Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie, Gullie Consultant Services LLC; Barry J. Sullivan, Inclusive Engineering Consortium; Megan Bekolay ; Dean T. Spaulding ; Mandoye Ndoye, Tuskegee University; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University

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Diversity, NSF Grantees Poster Session

learning experience, and research activities done at a distance. To gather thisinformation from REU/RET graduate mentors and undergraduate students, surveys weredeveloped and administered electronically. Items for the surveys were both Likert type items andopen ended to gather in depth information about how they moved from face to face to online/virtualclassrooms and how they addressed challenges along the way. The data included an analysis ofstudent reflections comparing perceptions from the spring 2020 semester of the COVID-19pandemic through to the present spring 2021 semester. Information focused on student perceptionsduring that time period. Qualitative and quantitative data were gathered and analyzed using theme-pattern analysis for both

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

, findings, conclusions andrecommendations expressed are those of the authors and do not necessarily reflect the views ofthe National Science Foundation.References[1] J. Roy, Engineering by the numbers. Engineering College Profiles & Statistics ASEE, 2019.[2] N. Dlodlo and R. N. Beyers, “The experience of girls in a fabrication engineering environment,” Gender Technol. Develop., vol. 13, no. 1, pp. 127-135, 2009.[3] APS Physics, Bachelor’s degrees earned by African Americans, by major. https://www.aps.org/programs/education/statistics/aamajors.cfm accessed Nov 24, 2019.[4] A. A. Bergerson, B. K. Hotchkins, and C. Furse, “Outreach and identity development: new perspectives on college student persistence,” J. College Stud. Retention, vol

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

and frameworks for engineering education need to support development of technicalaptitude and general (meta) competencies [25, 26], that is, those skill sets that enable students tocommunicate effectively, work in teams, operate in complex organizations, meet quality standards,and transfer task-specific skills to new challenges or tasks [27, 28]. Our proposed development ofadvanced UAS technical professionals will be grounded in Kolb’s [29] work, which provides amodel of experiential learning with four stages (i) Concrete Experience: the learner must be willingand actively involved in the experience; (ii) Reflective Observation: the learner must be able toreflect on the experience; (iii) Abstract Conceptualization: the learner must possess

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

activities, the annual reporting expectations (to NSF), budgetingguidelines, and plans for attending/presenting-at the ATE grantee conferences, among others.Being a 3-year project with a broad array of intended tasks/deliverables, the majority of year-oneactivities were focused on starting up the sub-tasks outlined under goal-1. This primarilyincluded the curriculum road mapping efforts that are intended to gather feedback fromstakeholders (especially, from industry) on what they perceive the knowledge/skill-needs of anIndustry 4.0 worker to be are. Further, the industry will also be encouraged to reflect on whatthey perceive is missing from some of their current workforce as well as what their futureprojected new needs might be. To facilitate this

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean Mistele, Radford University; Sandra Nicks Baker, Radford University; Sarah L. Strout, Worcester State University; Prem Uppuluri, Radford University

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NSF Grantees Poster Session

in between represent the agreement or disagreementto each statement from disagree (2), somewhat disagree (3) to somewhat agree (4) to agree(5). Each question is linked to one of the five MUSIC model components. The MUSIC modelquestions were modified for this study to reflect the program team-student relationship ratherthan a teacher-student relationship. The revised questions were reviewed by Dr. Jones toensure the theoretical integrity was not compromised. The modified Elites MUSICmotivation survey instrument was administered, online using QUALTRICS, during the fall of2016 with 14 (70%) of the Elite scholars responding.Data AnalysisThere were three sets of data that was analysed: data from the Elites program managementtool, the focus group

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Rajeev Darolia, University of Missouri; Cory Koedel, University of Missouri; Junpeng Yan, University of Missouri; Jean Felix Ndashimye, Univesity of Missouri-Columbia

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Diversity, NSF Grantees Poster Session

. Degree reflects degree acquisition in sixyears. Graduation rate is overall graduation rate, regardless of major, for students in each subgroup.A greater proportion of male students (21%) major in engineering compared to female students(3%). Column 2 suggests that even though men enter engineering at higher rates than women, theymay also have relatively lower graduation rates in engineering. Only 12% of men and 2% ofwomen who graduate with bachelor’s degrees do so in engineering. The graduation rate for allmajors in column 3 lends some support to this. Men’s graduation rate of 56% is lower thanwomen’s graduation rate of 62%. These reported graduation rates, however, are for all studentsregardless of major. We examine more closely these trends in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

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Diversity, NSF Grantees Poster Session

identity. Results from the earlier quantitative phase canbe found in our earlier work [2].Conceptual Framework for the Development of an Engineering Leadership IdentityThe qualitative protocol was built from two existing identity development models, theLeadership Identity (LID) model [3] and the Communities of Practice (CoP) model [4]. The LIDmodel identifies four environmental conditions that influence the development of leadershipidentity. These conditions include contact with influential individuals, experiences with peersand perceived views of peers, meaningful involvement in curricular and co-curricular activities,and reflection on leadership experiences [3]. Within the Communities of Practice model identitydevelopment relies heavily on

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

seminars tohelp students to build their portfolio, review students’ resume, and enhance required skills suchas research, presentation, and interview skills.During the Fall 2018, while encouraging scholars to attend as many professional events as theycan afford, the program required each scholar to attend at least one event (a seminar,presentation, industry visit, or workshop) and submit a reflection essay on their experiencewith memorable take-away points. In addition, the program encouraged scholars’ participationin professional workshops, conferences, internship opportunities and research opportunities atother institutions (e.g., REU programs) to foster their educational and career goals. Severalscholars participated in the 2018 HENAAC

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Candace Rose Wiwel, University of Michigan; Jessica P. Hernandez; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

particular class meeting (RQ1).Second, we administered Instructor Survey 2 at the beginning of the post-semester interview. Inthis survey, instructors are asked to reflect on their teaching over the past semester through a 30-question survey. The questions, based on the Student Responses to Instructional Practices(StRIP) Survey [25], ask instructors about the pedagogy they used in the course. The surveyresponses are used to further understand the instructor’s pedagogical choices (RQ1) and theinfluence of the professional development (RQ3). In our data collection, all instructors whoparticiped in a post-semester interview also filled out Instructor Survey 2.Student SurveyFor all of the courses we observed, we administered a concurrent student survey

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Idalis Villanueva, Utah State University

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Diversity, NSF Grantees Poster Session

of the literature that I was reading and how I felt like I forgot all that I read immediately after I put the paper away. Through practice, I was able to learn to read articles differently and more quickly, looking for the main points.” “Seminars at the beginning of the research project were very informative; I learned a multitude of things about research in general….. I, throughout the summer, learned many valuable things about myself. This experienced opened my eyes to my strengths, weaknesses, likes, dislikes, and much more. I discovered things about myself I had not known or reflected upon before.”Concluding RemarksThis paper has reported the most recent results of our ongoing REU Site program that focuses

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University

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NSF Grantees Poster Session

(Sawyer, 2012). For the purposes of this project, innovationis defined broadly as the pursuit of a creative, imaginative, or inventive solutions duringengineering coursework (as opposed to, for example, carrying out a set of laboratory proceduresor following directions in a computer learning module).Instrument Development OverviewThe purpose of this project was to develop an instrument to assess the emergent characteristics ofstudent groups in engineering classrooms and examine them in relationship to studentengagement and student innovation. Our strategy for developing the items was to develop aconceptual framework that described collaborative emergence based on extant literature, writeitems to reflect that framework, and then administer them to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lori Sowa P.E., University of Alaska Fairbanks; Denise Thorsen, University of Alaska, Fairbanks

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NSF Grantees Poster Session

on labs and homework. Mini-quizzes were given at the beginning of most class sessions to gage students’ conceptualunderstanding of the material.MethodsThe overall study design includes mixed-methods; however, the majority of the qualitativeportion of the study design and data collection will be described in future papers. Students wereadministered online surveys composed of Likert-scale and open-ended questions. The surveyinstrument was designed to measure students’ video use patterns, ease of video accessibility,preferences for study media, and social capital indicators along with demographic information.Although the survey was generalized as much as possible, specific questions within theinstrument were adjusted for wording to reflect the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Christopher Martinez, University of New Haven; Mark J Graham Ph.D., Yale University

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NSF Grantees Poster Session

studiesand participating in the life of the university. Financial aid eligibility is determined based on theprevious year’s FAFSA that includes student wages in some cases that the student may haveneeded to earn in order to attend college. However because the student worked, their financialaid eligibility is reduced. This seems somewhat contrary to the purpose for the scholarship.Second, changes in a student’s EFC might result in a scholarship recipient’s eligibility changingfrom year to year. There have been instances where parents have needed to liquidate entire stockpositions in order to pay a tuition bill the year a recipient has received the ASPIRE scholarship.Because sale of the stocks is reflected in the following year’s FAFSA, this has

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Lunt, Southern Utah University; John S. MacLean, Southern Utah University

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Diversity, NSF Grantees Poster Session

indicated the seminar helped “a moderateamount” or “a little,” and (as during the 2013-2014 school year) only one student felt it did nothelp him/her at all with coursework. Those for whom the seminars were less relevant to helpingwith coursework may have attended sessions designed for other purposes, such as to widenexposure to the field or to introduce students to topics not closely related to current coursework.Sixteen out of 20 students (80%) rated the S-STEM program as being “very supportive” or“somewhat supportive” when difficulties were encountered. One student (5%) rated the programas “minimally supportive,” and three stated that they “have not had major difficulties requiringsupport.” These responses reflect a slight drop from the previous

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo; Gina C Adam, National Institute of Microtechnologies, Romania

Tagged Topics

NSF Grantees Poster Session

conceptualunderstanding in Heat Transfer12, 13 as well as in Dynamics14. The term “inquiry” has been usedto describe a number of teaching activities and has been used extensively in science education.The NRC15 identifies five critical features of inquiry that extend across all K-12 levels:1. Learners are engaged by scientifically oriented questions.2. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.3. Learners formulate explanations from evidence to address scientifically oriented questions.4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.5. Learners communicate and justify their

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc; Cindy Waters, Naval Surface Warfare Center

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Diversity, NSF Grantees Poster Session

reflected in the professions [6]. Themajority of undergraduate engineering degrees in the U.S. are awarded to students who identifyas White. In 2015, Whites received 65% of the engineering Bachelor’s degrees, Asians over13%, and Hispanics nearly 11%. Blacks received 4% of all engineering degrees [7], an increasefrom 2014 and reversing a nine-year decline from 5.3% in 2005 to 3.5% in 2014 [8]. Therepresentation of minorities among engineering graduates is not keeping pace with the changingdemographic landscape of the general population or undergraduate population of the 21stcentury.This lack of diversity in engineering educational and career pathways has been identified as anational security issue [9] and a “workforce train wreck” [10, p. v

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Kelli Paul, Indiana University

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NSF Grantees Poster Session

items and explore underlying factors.Recent research indicates there are likely three components of one’s engineering identity:recognition, interest, and performance/competence [23]. Our data yielded a 5-factor modelwhich expanded on these three components. While we expected to find a factor that representedrecognition, two factors emerged: recognition by others and self-recognition. This is consistentwith work which suggests that recognition by others is important in developing a scienceidentity, but also important is whether one views one’s self as a science person (self-recognition)[11]. The interest factor captured an individual’s enjoyment in doing engineering activities,while the performance/competence factor reflected students’ ability

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maeve Drummond Oakes, Purdue University; Kristin Everett, Western Michigan University; Michael T. Harris, Purdue University at West Lafayette; Maryanne Sydlik, Western Michigan University; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

revised lessons and reflections on the implementation and itssuccess back to the program leaders. While on campus, the teachers attended professionaldevelopment sessions including presentations about engineering majors and careers, discussionsabout gender dynamics and teaming, specifically with CATME, a system of web-based tools thatenable instructors to implement best practices in managing student teams. To help teachersconnect design elements and projects with outreach to solve the needs of a community, teachersparticipated in a three-day Engineering Projects In Community Service (EPICS) K-12 workshop.Their session culminated in a poster presentation for CISTAR faculty, staff, and graduatestudents.REU ProgramSeven undergraduate students

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

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Diversity, NSF Grantees Poster Session

external evaluator). Reflection essay. Professional networking.Follow-Up Database & mailing list setup. Scheduled periodic status updates for continued guidance on career (1-year) objectives (for 1-year). Posting of opportunities. Strategies to position for success. Extended Periodic contact (beyond 1-year). LinkedIn updates. Track professional career progress. [Fall] Evaluator report; discussion & intervention plans. Grad student & mentor training. *[College of Engineering (CoE) Undergraduate Summer Research Grants (USRG) activity]-[Optional] [Deadline] #[Evaluation activity] %[Brown bag lecture by Institute for Broadening Participation (IBP)]The majority of the 10-week on-site period involved the

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University; Gabriella Santi; Shahin Vassigh, Florida International University

Tagged Topics

NSF Grantees Poster Session

terminology and limited training content, which also hinder theprogress in such a preeminent domain. Similarly, designer, system integrators, softwaredeveloper, and building technologist shared their perspective, which included challenges such aslack of affordable training resources and opportunities such as confidence in job security, newopportunities for entrepreneurship, and job opportunities. Figure 2: AEC Industry Professionals Interview ResultsIn the same phase, 18 industry professional construction representative in South Florida weresurveyed. Those professionals represent a targeted sample associated with the ConstructionIndustry Advisory Board at the Minority Serving Institution, thus reflecting a representativesample to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Kenyon M Richardson; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

and do not necessarily reflect the views of the National ScienceFoundation. The authors gratefully acknowledge the support of the faculty and students from theCollege of Engineering who participated in the project.References1. Eccles, J. S., Barber, B.L., Updegraff, K., & O’Brien, K.M. (1998). An expectancy-value model of achievement choices: The role of ability self-concepts, perceived task utility and interest in predicting activity choice and course enrollment. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning: Proceedings of the Seeon Conference on Interest and Gender (pp. 267-279), Institute for Science Education at the University of Kiel: IPN.2. Finelli, C. J., & Daly

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, National Science Foundation ATE Centers; Richard Gilbert, University of South Florida; Marie A. Boyette, FLATE

Tagged Topics

NSF Grantees Poster Session

with both Resources  for  Student  Tours  of  Manufacturing  Facilities   the number of tour events and total number of student participants per year. The sharp decline in the number of participants in 2007 and 2008, strongly reflected the very unstable fiscal environments that schools Find  pre-­‐tour  lesson  plans,  post-­‐tour

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

solving by connecting diagnosed problems with solution types42. Participatingin review encourages student reviewers to reflect upon their own skills while examining peerwork43-44.Some of the emerging technologies are also enabling new ways of peer review. For example,online videos changed the way we create, view and share videos online today. With smartphoneslike the iPhone, and phones running on Android and Windows operating systems, it is effortlessto create, share and evaluate videos using the basic features phones offer. Videos can be aneffective media to quickly generate content and provide feedback to peers.Overview of Teaching to Learn: The SystemAs part of our work, we intend to test the potential of technology-enhanced peer-learning

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Loren Limberis, East Carolina University; Steve Warren, Kansas State University

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NSF Grantees Poster Session

expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. External Power Supply MyDAQ RASCL Board Laptop with ELVIS (a) (b) Figure 1. The portable electronics experiment kit (PEEK): (a) kit setup and (b) PEEK with a case (Figure excerpted from [1]).During Fall 2011, these toolsets were applied to laboratory activities associated with two courses:ENGR 3014—Circuit Analysis and ENGR 3050—Instrumentation and Controls; specifics of each aredescribed below:ENGR

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian F Martensen, Minnesota State University; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Topics

NSF Grantees Poster Session

-term surveys is comparedto past feedback. Reflections by faculty mentors will be used to highlight challenges andattempts to address them. Reflections on the process of transitioning mentoring and cohortleadership to faculty in permanent and temporary roles will also be included.BackgroundStudents in our program are selected on a competitive basis with an eye towards supporting adiverse working group. Here, diversity includes majors, years, gender, race, socioeconomicbackground and cultural experience. During the weekly seminar, students engage with eachother and the faculty mentors as a large group, in smaller teams and in various affinity groups.Our program has demonstrated past successes in addressing issues important to the field

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G. Belu, Drexel University (Tech.)

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

including vibration, acoustic emission, cuttingdynamometers (existing equipment) are used for remote process monitoring and control. Dataacquisition and processing for tool breakage and quality control of machined parts has beenadded to the course curriculum. MET316 reflect the competitive trend in the evolution ofmanufacturing towards increased flexibility, high speed machining, remote quality control,sensors, and Internet-based information and communication technologies using CNC systemsand simulators. Students will be able to study parametric programming techniques to run in-process gauging and tool setting probes. The students will convert a CNC machine tool into acoordinate measuring machine, which will eliminate post-process part inspection

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

goal under realistic constraints Week 8 –network with optimal performance: 2) Be able to reflect the knowledge and apply skills Week 10An open-ended design project that acquired thru the previous projects to develop design planrequires the student teams to define 3) Develop ability to find and evaluate available technicaltheir design goals, do research on information from various sourcesvarious network components, consider 4) Be able to present the design clearly in both oral andpractical needs and constraints, present written formattheir design plan, do simulations and 5) Be able to use OPNET to evaluate the performance andselect the best design with optimal validate the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Garrick A. Aden-Buie, University of South Florida; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida; Ram Pendyala, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

and design a test that"elicits the kind of behavior reflected in [that] definition"4.From an administrative perspective, CR examinations can be one to several orders of magnitudemore costly to implement and score than MC examinations, especially as the size of theexaminee population grows3. CR items are generally considered more reliable than MC items, asstudent guessing is minimized and more nuanced scoring is possible; however, maintainingvalidity and consistency requires strict maintenance and fair application of a grading rubric1. Asa result, CR items require allocating students more time during the examination and increase theadministrative demands in preparing for and scoring the examination and providing feedback tostudents. Scoring

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

intelligence [13-15].Literature ReviewOf the four concepts of our theoretical framework, which are introduced above, this literaturereview will focus on the use of video data to observe convergent and divergent thinkinginstances. Mathematical modeling and fixation will be discussed briefly but we anticipate morefully exploring how video data support observing those concepts in future publications. We focuson convergent and divergent thinking because it reflects our desired primary focus duringobservations where field notes were recorded, where this focus was chosen based on ourhypothesis that students with increased mathematical background would engage in moredivergent thinking. The researcher looks for instances of convergent and divergent thinking

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Kline, Western Michigan University; Betsy M. Aller, Western Michigan University; Ikhlas Abdel-Qader, Western Michigan University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

desirable when compared to other engineeringschools because they have a shorter on-the-job learning curve as a result of the practicalexperience they gained. Faculty members engaged in industry-supported research usuallyinvolve undergraduates. Thus, the graduate profile reflects the College vision of “A scholarlycommunity dedicated to excellence through student-centered education and researchemphasizing professional practice in engineering and applied science" and the College missionof preparing “job-ready graduates.”Background on S-STEM Scholars ProgramBegun in 2010, the S-STEM Scholar Program increases opportunities for financially needy butacademically talented students. These students: • Come into the S-STEM Scholar Program as first-time