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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has been deemed successful so far with the prior participants on track in theirrespective advanced STEM degrees or careers. The students who are currently progressingthrough their degrees are being tracked to ascertain their final education/career choices.AcknowledgementsThis material is based on work supported by the National Science Foundation (NSF) grant EEC-1659856. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the NSF.References1. Kuttolamadom, M.A., Liu, M., Wang, J., Tai, B., Noynaert, S., Sagapuram, S., Kennedy, M. Interdisciplinary Research Experiences for Undergraduates in Metrology & Non-Destructive

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

 Curriculum    Curriculum flexibility. The extent to which faculty have control of the content and structure of  the course(s) they teach  E  17  Physical classroom layout. The structure of the physical classroom space  E  8  Class size. The number of students in the classroom  E  3 Personal Disposition    Passion for teaching. The level of interest faculty have for

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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NSF Grantees Poster Session

hosts, optimized for kids to play on their cell phone or other mobile device);• mini-design contests that ask kids ask for quick creative solutions to small-scale projects;• a “Sketch on Sketch” website feature that enables kids to contribute their own design ideas to those of other kids;;• an overarching game where kids earn points for contributing their ideas and participating in challenges, designed to sustain engagement and provide motivation to keep building and sharing,.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1129342. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shiwen Mao, Auburn University; Yingsong Huang, Department of Electrical and Computer Engineering, Auburn University; Yihan Li, Auburn University; Prathima Agrawal, Auburn University; Jitendra K Tugnait, Auburn University

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NSF Grantees Poster Session

work on promoting adoption of the SDR lab atother institutions once it is fully developed and tested. ACKNOWLEDGMENTSThis work is supported in part by the US National Science Foundation (NSF) under Grants DUE-1044021 and CNS-0953513, and through the NSF Broadband Wireless Access and Applicationcenter (BWAC) Site at Auburn University. Any opinions, findings, and conclusions or Page 23.822.11recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the Foundation. REFERENCES[1] J. Mitola, “The software radio

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

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

criticalthinking. In this environment, all participants have dual roles as students and instructors who areembedded in a collaborative environment where all learn collectively from each other’sexperiences, even the instructor. Our initial findings indicate that flat learning environments canhelp students in learning to solve ill-structured problems.AcknowledgementThis material is based in part upon work supported by the National Science Foundation underGrant Numbers DUE- 1141238, DUE- 1140664 and DUE-1141037. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. This manuscript was written

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saeed Moaveni, Minnesota State University, Mankato; Karen C. Chou, Northwestern University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

states), sample calculations of each limit state todetermine the load carrying capacity of the connection, field examples, and a 3-D finite elementmodel of that connection. The 3-D model provides a visual display of stress distribution in theconnection area.The solid model of the steel sculpture was developed using Creo and converted to a 3-Dinteractive PDF file. This was done to avoid the need for purchasing the Creo software. A webpage was also developed where users can download the virtual sculpture and the linkeddocuments. Three survey forms were also developed with a slightly different focus to seekfeedback from students, educators, and recent engineering graduates. The user may completethe online survey form after s/he has had an

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

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Division Experimentation & Lab-Oriented Studies

Florida (USF) College of Engineering. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.7 References[1] J. Biggs and C. Tang, Teaching for quality learning at university. McGraw-Hill International, 2011.[2] C. Rust, “The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Page 24.195.12Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?”Active Learning in Higher Education, vol. 3, no. 2, pp. 145–158, Jul

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ikseon Choi, University of Georgia; Yi-Chun Hong, National Central University; David K. Gattie, University of Georgia; Nadia N. Kellam, University of Georgia; Melissa G. Gay, University of Georgia; Lucas John Jensen, University of Georgia; Hyojin Park, University of Georgia; YounSeok Lee, University of Georgia

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summer youth program.Ms. Hyojin Park, University of Georgia Hyojin Park is a doctoral student pursuing a degree in learning, design, and technology at the University of Georgia. She obtained a master’s degree in educational technology from Korea. Her research interests are mobile-based learning, real-world problem solving, and scaffolding.Mr. YounSeok Lee, University of Georgia Younseok Lee is a doctoral student in the Learning, Design, and Technology program at the University of Georgia. He holds a B.S. in electronic engineering and information technology and an M.S. in computer science with an emphasis in computer graphics. He worked for the Mobile S/W company for five years as a mobile S/W programmer and Project

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zechun Cao, Texas A&M University, San Antonio; German Zavala Villafuerte; Ali Jalooli; Renu Balyan; Sanaz Rahimi Moosavi; Francisco Iacobelli, Northeastern Illinois University

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Diversity, NSF Grantees Poster Session

, No. 2219589. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] A. C. Graesser, P. Chipman, B. C. Haynes, and A. Olney, “Autotutor: an intelligent tutoring system with mixed-initiative dialogue,” IEEE Trans. Educ., vol. 48, no. 4, pp. 612–618, 2005. [Online]. Available: http://dblp.uni-trier.de/db/journals/te/te48.html#GraesserCHO05[2] J. A. Kulik and J. D. Fletcher, “Effectiveness of intelligent tutoring systems: A meta-analytic review,” Review of Educational Research, vol. 86, no. 1, pp. 42–78, 2016.[3] K.-I. Malatesta, P. Wiemer-Hastings, and J. Robertson, “Beyond the short answer

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan; Jesse Austin-Breneman, University of Michigan

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Diversity, NSF Grantees Poster Session

Outcomes from a Pilot Medical Innovations Course with Nursing, Engineering, and Biology Undergraduate Students,” Int. J. STEM Educ., vol. 4, pp. 1–14, 2017, doi: 10.1186/s40594-017-0095-y.[5] D. Melian, J. L. Saorin, J. De la Torre-Cantero, and V. Lopez-Chao, “Analysis of the Factorial Structure of Graphic Creativity of Engineering Students through Digital Manufacturing Techniques*,” Int. J. Eng. Educ., vol. 36, no. 4, p. 9, 2020.[6] M. E. Andrews, M. Borrego, and A. Boklage, “Self-efficacy and belonging: the impact of a university makerspace,” Int. J. STEM Educ., vol. 8, no. 1, p. 24, Dec. 2021, doi: 10.1186/s40594-021-00285-0.[7] E. C. Hilton, K. G. Talley, S. F. Smith, R. L. Nagel, and J. S. Linsey, “Report on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura Albrant, Michigan Technological University; Mary Benjamin, Michigan Technological University; Daniel Masker, Michigan Technological University; Pradnya Pendse; Joseph Roy Teahen, Michigan Technological University

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NSF Grantees Poster Session

critiques causes excessive cognitive load for students. WebTA users view a traffic light system to portray the severity of antipattern(s) found within a stu- dent’s program. A ‘Green’ light means no antipatterns and/or a good pattern was found within the code. A ‘Yellow’ light means a non- critical antipattern or error was found. A ‘Red’ light

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame

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, University of Notre Dame Dr. Kerry Meyers holds a Ph.D. in Engineering Education (B.S. & M.S. Mechanical Engineering) and is specifically focused on programs that influence studentˆa C™s experience, affect retention rates, and the factors that determine the overall long term succes ©American Society for Engineering Education, 2024 Replicating the Community-Engaged Educational Ecosystem – differences in outcomes across studentsIntroductionWith the ongoing transition to the knowledge-based, mobile economy, cities in the United Statesrecognize the importance of a STEM-literate workforce. In the depopulated, legacy industrialareas in the Midwest, cities fight to attract and retain an educated

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micaha Dean Hughes, North Carolina State University, Raleigh; Callie Womble Edwards, North Carolina State University at Raleigh; Tameshia Ballard Baldwin, North Carolina State University, Raleigh

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NSF Grantees Poster Session

Education: Innovations and Research, vol. 22, no. 4. Oct. 2021.[7] K.P. Goodpaster, O.A. Adedokun, and G.C. Weaver, “Teachers’ perceptions of rural STEM teaching: Implications for rural teacher retention,” The Rural Educator, vol. 33, no. 3, pp. 9-22. 2012. [Online]. Available: https://scholarsjunction.msstate.edu/ruraleducator/vol33/iss3/2/v33i3.408[8] S. L. Hartman, “Academic coach and classroom teacher: A look inside a rural school collaborative partnership,” The Rural Educator, vol. 38, no. 1, pp. 16-29. 2012. [Online]. Available: https://scholarsjunction.msstate.edu/ruraleducator/vol33/iss3/2/[9] R. S. Harris and C. B. Hodges, “STEM education in rural schools: Implications of untapped potential

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Jennifer A Turns, University of Washington; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University

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Diversity, NSF Grantees Poster Session

University Gregory S. Mason received the B.S.M.E. degree from Gonzaga University in 1983, the M.S.M.E. de- gree in manufacturing automation from Georgia Institute of Technology in 1984 and the Ph.D. degree in mechanical engineering, specializing in multi-rate digitalDr. Teodora Rutar Shuman, Seattle University Professor Teodora Rutar Shuman is the Chair of the Mechanical Engineering Department at Seattle Uni- versity. She is the PI on an NSF-RED grant. Her research also includes electro-mechanical systems for the sustainable processing of microalgae. Her work is published in venues including the Journal of Engineering Education, IEEE Transactions on Education, International Journal of Engineering Educa- tion

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Michigan; Jeanne Sanders, University of Nevada, Reno; Eileen Johnson, University of Michigan; Joseph Francis Mirabelli, University of Illinois, Urbana - Champaign; Sara Rose Vohra, University of Illinois, Urbana - Champaign

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NSF Grantees Poster Session

. Perkins, J. Gesun, M. Scheidt, J. Major, J. Chen, E. Berger, and A. Godwin, “Holistic wellbeing and belonging: attempting to untangle stress and wellness in their Impact on sense of community in engineering,” International Journal of Community Well-Being, vol. 4, no. 4, pp. 549-580, 2021, doi: 10.1007/s42413-021-00149-z.[4] K. J. Jensen, E. M. Johnson, J. F. Mirabelli, and S. R. Vohra, “CAREER: Characterizing Undergraduate Engineering Students’ Experiences with Mental Health in Engineering Culture” in 129th ASEE Conference, Minneapolis, MN, 2022, https://peer.asee.org/41926.[5] K. J. Jensen, S. R. Vohra, J. F. Mirabelli, A. J. Kunze, I. M. Miller, and T. E. Romanchek, “CAREER: Supporting Undergraduate

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

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, and a published author. He is a former McNair Scholar, National Academies of Sciences, Engineering, & Medicine-Ford Foundation Fellow, Herman B. Wells Graduate Fellow, Inter- national Counseling Psychologist, former Assistant Professor at the University of Kentucky, and current Post-Doctoral Research Scholar at the University of Pittsburgh. Dr. Z.’s research program focuses on examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being. Within this framework, he studies academic persis- tence and mental wellness to promote holistic healing among BIPOC. He earned Bachelor’s degrees in Psychology &

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University

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NSF Grantees Poster Session

). The Fourth Industrial Revolution. Currency; Illustrated edition. ISBN-10 ‫‏‬: ‎9781524758868. 192 pages. 2. Accreditation Board for Engineering and Technology (ABET). (2021). Criteria for Accrediting Engineering Programs, 2022 –2023. 51 pages. https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineeri ng-programs-2022-2023/ 3. F. Z. Moser. 2007. "Faculty Adoption of Educational Technology". Educause Quarterly. Nov. 1, 2007. 66-69. 4. N. P. Wingo, N. V. Ivankova, and J. A. Moss. 2017. "Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework." Online Learning. 21(1), 15-35. S. Y. Yousafzai, G. R

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University ; Camila Lee, Massachusetts Institute of Technology; Justin Reich, Massachusetts Institute of Technology

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. Borneman, J. Littenberg-Tobias, and J. Reich, “Developing Digital Clinical Simulations for Large-Scale Settings on Diversity, Equity, and Inclusion: Design Considerations for Effective Implementation at Scale,” in Proceedings of the Seventh ACM Conference on Learning @ Scale, Virtual Event USA: ACM, Aug. 2020, pp. 373–376. doi: 10.1145/3386527.3405947.[4] S. Kaka et al., “Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues,” no. Journal of Technology and Teacher Education, Mar. 2021, doi: 10.35542/osf.io/95gyd.[5] M. Thompson, K. Robinson, Y. Kim, J. Reich, and K. Owho-Ovuakporie, “Teacher Moments: an online platform for

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Shannon M. Clancy, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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. 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 NationalScience Foundation.Reference[1] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Sci. Technol. Hum. Values, vol. 39, no. 1, pp. 42–72, Jan. 2014, doi: 10.1177/0162243913504305.[2] K. Litchfield and A. Javernick‐Will, “‘I Am an Engineer AND’: A Mixed Methods Study of Socially Engaged Engineers,” J. Eng. Educ., vol. 104, no. 4, pp. 393–416, Oct. 2015, doi: 10.1002/jee.20102.[3] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning,” J. Eng. Educ., vol. 97

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Steven Hoffenson, Stevens Institute of Technology; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jessica Rose Driscoll, Stevens Institute of Technology

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NSF Grantees Poster Session

provide recommendations for how to improve curricula so that engineeringstudents graduate with stronger skills in systems thinking and holistic design.References[1] C. L. Dym, “Learning engineering: Design, languages, and experiences,” Journal of Engineering Education, vol. 88, no. 2, pp. 145–148, 1999.[2] E. Crawley, J. Malmqvist, S. Ostlund, and D. Brodeur, Rethinking Engineering Education: The CDIO Approach. New York, NY: Springer, 2007.[3] L. M. Nicolai, “Viewpoint: An industry view of engineering design education,” International Journal of Engineering Education, vol. 14, no. 1, pp. 7-13, 1998.[4] R. Stevens, A. Johri, and K. O’Connor, “Professional engineering work,” in Cambridge handbook of engineering education research, B

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J, Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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classrooms. Theory Into Practice, 31(2), 132-141.[3] González, N., Moll, L., & Amanti, C. (Eds). (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum.[4] Collier, J., & Collier, M. (1986). Visual anthropology: Photography as a research method. Albuquerque, NM: University of New Mexico Press.[5] Burke, D. & Evans, J. (2011). Embracing the creative: The role of photo novella in qualitative nursing research. International Journal of Qualitative Methods, 10(2), 164- 177.[6] Hurworth, R., Clark, E., Martin, J. & Thomsen, S. (2005). The use of photo-interviewing: Three examples from health evaluation and research. Evaluation Journal

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E Morgan, University of Southern Mississippi; Kimberly Lambert Wingo, The University of Southern Mississippi

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and engineering careers.References1. Brownlow, J. ; Bullock, T.; Moore, L. M. J.; Norman, M.; Morgan, S. E. “Synthesis and characterization of di(perylene bisimides) for use as an electron accepting material in polymer photovoltaic devices” Abstracts of Papers, 253rd American Chemical Society National Meeting and Exposition, San Francisco, CA, April 2-7, 2017.2. Boleware, M.; Sharma, A.; Wiggins, J.S. “Cross-linking” physics and polymers: Making an "impact" in STEM education” Abstracts of Papers, 253rd American Chemical Society National Meeting and Exposition, San Francisco, CA, April 2-7, 2017.3. Wingo, K.; Morgan, S. E. “Developing polymer research lessons for the high school classroom – NSF RET at The University of Southern

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Leda Lunardi, North Carolina State University; Olivia Christine Gordon, North Carolina State University

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Paper ID #20197Promoting academic and career success for Raleigh Future Scholars at NCStateDr. Cheryl Cass, North Carolina State University Cheryl Cass is a teaching assistant professor in the Department of Materials Science and Engineering at North Carolina State University where she has served as the Director of Undergraduate Programs since 2011. Her research focuses on the intersection of science and engineering identity in post-secondary and graduate level programs.Prof. Leda Lunardi, North Carolina State University Leda Lunardi received the BS and MS from University of S˜ao Paulo (USP), S˜ao Paulo, Brazil, and Ph.D

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology; Bora Cetin, Michigan State University; Andrea E. Surovek, South Dakota School of Mines and Technology

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Paper ID #30742A Qualitative Analysis of How a Student, Faculty, and PracticingEngineer Approach an Ill-structured Engineering ProblemSecil Akinci-Ceylan, Iowa State University Secil Akinci-Ceylan is a PhD student in Educational Technology in the School of Education at Iowa State University.Dr. Kristen Sara Cetin, Michigan State University Dr. Kristen S Cetin is an Assistant Professor at Michigan State University in the Department of Civil and Environmental Engineering.Dr. Benjamin Ahn, Iowa State University of Science and Technology Dr. Benjamin Ahn is an Assistant Professor at Iowa State University in the Department of

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meghan Berger, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University; Kalynda Chivon Smith, North Carolina A&T State University; Scott Grant Feinstein; Gloria Jones-Johnson, Iowa State University; Luis Gonzalez-Diaz

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theHispanic female students at the PWI, an interview from a Hispanic female student from theHBCU indicated one situation that contained hidden language. Students at both the HBCU andPWI experienced projected stereotypes; however, the students at the PWI recalled moreencounters perceived as microaggressions. Ascription of intelligence was also prevalent amongstboth sites, and one Black female student at the HBCU explicitly recalled when ascription ofintelligence is most prominent. Students at the HBCU did not discuss examples of silence andmarginalization experiences. Table 3 Excerpts from the data Identified Identity S Quotes from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James E. Maccariella Jr., Mercer County Community College; Laura Blinderman, Mercer County Community College; Helen Tanzini, Mercer County Community Cillege; Richard Porter, Mercer County Community College

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Engineer in NJ, NY, and PA with over 25 years of design experience. He is the PI of the NSF S-STEM program ”Scholarships Advancing Mercer STEM Students (SAMS)” and well as the PI for two Innova- tion Grants: ”Transforming Engineering Access for Mercer Students (TEAMS),” and ”Engineering TLC- Tutors and Learning Communities.”Prof. Laura Blinderman, Mercer County Community College Laura Blinderman is a Professor of Biology at Mercer County Community College. She received her MS degree in from San Diego State University where she studied molecular evolution. She has served as Science department Chair since 2016 and is a co-PI on a Robert Noyce grant to increase STEM educators in middle and high schools.Prof. Helen Tanzini

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J Culbertson, Department of Physics, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University Fullerton; Bethany B Smith, University of California, Berkeley

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characteristics of the program has the potential to be transportable toother institutions.AcknowledgmentThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527.References1. Freeman, S., Eddya, S. L., McDonough, M., Michelle, K., Smith, B., Okoroafora, N., Jordta, H., and Wenderotha, M. P., (2014). Active learning increases student performance in science, engineering, and mathematics, PNAS, 111, 23-30.2. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand survey of mechanics test data for introductory physics courses, American Journal of Physics, 66(1), 64-74.3. Krause, S., Baker, D., Carberry, A., Alford, T., T., Ankeny, C., Brooks, B.J

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Arizona; Marla Franco, University of Arizona ; Guadalupe Lozano

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, “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research,” Qual. Inq., vol. 8, no. 1, pp. 23–44, Feb. 2002.[4] C. Baillie and G. Catalano, “Engineering and Society: Working Towards Social Justice, Part III: Windows on Society,” Synth. Lect. Eng. Technol. Soc., vol. 4, no. 1, pp. 1–124, Jan. 2009.[5] S. Hurtado, C. L. Alvarez, C. Guillermo-Wann, M. Cuellar, and L. Arellano, “A Model for Diverse Learning Environments,” Springer, Dordrecht, 2012, pp. 41–122.[6] M. A. Franco and S. Hernández, “Assessing the Capacity of Hispanic Serving Institutions to Serve Latinx Students: Moving Beyond Compositional Diversity,” New Dir. Institutional Res., vol. 2018, no. 177, pp. 57–71, Mar

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Jane Petrie

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Diversity, NSF Grantees Poster Session

experiences that contribute to their individual views of themselves asengineers. Currently, we plan conduct our Phase 3 interviews in Spring 2020 which willcomplete our developmental investigation.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] E. Wenger, Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, 1998.[2] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An analysis of motivation constructs with first‐year

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Ronald R. DeLyser, University of Denver

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Diversity, NSF Grantees Poster Session

. Diversity, equity and inclusion workis difficult, yet rewarding when successes are achieved. Members of the project team are happyto share lessons learned with change agents on other campuses.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1726268, 1725880 and 1726088. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References[1] S. Page, The Difference. Princeton, NJ: Princeton University Press, 2008.[2] Edmondson, A. (1999). Psychological safety and learning behavior in work teams.Administrative science quarterly, 44(2), 350-383.[3] Institute for