Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College

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Diversity, NSF Grantees Poster Session

investigator on over $20 million in federally competitive grants to support her research. c American Society for Engineering Education, 2020 Closing the STEM Labor Gap Through a Path to Graduation (PTG) for Low Income, Rural StudentsThe current shortage of STEM graduates has highlighted the importance for novel approaches toincreasing the pool of intellectual talent [1]. These approaches can be expected to lead to increasedrecruitment of, and facilitating pathways to, success in the number of STEM graduates. The stateof Arkansas has consistently ranked near the bottom, in comparison to all 50 US states in collegeattendance, as well as the number of Bachelor of Science degrees awarded in

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Landon Bassett, University of Connecticut; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University

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NSF Grantees Poster Session

Collaborative Research: Designing an Immersive Virtual Environment for Chemical Engineering Process Safety TrainingIntroduction & BackgroundIndustrial process safety incidents are unfortunately a fixture in the daily news cycle [1]. Inresponse to these incidents, universities are now required by ABET to include process safetyinstruction as part of their chemical engineering (ChE) program’s curriculum, specifying thatprograms must “include the engineering application of these basic sciences to the design,analysis, and control of chemical, physical, and/or biological processes, including the hazardsassociated with these processes” [2]. Typical approaches to address this ABET requirement inclassrooms include education related

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University - Daytona Beach; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach; Farshid Marbouti, San Jose State University

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Diversity, NSF Grantees Poster Session

engineering education, modeling is fundamental for manycore concepts, though it is rarely explicitly taught. There are many benefits to explicitly teachingmodeling, particularly in the first years of an engineering program. The research questions thatdrove this study are: (1) How do students’ solutions to a complex, open-ended problem (bothwritten and coded solutions) develop over the course of multiple submissions? and (2) How dothese developments compare across groups of students that did and did not participate in a coursecentered around modeling?. Students’ solutions to an open-ended problem across multiplesections of an introductory programming course were explored. These sections were all dividedacross two groups: (1) experimental group - these

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Tylesha D. Drayton, Ohio State University; Rachel Louis Kajfez, Ohio State University; Julia Armstrong, Ohio State University

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NSF Grantees Poster Session

outreach events. c American Society for Engineering Education, 2020 Convergent Learning from Divergent Perspectives: An Executive Summary of the Pilot StudyIntroductionScience communication is an important issue as our global society continues to grow [1] .Whilemost researchers are comfortable conveying their findings to their peers, especially within theirdiscipline, through publications and conference presentations, there is room for improvementwhen communicating scientific discovery to the general public. Communicating with the generalpublic requires knowledge of the audience and engagement techniques that are not alwaysneeded when faculty present to a room of peers. Additionally

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

the Community-Engaged Educational Ecosystem.AbstractThe Bowman Creek Educational Ecosystem (BCE2) in South Bend, Indiana is a community-university, cross-institutional partnership [1] developed with a multiplicity of outcome aims –attract and retain underrepresented groups in engineering and science, improve the quality oflow-income neighborhoods, and build STEM literacy across the regional workforce. Earlyfindings, however, indicated that aside from improved engagement and confidence with STEMthere were also indications of increasing retention in the region – regardless of where the studentoriginally was from [2]. As a workforce development grant in a legacy industrial landscape, thisfinding proved important to

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

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Diversity, NSF Grantees Poster Session

development, mentoring from recentalumni, and academic advising. Further, “early exposure to computer science” isprovided in the seminars and program events.Research associated with the program focuses on two main questions: 1) How andto what extent do the program features contribute to the development of self-efficacy, CS/M identity, and sense of belonging? and 2) How does early exposureto computer science through coursework and career awareness affect theexperience of CS/M Scholars? These questions are investigated through focusgroup interviews and surveys of the CS/M Scholars and a comparison group.IntroductionIn this paper we discuss the CS/M (Computer Science/Math) Scholars Program at WesternWashington University. This program is supported by a

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

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NSF Grantees Poster Session

civil engineers.This paper provides an overview of the research activities and findings to demonstrate how thedata have informed an understanding of workforce development that includes applications andimplications for educating and training civil engineers. The paper will also detail how thisunderstanding is guiding the career trajectory of the CAREER awardee.IntroductionSince this research aims to conceptualize workforce development in civil engineering, it ishelpful to begin with a broader background on the topic.Workforce DevelopmentThe use of “workforce development” has burgeoned recently in academic, vocational, andpolitical contexts leading to varying meanings of the term [1]. As examples, workforcedevelopment research has been situated

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Eduardo Cavallin; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Jonathan Munoz Barreto; Jose L. Perdomo, University of Puerto Rico; Drianfel E. Vázquez, University of Puerto Rico, Ponce Campus; Fabio Andrade Rengifo P.E., University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Myagüez Campus; Ormari Troche

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Diversity, NSF Grantees Poster Session

instructional endeavorconsists of four courses designed to reduce gradually the difference between what students areable to accomplish with support structures and what students are able to accomplish on theirown. To maximize and enhance the educational experience, the program blends a technology-infused classroom learning with broad co-curricular opportunities such as site visits,undergraduate research, and internships. As students advance in the program, they will beexposed and required to perform increasingly complex tasks.During the first year of the program, the following outcomes were achieved: 1) implementationof the faculty teamwork process to develop courses and analyze cases from an interdisciplinaryperspective, 2) development and approval of

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

talentedlow-income students entering the STEM workforce, the NSF S-STEM program has grantedawards to various type of institutions in order to advance our understanding of how “evidence-based curricular and co-curricular activities affect the success, retention, transfer, academic andcareer pathways, and graduation in STEM of low-income students” [1]. To date there are anumber of publications that document effective practices and strategies to help talented low-income students succeed in different institutional and disciplinary contexts [2], [3]. Our projectbuilds on this literature by providing a combination of an academic scholarship and culturallycompetent mentorship for students at a Very High-enrolled Hispanic Serving institution (VH-HSI

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahed Siddique, University of Oklahoma; Andrea L'Afflitto, Virginia Tech; Wei Sun, University of Oklahoma; Jiyoon Lee, Rose State College; Steven L. Fowler, Rose State College; Wayne Jones, Rose State College

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NSF Grantees Poster Session

,Google [1], DHL [2], and Amazon [3] are investing considerable effort in designing drones forrapid distribution of parcels from their warehouses to buyer’s doorstep. Moreover, Facebook [4]is designing solar-powered UAS to relay ultra-high speed wireless signals and allow fast internetaccess to secluded areas. In addition, UAS are being used to monitor the availability of waterresources, control the density and quality of crops on extended areas, and observe livestock overvast areas. UAS are now also employed in professional filmmaking and to gather footage insporting events. UAS are also becoming a key asset to support disaster relief [5], search and rescuemissions, and law enforcement [6] operations, since they can carry a large variety of

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey V. Freeman, Boston University; Sandra Lina Rodegher, Boston University

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Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

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Diversity, NSF Grantees Poster Session

engineering community.The peer mentoring program was formulated to foster interaction role modeling andinterdependencies among students. Studies show that such interactions and interdependenciesfoster students' positive perceptions of their future selves in the profession [1]. The peermentoring program provides the opportunity to create motivational preferences for collaboration,and to foster personal motivation for academic achievement. Specifically, the program sought todetermine: the change in students' attitudes toward peer mentoring activities during their years ofengineering study (from mentee to mentor); how participating in peer mentoring affects students'satisfaction with program experiences (i.e., transition, belonging, and academic success

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Nicholas Anthony Clegorne

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NSF Grantees Poster Session

. This paper focuses on the preliminary development of the groundedtheory model.IntroductionThere are limitations in the current understanding of leadership that necessitate further study ofhow the concept is defined and developed in civil engineering and construction (CEC). In theCEC literature, leadership focuses on who a leader is and their skills or actions, which maps tothe trait and behavior periods, respectively, in leadership studies [1]. These periods weredominant in the first half of the 20th century in leadership studies but still dictate the conversationin CEC education and practice. These leader-centric paradigms focus on leader development,training charismatic technical experts for supervisor roles, instead of leadership

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity, NSF Grantees Poster Session

engineering programs, mixed methods research, and innovative approaches to teaching. c American Society for Engineering Education, 2020 Development and Refinement of an Interview Protocol to Study Engineering Students’ Beliefs and IdentitiesExecutive SummaryThe underrepresentation of non-male and non-White individuals in engineering continues to be apersistent and critical problem [1-3]. A widespread and commonly accepted approach to recruitand retain diverse individuals in engineering is to provide multiple pathways into engineeringdegree programs, such as offering introductory courses at community colleges or regionalcampuses. Although these pathways are intended to promote diversity, they

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Nyree Mason; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

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NSF Grantees Poster Session

’ understanding offundamental concepts and the underlying sciences behind concepts described in textbooks. Recentresearch has reported that most students do not truly understand their course content, though highpassing rates can be achieved in some universities due to reduced requirements and gradingpolicies [1-3]. Although this concern is still relatively new to engineering faculty, the advancementof cutting-edge technologies can be a potential approach to solve this issue. For example, advancedmaterials characterization and imaging technologies have allowed researched to observe materialsbehavior under complex load conditions and harsh environmental across multiple length and timescales. Implementation of certain technologies and development of easy-to

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Rebecca B. Spilka, Clemson University; Haleh Barmaki Brotherton, Clemson University; Katherine M. Ehlert, Clemson University

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NSF Grantees Poster Session

for Engineering Education, 2020 Development of an Academic Dashboard for Empowering Students to be Adaptive Decision-MakersAbstractThis paper provides a summary of activities and accomplishments of an NSF CAREER project,“Empowering Students to be Adaptive Decision-Makers.” We discuss our progress on (1)identifying indicators of poor academic fit in engineering majors; (2) examining relationshipsbetween the measures of theoretical constructs (Decision-Making Competency Inventory,DMCI) with the real-world, academic behaviors (major choice and major change); (3) revisionsto the DMCI; and (4) development of the Academic Dashboard for putting students in thedriver’s seat of their education. A prototype of the

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aldo A. Ferri, Georgia Institute of Technology; James I. Craig, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Benjamin Klein, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

onmany different levels. Active learning and other evidence-based learning strategies promote adeeper understanding of complex material because students are forced to think about the materialand apply fresh concepts to new situations [1]-[4]. Hands-on learning is a particular form ofactive learning where students engage in a topic in several different ways including sight, sound,and tactile sensory input [5]-[8]. While engaging multiple senses, students can interact with otherstudents and reflect on how their understanding of some topic can be used to explain a particularphenomenon. When the hands-on experiences are well-designed, students can go beyond thelecture material and observe how theory is manifested in the real world. Unfortunately

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University; Tiantian Li, Purdue University at West Lafayette; Ali Khalid Raz, Purdue University at West Lafayette; Kerrie A. Douglas, Purdue University at West Lafayette; John W. Sutherland, Purdue University at West Lafayette (COE); Jorge D. Camba, Purdue University at West Lafayette; Daniel Delaurentis, Purdue University at West Lafayette

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Diversity, NSF Grantees Poster Session

,and evaluate the effectiveness of a set of vertically integrated online modules that will employ aconvergent science approach along with innovative pedagogies to teach model-based systemsengineering (MBSE) to current and future practitioners. The team will collaborate with industrypartners, faculty at community colleges, and faculty at 4-year colleges to prepare online modulesfor three different audiences: practicing engineers, undergraduates at 4-year institutions, andstudents pursuing 2-year degrees. The project began on January 1, 2020. The team of systemsengineers, manufacturing engineers, instructional designers, computer graphics technologists,and engineering educators, some with expertise in learning assessment, will share the

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

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Diversity, NSF Grantees Poster Session

engineering.Indeed, there is ample evidence that diversity improves the productivity and creativity of teamsthrough varied perspectives, experiences and interpretations [1, 2]. However, there is littleawareness of the potential contributions of neurodiverse individuals, such as those with AttentionDeficit Hyperactivity Disorder (ADHD). ADHD has been defined by the AmericanPsychological Association as a neuropsychological condition characterized by a persistentpattern of inattention, hyperactivity, and/or impulsivity [3]. However, ADHD has been shown tobe associated with creativity, innovation, and risk-taking, all of which are critical skills forengineers to tackle the multifaceted challenges of the future [4-6]. While these traits are allpotential assets

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ciera Ferrone, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez, Arizona State University; James Collofello, Arizona State University; Kyle D. Squires, Arizona State University

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Diversity, NSF Grantees Poster Session

engineering from Stanford University. c American Society for Engineering Education, 2020 Does EPICS as a pre-college program foster engineering identity development as correlated to doing engineering? Engineering Projects in Community Service (EPICS) is a middle and high schoolprogram, supported by Arizona State University’s Ira A. Fulton Schools of Engineering, Tempe,Arizona, with a focus on the engineering design process and delivering real solutions tocommunity partners [1]. In order to evaluate the efficacy of the program, a pre/post-test designwas implemented to examine changes in attitudinal and behavioral measures. Pre-data werecollected at the beginning of the school year and paralleled

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renata A. Revelo, University of Illinois at Chicago; Joseph Hummel; Mohammad Taha Khan, University of Illinois at Chicago

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Diversity, NSF Grantees Poster Session

poster, we review the adoption of the Early Research Scholars Program (ERSP),developed at the University of California San Diego, to our institution, the University of Illinoisat Chicago (UIC). The program was designed to support retention of students from marginalizedbackgrounds in the field of computing especially during the second year of their major.ERSP BackgroundThe Early Research Scholars Program (ERSP) was developed at the University of California SanDiego. The central components of ERSP are “1. a course-supported apprentice model in whichstudents work on real research problems within an active research group as they learn thefundamentals of Computer Science (CS) research in a structured class setting. 2. A dualmentoring framework in

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University; DeDe Griffith, Northwest Louisiana Technical Community College; Cheri Greer, Northwest Louisiana Technical Community College

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NSF Grantees Poster Session

-oneactivities has further shed light on some of the essentials and practicalities needed for achievingthe grand vision of enabling the manufacturing workforce for the future.Introduction & BackgroundIndustrie 4.0, a term coined in Germany (during 2011), refers to the ongoing reformation ofadvanced manufacturing (Operating Technologies - OT) enabled by advances in automation/data(Information Technologies - IT) [1]. Often translated in the United States under the umbrella ofSmart Manufacturing [2], it is an emerging trend in the digitization of manufacturing thatincludes certain key technological components. Among the descriptors of the fourth industrialrevolution, many coined by consultancies in first-world countries, perhaps McKinsey [3, 4]captures

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar, University of Toledo; Marjory A. Goodloe, University of Toledo; Jimmie Jones, University of Toledo; Aaron Lee Adams, Alabama A&M University

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Diversity, NSF Grantees Poster Session

students such asthe National Society of Black Engineers (NSBE) in contributing to the interlinking of personaland professional identities, and to the career pathways of African American students enrolled inPWI and HBCU, respectively.Theoretical Perspectives: Social Identity and Ecological Systems TheoriesSocial identity theory [1, 2] emphasizes the distinction between relevant and meaningful socialgroups and an individual’s commitment to and identification with specific social groups. Thetheory examines the psychological processes associated with identity negotiations based on in-group affiliation and social categorization of self and others. Specifically, social identitynegotiation is a social phenomenon that becomes subjectively meaningful by

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

next steps. These adjustments are driven by our reflection ofwhat, precisely, is our revolution, and how our project team is adapting to accelerate progress onthe pathway to reach the revolution.Where Have We Been?—Background on ASU RED projectOur focus is to empower faculty and students to become risk-takers and innovation leaders. Byencouraging risk-taking, we create an environment that rewards experimentation and enablesfaculty and students to become passionate about their work. The project leverages an additiveinnovation mindset [1] by using a mode of collaboration where participants in a community are:1) inspired by shared artifacts/ideas, 2) openly share (and learn about) the technology andprocess used to create these artifacts/ideas, 3

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University; Mike Benton, Louisiana State University

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Diversity, NSF Grantees Poster Session

the studentprojects for 2016 and 2017 are included in Table 1.After the mentors and projects were identified, the next step was to design the 10-week program,which included many activities and workshops offered at LSU and around the state of Louisiana(Table 2). The goal of the workshops was to provide students with training in areas besides juststandard research. To accomplish this, we developed seminars focused on laboratory safety, howto use the library, research ethics, effective communicating, how to apply to graduate school, howto apply for graduate fellowships, and a panel discussion led by current graduate students in thechemical engineering department at LSU. Each of the seminars lasted ~60 minutes and was led byvolunteers from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods for studying plasma turbulence and plasma jets. His research has also included fluid physics and electric propulsion using Lattice-Boltzmann methods, spectral element methods, Weighted Essentially Non-Oscillatory (WENO), etc. Past research includes modeling single and multi-species plasma flows through ion thruster optics and the discharge cathode assembly; computer simulations of blood flow interacting with blood vessels; modeling ocean-air inter- action

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology (School of Engineering and Science); Tania Jarosewich, Censeo Group ; Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

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Diversity, NSF Grantees Poster Session

Impacts Technology Students (SKIITS)1 developed an online,asynchronous, accessible-from-anywhere course that community colleges can use as a resourceto offer spatial skills training to their students with a nominal investment of institutionalresources. The course is based on research and materials created with the support of NSF fundingthat were successfully used in face-to-face instruction in four-year universities.SKIITS focuses on three research questions:1. Can effective materials developed through earlier NSF funding to improve spatial skills be transformed into an effective set of online resources?2. Does providing spatial skills training improve the retention of low-spatial-ability students, including women in technician programs?3

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Agnieszka Miguel, Seattle University

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NSF Grantees Poster Session

alsosummarize the outcomes of focus groups held once a year with the ECE scholars. The paperprovides lessons learned and suggestions for those who would like to implement a similarprogram at their institutions.1. BackgroundSeattle The Electrical and Computer Engineering (ECE) Department offers an undergraduate-only program that provides an integrated, contemporary perspective of the electrical andcomputer engineering profession. Students have the choice of earning a BSEE or a BSEE withComputer Engineering Specialization degree. Our students experience small class sizes, extraacademic support, and an emphasis on oral and written communication, as well as leadershipand teamwork skills. Our rigorous student-centered program provides a sound foundation

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin P.E., University of Washington; Jana Milford, University of Colorado, Boulder; Janet Callahan, Boise State University; Pamela Cosman, University of California, San Diego; John B. Schneider, Washington State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann E. Delaney, Boise State University; Beth A. Myers, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Tanya D. Ennis, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Michelle Ferrez, University of California, San Diego; Tiffany D. Pan, University of Washington; Jessica Baldis, University of California, San Diego

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Diversity, NSF Grantees Poster Session

students changes faculty mindsets andinstructional practices. Ongoing research into student experiences is investigating how the variedcurricula, advising, and cohort models used across the six institutions influence student retentionand sense of identity as engineering students.I. IntroductionStudents from low-income backgrounds are underrepresented in engineering programs, and thosewho do enter engineering are more likely to struggle academically [1]. In particular, suchstudents may have attended under-resourced high schools and consequently lack the preparationin science and mathematics needed to directly enter four-year engineering and computer sciencecurricula that are designed for students who are calculus-ready. Low-income students also

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University; John Jackman, Iowa State University; Farshad Niayeshpour, Iowa State University

Tagged Topics

NSF Grantees Poster Session

suchas investment in construction of power generation facilities or decommissioning of such facilities.Such decisions constitute strategic flexibilities or "real options" because the decision maker canalter the course of an investment over time when an uncertain aspect of the project such as theprice becomes known. The current practice in engineering curricula, however, does not addressthe declarative and procedural knowledge necessary for critical economic decision making. Wepropose to (1) develop a module in an introductory course emphasizing the concept of theaforementioned strategic flexibilities and (2) develop an advanced course that is mathematicallyrigorous, yet with in-depth case studies for the CEPs. The module addresses the valuation