Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

and retention. A SWE and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering. Page 24.1275.1 c American Society for Engineering Education, 2014 Transfer Students: Lessons Learned Over 10 YearsAbstract.This paper will summarize the accomplishments of an NSF sponsored S-STEM program fortransfer students. This program had 97 students: 41.2% underrepresented minority, 28.9%female, and 60.8% either female and/or underrepresented minority. Therefore, this programoverrepresented minority engineering and computer science students in the university by

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaowen Gong, Auburn University; Daniela Marghitu, Auburn University; Thaddeus A. Roppel, Auburn University; Chih-hsuan Wang; Melody L Russell

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NSF Grantees Poster Session

. He is currently an Associate Professor in the Department of Electrical and Computer Engineering at Auburn University. His research interests are in the areas of wireless networks and their applications, with current focuses on machine learning and AI in wireless networks, edge computing, and network security. He received IEEE INFOCOM 2014 Runner-up Best Paper Award as a co-author, ASU ECEE Palais Outstanding Doctoral Student Award in 2015, and NSF CAREER Award in 2022. He is currently an Associate Editor for IEEE Transactions on Wireless Communications, a Guest Editor for IEEE Transactions on Network Science and Engineering, and a Guest Editor for IEEE Open Journal of the Communications Society.Dr. Daniela

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Campus study is to address the urgentneed to expand the pool of Science, Technology, Engineering, and Math (STEM) graduates,especially African American, Native American, and Hispanic students. Long-term improvementsin the pipeline of a diverse STEM workforce start with sustaining effective bridge programs thatcan produce more Engineering baccalaureates. To improve retention in Engineering, this studywill conduct academic enrichment programs for racially underrepresented Engineering studentsat three points in their career at the Penn State—entering freshmen, rising sophomores, and risingjuniors. The goals of the study are to (a) increase retention in Engineering among raciallyunderrepresented students in the Penn State system, (b) develop long

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

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Diversity, NSF Grantees Poster Session

People (3 principles) and Profit (1principle).Many students favored improving waste prevention (recycle, reduce, reuse) as the principle ofsustainability that would dominate their role as engineers in contributing to sustainable practice.29 of 94 classifiable responses were coded within this principle. Some responses were quitesimple and general such as: "Not wasting a lot of paper or electricity" (Female, Caucasian)Other students attempted to connect their career interests within their chosen major to reducingwaste. For example, one student voiced this inherent opportunity: "I want to work with nanotech so I guess making a lot smaller technology would mean less trash" (Male, Caucasian)Another student did the same with

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

(~three times as likely).18As elaborated upon below, there has been sparse research conducted on non-traditional collegestudents, and in particular those who have career paths in engineering and science. It is howeveruseful to note the important work of Rosenbaum and his colleagues who have studied suchstudents.18 These researchers determined that in general, community colleges performed poorlyin terms of providing out-of-class support to non-traditional students. Our study metrics, buildupon the work of Deil-Amen, Rosenbaum and colleagues in addition to a pilot communitycollege engineering and science study.What must be better understood about community college support for studentsCommunity colleges have taken on a “demand absorbing” role, which

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aleksandr Sergeyev, Michigan Technological University; Mark Bradley Kinney, Bay de Noc Community College; Nasser Alaraje, Michigan Technological University; Scott A Kuhl, Michigan Technological University

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Diversity, NSF Grantees Poster Session

, where he taught courses on Embedded Systems. Ad- ditionally, Dr. Alaraje is a recipient of an NSF award for a digital logic design curriculum revision in collaboration with the College of Lake County in Illinois, and a NSF award in collaboration with the University of New Mexico, Drake State Technical College, and Chandler-Gilbert Community College. The award focused on expanding outreach activities to increase the awareness of potential college stu- dents about career opportunities in electronics technologies. Dr. Alaraje is a member of the American Society for Engineering Education (ASEE), a member of the ASEE Electrical and Computer Engineer- ing Division, a member of the ASEE Engineering Technology Division, a

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

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NSF Grantees Poster Session

critical to biomedical interests such as the design of artificialorgans. In an international study of career preferences of chemical engineering students,bioprocess and biomedical industry received the highest ranking by a large margin in Australiaand New Zeland, Canada, the United Kingdom and the United States [2].This paper describes a project in which students are introduced to engineering principles throughthe design of a heart-lung machine. In a hands-on, team-based experience, students participatedin designing, building and testing their own heart-lung systems made from inexpensive, readilyavailable materials. Its implementation in four different contexts is described: high school

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

they do not have significant parental financial oremotional support (~1.5 times as likely), (4) often have dependents for whom they must providesupport (~ twice as likely), and (5) are more likely to be single parents themselves (~three timesas likely).16As we elaborate below, there has been very little research conducted on the non-traditionalstudents, and in particular those who have career paths in engineering and science, but it is usefulto note the important work of Rosenbaum and his colleagues who studied such students.16 Thesescholars determined that in general, community colleges performed poorly in terms of providingout-of-class support to non-traditional students. Our study metrics, build upon the work of Deil-Amen, Rosenbaum and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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NSF Grantees Poster Session

) aretypically older than the traditional undergraduate, (2) are more likely to come fromunderrepresented groups in STEM (~1.3 times as likely), (3) tend to be “independent” in thatthey do not have significant parental financial or emotional support (~1.5 times as likely), (4)often have dependents for whom they must provide support (~ twice as likely), and (5) are morelikely to be single parents themselves (~three times as likely).16 As we elaborate below, there has been very little research conducted on the non-traditional students, and in particular those who have career paths in engineering and science, butit is useful to note the important work of Rosenbaum and his colleagues who studied suchstudents.16 These scholars determined that in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

been sparse research conducted on non-traditional collegestudents, and in particular those who have career paths in engineering and science. It is howeveruseful to note the important work of Rosenbaum and his colleagues who have studied suchstudents.18 These researchers determined that in general, community colleges performed poorlyin terms of providing out-of-class support to their non-traditional students. Our study measures,build upon the work of Deil-Amen, Rosenbaum and colleagues in addition to our pilotcommunity college engineering and science study that informed this research design.What must be better understood about community college support for studentsCommunity colleges have taken on a “demand absorbing” role, which includes

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jane Hunter, University of Arizona; James C. Baygents, University of Arizona

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NSF Grantees Poster Session

develop the ability to take control of their ownlearning, consciously define learning goals, and monitor their progress in achieving them.”A number of studies show a positive relationship between interest in a subject and persistence forscience and engineering majors (4,5). Research shows that lack of commitment to a career inengineering may be key to explaining non-persistence (6). These findings suggest a relationshipbetween interest and commitment. As such, commitment to engineering will be evaluated forstudents participating in the study. In general, retention of students in the STEM fields requires ahigh level of student commitment, particularly for underrepresented students who are faced withunique challenges in addition to the rigors of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

the one hand, effective onboardingimproves time to productivity, customer satisfaction, and retention rates[7]. On the other hand,one-third of organizations in the U.S. do not even provide even minimal orientation programs fortheir new employees[8]. Only 30 percent of surveyed global executives reported that they aresatisfied with their employers’ onboarding processes for new hires[9].Faced with less than adequate onboarding support, freshouts often experience anxiety anduncertainty with regard to their roles, tasks, and career prospects in the organization[5]. Whilethe rate of annual freshout engineer turnover in the U.S. is unknown, survey results indicate that,within four years of graduation, 64 percent of graduates remain in engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deana Lucas, Purdue University, West Lafayette ; Rebecca Martinez, Purdue Polytechnic Graduate Programs

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NSF Grantees Poster Session

. Furthermore, by actively engaging in projectmeetings, educational community events, and data review sessions our process was furtherfortified. These experiences highlighted the transformative potential of transdisciplinarity infostering collaboration across academic colleges. As we reflected on these experiences, werecognized the profound impact on our own scholarly trajectories, setting us on a trajectorytoward becoming transdisciplinary scholars. This work not only contributes to the broaderacademic discourse but also lays a foundational framework for our future endeavors, preparingus for careers as scholars who bridge disciplinary boundaries. This study focused on a master's and a doctoral student, as depicted in Figure 1 below.Our

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

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NSF Grantees Poster Session

TAs fulfill the role ofsecondary instructor, supporting a course via laboratories, recitations, grading, and otherteaching activities. Whether faculty or TA, primary or secondary, instructors employ a range ofinstructional approaches to engage student learning and interact with students to develop rapport,answer questions, and further scaffold instruction. Although there remains some confusion inthe literature regarding terms, faculty support generally refers to teaching technique (bothteacher-centered and student-centered) while faculty interactions refer to more informalexchanges with students which include both curriculum and course-based interactions as well asconversations about career and other intellectual matters. In this paper, we

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

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Diversity, NSF Grantees Poster Session

discussion session which served as awrap up for the academic year long JTFD project including fall workshops and spring discussionsessions. As with the previous set of data from the six discussion sessions, the average scores arerelatively high, ranging from 4.4 to 4.8. Additionally, 96% of faculty agreed or strongly agreedthat “The JTFD project has been successful in creating a Community of Practice which supportsinnovation, implementation, and open dialogue between colleagues” and 100% of faculty agreedor strongly agreed that “The tools, strategies, and interaction I experienced throughout the JTFDproject will be of value to my future instructional practice and career success.” Thus, the wrap upsurvey demonstrates that overall impact and value to

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

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Diversity, NSF Grantees Poster Session

(Johnson, 1999).3.0 The Interdisciplinary Research Experience for UndergraduatesFor the past two summers (2018 and 2019), groups of students from a college in the Southeastparticipated in a problem-based learning journey in the context of studying about autonomousvehicles. One of the long-term goals of this project was to prepare students, who areunderrepresented minorities, for careers in transportation. They were part of a multi-disciplinary,eight-week summer research experience that integrated curricular and extra-curricular activities(see Table 1). Table 1: Interdisciplinary Research with Problem-Based LearningExplore Engage Experience EvaluateActivating PriorKnowledge

Conference Session

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

learning as keystones of the program. She began her educational career as a high school teacher, teaching courses in English, math, and science. c American Society for Engineering Education, 2019 Scaling and Assessment of an Evidence-Based Faculty Development Program for Promoting Active Learning Pedagogical StrategiesAbstractThis complete research-based paper explores a successful faculty development program aimed atincreasing awareness and use of evidence-based pedagogical strategies among engineeringfaculty across multiple disciplines. Research demonstrates that student-centered, or activelearning, strategies promote greater student learning and achievement. Despite this evidence,however

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Michelle M. Camacho is Professor of Sociology at the University of San Diego. She began her career at UC San Diego in 1999 as a postdoctoral fellow at the Center for US Mexican Studies, and later as a UC Faculty Fellow in Ethnic Studies. In 2015-16, she returned to UC San Diego as a fellow of the American Council on Education. As a bilingual/bicultural Latina, Camacho has 30 years of experience in higher ed- ucation advocating for underrepresented groups and first generation college students. For over a decade, her work on institutional transformation has received funding from the National Science Foundation to examine and address inequities in higher education, specifically as they relate to Science, Technology

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Thomas Martin, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C Paretti, Virginia Tech

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Diversity, NSF Grantees Poster Session

Computer Engineering from Carnegie Mellon University and his B.S. in Electrical Engineering from the University of Cincinnati. His research and teaching interests include wearable computing, electronic textiles, and interdisciplinary design teams for pervasive computing. In 2006 he was selected for the National Science Foundation’s Presidential Early Career Award for Scientists and Engineers (PECASE) for his research in e-textile-based wearable computing.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan Munson, University of Wisconsin, Milwaukee

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NSF Grantees Poster Session

problems with theguidance and some tutoring provided by peer mentors; these peer mentors are upper-levelundergraduate students in the college. PLTL groups aim to develop student confidence in Page 23.114.3collaborative problem solving skills and teach students during their first year in collegehow to practice independent problem solving methods. This procedure requires deepthought, time, discussion and risk taking; these are all skills beneficial for careers inengineering and computer science. For this reason, peer mentors do not have solutionmanuals. The peer mentors act as facilitators who work with students to solve problemsmethodically while

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Education, 2014 Paper ID #8971 Mechanical Engineering from Cornell University in 1994. His research interests include product family and product platform design, product dissection, multidisciplinary design optimization (MDO), and addi- tive manufacturing, and he has published over 250 peer-reviewed papers to date. He teaches courses on Product Family Design, Concurrent Engineering, Mechanical Systems Design, and Product Dissection, and he serves as the Director of the Product Realization Minor in the College of Engineering. He is a recipient of the ASEE Fred Merryfield Design Award and a NSF Career Award. He has received

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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NSF Grantees Poster Session

activities. A few highlights from the Fall 2011 survey in Table 1 showed 80%to 90% of students felt their learning was supported by teaching strategies of team-based problemsolving, discussions, and hands-on activities. Affective factor results from the Personal Impact sectionfound that the percentage of students who agreed was: 1) 65% who felt instructional strategies in thecourse were more motivating than those in other classes; 2) 77% felt material learned will be of valueto them after graduation in career or grad school; 3) 92% felt the course helped them see the relevanceof engineering to real-world needs; and 4) 67% would recommend the course to a friend. Thesestrongly positive changes demonstrate the impact the remodeling materials and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Tripp Shealy, Virginia Polytechnic Institute and State University; Felicity Bilow, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

-structured understanding, where theycan describe multiple dimensions of sustainability but struggle to articulate the relationshipsamong them.Student mental models may influence their career plans and professional motivations. Forinstance, engineering students associate their professional goals more with environmentalsustainability and view the implementation of sustainable development as a professionalrequirement not a personal one [13, 16]. There remains a need to further understand howengineering students perceive sustainability and climate change and how these complex social-ecological-technological systems (SETS) influence not only their career plans but also theirprofessional practice [2]. By gaining insights into students' perceptions of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Salinas, The University of Texas Rio Grande Valley; Griselda Salinas; Elizabeth Salinas, The University of Texas Rio Grande Valley; Yocelin Chavez; Virginia Santana; Sherlyn De Alva; Sheila Cardenas Vazquez

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NSF Grantees Poster Session

tofollow Juan’s path; to attend college and seek a professional career. Thus, getting married toJuan, allowed Shelly to be the first in her family to attend college. During her educational andprofessional career, she had the support and mentorship of Juan and Steve. This continuoussupport and her twenty-year teaching experience led her to form a family support group to helpclose the gap between families and school. The support group’s goal was to influence families tobecome more involved in their children’s education.We, and many others who knew Steve’s work, feel fortunate to continue Steve’s legacy inhelping families who want excellence and equity in their children’s education. We understandthat inequities still exist in our educational systems

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David M. Krum, California State University, Los Angeles; Zoe Wood, California Polytechnic State University; Eun-young Kang, California State University, Los Angeles; Ayaan M. Kazerouni, California Polytechnic State University; Jane L. Lehr, California Polytechnic State University; Sarah Hug, Colorado Evaluation and Research Consulting; Paul Salvador Bernedo Inventado, California State University, Fullerton; Fang Tang; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Yu Sun, California State Polytechnic University; Mohsen Beheshti; Aakash Gautam, University of Pittsburgh; Aleata Hubbard Cheuoua; Sahar Hooshmand; Kevin A Wortman, California State University, Fullerton

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Diversity, NSF Grantees Poster Session

% 26% 13% San Francisco State Univ. (Site 6) 1,550 25.7% 37% 45% 34% Total across sites 7896 28.2% 27.6% 34.4% 21.5%Table 1: CS population information for alliance sites, including demographic percentage of Latinx student, retentionin the major (from CSU institutional dashboards)The goal of the alliance is to improve retention of Latinx students in the first years of theircomputing career. We have introduced two styles of curricular activities both centered in sociallyresponsible computing and with the aim of providing students with an enhanced sense ofbelonging and better industry preparation yielding positive impacts on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University; Kelli Cargile Cook, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University; Jason Tham, Texas Tech University; Md Rashedul Hasan, Texas Tech University

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NSF Grantees Poster Session

. Piotrowski, K., 2018, “Adaptation of the Utrecht-Management of Identity Commitments Scale (U-MICS) to the measurement of the parental identity domain,” Scandinavian Journal of Psychology, Vol. 59 No. 2, pp. 157– 166. https://doi.org/10.1111/sjop.1241612. Godwin, A., Kirn, A., 2020, “Identity-based motivation: Connections between first-year students’ engineering role identities and future-time perspectives,” Journal of Engineering Education, Vol. 109 No. 3, pp. 362–383. https://doi.org/10.1002/jee.2032413. Hazari, Z., Sonnert, G., Sadler, P. M., Shanahan, M.-C. C., 2010, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study,” Journal of Research in Science

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Phyllis Jean Beck, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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NSF Grantees Poster Session

barriers to foster an environment where diverse and creative people are successful in the pursuit of engineering and computing degrees. Jean’s efforts have been recognized with numerous awards including the National Science Foundation Faculty Early Career Development award, the American Society for Engineering Education John A. Curtis Lecturer award, and the Bagley College of Engineering Service award. Jean earned her B.S. and M.S. in computer engineering from Mississippi State University, and her Ph.D. in engineering education from Virginia Tech. ©American Society for Engineering Education, 2023 Using a Timeline of Programming Events as a Method for Understanding the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Sherry Hsi, BSCS Science Learning

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Diversity, NSF Grantees Poster Session

experience conducting evaluation and design-based research studies in complex settings including and community- based settings. ©American Society for Engineering Education, 2023Material Agency with Summer STEM Youth Designing with Micro:bitsIntroduction and Research PurposeIn this poster, we report results related to an NSF EEC CAREER project that characterizesframing agency, defined as making decisions and learning in the process of framing designproblems. Our past studies of framing agency have relied on discourse analysis to characterizeagency in talk [1-3]. However, this analytical approach, with its focus on talk, misses muchabout the materials in the design process, and given that design is commonly cast as

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

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Diversity, NSF Grantees Poster Session

Turner, Virginia Tech ©American Society for Engineering Education, 2023 Responsive Support Structures for Marginalized Students in Engineering: Insights from Years 1-3IntroductionThe purpose of this NSF CAREER project is to advance understanding of the navigationalstrategies used by undergraduate engineering students from marginalized groups. Our goal is toidentify insights that can be used to develop responsive support structures, prevent further harm,and address actors who perpetuate unjust systems. Our project will benefit the engineeringeducation ecosystem by illuminating ways to transform engineering education to include morelearning environments that value and uplift all of its

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veronica M. Catete, North Carolina State University, Raleigh; Isabella Gransbury; Marnie Hill; Devin Jean; Brian Broll; Akos Ledeczi, Vanderbilt University; Tiffany Michelle Barnes; Shuchi Grover

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Diversity, NSF Grantees Poster Session

students as they try out computing courses in theirhigh school pathways. Our aim is to increase the interest and career awareness of CS for highschool girls so they may have an equitable footing to choose CS as a potential major or career.IntroductionAfter previously piloting three innovative computer science modules developed specifically forhigh school audiences, we drew from our prior findings to develop and implement the fourthmodule, Software Engineering (SE) [1] [2]. For our module design framework, we usedproject-based learning and expansive framing in order to situate software engineering in ameaningful context for the desired audience [3] [4] [5] .Module DescriptionThe SE module challenges students to address a local or community problem