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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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NSF Grantees Poster Session

innovation.Participation in REU programs has shown positive impacts on both undergraduate students andfaculty mentors [1]. For undergraduate students themselves, most of the positive effects are in theareas of analytic and critical thinking, academic achievement and retention, and graduate schoolapplications [2-3]. However, how to effectively engage the undergraduate students during andafter REU program in order to maximize the positive impacts is always a challenge for most REUsites [4-6].2. Project Design and ImplementationThis REU site is designed to develop and implement a model environment for multidisciplinarycollaborative efforts where research and education are tightly integrated around the differentfacets of energy research.In the first year (Summer 2015

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Ali Mehrizi-Sani , Washington State University; Chen-Ching Liu, Washington State University; Robert G. Olsen, Washington State University

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Diversity, NSF Grantees Poster Session

nationally that the United States is in urgent and critical need for the powerand energy engineering workforce [1]–[3]. The severity and urgency of the problem has alreadybeen recognized in the 2007 Long-Term Reliability Assessment [1] by North American ElectricReliability Corporation (NERC); it was recognized that “the loss of industry workers and theiryears of accumulated experience due to retirement is a serious threat to the bulk power systemreliability, exacerbated by the lack of new recruits entering the field.”The goal of this program is to significantly increase enrollment in electric energy-related STEMmajors at Washington State University (WSU) and prepare them for the workforce. Tosuccessfully achieve this goal, four components are needed

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Jacqueline Doyle, Florida International University; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Hank Boone, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

positionthemselves, grow through their education, and navigate the cultures of engineering theyexperience in college. Our goal is to investigate ways to engage students with non-normativeidentities to become more active and life-long participants in engineering disciplines. Our workis proceeding in three phases: 1) Identify, through a quantitative instrument, the normative andnon-normative attitudinal profiles of students in engineering; 2) Characterize students’normative and non-normative identities through in-depth interviews and analysis of differencesbetween students with normative and non-normative identities in engineering; and 3) Drawingfrom our findings, develop a workshop and set of courses to incorporate diversity topics intoengineering programs

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Arizona State University, Polytechnic campus; Maura J. Borrego, University of Texas, Austin

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NSF Grantees Poster Session

within and beyond the engineering education community on how tocharacterize the impact of research [1]. Over the last decade, researchers in other fields havebegun to take a scholarly approach to distill what impact looks like for them [e.g., 2-5]. Thisstudy serves as a comparable exercise for the field of engineering education while adding anemphasis on how research does and should impact practice in our context. Using a convergent parallel mixed methods research design [6], the two-fold aim of thisstudy is to develop a valid framework that characterizes the impact of engineering educationresearch, and describe engineering education researchers’ and practitioners’ perspectives on howresearch does and should influence practice in our

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Christian Enmanuel Lopez, The Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park

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NSF Grantees Poster Session

alongside their human counterpartstowards the completion of a common task 1.In the context of engineering education, co-robots have the potential to aid studentsduring tasks that may require real-timeobservation and feedback 2. Figure 1presents a scenario that involves a student(left) and a co-robot (right) working togetherin an engineering design workshop. Here,the task to be completed is the design of anengineering concept/idea/prototype, created Figure 1: Student-Co-robot Collaboration towards the Successful Completion of an Engineering Prototypeusing tools such as a hammer, wood, andother engineering laboratory equipment and materials. The primary objective of the student is tocomplete

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NSF Grantees Poster Session

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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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Diversity, NSF Grantees Poster Session

narratives. This study has potential for broad systemic impact bydiversifying pathways to and through engineering programs.During Year 1 (2014-2015) of the grant, we interviewed 23 key informants at our institutions.Key informants include professionals supporting veterans in student veteran success centers,financial aid, advising offices, and other student support services. We identified themes thatshape student veteran experiences on these campuses: the presence/absence of key studentpolicies and services; and gaps in the provision of such services. At each institution, there hasbeen a heightened emphasis on improving services for veterans.In Year 2 (2015-2016), we conducted five focus groups with a total of 21 student veteransengineering students

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NSF Grantees Poster Session

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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

entry in a public college andtheir exit from the college system up to 6 years after their entry. We supplement this dataset withadditional administrative data from Missouri High School system, as well as with informationfrom the Census Bureau and the National Center for Educational Statistics (NCES) Common Core.Therefore, the resulting data set provides a comprehensive look at the experiences of students inMissouri from high school through postsecondary education. The resulting dataset includesapproximately 156,000 individual students. We present summary statistics in Table 1.Approximately 55% of the sample is female, 9% black, 2% Hispanic, and 2% Asian.Table 1: Sample Summary Statistics

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2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Amanda L Griffith, Wake Forest University; Xinrui (rose) Xu, Purdue University; Alexandra Marie Dukes, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

American. The students represented a number ofengineering disciplines, such as Mechanical, Civil, Electrical, Chemical, Industrial, Biomedical,Environmental. The interviews were analyzed using thematic analysis of 39 with a focus on themajor selection process.ResultsResearch findings indicate that women are more likely than men to choose Chemicalengineering, whereas Hispanic/Latino students are more likely to choose Electrical or Industrialengineering versus other majors, all else equal. African American students are more likely to choose Chemical or Electrical engineering compared to other majors. Table 1 summarizes the logit regression results. Table 1. Likelihood of Entering Civil, Chemical, Electrical, Industrial, or Mechanical Engineering

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2017 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Jacqueline McClive, Rochester Institute of Technology; Jane Jackson, National Technical Institute for the Deaf; Gary Charles Blatto-Vallee, NTID/RIT; Keith Mousley, Rochester Institute of Technology; David Simkins, Rochester Institute of Technology

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Diversity, NSF Grantees Poster Session

team of hearing and DHH members includesinstructors in statistics/math, game design instructors with a specialization in educational games,tutors, students, visual learning specialists and American Sign Language (ASL) interpreters.Core objectives include 1) develop a pilot collection of SOLTs and 2) test the efficacy of thesevideos. Along the way, a third objective has emerged: Embed the SOLTs into an interactiveweb-based experience in which students can obtain, describe, and make inferences from sampleswithin a relevant and appropriate context.In the first year of this exploratory project, statistical concepts were selected using multiple datasources and encompass concepts that are built upon throughout the introductory statistics course.The

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2017 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Shannon K Stefl, Clemson University; Amy Slaton, Drexel University (Eng. & Eng. Tech.)

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Diversity, NSF Grantees Poster Session

pleasedto note that many lively conversations occurred in planned breaks and social events we hadincluded on the program, with shifting perspectives and new collaborations emerging for manyof the participants along the way. In this paper, we report only on the formally structured aspectsof the event. We developed five threads (themes); all components of the conference schedule(including pre-conference communication and during-conference activities) were aligned withthese threads. The five threads were informed by the theory-methods-research questions triangle(figure 1) along with Booth, Colomb, and Williams’s (2008) innovation cycle of educationalresearch and practice (figure 2).Conference threads: 1. What theories inform your work? 2. What

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

David Reeping, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University; Steve Robert Harrison, Dept of Computer Science, Virginia Tech; R Benjamin Knapp, Institute for Creativity, Arts, and Technology; Luke F Lester, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Annie Yong Patrick; Matthew Wisnioski, Virginia Tech

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NSF Grantees Poster Session

of careers graduates pursue.We begin with the goal of effectively employing the Threshold Concepts Framework to identifytransformative targets for curricular revisions. Our first step in approaching the RED grant fromthe perspective of curriculum develop includes a literature review that both systematicallycanvases existing resources and summarizes and synthesizes themes that enable us to answer thefollowing questions: 1. What research findings have been reported about threshold concepts across disciplines, in the field of engineering, and in electrical engineering, computer engineering, and computer science? 2. What are the perceived strengths and weaknesses of the threshold concepts framework, both in theory and

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

William J. Palm IV, Roger Williams University; Nicole Martino, Roger Williams University; Benjamin D McPheron, Roger Williams University

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Diversity, NSF Grantees Poster Session

, 2.5 times greater than the proportion in 2012.Persistence of underrepresented minorities has increased from 29% for those entering in 2011 to50% for those entering in 2013 or after. Unfortunately, total enrollment of underrepresentedminorities has not grown. The recruitment of underrepresented students has proven morechallenging than their retention. Future work will focus on recruitment, including outreach to localhigh schools and the development of bridge and/or transfer programs.IntroductionThe National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, andMathematics (S-STEM) program funds scholarships and support systems for undergraduate STEMstudents demonstrating academic talent and financial need.1 In 2012

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Ali Mehrizi-Sani , Washington State University; Robert G. Olsen, Washington State University

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NSF Grantees Poster Session

electronics is an enabling technology for the smart power system, the smart grid [1]. Powerelectronics studies efficient conversion of electric power from one form to another (e.g., DC toAC). It has applications in a wide-range of areas, from the tiny battery charger in a cell phone tothe small inverter in a solar renewable system [2] to the enormous converters in an HVDCconverter station. Therefore, it is imperative for students who seek employment in the powerindustry to understand the underlying concepts of power electronics. However, students oftenstruggle in understanding power electronics concepts. Increasing this understanding is what thiswork addresses.Power electronics is typically taught as a senior-level course (EE 486 at WSU). It is

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NSF Grantees Poster Session

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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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Diversity, NSF Grantees Poster Session

teacher programs [1].Additionally AILDI was cited in a study by the U.S. Department of Education as one of the tenoutstanding programs for minority teacher preparation in the nation [2]. Pre-college teachers andcommunity college faculty from Native American-serving institutions are recruited to experienceoptical engineering research and learn about techniques to transmit their research knowledge totheir students using innovative methods. Participants take part in AILDI classes tied to scienceeducation, basic optics lessons in the Optics Research Workshop (ORW), a tribal scienceeducation workshop led by Professor Gregory Cajete [3], and a research project facilitated byesteemed UA research faculty. They are given the opportunity to develop their

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Amy Hurst, UMBC; Shawn Grimes, Digital Harbor Foundation; Darius McCoy, Digital Harbor Foundation; Nicholas Carter, UMBC; William Easley, University of Maryland, Baltimore County; Foad Hamidi, University of Maryland, Baltimore County; Gabrielle Salib, University of Maryland, Baltimore County

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NSF Grantees Poster Session

available to the localcommunity for 3D printing and scanning services. Youth who work in the print shop have theopportunity to 1) develop and maintain technical skills; 2) hone “design thinking” skills throughreal-world problem solving; and 3) develop important soft skills (including working with aclient, creating and sticking to a project timeline, and professionalism).Our research is investigating many areas of maker and design thinking, the impact of maker jobs,and how to establish and maintain a community 3D print shop. This print shop has been designedto be a living laboratory to evaluate commercial and research software for 3D modeling,scanning, and fabrication software with youth performing real-world tasks.Related Work3D Printing and

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NSF Grantees Poster Session

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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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NSF Grantees Poster Session

biweeklyworkshops followed by a semester of six biweekly mentor-supported, disciplinary community-of-practice (CoP) classroom implementation biweekly discussions.In the earlier JTF collaborative project seven materials science faculty participated in theprogramoverafour-yearperiod.Theguidingprinciplesoftheprojectwerebasedontheresearch findings described in the book, How People Learn (HPL).4 The book describedhow cognitive processes act to achieve learning through conceptual change. For moreeffective learning, instructors need to: 1) elicit students' prior knowledge to informinstruction;2)engagestudentstopromoteconceptualchangesotheycanconstructdeepknowledgeorganizedinaconceptualframework;and3

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Yingyan Lou, Arizona State University; Andrew Scott, Alabama A&M University; Mary E. Besterfield-Sacre, University of Pittsburgh

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NSF Grantees Poster Session

USF, chemical and civil/environmental engineers at ASU, andelectrical/computer engineers at AAMU. Our research questions were: 1) Are there differences in achievement level for various demographic groups when using blended versus flipped instruction for numerical methods coursework at various undergraduate institutions? 2) Do students’ perceptions of the learning environment differ with blended versus flipped instruction in numerical methods coursework at various undergraduate institutions? 3) What do students perceive as the benefits and drawbacks of flipped instruction with numerical methods coursework?By addressing these questions, our goal is to develop recommended practices for teachingnumerical methods and

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Inez Hua, Purdue University; Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Michael L Curry, Tuskegee University

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Diversity, NSF Grantees Poster Session

), with theknowledge and skills to equip their students to become part of a technologically adept workforceas well as informed designers and users of sustainable products. The objectives are: 1) To enhance teacher quality and proficiency in teaching highschool science, 2) To increase the number and diversity of students who study STEM (science,technology, engineering and math) in high school and college and choose STEM-related careersand 3) To equip participating teachers to share their knowledge and innovative, science-basedcurricula within their districts and with a broader, national community of high school STEMteachers. Our rationale for proposing this project is that there is high demand for a scientificallyliterate workforce

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

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NSF Grantees Poster Session

, engage key course/subject concepts andmaterials through an interactive and adaptive manner in the classroom. Research demonstratesthat active learning pedagogical practices are more effective for promoting student learning andachievement. After conducting a thorough review of the literature, Prince concluded thatengineering faculty should consider incorporating new instructional practices and techniques,especially active learning principles, into their classroom, based on compelling evidence in theliterature base which suggests that student-centered teaching promotes greater student learning[1]. In a separate review of the literature, Freeman et al., conducted a meta-analysis of 225studies that examined instructional practices in undergraduate

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Randy Michael Russell, UCAR Center for Science Education; John Daniel Ristvey Jr., UCAR

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NSF Grantees Poster Session

could engage in engineering after school to complement thescience and engineering learning during the normal school day [1]. Our initial goal was tointroduce a variety of engineering topics/platforms that related to the atmosphere and associatedsciences including wind power, solar energy, aircraft design, atmospheric sensors, and testingphysical models of dropsondes using a wind tunnel.The project team collaborated with an after-school program near Boulder, Colorado, whosemission was to serve students from low-income families by offering multi-year programming tostudents and support for families. This group was initially interested in Engineering Experiencesin order to provide STEM opportunities to their students.In order to get to know the

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Adrian Leos; Kaitlin Harlan; Brooke A. Merrill, Texas A&M University; Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Robert C. Martin, Texas A&M University; Carolyn L. Sandoval, University of California, San Diego; Mindy Bergman, Texas A&M University

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NSF Grantees Poster Session

theclassroom. The expectation is that students who experience classrooms led by ISE-2 faculty willhave higher engagement, success, and retention than students in non-ISE-2 classes. Additionally,although students from all backgrounds are expected to benefit from experiencing ISE-2classrooms, underrepresented minority (URM) students in Engineering programs (i.e., women,ethnic minorities, first generation) are expected to have an even greater positive outcome thantheir non-minority peers, because the content of the development program directly addressessome of the causes of experiences that lead URM students to report feeling less welcomed in thefield of Engineering [1], [2]. The project period is March 1, 2017 to February 29, 2020 [3].As part of the

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2019 ASEE Annual Conference & Exposition

Authors

Robert C. Martin, Texas A&M University; Cynthia Lang, Texas A&M University; Sin-Ning Cindy Liu, Texas A&M University; Carolyn L Sandoval, University of California, San Diego; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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Diversity, NSF Grantees Poster Session

facultydevelopment program aimed at increasing active learning, improving classroom climates, anddecreasing implicit bias and deficit thinking among faculty. The program consisted of threeworkshops, a series of informal coffee hour conversations, and two deliverables from theparticipants. Workshop 1 consisted of an overview of the ISE-2 program and an introduction tosocial cognitive biases. Workshop 2 focused on how students learn, provided evidence for theeffectiveness of active learning strategies, and exposed participants to these strategies. Workshop3 prepared participants to apply the material to their own teaching. Coffee hour conversationswere conducted on a near-weekly basis between the second and third workshops. Facultyparticipants created a

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center; Mustapha Alao Animashaun, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

Engineering Education, 2019 Critical Thinking Skills in First Year Non-Calculus Ready StudentsIntroductionCritical thinking is defined as self-reflective thinking[1]. Critical thinking requires the use ofcertain skills and disposition to evaluate thoughts and ideas with the purpose of refining them [2,3]. Critical thinking involves an in depth evaluation of events, problems, ideas, and artifactsbefore accepting or framing a conclusion or opinion [4]. Engineers are trained to becomeproblem solvers and critical thinking is essential for problem solving. Many educators believethat critical thinking skills are important and should be promoted in schools and universities, butthey feel unequipped to teach those skills[5, 6].The purpose of this

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Timothy Sawchuk, Georgia Institute of Technology; Ethan Hilton, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

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NSF Grantees Poster Session

factors.IntroductionMakerspaces are becoming increasingly prevalent on college campuses due to their perceivedpedagogical benefits for students. On many college campuses, makerspaces have become a hub ofcreativity and innovation. Those working in these spaces may gain skills crucial for developingengineers.Creative design, prototyping, building, and communicating ideas are important skills to fosterwithin students in engineering. Makerspaces are an ideal place for students to develop theaforementioned skills and more. Universities usually have machine shops for making parts forprojects and prototypes, but the shops are run by professionals, and extensive training is requiredfor students to use equipment themselves [1]. Makerspaces, on the other hand, utilize a variety

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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

educators, employers, and communities to foster STEM literacy [1].Despite the focus on collaboration in this strategy, nowhere in the report is there any mention ofmanagement or leadership. In contrast to the absence of engineering leadership in this report,engineering leaders will be key to creating a successful STEM ecosystem due to their uniqueability to coordinate interdisciplinary efforts to solve complex challenges associated with anincreasingly interconnected world. Thus, it is key that engineering undergraduate studentsreceive management or leadership training and build identities that align with leadership. Thispaper provides an overview of the qualitative phase of a larger project to understand thedevelopment of engineering leadership

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Aaron Lee Adams, Alabama A&M University; Willie Lewis McKether; Revathy Kumar, University of Toledo

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Diversity, NSF Grantees Poster Session

factors:1. The attitudes and beliefs of faculty and staff toward underrepresented students and howthese attitudes influence their classroom and advising interactions and expectations, and theimpact this has on the students’ sense of belonging and academic success;2. The existing institutional support mechanisms at both institutions and students’ perceptionsof their efficacy and the role they perceive these mechanisms play in their academic success;and3. The influence of student organizations- specifically underrepresented minority engineeringaffinity groups and the embedded networks therein on the social and academic integration ofAfrican American students at the two types of institutions.IntroductionThis paper provides a preliminary examination

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2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

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Diversity, NSF Grantees Poster Session

for success in further study or theworkforce. Active and collaborative instruction coupled with various means to encourage studentengagement invariably lead to better student learning outcomes irrespective of academic discipline [1, 2].Despite decades of research and calls for change and effort, traditional teaching is still the normin higher education STEM teaching. The purpose of this project is to translate the results fromthe significant body of research on teaching and learning into effective, evidence-based teachingpractices in all core mathematics, science, and engineering-science courses taken by students intheir first two years, with approximately 600 students entering engineering each year. Theproject provides support to enable the

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Debra A. Major, Old Dominion University; Seterra D. Burleson, Old Dominion University; Xiaoxiao Hu, Old Dominion University; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

disciplines through to graduation hasbecome a pivotal strategy in national initiatives to increase the overall number of engineeringgraduates [1]. Prior research indicates that most undergraduate students who enter into anengineering major in the United States will not ultimately obtain a degree in engineering [2]. Ithas been suggested that many do not persist in engineering through to graduation due to a lack ofability, motivation, or interest, but there is evidence to suggest that other factors offer superiorexplanations for why individuals leave engineering [3]. Engineering identity, the degree to whichengineering is central to a student’s self-concept, has been found to explain retention-relatedoutcomes better than a lack of interest or ability

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rafal Jonczyk, Department of Psychology, Pennsylvania State University, USA; Faculty of English, Adam Mickiewicz University, Poland; Janet van Hell, Pennsylvania State University; Gül E. Okudan Kremer, Iowa State University; Zahed Siddique, University of Oklahoma

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NSF Grantees Poster Session

over time. As will be explained in more detailbelow, specific ERP components can be identified that index a particular cognitive processassociated with the processing of this external event. We collected ERP responses to literal,nonsense, and novel metaphorical sentences that were either referring to engineering knowledgeor general knowledge, testing engineering and non-engineering students. Following Rutter et al.[1], sentences differed in verb only and had been classified in prior sentence norming studies ashighly unusual and highly appropriate (novel metaphors), low unusual and highly appropriate(literal sentences), and highly unusual and low appropriate (nonsense sentences). Participantsread sentences while their EEG was recorded, and

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NSF Grantees Poster Session

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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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Diversity, NSF Grantees Poster Session

Paper ID #25426EAGER: Broadening Participation of First-Generation College Students inEngineering – Backgrounds, Experiences and Strategies for SuccessDr. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Associate Professor in the Engineering, Design & Society Division at the Colorado School of Mines and Co-Director of Humanitarian Engineering. She is an anthropologist with two major research areas: 1) the sociocultural dynamics of extractive and energy industries, with a focus on cor- porate social responsibility, social justice, labor, and gender and 2) engineering education, with a focus on