first, second, third, and fourth-year courses) and across alldepartments.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2215003. 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] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology, 2021

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University, Bozeman; Sidrah MGWatson

Tagged Topics

Diversity, NSF Grantees Poster Session

is on the three outcome measures we gathered in our survey. Thesemeasures include a sense of belonging in one’s major, science and engineering identity, andcommitment to one’s major. Each of these outcomes has been shown to predict retention in orcompletion of a STEM degree [7-9], serving as important intermediate outcomes along astudent’s trajectory toward that longer term goal. Here, we will define each of these outcomesand how they are measured, followed by the steps we took to test how well our surveysperformed in measuring each of these outcomes.Sense of belongingSense of belonging reflects the extent to which a student feels they are a part of a specificcommunity of interest. We adapted our measure of sense of belonging from one

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samuel Enrique Blair, Texas A&M University; Claire Crose; Julie Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

. This work was made possible through the support of theNational Science Foundation under grants 2013505 and 2013547. Any opinions, findings, orconclusions found herein do not necessarily reflect the views of NSF and its employees.References[1] M. Tomko, R. Nagel, M. Alemán, W. Newstetter, and J. Linsey, "A makerspace is more than just a room full of tools," presented at the ASME IDETC 2018, Quebec City, Canada, 2018.[2] T. Sawchuk, E. Hilton, R. Nagel, and J. Linsey, "Understanding Academic Makerspaces through a Longitudinal Study at Three Universities," presented at the American Society for Engineering Education Annual Conference, Tampa, FL, 2019.[3] E. Hilton, R. Nagel, and J. Linsey, "Makerspace involvement

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

Tagged Topics

Diversity, NSF Grantees Poster Session

investment in this area is essential. Without this investmentthe academy’s stated commitment to broadening participation in engineering rings hollow.Funding AcknowledgementThis research is sponsored by the National Science Foundation (NSF) Alliances for GraduateEducation and the Professoriate (AGEP; award numbers: 1821298, 1821019, 1821052, and1821008). Any opinions, findings, conclusions, or recommendations are those of only theauthors and do not necessarily reflect the views of the NSF.ReferencesChakraverty, D. (2020). The imposter phenomenon among black doctoral and postdoctoral scholars in STEM. International Journal of Doctoral Studies, 15, 433-460. https://doi.org/10.28945/4613Griffin, K. A. (2019). Redoubling our efforts: How

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay Phillip Jefferson, Florida International University; Alexandra Coso Strong, Florida International University; Trina L. Fletcher, Florida International University; Jade R. Moten, Florida International University

Tagged Topics

Diversity, NSF Grantees Poster Session

the author(s) and do not necessarily reflect theviews of the National Science Foundation.References[1] I. A. Toldson, I, “Why historically black colleges and universities are successful with graduating black baccalaureate students who subsequently earn doctorates in STEM (editor’s commentary),” J. Negro Educ., vol. 87, no. 2, pp. 95–98, 2018.[2] R. Winkle-Wagner and D. L. McCoy, “Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU,” Race Ethn. Educ., vol. 21, no. 5, pp. 593-606, 2018.[3] R. T. Palmer, R. J. Davis, and T. Thompson, “Theory meets practice: HBCU initiatives that promote academic success among African Americans

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University

Tagged Topics

NSF Grantees Poster Session

Applications” innext phase of the project.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1935646. 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] G. Giffi, P. Wellener, B. Dollar, H. Ashton Manolian, L. Monck, and C. Moutray, “Deloitte and The Manufacturing Institute skills gap and future of work study,” 2018.[2] S. A. Ambrose, M. Lovett, M. W. Bridges, M. DiPietro, and M. K. Norman, How learning works : seven research-based principles for smart teaching. San Francisco: US: Jossey- Bass, 2010.[3] S. A. Ambrose and L

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Wong, Contra Costa College; Sergio Alexander Alvarez, Contra Costa College; Jonathan Alexander Canel, Contra Costa College; Phiroze Jhalman Duggal; Yesenia Rodriguez Moreno ; Daven Ng ; Nathalie Zaldivar; Chao Liu, Contra Costa College; Jeff Kamalian, Contra Costa College; Seti Sidharta, Contra Costa College

Tagged Topics

Diversity, NSF Grantees Poster Session

student body is 44% Hispanic/Latinx, 19% Asian, 17% African-American, 11%Caucasian, and 6% Two or more races. The college’s student body is 60% female and 39%male. 48% of students received Pell grants. In this project, we explore the effects of providinglow-income, underrepresented, and female students with hands-on research experience in STEM.In doing so, we hope to encourage them to continue their studies of science and technical fieldsand to give them practical context for applying what they learn in their classes. In this paper, weexamine the role of project-based learning on student retention in the technical fields. Theultimate goal is to have scientists and engineers with ethnic backgrounds better reflecting thepopulation in the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; James M. Widmann, California Polytechnic State University, San Luis Obispo

Tagged Topics

NSF Grantees Poster Session

workshops(e.g., NETI, ASEE section meetings, the ASEE National meeting, CW workshops), and haverecruited six participants in our Action Research Fellows program. By studying the context inwhich instructors adopt and utilize the CW, we will be able to provide recommendations forencouraging use of the CW and of other pedagogical innovations.AcknowledgmentsWe acknowledge the support from National Science Foundation (NSF) through grants DUE1821439, 1821445, 1821638, 1820888, and 1821603. Any opinions, findings, and conclusions orrecommendations expressed are those of the authors and do not necessarily reflect the views ofthe NSF.References[1] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, “Active

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Eric Meyer Jr., Miami Dade College; Elodie Billionniere, Miami Dade College

Tagged Topics

NSF Grantees Poster Session

which 21 werehigh school students, and 37 Solutions Architects including 10 high school students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations-past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology-engineering-and- mathematics-stem-occupations-past-present-and-future/pdf/science

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karen Wosczyna-Birch, CT College of Technology

Tagged Topics

NSF Grantees Poster Session

and third goalsoutlined above. This relates to finding future success in the workforce and confidence indeploying 21st century workforce skills such as teamwork. The results suggest that students inYear 3 had more fully reached these goals than any previous year of CT CLICKs, reflecting astrengthened and continuously improving program. The improved results in Year 3 are attributedto a restructuring and redesign of faculty training materials which are presented in the trainingmanual delivered in fall 2019. In early fall 2019, workshops and associated resources wereredesigned to include a greater focus on student goals, the student and team building experience,and creating ways to develop workforce skills within the CT CLICKs classroom-based

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University; Olusola Adesope, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Muhammad Asghar P.E., Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

recommendations for how to make HIEP more accessible to all E/CS students. 4. Recommendations will be provided on which HIEP are most effective, how much participation should be encouraged, and interventions for removing potential barriers to participation.Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] G.D. Kuh, “High-impact educational practices: What they are, who has access to them, and why they matter,” Washington, DC: Association of American

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

Tagged Topics

NSF Grantees Poster Session

theinterview questions: • The learning achieved. • Impact on perspective relevant to and plans for the future. • Encouragement toward involvement with research. • Confirmation of abilities or areas for further development. • Confirming interests and intentions related to research, careers, and degrees. • Providing new experiences and expanding personal horizons. • Skill development. • Improving qualifications. • Increases in confidence. • Development/expansion of a relational network.During the interview in year 4, the majority of participants also stated that participation in theprogram caused them to reflect on or refine their educational goals and career plans. While thereare only 6 significant benefits

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James E. Payne, Orangeburg-Calhoun Technical College; Linda Lawson Payne, Orangeburg-Calhoun Technical College; Charles Richard Murphy, Orangeburg-Calhoun Technical College

Tagged Topics

Diversity, NSF Grantees Poster Session

Utilizing Modules as an Objective in ATE Projects”) to the Community CollegeJournal of Research and Practice and the manuscript has been published. The ATE-RAMPLeadership Team also submitted an abstract to the American Society for Engineering Education(ASEE) which has been accepted as a poster presentation at its Annual Meeting (June 2017 –Columbus, Ohio).E. AcknowledgementThis paper was made possible through funds from the National Science Foundation under grantnumbers DUE-1501828. Any opinions, findings, and conclusions or recommendations expressedin this paper are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Jeff Johnson, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

streamlining and strategizing to maximize efficiency to prepare for sustainabilityas our grant funding comes to an end.AcknowledgementsPrior versions of some of the information provided in this executive summary has been presentedin various forms in previous ASEE papers1,2,3,4,5 that address other aspects of this project. Thedata provided here has been updated to reflect the state of the project at the time of this writing.This project, entitled First-Year Initiatives for Retention Enhancement, is supported by theNational Science Foundation under Grant No. 0969382. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.1

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Keith W. Buffinton, Bucknell University; Vincent P. Manno, Franklin W. Olin College of Engineering; Joseph J. Helble, Dartmouth College; Susan M Lord, University of San Diego; Ann F. McKenna, Arizona State University, Polytechnic campus; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

education that havealready occurred over the last number of years. That question was, “Are we actually making anyprogress?” This question addressed the core purpose of the workshop and raised the issue of thetrue opportunity for change. The workshop organizers considered this question and decided thatan unplanned reflective exercise would be valuable using the simple prompt, “What progresshave we made?” Each group of two representatives from the attending institutions was asked toreflect and comment on the progress made in the areas of the 5 themes identified earlier in theworkshop at either their home institution or nationally within the engineering educationlandscape.Responses to this simple prompt were illuminating and in many ways inspiring

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Kevin C Bower P.E., The Citadel; William J. Davis P.E., The Citadel

Tagged Topics

Diversity, NSF Grantees Poster Session

reflection integration of academic/ student interactions. activities difficult. professional development activities. Weekly Site visits, service Many students expressed Continue site visits, meeting learning, and dissatisfaction with service learning, and activities professional diversity workshops, citing professional mentoring. mentoring helped that they were disconnected Encourage students to students develop from professional practice. interact directly with professional identity diverse

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Tressa Kay Mikel, University of California, Berkeley; Aida Marie Morales; Sanya Sehgal; Melissa L. Whitson, University of New Haven

Tagged Topics

Diversity, NSF Grantees Poster Session

National Science Foundation under GrantsNo. 1360987/1361028. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.We would like to thank Amelito Enriquez for partnering with us to pursue this work. We wouldalso like to acknowledge the insight and contributions of advisory members Monica Cardella,Holly Matusovich, C. Judson King, and Mark Graham.References Cited 1. U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2015 (NCES 2016-014), Chapter 3. 2. http://www.bestcolleges.com/features/49-best-colleges-for-older-students/; accessed: Feb 10

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Jessica Nicole Chestnut, North Carolina State University; Daniel Eamon Briggs, North Carolina State University; Blanca Miller, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

the student perspective and moving beyond traditionalinstitutional reporting begins to elucidate and provide evidence about the “true” engineeringgraduate experience. This increasingly accurate reflection of graduate experiences providesnovel insight into the experiences of students that have been traditionally ignored or unjustifiablylumped in with other students who share the title of graduate student.The initial findings of our qualitative analysis indicate that student perceptions of control and theability to utilize multiple resources to overcome barriers are fundamental to the successfuldevelopment of their identities and motivations. Students’ perceptions of control provide ameans of discerning the difficulty of a given choice or task

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University, San Luis Obispo; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., Cal Poly, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

Tagged Topics

NSF Grantees Poster Session

cohort, but they also have the PEEPS Support Team (i.e., Engineering Student Supportstaff, engineering faculty, AmeriCorps VISTA member, financial aid staff) available forassistance. We have multiple avenues of inquiry to the PEEPS experiences, such as quarterlycheck-ins (that are also individualized advising sessions), periodic reflections, and a end of theschool year focus group.Therefore, while the PEEPS project enables the cohort members to take certain courses together,study with one another, and socialize together, do they really support each other academicallyand emotionally to make a difference? How do the PEEPS Support Team and PEEPS activitieshelp students, if any? How can we take what we’ve been learning through the PEEPS project

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Adeyemi Awolumate P.A; Mitchell Rudy, Rowan University; Ravi P. Ramachandran, Rowan University; Nidhal Carla Bouaynaya; Kevin D. Dahm, Rowan University; Rouzbeh Nazari, Rowan University; Umashanger Thayasivam, Rowan University

Tagged Topics

NSF Grantees Poster Session

Processing Technical Committee for the IEEE Circuits and Systems society. His research interests are in digital signal processing, speech processing, biometrics, pattern recognition and filter design.Nidhal Carla BouaynayaDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Richard E Groff, Clemson University; Ian D Walker, Clemson University; Pamela E Mack, Clemson University

Tagged Topics

NSF Grantees Poster Session

objective measure of the core reasoningskills needed for reflective decision making concerning what to believe or what to do.” [6]Initial Offerings and Course ModificationsThe original concept for the course included a hands-on component using Lego Mindstorms.The original conception also restricted the course to non-engineering majors [8], largely becauseengineering majors were thought to have a considerable advantage working with the LegoMindstorms. The hardware requirement imposed severe constraints on another important coursegoal, online delivery. Ultimately we decided not to implement the hands-on component. Thathad the side benefit of allowing us to open the course to all majors, including engineeringmajors. The course discussion boards have

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

Tagged Topics

Diversity, NSF Grantees Poster Session

students, as well as tothemselves. Furthermore, it shows that some of the REU students started to reflect about theeffectiveness of their “teaching” and of ways to further improve the benefit to other students inthe future.Given that the outreach activity took place close to the end of the school year, efforts to get thealready time-strapped elementary school teachers to complete a survey were unsuccessful.However, email feedback from the teachers indicated that they were very happy with theactivities as they saw their students engaged and excited about engineering and hands-onactivities. Efforts will be made in the future to obtain additional assessment data to gage theimpact on the K-5 students.All and all, this was a positive experience for all

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

identity are allowed to naturally separate themselves in this picture of theexperiences of the individuals. For example, students may be traditionally identified as comingfrom one or more underrepresented groups in engineering and, hence, assumed (wrongly) tohave some “different” attitudes about engineering, without attention to the diversity within suchgroups. Instead, the TDA approach allows for the “normative” or popular attitudinal clusters tobe first identified in the data, and then traditionally underrepresented individuals will appearwithin these attitudinal clusters in a way that is faithful to each individual's response (e.g., atraditionally underrepresented student who reflects dominant attitudes towards engineering willappear in that

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Lisa Ann Moyer, Virginia Tech; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

the National Science Foundation, award #1704350. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] W. C. Lee and H. M. Matusovich “A model of co‐ curricular support for undergraduate engineering students,” Journal of Engineering Education, vol. 105(3), pp. 406-430, July 2016.[2] R.F. DeVellis, Scale development: Theory and applications (Applied Social Research Methods). Los Angeles, CA: Sage Publications, 2011.[3] M.D. Gall, J.P.Gall, and W.R. Borg, Collecting research data with tests and self-report measures Educational Research: An Introduction (8th ed.). Boston, MA: Pearson, 2007

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Jacob R. Grohs, Virginia Tech; William Michael Anderson, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech; Liesl M. Baum, Virginia Tech; Phyllis Leary Newbill, Virginia Tech; Stacey L. Vaziri, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

interested who transferred to Virginia Techfrom regional community colleges. To date we have interviewed 28 individuals, including fivefocus group participants. The pool includes 11 women, one (male) underrepresented student,seven first-generation college students, and 14 students who transferred from communitycolleges.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumber 1734834. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank Ms. Claudia Desimone for help with data collection.References[1] M. Boynton, C. A. Carrico, H. M

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College; Laurie F. Caslake, Lafayette College

Tagged Topics

NSF Grantees Poster Session

liberal arts colleges and large, research-intensiveinstitutions would be productive in moving a particular research area forward.Collaboration also with large research institutions not just ERCs.AcknowledgmentsThis material is based upon work primarily supported by the National Science Foundation (NSF)under NSF Award Number CMMI–1632963 and NSF Award Number ERC-1449501. Anyopinions, findings and conclusion, or recommendations expressed in this material are those ofthe authors, and do not necessarily reflect those of the NSF.References[1] D. Lopatto, “Undergraduate Research Experiences Support Science Career Decisions and Active Learning,” CBE—Life Sciences Education, vol. 6, pp. 297-306, winter 2007[2] S.H. Russell, M.P. Hancock, and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech; Scott W Case, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Natasha Smith, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education and affiliate faculty with the Higher Education Program at Virginia Tech. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering edu- cation can become more effective, efficient, and inclusive.Ms. Michelle Soledad, Virginia Tech Michelle Soledad is a PhD candidate in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Topics

NSF Grantees Poster Session

. The mentor retreat includes several teambuilding activities and providessocial time for the group to get to know each other. The workshop portion of the retreat is meantto inspire students to be good role models and to reflect on what it means to be a mentor. A fewPMLs conduct activities and give presentations on topics such as making the most of LinkedIn,preparing for internship interviews, leading K-12 outreach activities, and doing what’s rightinstead of what’s easy. Having student leaders present these activities not only builds their ownskill sets, but also inspires newer mentors of the organization to become more involved. SPMalumni who recently graduated have also come back to share their experiences with the programand how it helped

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

Tagged Topics

NSF Grantees Poster Session

about career plans with faculty,discussing academic performance with faculty, and discussing course material with facultyoutside class. Lower satisfaction with instruction and student-faculty interaction sets the tone forlearning; first-year and senior-level students reported lower levels of engagement in tasksassociated with higher-order learning, reflective and integrative learning, and quantitativereasoning.Instructional Strategy. The instructional material of the program draws on current evidence-based pedagogy andcourse design to teach faculty and staff how to create and/or reinvent STEM courses to belearner-focused and engaging. The aims are to increase student learning, improve studentoutcomes in gateway (high-enrollment, first-year