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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, AmeriCorps VISTA; Katherine C. Chen, Worcester Polytechnic Institute

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asshe reflects on her time at Cal Poly, SLO. "I serve because apathy to issues of racism, poverty, sexism, transphobia, and xenophobia perpetuates them. I serve to fight for everyone's right to pursue an education. I serve to empower the most vulnerable communities in our country. I serve because the fight for justice never ends." [11].ConclusionThe connection between the S-STEM PEEPS grant and the CSU STEM AmeriCorps VISTA hasbeen mutually beneficial. The volunteers who participated contributed to the PEEPS programand the VISTAs themselves also benefits by learning about higher education and their ownpassions in a deep way.We urge other grantees to explore the possibilities at your site for this amazing resource

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

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Diversity, NSF Grantees Poster Session

test for reliability and validity.AcknowledgementsThe authors are very grateful for the interest and participation in our work from so manymembers of our School community – students, staff, and faculty. We also acknowledge thesupport provided by the National Science Foundation through grant EEC 1519467. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] M. Koretsky, M. Bothwell, S.B. Nolen, D. Montfort and J. Sweeney. “Shifting departmental culture to re-situate learning.” Proceedings of the ASEE Annual Conference and Exposition. New Orleans, LA, 2016, 10.18260/p.26183.[2] J

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

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NSF Grantees Poster Session

, closeattention should be paid to which resources are being used the most to ensure that resources donot run out and equipment is always in operating condition. Having a staff that is knowledgeablein what the makerspace has to offer can ensure that the space remains operable, and thereforaccessible. Lastly, keep in mind that the needs of the students may change, and the makerspaceneeds to be prepared to adapt in order to survive 5.AcknowledgementsThis work is supported by the National Science Foundation through Award No. DUE 1431721,1432107 and 1431923. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of NationalScience Foundation.References1. Barrett, T

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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Diversity, NSF Grantees Poster Session

performance. This IR report has been renamed from “Student Success Engineering” to “Students Attending Success Center Sites” to reflect adaption by other academic units on campus, including the tutoring centers of Mathematics, Physics and Statistics; and the Bronco Study Zone. Our STEP project has benefited from this collaboration because we can now see if CEAS students use any of the student success sites across campus, not just those offered by CEAS-STEP. Our academic advisors and faculty mentors can also view data via the tracking website, which helps when meeting with students who may be struggling academically.G. Maintain Regular Communication with Campus Collaborators – It is sometimes easy to stay out of contact with

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R. Hamlen, Cleveland State University

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NSF Grantees Poster Session

. The physical system is successfullyimplemented and tested with entry-level Intel and Xilinx prototyping boards.7. Acknowledgments Part of this material is based upon work supported by the IUSE program of the Division ofUndergraduate Education of the National Science Foundation under Grant No. 504030. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of the National Science Foundation. Thephotos in Figure 3(a) and Figure 3(b) are courtesy of Intel and Xilinx, respectively.Figure 3. FPGA prototyping boardsReferences[1]. Altera, Avalon Interface Specifications, Intel Corp., 2017.[2]. Altera, MAX10 FPGA User Guides, Intel Corp., 2017.[3]. Altera

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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research is needed.AcknowledgementsThe authors thank the reviewers for their helpful comments and suggestions. We would also liketo gratefully acknowledge the NSF for their financial support (through the DUE-1744407 grant).Any opinions, findings, and conclusions or recommendations expressed in this Report are thoseof the authors and do not necessarily reflect the views of the National Science Foundation; NSFhas not approved or endorsed its content.References[1] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” PNAS, vol. 111, no. 23, pp. 8410-8415, June 10, 2014.[2] M. H. Dancy and C. Henderson, “Experiences of new faculty implementing research-based instructional strategies,” AIP

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Paper ID #21689Enhancing Core Chemical Engineering Courses with Computationally-IntenseCourse ModulesDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dominic J. Dal Bello, Allan Hancock College

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Diversity, NSF Grantees Poster Session

cohorts of 15 to 16 students.Student progress was monitored during Fall 2016, and in preparation for a less successfulsemester, a new activity was introduced for winter break 2016–17. SESMC purchased the bookMindset: the New Psychology of Success, by Carol S. Dweck [1]. This book was assigned asreading over the winter break and was the primary topic of discussion at the Spring 2017orientation meeting. The intent was to provide students with perspective when met with newchallenges, and tools to deal with them. Some key takeaways that students received from readingMindset and from the subsequent group discussions:  “Failing is not a reflection of my self-worth, it is merely an opportunity for improvement.”  “After reading this book I spent

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

this program hadbetter performance through their discipline of study than those who were not part of NSFlearning community cohorts. The benefits of the scholarship program have been reflected instudents’ graduation and job placement rates; Students involved in the NSF-STEM program havethe highest rate of graduation within 4 years and the highest rate of job placement.In addition to the success stories of after-class professional activities, NSF-STEM students wereengaged and involved in Robotics and UAV club activities. As a result, many of these studentswere able to participate in regional, national and international competitions and received topplace ranking [7]. As an example, NSF-STEM students designed and developed two robots forthe 2016

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

isnot enough to spark conceptual change in teaching practice. The faculty development literaturecontends that faculty must have a more sustained experience where they are able to integrate theoryand practice and where they can interact with peers as they reflect on their own practice [16-18].Active learning instruction and technology-enhanced instruction (ex. designing hybrid and flippedcourses) require rigorous pre-course planning [19, 20]. Shifting the learning paradigm fromteaching-centered to learning-centered is also an important shift in teaching strategy.[4, 11, 13, 21]This faculty development program supports the social aspect of learning with other faculty –learning community/ community of practice model – found to better achieve

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

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century.AcknowledgementsThis work was funded by a National Science Foundation EEC CAREER grant (1554057). Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor and do not necessarily reflect the views of the National Science Foundation.References[1] M. C. Thursby, “The Importance of Engineering: Education, Employment, and Innovation,” The Bridge, vol. 44, no. 3, pp. 5–10, 2014.[2] J. Miller, “The Science and Engineering Workforce: Realizing Americas Potential,” Natl. Sci. Board Natl. Sci. Found. Rep. NSB, pp. 03–69, 2003.[3] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the engineering workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, 2005.[4] W. Wulf, “Diversity in Engineering,” The Bridge

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Katie Cadwell, Syracuse University; Joan V. Dannenhoffer, Syracuse University; Frederick J. Carranti P.E., Syracuse University; Can Isik, Syracuse University

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NSF Grantees Poster Session

active learning to a greaterdegree in their courses, followed by 16/23 (70%) who said so about understanding how to makelectures more active, 14/23 (61%) who said so about their confidence incorporating activelearning techniques in their courses; and 12/23 (52%) who said so about their understanding ofproblem-based learning techniques. Similarly, large majorities – ranging between 91% and 100%-- reported they were either “likely” or “very likely” to implement 5 specified teaching changesas a result of the workshop. In fact, a full 17/23 (74%) said they were “very” likely to revise theircourse syllabi to reflect more clearly written instructional objectives, followed by 15/23 (65%)who indicated they were “very” likely to increase the degree to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, University of South Carolina; Ashis Nandy, Northern New Mexico College

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Diversity, NSF Grantees Poster Session

from the National ScienceFoundation (NSF) Grant 1259993. Any opinions, findings and conclusions orrecommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.References[1] U.S. Census Bureau, “State and County Quick Fact”, USA, 2010[2] New Mexico Higher Education Department, “Annual Report”, NM, 2016[3] Greatschools, Inc., “Great Schools Review Report”, USA, 2018[4] Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions,Harper Perennial, 2010.

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

to make the decision not to participate in our study if they perceive a threat fromdisclosing their citizenship status.In sum, the combined lesson learned from these three issues (e.g., site access, participantrecruitment design, and the current political climate) are important, as the strength of the studylies in the data collected. If not sensitive to institutional barriers to data collection, valuableconnections to potential participants are lost. Without attention paid to the particularities of astudy’s target population, researchers may waste time recruiting a sample, which fails to addresstheir research questions and/or reflect accurate experiences of the study’s population of interest.If the socio-political climate of a research site

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Julie P Martin, Clemson University; Maura J. Borrego, University of Texas, Austin; Nathan H Choe, The University of Texas at Austin; Margaret J. Foster, Texas A&M University; Xueshu Chen, University of Texas at Austin

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funded by the US National Science Foundation Division of UndergraduateEducation through grant numbers 1446319, 1446323 and 1446369. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliographic Information1. Olson, S. and D.G. Riordan, Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Report to the President. 2012, Executive Office of the President, President’s Council of Advisors on Science and Technology: Washington, DC, USA.2. Rendon, L.I. and J.R. Valadez, Qualitative indicators of Hispanic student

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering

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providers of professionaldevelopment opportunities and educators of prospective K–12 teachers ofengineering should align their work with guidance documents that draw on themost up to date understanding of research and best practices in teacher educationand professional development. As new knowledge accumulates about theprofessional learning of K-12 teachers of engineering, adjustments in programsshould reflect new insights gained from rigorous, high quality scholarshipRECOMMENDATION 5: As evidence accumulates about effective approaches topreparing K–12 teachers of engineering, it will be important to establish formalaccreditation guidelines for K–12 engineering educator preparation programs,such as those developed by the Council for the

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Foundation under GrantNumber [redacted]. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank [redacted] and [redacted] for help with datacollection.References[1] C. Carrico, H. M. Matusovich, and M. C. Paretti, "A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students," J​ournal of Career Development,​ 2017.[2] C. A. Carrico, “Voices in the mountains: A qualitative study exploring factors influencing Appalachian high school students’ engineering career goals,” Ph.D. dissertation, Engineering Education, Virginia Polytechnic

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rafal Jonczyk, Adam Mickiewicz University, Poland, and Pennsylvania State University; Yushuang Liu, Pennsylvania State University; Danielle S. Dickson, Pennsylvania State University ; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Janet van Hell, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Experimental Social Psychology, vol. 35, pp. 4-28, 1999.[18] A. Fink, and M. Benedek, “EEG alpha power and creative ideation,” Neuroscience & Biobehavioral Reviews, vol. 44, pp. 111-123, 2014.[19] W. Klimesch, “EEG alpha and theta oscillations reflect cognitive and memory performance: a review and analysis,” Brain Research Reviews, vol. 29, pp. 169-195, 1999.[20] I. Bakker, A. Takashima, J. G. Van Hell, G. Janzen, and J. M. McQueen, “Changes in Theta and Beta Oscillations as Signatures of Novel Word Consolidation,” Journal of Cognitive Neuroscience, vol. 27, pp. 1286-1297, 2015.[21] M. C. M. Bastiaansen, A. Mazaheri, and O. Jensen, “Beyond ERPs: Oscillatory neuronal dynamics,” in The Oxford Handbook of Event-Related

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Uchenna Asogwa; Amanda Portis Malefyt, Trine University; Charlene M. Czerniak, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation, LLC; T. Ryan Duckett, Acumen Research and Evaluation

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NSF Grantees Poster Session

cataloging YouTube problems is appreciated. This material is based uponwork supported by the National Science Foundation under Grant No. DUE 1712186. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. This workwas completed within the framework of University of Toledo IRB protocol 202214.Bibliography1. Zax, D., Learning in 140-Characters Bities. ASEE PRISM, 2009: p. 1-3.2. Bullard, L.G., The case against the use of solution manuals. Chemical Engineering Education, 2013. 47: p. 73.3. Lang, J.M., Small Teaching: Everyday Lessons from the Science of Learning. 2016: John Wiley & Sons.4

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Josue DUPE Njock Libii, Indiana University-Purdue University Fort Wayne

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NSF Grantees Poster Session

Purdue University  The slowness of approval processes within the institution and the disbursement of funds  The limited time available to participating faculty and staffConclusionAll in all, much was accomplished during the first year of work on this grant and the PIgratefully acknowledges the invaluable support of the National Science Foundation (NSF) andthat of the Co-PIs, all participating faculty, staff, university administrators, and organizations inNortheastern Indiana.Note: This work is supported by NSF through NSF Award #1565066. However, the opinionsexpressed in this document are those of the author and do not, necessarily, reflect those ofthe National Science Foundation (NSF).References [1]Talent Wave. http

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Russell Andrew Long; Richard A. Layton, Rose-Hulman Institute of Technology; Catherine E. Brawner, Research Triangle Educational Consultants; Nichole Ramirez, Purdue University

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of innovative research methods in addition to data [13, 14,15].In targeting institutions to join MIDFIELD, we are aiming to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Institutions are also targeted that excel or fail atgraduating under-represented minorities – plans include adding 5 Historically Black Collegesand Universities (HBCUs), 7 Hispanic Serving Institutions (HSIs), 5 institutions with highNative American populations, and 7 universities with high Asian/Pacific Islander populations.Whereas the project is designed to recruit a stratified sample of US institutions with engineeringprograms, institutions interested

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pankaj Mallick, University of Michigan, Dearborn; Ghassan Kridli, University of Michigan, Dearborn; Elsayed A. Orady, University of Michigan, Dearborn; German Reyes, University of Michigan, Dearborn; Jennifer M. Makas, University of Michigan, Dearborn

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they formed themselves, meet more frequentlywith the tutor and seek counseling from the STEM faculty and staff. The importance of closemonitoring, frequent counseling, cordial relationship building with the students, and patience arethe most important lessons learned in the first three years of the S-STEM scholarship program. Appendix A: Self-Assessment Worksheet (Prepared by the Office of Advising and Academic Success in the College of Engineering and Computer Science)Please take time to reflect on the questions below. Your advisor is there to assist you to findresources.Name____________________________________ UMID__________________________Challenges – In your own

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Moreland, Purdue University Northwest; Michael Edward Hoerter, CIVS; SHENG WANG, PURDUE UNIVERSITY NORTHWEST CIVS

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NSF Grantees Poster Session

Postsecondary Education: Reflections on Principles and their Application," Journal of Postsecondary Education and Disability 19.2, 2006.

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Jaime Lester, George Mason University

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NSF Grantees Poster Session

in the field studies reported here. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Arnold, A. (1999). Retention and persistence in postsecondary education: A summation of research studies. Texas Guaranteed Student Loan Corporation, 5.2. Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580.3. Hayes, R. Q., Whalen, S. K., & Cannon, B. (2009). Csrde stem retention report, 2008–2009. Center for

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, Arizona State University ; Brooke Charae Coley, Arizona State University, Polytechnic campus; Joachim Walther, University of Georgia; Joshua M Cruz

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empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Mr. Joshua M Cruz Joshua Cruz is a PhD student studying education at Arizona State University. He is interested in in- novating qualitative methods in research, how students transition between high school and college-level coursework, student writing, and student engagement studies. He currently teaches educational founda- tions courses at Arizona State University’s Mary Lou Fulton Teachers College. c American Society for Engineering Education, 2017 Connected Ways of Knowing: Uncovering the Role of Emotion in Engineering Student Learning“Connected

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Nelson Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Monique S Ross, Florida International University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Benjamin P. Jackson, Purdue University; Swetha Nittala, Purdue University, Engineering Education Dept.; Tiantian Li, Purdue University

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within the team. Students were alsoless likely to exhibit the largest negative shifts in teaming attitudes (bottom quartile) if they hadpositive shifts in their multicultural awareness - openness. Results of this quantitative work wereused to further refine instruments and data collection protocols for replication in the subsequentphases of the project.Diversity OrientationsQualitative results indicate that students consistently described why diversity was important intheir teams and in engineering as a field. These descriptions reflected conversations within theirclasses and the language used by instructors to discuss why diversity and working in teams wereimportant learning objectives in the courses. However, when talking about their

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M Ehlert, Clemson University; Dennis M Lee, Clemson University; Penelope Vargas

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NSF Grantees Poster Session

were contributing to research, they often mentioned it was because they were staying withinwhat is already known, rather than seeking something new. In contrast, other participants believethat performing research or experimentation alone makes one a researcher. Some studentsexpressed a temporal aspect to their researcher identity, dependent on their level of activitywithin the research community. This was reflected in comments such as, “[…] I stopped doingresearch at the end of my junior year (I am currently a senior), so I don't really consider myself aresearcher currently […]”. Many students discussed how research needed to contribute to societyand have altruistic goals, whether through the outcomes of their research, the products theycreate

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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from Cognitive Information Processing theory to moreaccurately reflect SVE decision making about majoring in engineering. Practically, the resultscan inform military transition assistance programs and improve university efforts to ensure thatstudent veterans experience a successful transition from their military career to higher educationand engineering studies.This work focuses on two research questions. For Research Question # 1 “What are somebroader influences on the decision to major in engineering?” three themes emerged from ourdata. Theme 1: Decision to major in engineering was made prior to military service. Theme 2:Decision to major in engineering was prompted through the encouragement from otherindividuals. Theme 3: Decision to major

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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of the summer research experience (See Figure E)as well, with general attitudes reflecting an extremely positive experience for most respondents;a majority of responses were “Strongly agree,” and the following statements received 75% ormore “Strongly agree” responses: “My position provided me with opportunities for learning andprofessional growth”, “There was a positive value to the research project in which I wasengaged”, “I would be interested in another research experience at CIAN”, and “I wouldrecommend this program to my colleagues.”Figure E. 2010-2016 Aspects of ExperienceParticipant Reported Perception of ExperienceROKET participants were asked to rate their overall experience, to which 89% indicated it was“Excellent” (97% indicated

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

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ideal place to maximize our sample of first-generation college students. A confirmatory factor analysis will be conducted on the funds ofknowledge scale to finalize validity evidence of the scale. After the funds of knowledge scale hasbeen validated, we will continue forward in answering the research questions.AcknowledgmentsThis work was supported through funding by the National Science Foundation under EAGERGrant No. (1734044). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] E. T. Pascarella, C. T. Pierson, G. C. Wolniak, and P. T. Terenzini, “First-Generation College Students