Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Evidence-Based Strategies.References1 Brutus, S., & Donia, M. B. (2010). Improving the effectiveness of students in groups with a centralized peer evaluation system. Academy of Management Learning & Education, 9, 652-662.2 Mayo, M., Kakarika, M. Pastor, J.C., & Brutus, S. (2012). Aligning or inflating your Leadership self-image? A longitudinal study of responses to peer feedback in MBA teams. Academy of Management Learning & Education, 11, 631-652.3 Brutus, S., & Donia, M. B., & Ronen, S. (2013). Can business students learn to evaluate better? Evidence from repeated exposure to a peer evaluation system. Academy of Management Learning & Education, 12, 18-31.4 Ohland, M. W

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois

Tagged Topics

Diversity, NSF Grantees Poster Session

No.1826354. 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 ScienceFoundationReferences[1] D. Delgado-Bernal, "Critical race theory, Latino critical theory, and critical raced- gendered epistemologies: Recognizing students of color as holders and creators of knowledge," Qualitative inquiry, vol. 8, pp. 105-126, 2002.[2] A. Valenzuela, Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: State University of New York Press, 2010.[3] K. S.-S. Colegrove and J. K. Adair, "Countering deficit thinking: Agency, capabilities and the early learning experiences of children of

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Katherine Elmore, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Anastasia Nicole Doty, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

impacts of first-year engineering courses.Though it is likely that there will be common trajectories of community and identitydevelopment from our interview population, unique trajectories are also emerging as we analyzethe data. Understanding these trajectories will allow administrators to make informed decisionsregarding the timing, content, and structure of their FYEP in order to meet their program’s needsand goals.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflectReferences[1] X. Chen, C. E. Brawner, M. W. Ohland, and M

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

program.11 Differences in the observedoutcome variables, GPA and persistence are calculated from the treated and matchedparticipants, with the average differences being the effect of co-op participation.AcknowledgementsThe authors thank the National Science Foundation Research in Engineering Education Program(Award Number:1329283) for support of this research. Page 24.129.5References Cited1. Haddara, M., & Skanes, H. (2007). A reflection on cooperative education  : from experience to experiential learning. Asia-Pacific Journal of Cooperative Education, 8(1), 67–76.2. Edgar, S., Francis-Coad, J., & Connaughton, J. (2013). Undergraduate

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University

Tagged Topics

NSF Grantees Poster Session

external/internal loads and deformations/strains, followed by therelationship between strains and stresses.Project Outputs and PublicationsA ranking task book with more than 200 ranking tasks was published with Prentice Hall 4.1. Brown, S., D. Lewis, D. Montfort, and R.L. Borden. The Importance of Context in Students’ Understanding of Normal and Shear Stress in Beams. American Society for Engineering Education Annual Conference, Vancouver, BC. 2011.2. Montfort, D. and S. Brown. Building Fundamental Engineering Knowledge: Identification and Classification of Engineering Students' Preconceptions in Mechanics of Materials. Annual Meeting of the American Educational Research Association, New Orleans, LA. 2011.A publication is in process

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References1. Goodhew, P., Education moves to a new scale. NanoToday 2006, 1, (2), 40-43.2. Mohammad, A. W.; Lau, C. H.; Zaharim, A.; Omar, M. Z., Elements of Nanotechnology Education in Engineering Curriculum Worldwide. Procedia - Social and Behavioral Sciences 2012, 60, 405-412.3. Barranon, A.; Juanico, A., Major Issues in Designing an Undergraduate Program in Nanotechnology: The Mexican Case. WSEAS Transactions on Mathematics 2010, 9, (4), 264-274.4. Crone, W. C.; Lux, K. W.; Carpick, R. W.; Stone, D. S.; Hellstrom, E. E.; Bentley, A. K.; Lisensky, G., Integrating Nanoscale Science and Engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

GrantsDUE-0536299 and DUE-0920436.Bibliography 1. P. Tebbe, J. Pribyl, and S. Ross, “Full Development of Engineering Scenarios to Promote Student Engagement in Thermodynamics – Year 1”, Proceedings of the 2010 Annual Conference & Exposition, American Society for Engineering Education, Louisville KY, 2010. 2. P. Tebbe, “Engaged in Thermodynamics – Student Engagement in the Classroom”, Paper ID #6566, Proceedings of the 2013 Annual Conference & Exposition, American Society for Engineering Education, Atlanta, 2013. 3. Felder, R.M., Woods, D.R., Stice, J.E., and Rugarcia, A., “The Future of Engineering Education II. Teaching Methods That Work,” Chem. Engr. Education, Vol. 34, No. 1, 2000

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

Tagged Topics

NSF Grantees Poster Session

read and approved by all named authors and that there160 are no other persons who satisfied the criteria for authorship but are not listed. We further confirm161 that the order of authors listed in the manuscript has been approved by all of us. Thanks for the162 support from the National Science Foundation (NSF S-STEM #2029907; NSF Implementation163 Project #2306341). Any opinions, findings, conclusions, or recommendations expressed in this164 material are those of the authors.165166 References167 [1] E. Rivers, “Women, minorities, and persons with disabilities in science and168 engineering”, National Science Foundation, 2017.169 [2] S. Livingstone, & M. Bovill, “Children and their changing media environment: A170

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Zongnan Wang, University of California, San Diego; Nathan Delson, eGrove Education

Tagged Topics

NSF Grantees Poster Session

second chance to provetheir knowledge increased their motivation to learn. This highlighted to them that the class wasabout increasing their knowledge rather than penalizing them for their mistakes.3.2 Do students find oral exams play a positive role in their learning? D. How did oral exams impact students' understanding of the subject matter?In the end-of-quarter survey, students were asked whether they believe the oral exams increasedtheir understanding of the subject matter. Overall, the majority of students found the oralassessment(s) increased their understanding of the subject matter. 72.1% of the valid responsesanswered “agree/strongly agree” to the prompt, while nearly 21.4% answered neutral, and only6.4% answered, “disagree/strongly

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

Tagged Topics

NSF Grantees Poster Session

this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, "The role of efficacy and identity in science career commitment among underrepresented minority students," Journal of Social Issues, vol. 67, no. 3, pp. 469-491, 2011, doi: 10.1111/j.1540-4560.2011.01710.x.[2] D. I. Hanauer, M. J. Graham, and G. F. Hatfull, "A measure of college student persistence in the sciences (PITS)," CBE-Life Sciences Education, vol. 15, no. 4, pp. 59- 82, 2016 2016, doi: 10.1187/cbe.15-09-0185.[3] T. Ju and J. Zhu, "Exploring senior engineering students’ engineering identity: the impact

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

Tagged Topics

Diversity, NSF Grantees Poster Session

Institutional Culture Change. Journal of Learning Analytics, 6(2), 86-94. Retrieved from https://eric.ed.gov/?id=EJ1224131[2] Chan Hilton, A., Blunt, S., and Mitchell, Z. (2022). Capacity-Building to Transform STEM Education Through Faculty Communities in Learning Analytics and Inquiry. ASEE 2022 Annual Conference and Exhibition, June 2022, Minneapolis, MN. Retrieved from https://peer.asee.org/42085[3] Barron, K. & Hulleman, C. (2014). Expectancy-Value-Cost Model of Motivation. In: International Encyclopedia of Social & Behavioral Sciences (Second Edition) (ed. J. D. Wright), 503-509. DOI: 10.1016/B978-0-08-097086-8.26099-6[4] Wigfield, A. & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Srividya Kona Bansal, Arizona State University; Ashraf Gaffar; Randi Michelle Taylor

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

-sourceweb-based tool that will guide individual or collaborating STEM educators, step-by-step,through an outcome-based education process as they define learning objectives, select content tobe covered, develop an instruction and assessment plan, and define the learning environment andcontext for their course(s). It will also contain a repository of current best pedagogical andassessment practices, and based on selections the user makes when defining the learningobjectives of the course, the IMODTM system will present options for assessment and instructionthat aligns with the type/level of student learning desired. While one of the key deliverables ofthe project is the software tool, the primary focus of this initiative is to advance the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Swarup Bhunia; Pavlo Antonenko; Woorin Hwang, University of Florida; Christine Wusylko, University of Florida; Yessy Eka Ambarwati, University of Florida; Tanvir Hossain, The University of Kansas; Tamzidul Hoque, The University of Kansas; Rohan Reddy Kalavakonda, University of Florida

Tagged Topics

NSF Grantees Poster Session

Teaching,” IEEE Commun. Mag., vol. 57, no. 11, pp. 20–26, Nov. 2019, doi: 10.1109/MCOM.001.1900242.[7] A. Ramirez-Salgado et al., “Board 265: Engaging Students in Exploring Computer Hardware Fundamentals Using FPGA Board Games,” presented at the 2023 ASEE Annual Conference & Exposition, 2023.[8] A. Ramirez-Salgado, T. Hossain, S. Bhunia, and P. Antonenko, “Board 393: Supporting Hardware Engineering Career Choice in First-Year Engineering Students,” presented at the 2024 ASEE Annual Conference & Exposition, 2024.[9] S. Hidi and K. A. Renninger, “The four-phase model of interest development,” Educ. Psychol., vol. 41, no. 2, pp. 111–127, 2006.[10] A. Bandura, Social foundations of thought and action: a social cognitive

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maya Menon, New Jersey Institute of Technology; Stephanie Adams, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University

Tagged Topics

NSF Grantees Poster Session

advancing engineering education and promoting the widespreadadoption of evidence-based practices.NSF ACKNOWLEDGMENTThis work is supported by the U.S. National Science Foundation through Grant numbers2111052 and 2111087. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.REFERENCES[1] S. Freeman et al., "Active learning increases student performance in science, engineering,and mathematics," Proc. Natl. Acad. Sci. U.S.A., vol. 111, no. 23, pp. 8410-8415, 2014.[2] M. Prince, "Does active learning work? A review of the research," J. Eng. Educ., vol. 93, no.3, pp. 223-231, 2004.[3] M. Borrego and C. Henderson

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Michigan; Larkin Martini; Karin Jensen, University of Michigan; Jeanne Sanders, University of Michigan; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

doctoral engineering students and their research advisor(s). COR statesthat people seek to gain, retain, and protect their resources, and that they experience stress whentheir resources are threatened or lost [10]. Resources can include physical objects, energy,relationships, and more [10]. We posit that faculty advisors serve as a resource to students and, inturn, influence psychological safety in student research environments, which impacts studentoutcomes such as well-being and research quality.MethodsThe survey was completed by 469 doctoral engineering students across two R1 institutions.Survey methods and preliminary results can be found in [9], [11]. Explanatory interviewparticipants were selected to stratify demographics and offer a broad

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University

Tagged Topics

NSF Grantees Poster Session

of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.Reference List[1] M.S. Polya, How to solve it. 2nd ed. Princeton, NJ: Princeton University Press., 1957.[2] N. Shin, D. H. Jonassen, and S. McGee, “Predictors of well-structured and ill-structured problem solving in an astronomy simulation,” J. Res. Sci. Teach., vol. 40, no. 1, pp. 6–33, Jan. 2003.[3] A. Febrian and O. Lawanto, “Do Computer Science Students Understand Their Programming Task? – A Case Study of Solving the Josephus Variant Problem,” Int. Educ. Stud., vol. 11, no. 12, 2018.[4] R. Vivian, K. Falkner, and C. Szabo, “Can everybody learn to code?,” in Proceedings of the 14th Koli Calling International Conference

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khaled Sobhan, Florida Atlantic University; Edgar An, Florida Atlantic University; Ryne A. Sherman; Nancy Romance, Florida Atlantic university ; Nicolas A. Brown, Florida Atlantic University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

issued Z-number which serves as a unique identifier for eachparticipant for each measurement period. This will ensure that proper statistical analysis can beconducted. The primary analyses will focus on the two aforementioned research questions andthe hypothesis. To examine the first research question— What do engineering Faculty know Table 2. Measures Table Measure Description Purpose Assessment(s)Faculty Knowledge of SDT 12 items adapted from Faculty Knowledge of From faculty beginning of Questionnaire William & Deci [33] Self-Determination Theory Spring 2014 and Spring

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shiwen Mao, Auburn University; Yingsong Huang, NetApp Inc.; Yihan Li, Auburn University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the Foundation. REFERENCES[1] J. R. Anderson, L. M. Reder and H. A. Simon, “Situated learning and education,” Educational Researcher, vol.25, no.4, pp.5–11, May 1996.[2] J. Corbet, A. Rubini, G. Kroah-Hartman, Linux Device Drivers, 3rd Edition. O’Reilly Media, Inc., Sebastopol, CA, 2005.[3] F. Jiang and S. Mao, “Integration of Software-Defined Radios into undergraduate communications system courses for minority students,” in Proc. The 2014 ASEE Southeastern Section Annual Conference, Macon, GA, Mar./Apr. 2014.[4] R. W. Heath, Jr., Digital Wireless

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Maeve Bakic, Boise State University; Diana Bairaktarova, Virginia Tech; Devshikha Bose, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Accessibility and Universal De- sign for Learning. He has a Ph.D. in Mechanical Engineering from the University of Wyoming (Laramie, Wyoming). He is a member of the American Society for Engineering Education (ASEE). He is the recip- ient of David S. Taylor Service to Students Award and Golden Apple Award from Boise State University. He is also the recipient of ASEE Pacific Northwest Section (PNW) Outstanding Teaching Award, ASEE Mechanical Engineering division’s Outstanding New Educator Award and several course design awards. He serves as the campus representative (ASEE) for Boise State University and as the Chair for the ASEE PNW Section. His academic research interests include innovative teaching and learning strategies

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University ; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Daniel Lapsley, University of Notre Dame; Kerry Meyers, University of Notre Dame; Emily C. LaPorte; Khalid Oladeji Bello, University of Louisville

Tagged Topics

Diversity, NSF Grantees Poster Session

also a founder ofDaniel Lapsley, University of Notre DameDr. Kerry Meyers, University of Notre Dame Dr. Kerry Meyers holds a Ph.D. in Engineering Education (B.S. & M.S. Mechanical Engineering) and is specifically focused on programs that influence studentˆa C™s experience, affect retention rates, and the factors that determine the overall long term succesEmily C. LaPorteKhalid Oladeji Bello, University of Louisville Khalid Bello is a PhD student at University of Louisville. ©American Society for Engineering Education, 2023 Replicating the Community-Engaged Educational Ecosystem: First Year FindingsIntroductionWith transition to the knowledge-based

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ying Tang, Rowan University; Ryan Hare, Rowan University

Tagged Topics

NSF Grantees Poster Session

Moodle Research Conference, 2012. [5] J. R. Savery, “Overview of problem-based learning: De[U+FB01]nitions and distinctions,” Interdisciplinary Journal of Problem-Based Learning, vol. 1, no. 1, 2006. [6] A. Yadav, D. Subedi, M. A. Lundeberg, and C. F. Bunting, “Problem-based learning: Influence on students learning in an electrical engineering course,” Journal of Engineering Education, vol. 100, no. 2, p. 253–280, 2011. [7] R. Mayer, “How engineers learn: a study of problem-based learning in the engineering classroom and implications for course design,” [8] D. Zapata-Rivera, “Adaptive, assessment-based educational games,” Intelligent Tutoring Systems Lecture Notes in Computer Science, p. 435–437, 2010. [9] W. Ravyse, S

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Ruth Young M.Ed, University of Texas, Austin; Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

Tagged Topics

NSF Grantees Poster Session

. House, J. Livingston, and A. Watt, “Grandest Challenge: Models for Communication Development in Technical Contexts,” Am. Soc. Eng. Educ., Jun. 2014.[4] A.-B. Hunter, S. L. Laursen, and E. Seymour, “Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development,” Sci. Educ., vol. 91, no. 1, pp. 36–74, Jan. 2007.[5] D. Lopatto, “Undergraduate Research Experiences Support Science Career Decisions and Active Learning,” CBE-Life Sci. Educ., vol. 6, no. 4, pp. 297–306, Dec. 2007.[6] K. W. Bauer and J. S. Bennett, “Alumni Perceptions Used to Assess Undergraduate Research Experience,” J. High. Educ., vol. 74, no. 2, pp. 210–230, Apr. 2003.[7] M. C. Linn, E. Palmer, A. Baranger, E

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

Tagged Topics

NSF Grantees Poster Session

acomprehensive understanding of what is happening for learners.AcknowledgementsThis paper is based on research supported by the National Science Foundation under Grant Nos.1433757, 1433645, & 1150384. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesAtkinson, R.C. & Shiffrin, R.M. (1971). The control of short term memory. Scientific American, 225(2):82-90.Barzilai, S., & Zohar, A. (2016). Epistemic (meta) cognition: Ways of thinking about knowledge and knowing Handbook of epistemic cognition (pp. 409-424).Bendixen, L. (2002). A Process Model of Epistemic Belief Change. In Hofer, B

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

Tagged Topics

NSF Grantees Poster Session

. c American Society for Engineering Education, 2018 Renewable Resources: Theme with Broad Societal Impact for REU Students S. L. Burketta, S. Gersterb, T. J. Freeborna, E. R. Gianninic, R. M. Frazierd, D. M. McCallume, and G. QuennevilleeAbstractRenewable Resources, as our Research Experience for Undergraduates (REU) Site theme, provides asocially relevant context and unifies the student cohort. In our nine-week program, ten students areimmersed each year in projects related to renewable resources. They also engage in professionaldevelopment seminars and a six-week entrepreneurship course (Crimson Startup). Each research projectinvolves investigating various

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jane Gage Stout, Computing Research Association; Neslihan Burcin Tamer, Computing Research Association

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering. Proceedings of the National Academy of Sciences, pp. 4988–4993, 2015.[7] P. G. Davies, S. J. Spencer, D. M. Quinn, and R. Gerhardstein. Consuming Images: How Television Commercials that Elicit Stereotype Threat Can Restrain Women Academically and Professionally. Personality and Social Psychology Bulletin, 28(12):1615–1628, 2002.[8] J. D. Finn. Withdrawing From School. Review of Educational Research, 59(2):117–142, 1989.[9] C. Good, A. Rattan, and C. S. Dweck. Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4):700–717, 2012.[10] C. Goodenow. The psychological sense of school membership among adolescents: Scale development and educational

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Kavitha Durga Ramane; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

’ space where ‘social’ or ‘political’ issues…aretangential to engineers’ work” (p. 67)32. She further argues that such beliefs are developed in thecourse of the undergraduate engineering curriculum. Moreover, Kilgore et al.’s study found thatbeginning (and especially women) students were “sensitive to important contextual factors” (p.321)33 and further argue that “efforts to broaden participation in engineering should considerlegitimizing and fostering context-oriented approaches to engineering earlier in the curriculum”(p. 321) 33. Many other scholars discuss this tension between the social realities of traditionalengineering practice and a lack of social awareness practicing engineering courses and amongengineering students and professionals34

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

morecomparative analysis of what experiences are the most beneficial.AcknowledgementsThis work was supported in part by NSF Grant#EEC-1424444. We would like to thank ourinformants for participating in the field studies reported here. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References1. ABET. (2011). Criteria for Accrediting Engineering Programs – Program Outcomes and Assessment. Baltimore, MD: Accreditation Board for Engineering and Technology.2. ASEE (2012). Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Leah H. Jamieson and Jack R

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

NSF Grantees Poster Session

provided helpful criticism that makesus more effective.This work is supported by the National Science Foundation’s Revolutionizing Engineering andComputer Science Departments (RED) program through Award #1519453.References[1] S. M. Lord, J. A. Meija, G. Hoople, D. Chen, O. Dalrymple, E. Reedy, B. Przestrzelski, andA. Choi-Fitzpatrick, “Creative Curricula for Changemaking Engineers”, Proceedings of theWEEF-GEDC 2018 Conference, Albuquerque, New Mexico, November, 2018.[2] S. M. Lord, B. Przestrzelski, and E. Reddy, “Teaching Social Responsibility: ConflictMinerals Module for a Circuits Class”, Proceedings of the WEEF-GEDC 2018 Conference,Albuquerque, New Mexico, November, 2018.[3] S. M. Lord, B. Przestrzelski, and E. Reedy “Teaching social

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

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