Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Juan Carlos Laya, Texas A&M University; Carlos Andres Alvarez Zarikian, Texas A&M University; Nancy Elizabeth Martinez, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity, NSF Grantees Poster Session

2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 SedimentSketch, teaching tool for undergraduate sedimentology to provide equitable and inclusive learning for Hispanic students Anna Stepanova Saira Anwar Juan C. Laya Carlos A. Alvarez Zarikian Nancy E

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

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Diversity, NSF Grantees Poster Session

, experiential [17] and inquiry-based learning [18], collaboration, reflection, andgamified learning experiences [19]. Each lesson is divided into activation, mini-lesson, gameplay,student-led work time, and debriefing. In addition, each lesson features equity spotlights,including Universal Design for Learning (UDL) [7] and Culturally Sustaining Pedagogiesprinciples (CSP) [8].Additionally, educators' self-efficacy influences their confidence in teaching hardware concepts[20]. In our framework, this confidence is further sustained by the integration of teacherimplementation strategies and educative materials, which are informed by the TechnologicalPedagogical Content Knowledge (TPACK) framework [20]. Through this alignment, educators'self-efficacy serves

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Shameeka M Jelenewicz, University of Delaware; Jovan Tatar, University of Delaware

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Diversity, NSF Grantees Poster Session

Reflections On Four Approaches Taken At Rensselaer,” presented at the 2009 Annual Conference & Exposition, Jun. 2009, p. 14.1386.1-14.1386.16. Accessed: Jan. 30, 2020. [Online]. Available: https://peer.asee.org/sustainability-as-an-integrative-lens-for-engineering-education-initial-re flections-on-four-approaches-taken-at-rensselaer[6] J. L. Aurandt and E. C. Butler, “Sustainability Education: Approaches for Incorporating Sustainability into the Undergraduate Curriculum,” Journal of Professional Issues in Engineering Education and Practice, vol. 137, no. 2, pp. 102–106, Apr. 2011, doi: 10.1061/(ASCE)EI.1943-5541.0000049.[7] D. M. Riley, “Pushing the Boundaries of Mass and Energy: Sustainability and Social Justice

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

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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

Claire Kaat, Georgia Institute of Technology; Pepito Thelly, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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NSF Grantees Poster Session

and all the employees, faculty, and volunteers who support the makerspacewhere the analysis was conducted. 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] S. Blair, C. Crose, J. Linsey, and A. Layton, "The Effects of COVID-19 on Tool Usage in an Academic Makerspace," presented at the ASEE 2023 Conference & Exposition, Baltimore, Maryland, USA, June 25-28, 2023.[2] C. Kaat, S. Blair, A. Layton, and J. Linsey, "A Study of Makerspace Health and Student Tool Usage During and After the COVID-19 Pandemic," Design Science

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

guide students’ learning towards a deeper and conceptuallevel. They can also serve as a more authentic assessment tool than traditional written exams.Thus, in the end-of-quarter survey, students were asked to reflect on whether the oral examschanged their learning strategies. Overall, results show a quite even distribution of students’agreement level on how they find interactions during the oral assessment(s) changed theirlearning strategies. 29.4% of students agreed/strongly agreed on the prompt, while 38.1% ofstudents didn’t have a preference, and 32.4% of the students disagreed/strongly disagreed. Figure 7. Students’ perception of oral exam change their learning strategyResults showed that more URM students, FG students, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Monica E. Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

standards, reflecting the increasing acceptance of engineering at the K-12 leveland its potential value to students. In addition to promoting outcomes that benefit all studentsregardless of career aspirations such as increased math and science achievement and greatertechnological literacy, K-12 engineering programs have been identified as a means of recruitingand retaining potential students in engineering.The growth of precollege engineering programs means that increasing numbers of incomingengineering students will have had some exposure to engineering prior to their enrollment inengineering programs. However, the impact of precollege engineering experiences onundergraduate engineering students is relatively unexplored. To address this lack

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Alexander C. Yin, Pennsylvania State University, University Park; Amy L. Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Janice M. Margle P.E., Pennsylvania State University, Abington; Jill L. Lane, Clayton State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel P.E., Pennsylvania State University, University Park

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

about students’ majors in Year 1 and Year 2 reflecttheir pre-major status or preferences. Retention data about students’ majors in Year 3 reflect themajor into which they were admitted after going through the Entrance-to-Major process. Becauseit reflects objective major status rather than preferences and is available for students exposed tothe three interventions, we focus on retention in Year 3 rather than on graduation rates. Math Tutoring OutcomesTo improve performance and retention in the foundational math classes for STEM majors, wepresent data on two math interventions administered for the eight semesters of the project. Fourcampuses instituted a 1-credit weekly tutoring class taken in conjunction with

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Education and co-director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State Univeristy; Inanc Senocak, Boise State University

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NSF Grantees Poster Session

Foundation (NSF) for supporting this project: A SynergisticApproach to Prevent Persistent Misconceptions with First-year Engineering Students (EEC-1232761). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NSF.Reference1. Prince, M., Vigeant, M., & Nottis, K. Assessing misconceptions of undergraduate engineeringstudents in the thermal sciences. International Journal of Engineering Education, 2010, 26(4),880-890.2. Yang, D., Streveler, R. A., &Miller, R. L. Can instruction reinforce misconceptions?Preliminary evidence from a study with advanced engineering students. Paper presented at theAnnual Meeting of the American Educational

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly A Warren, University of North Carolina at Charlotte; Chuang Wang, University of North Carolina, Charlotte

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NSF Grantees Poster Session

design and conduct experiments (ABET student outcome [b]), and 3) theability to identify, formulate, and solve engineering problems (ABET student outcome [e]). It isimportant that engineering faculty of all disciplines continuously push the envelope and work toelevate student learning and comprehension so that they can apply the fundamental concepts inengineering design and decision making. The existence of various learning styles has also been well documented and multipleclassification systems have been developed. For example, the Felder-Silverman model7separates learning styles into four dichotomous categories: student learning can be 1) sensory orintuitive, 2) visual or verbal, 3) active or reflective, and 4) sequential or global

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ashley Seamon; Marcus James; Zoe Mouchantaf; Omar Ashour, Pennsylvania State University, Behrend

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Diversity, NSF Grantees Poster Session

better outcomes as this format would require studying in preparation due torestricted resources when completing the learning module as well as prevent outsidecollaboration, ensuring that the students’ work represented their individual efforts. Similar topicshave been examined in prior research. According to Lee and Pruitt, with only a little extra effortby teachers, classroom assignments often produce a higher gain in student achievement [2]. This“extra effort” from being inside the classroom was reflected in this investigation throughguidance from the professor and teaching assistants. Additionally, in an article referencingstudents’ thinking during class instruction, Doyle stated that “the study of tasks in actualclassroom settings can enrich

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia; Fan Yu, University of Missouri, Columbia; Lisa Y. Flores, University of Missouri, Columbia

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NSF Grantees Poster Session

://longevity.stanford.edu/self-efficacy- toward-a-unifying-theory-of-behavior-change/ (accessed Feb. 28, 2023).[14] A. Bandura, “Self-efficacy: Toward a unifying theory of behavioral change,” Psychological Review, vol. 84, pp. 191–215, 1977, doi: 10.1037/0033- 295X.84.2.191.[15] H. Fencl and K. Scheel, “Research and Teaching: Engaging Students -- An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course in a Nonmajors Physics Course,” Journal of College Science Teaching, vol. 35, no. 1, pp. 20–24, Sep. 2005.[16] F. Yu, J. O. Milord, L. Y. Flores, and R. M. & Marra, “Work in Progress: Faculty choice and reflection on teaching strategies to improve engineering self-efficacy,” 2022 ASEE Annual Conference, Jun

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut

Tagged Topics

NSF Grantees Poster Session

of the profession - throughmultimedia simulation, role-playing games, case-based learning, and review of other, fictionalizedcases - can give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss theramifications of various decisions in authentic contexts. Ultimately the goal is to better prepareyoung engineers to tackle current and future challenges that have tended to be underemphasizedin traditional engineering curricula.The overall research question for this project is “In what ways can experiential, game-basedapproaches to engineering ethics improve students' ethical reasoning skills?” The authors havedeveloped a suite of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W Ferguson, Western Carolina University; Andrew Ritenour, Western Carolina University; Wendy Cagle; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

-graduation for their career placements and job selection.Data collected will include the following. 1. Scholar demographic data 2. GPA, and PBL course grades. 3. Data on retention within the School, the FLiTE program, and degree attainment. 4. Written scholar reflections, and cohort/small group interaction summaries. 5. Interview notes or transcripts with scholars at key points in their degree progression. 6. Surveys to assess dimensions of entrepreneurism.SustainabilitySustained practices and benefits of the program may be viewed in the three categories. First, theprogram may lead to the establishment of entrepreneurial pedagogy applied to program curriculawithin the host department and at large. Past experience in the areas

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Erin Carll, University of Washington; Robin A.M. Hensel, West Virginia University

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Diversity, NSF Grantees Poster Session

Figure 3, some of the surveyed ACCESS studentsfound the Award Ceremonies and Get Together meetings “Very Valuable” or “SomewhatValuable” while others provided “Neutral” responses, which may reflect, at least in some cases,that these students did not participate in these activities, as well as the fact that due to theCOVID-19 restrictions these events were held online. Figure 3. Students’ evaluation of the co-curricular activities and support servicesMentors were assigned to ACCESS scholarship recipients based on student and facultypreferences and interests. Seven faculty who teach cybersecurity classes at LCSEE serve asmentors of ACCESS scholars. Each faculty mentors 3 to 4 ACCESS scholars and meets withstudents at least once each

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Xinghui Zhao, Washington State University, Vancouver; Kristin Lesseig

Tagged Topics

NSF Grantees Poster Session

conditional statementsusing IF. . . THEN structures.” This is perhaps not surprising given that these skills live outside ofthe particulars of Python, which was a new programming language for the majority of students.Skills that were more specific to the precise syntax and language of Python were ranked lower.For example, students expressed the least confidence in the statement “I can manipulatedictionaries to add/remove items, retrieve values,” with only 6 (of 19) students saying theystrongly agree, 11 somewhat agree, and 2 somewhat disagree. The statement “I can manipulatestrings using library methods” received almost identical ratings with 7, 11, 1 student in therespective categories.The survey also provided an opportunity for students to reflect

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Tech; Scott Streiner, University of Pittsburgh; Rockwell Franklin Clancy III, Colorado School of Mines; Ryan Thorpe

Tagged Topics

NSF Grantees Poster Session

of the profession - throughmultimedia simulation, role-playing games, case-based learning, and review of other, fictionalizedcases - can give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss theramifications of various decisions in authentic contexts. Ultimately the goal is to better prepareyoung engineers to tackle current and future challenges that have tended to be underemphasizedin traditional engineering curricula.The overall research question for this project is “In what ways can experiential, game-basedapproaches to engineering ethics improve students' ethical reasoning skills?” The authors havedeveloped a suite of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Claire L. A. Dancz, Clemson University; Yushin Ahn, California State University at Fresno; Karen Willis, Fresno City College

Tagged Topics

Diversity, NSF Grantees Poster Session

Average # of Semesters (excluding summer) Award Year # of Awards Mean Median 2012-13 1 12.0 12.0 2014-15 2 13.0 13.0 2015-16 2 4.5 4.5 2016-17 1 8.0 8.0 2018-19 1 10.0 10.0 2019-20 17 10.9 8.0 Overall 24 10.4 8.0Raw averages shown in the “Mean” column do not reflect the change that we are hoping to see;the overall average for the last eight

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vibhavari Vempala, University of Michigan; Emily Buten, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

genderor race matching in mentoring does not significantly impact academic outcomes [16]. However,students also indicate the importance of having mentors with whom they share gender or racialidentity [16]. The mentoring constructs examined in this study include maintaining effectivecommunication, aligning expectations, assessing understanding, fostering independence, andpromoting professional development, which might not fully reflect or describe all the constructsthat mentors who mentor racially marginalized students might need to be competent in. Forexample, mentors who are engaged in cross-race and cross-gender mentoring might not alwaysfully understand the racial and gendered experiences of their mentees who are of another raceand/or gender

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

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NSF Grantees Poster Session

team of researchers at a Southwest Hispanic-Serving Land-GrantUniversity embarked on an National Science Foundation-funded study to provide workshops forfirst year engineering students to introduce them to metacognitive awareness learning strategiesthat have the potential to help their study skills, and in turn, their academic performance. Toassess if these strategies were utilized and if they were helpful for students, we collected pre- andpost-intervention surveys and reflective writing journals. The survey items came from themetacognitive awareness inventory (MAI) [1] to measure pre- and post-knowledge andregulation of cognition. These surveys were administered to the introductory level engineeringclasses at the beginning and end of their

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic School; Susan Sajadi, Arizona State University

Tagged Topics

NSF Grantees Poster Session

prompted to describe the circumstances, engineer's reaction, resourcesthe engineer used, and outcome for each incident. They are also asked to reflect on how theirorganization hires for and rewards adaptability.Interviews are being conducted with 15-20 engineering managers at four companies in thesouthwestern U.S. based on guidelines related to reaching code saturation in qualitative research[62] [63]. Engineering managers of different experience levels and demographic characteristicshave been recruited at each company with the help of an internal project liaison, most typically, asenior engineering manager themselves. Each company has different approaches to externalresearch, with some requiring the signing of non-disclosure agreements (NDAs

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri - Columbia; Douglas J. Hacker

Tagged Topics

NSF Grantees Poster Session

and divided into units that can be coded viaa coding scheme that is based on a priori theoretical assumptions about the processing involvedin the task at hand. Both the frequency of the coded verbalizations and the sequence of thecoded verbalizations can be used as measures of metacognition.Metacognitive declarative knowledge is more likely to be validly measured by off-line measures.[15]. Metacognitive declarative knowledge reflects stable knowledge and beliefs about oneselfas a problem solver and stable traits that one has about performing specific cognitive skills. Aperson’s stable knowledge, beliefs, and traits, although potentially influencing one’s cognitiveactivity, can be retrieved at any time, are resistant to change, and can be

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University of Science and Technology; Justin L. Hess, Purdue University at West Lafayette; Alison J. Kerr, University of Tulsa; Dayoung Kim, Purdue University, West Lafayette; Michael C. Loui, University of Illinois at Urbana - Champaign; Andrew O. Brightman, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

) Reflection and Association, and(7) Prior Ethics Training. In addition to a separate ASEE manuscript detailing these results [50], apaper presenting a methodological overview on strategies for pairing phenomenography with CITis in development [52].Future WorkFuture research related to RQ1 will include (1) finalizing a set of categories; (2) identifying therelationships between categories; and (3) generating an outcome space that presents thatcategories, their dimensions of variation, and the inter-relationships between categories. Thisanalytic process will be further supported by developing “themes of expanding awareness” whichrepresent key features of each category that manifest in different ways for each category. Thefinalized outcome space will be

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

Tagged Topics

Diversity, NSF Grantees Poster Session

scheduling S-STEM Scholar events where attendance to our S-STEM Scholars programs had to take into account that many of these students would haveexternal obligations that would conflict with organizing group activities.    Additionally, many of our S-STEM Scholar participants came from both an older part-timestudent population, and/or commuter student population that reflected the increasingly largerportion of the overall student body. It was understood that these students have a higher rate ofattrition from college than their more traditional (4-year) counterparts. However as documentedresearch has determined, the reasons for the drop-out rate is not as well understood unless wereview some of the potential causes [8]. According to the National

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; David L. Tomasko, The Ohio State University; Rachel Tuttle, The Ohio State University ; Jan Upton, Institutional Research Consultants, Ltd.

Tagged Topics

NSF Grantees Poster Session

coursework compared to only 40 percent in the GES group. Three quarters(75%) of the HES students reported that scholarships allowed them to pursue their preferredmajors and made it possible for them to do research or participate in service learningopportunities (significantly higher than the GES group). While 60 percent of the GES studentsagreed that scholarships allowed them to pursue their preferred majors, no GES studentsindicated that the scholarships made it possible for them to pursue research or service learningprojects, which was a statistically significant difference. Another significant gap between the twogroups is reflected in the 55 percent of HES students who affirmed that scholarships had giventhem more time to research graduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Tiago R. Forin, Rowan University; Roisin Breen, Rowan University; Patricia Lynn Hurley, Rowan University; Erin Elizabeth Pepe, Rowan University; Jiayun Shen, Rowan University; Iman Noshadi, Rowan University

Tagged Topics

NSF Grantees Poster Session

,catastrophes,injustices, and gender biases, movies and documentaries can be shown. Some examples includeErin Brockovich, A Civil Action, and Bhopal Express. The movies can be assigned and dividedbetween groups to watch on their own and present to the class or shown to the entire class atonce. The instructor can lead a discussion and analyze the movie with students to identify theissue, the consequences of the issue, and how the issue could have been prevented.3.3 Communication SkillsOral and written communication skills are incorporated into the curriculum through technicalreports, oral-presentations, and reflective essays. Strong communication skills are a necessity inthe field of engineering to share statistics, data, experimental findings, and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yin Pan, Rochester Institute of Technology; Michael Yacci, Rochester Institute of Technology; Sumita Mishra, Rochester Institute of Technology

Tagged Topics

NSF Grantees Poster Session

developed using our game framework and game creator. Following the storyline, wedecide on the number of phases for this game; each phase carries its own set of question/answers/resourcesrepresenting a “chapter” of the entire game. For the storyline described above, we created a conspiracyboard with four phases: Image, Preserve, Analysis, and Report, to reflect our objectives. For each phase,we designed and created a sequence of questions in the format of multiple choice, short response, or uploadfiles. The correct answers and helpful resources were also decided. This sets the stage to create the gamemodule.3.2 Create a game module using the GUI-based game editorAs we mentioned earlier, our game framework uses XML to decouple the game implementation

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

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Diversity, NSF Grantees Poster Session

. The paperdetails the impact of the project has on students, faculty, programs, and the department. Theseinclude strategies and co-curriculum activities that engage scholars and their fellow students,enhance their learning experience on campus, and increase their retention and timely graduationrate. In addition, reflecting on what we did, what we achieved, and the lessons we learned, weshare our categorization of the decisions and choices we have to make while preparing andwriting a successful project proposal. We also detail our experience adapting established bestpractices in STEM higher education community to an urban public large university with adiversified population of students, faculty, and staff while implementing the program.1

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus; Audrey Boklage, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

of the interview [12]. We then ask follow-upand probing questions as we enter the conversation phase of the interview [12]. Finally, we askedsemi-structured interview questions if the answers failed to emerge naturally during the earlierphases of the interview. These included questions about their perceived experiences making,engineering, and, in particular, navigating their engineering program and university makerspaceas a student from an URG. Final questions ask the student to reflect on and makerecommendations for improving the makerspace and/or the engineering program (see Appendixfor our interview protocol).Throughout this project, we have struggled with how to ask students about their URG status andhow that status impacts them as an