Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Texas A&M University

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NSF Grantees Poster Session

found in Figure 1. For each task-specific self-concept, a nine-item scale was developed using the design process. The first item asked for the participant’sself-percept towards conducting engineering design as a whole (giving the engineering designscore) while the other eight items reflected each step of the engineering design process (averagedto be the engineering design process score)2. Page 23.30.3 Figure 1. Steps of the engineering design process12.Self-efficacy affects a person’s behavior towards an activity, and their self-percepts can affectthe thought patterns and neurophysiological reactions13. Those with high self

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Stephen Secules, Florida International University; Gabriel Van Dyke, Utah State University; Maimuna Begum Kali, Florida International University; Vanessa Tran, Utah State University

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NSF Grantees Poster Session

-audio.Guiding Theory: Identity and agency in figured worldsThe overarching framework guiding the A4I Project is Identity and Agency in Figured Worlds.Holland and colleagues [8] introduced this conceptual framework to elucidate the intricatedynamics between social systems and individuals. They define it as the realized capacity of anindividual to deliberately and reflectively engage in activities situated within "socially-produced,culturally-constructed" contexts (i.e., figured worlds, [8], p. 40-41). In this project, we use thisframework to conceptualize engineering education as figured world in addition to others, such asrace and gender, that overlap and influence students’ experiences in their engineering programs.As students iteratively interact

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

by Chinese-American,Anglo-Indian, or Latino writers [15]. Code-switching can take on various forms, but in this paper,we define it as the use of both Spanish and English in bilingual communication. This showcasesthe intricate linguistic dance that bilingual speakers engage in, which reflects a blend of linguis-tic choice and cultural narrative. This phenomenon is especially prominent in communities whereboth languages are woven into the social and cultural fabric, allowing individuals to fluidly navigatetheir bilingual identities [16], [17]. Beyond simple language mixing, code-switching incorporatesa sophisticated amalgamation of grammatical structures, cultural cues, and contextual relevance,highlighting the cognitive dexterity of bilingual

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lesley M Berhan, The University of Toledo; Anne M Lucietto, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

Engineering Technology, the careeris Engineering” trademarked by the American Society for Engineering Education reflected thetypical experience of ET graduates. However, despite these and other efforts to assert that ETis a separate but equal, less mathematically rigorous, more practical pathway to a traditionalengineering career, this messaging is often inconsistent with the reality of opportunities andadvancement in college and after graduation. Many employers do not hire ET graduates forengineering positions for a variety of reasons, including a lack of familiarity with the preparation 1and qualifications of ET graduates, and the tendency for many employers to still associate ETwith a two-year

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic Institute of New York University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, microcontrollers,and robotics to prototype a variety of mechatronics projects. These activities illustrated real-world applications of fundamentals covered in introductory lectures to reinforce and impart agreater sense of understanding. Such a curriculum and instruction strategy exposed teachers tofundamental mechatronics design principles as they learned the core concepts through activitieswherein they built practical devices that integrated and illustrated their learning. The discussionportion of each session provided participants with an opportunity to reflect on the session’s workand to brainstorm ways of integrating these activities in K-12 STEM learning. On the last two days of guided training, an entrepreneurship module—consisting

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

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Diversity, NSF Grantees Poster Session

the Fall of 2018. Eachinterview used journey maps to elicit students’ identity trajectories and probed further into theirshort and long-term goals and current educational environments, especially in response to theCOVID-19 global pandemic and its impact on engineering education. In this research, wespecifically use journey maps as a reflective tool for students to document their “high points” and“low points” within a particular semester (i.e., Summer 2019 to Fall 2019 or Winter 2019 to Spring2020). We also used journey maps as an artifact to guide the interviews and operate as an elementof procedural and communicative validation [11]. In alignment with the identity trajectory model,these journey maps allow us to differentiate between the most

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

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NSF Grantees Poster Session

incorporate computers only forresearch (Wang et al., 2011). If integrated ETS instruction reflects these narrow views, studentswill not develop an understanding of the breadth of technologies and/or how they support scienceand engineering. Therefore, professional development and teacher preparation is needed toensure teachers have robust understandings and confidence to implement ETS instruction(Brophy et al., 2008; Dare Ellis, & Roehrig, 2014; Roehrig et al., 2012).The ill-defined nature of ETS instruction can also pose unique challenges for teachers. By nature,science instruction that incorporates engineering is student-focused, involves active learning, andemphasizes process rather than a single correct answer. This is a stark contrast with

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University at West Lafayette; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Dina Verdin, Arizona State University, Polytechnic campus; Aaron Robert Hamilton Thielmeyer, Purdue University at West Lafayette; Herman Ronald Clements III, Purdue University at West Lafayette (COE); Zhihui (Sherry) Chen

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Diversity, NSF Grantees Poster Session

interviews was designed to understandstudents’ background and pathways into engineering. The second round of interviews involvedasking the students to complete a journey map to guide the interview focused on understandingtheir identity trajectory. This journey map documented the “high points” and “low points” of astudent’s experiences over the previous semester and was used as a reflective tool and datacollection artifact to guide the narrative interviews. The third round of interviews continues to usejourney maps and students’ stories to understand their development in engineering.The interviews were used to develop “restoryed” case summaries. A restoryed case summary is ashort version of each student’s pathway and highlights. In addition to these

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

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Diversity, NSF Grantees Poster Session

mentors, they made more use of officehours when tutoring was not offered or when the hours conflicted with their schedules.Overall, student ratings for tutoring and SI improved from Fall 14 (the first semester in whichCOMPASS students provided feedback) until Fall 15 (see Figure 1). Ratings declined somewhatin Spring16, which appears to correlated with the fact that fewer students were attending tutoringsessions. It also likely reflects the loss of the SI program after the first year.Figure 1. Student Ratings of Tutoring/Supplemental Instruction Tutoring/SI 100% 90% 80% Extremely  important 70% Very  important

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

the Entrance to Major process at the beginning of the junioryear (i.e., enrollment in a specific major). Secondary outcome measures are retention in STEMmajors and retention at the University. This research is generously funded by the NationalScience Foundation (NSF IUSE #1525367). Please note that any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. The Intellectual Merit of this research is two-fold: examine variation in Engineeringretention for three models of bridge programs and produce a series of workshops on Engineeringbridge leadership, funding, and sustainability strategies for Engineering summer

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farhan Azhar, University of Massachusetts Lowell; Kristofer Tite, University of Massachusetts, Lowell; Stephen Johnston, University of Massachusetts, Lowell; Christopher Hansen, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; Alaina M Schiano; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

Thinking. This included interactive lectures in design process, prototyping methods and production. The course textbook, “Making It”19 was used extensively during this por- tion of the course. • Week 13 (11/30/15): Keys to academic success as a Mechanical Engineering student. This motivational lecture is included to promote reflection on the students’ exposure to Mechanical Engineering, as well as provide advice and insight into expectations in the sophomore, junior and senior years

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Yanbing Wang, Purdue University

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NSF Grantees Poster Session

obtain employment outside of academia. In termsof the effect on career outcomes, previous studies found evidence that postdoc training enhancesresearch productivity and increases research output [14], [15]. However, postdoc experiencedoes not significantly influence STEM PhDs’ earnings up to 15 years after PhD graduation [15],[19], [21]. The importance of analyzing the effect of postdoc experiences that vary by field of studyhas been stressed by Horta [14] and Kahn and Ginther [19], for example, in part because thedifferences across fields of study reflect their distinct traditions and identities, especially atadvanced levels of academic training [22]. Since the differences in postdoc experience acrossfields of study exist even within

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

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NSF Grantees Poster Session

energy minor, internships, and related activities of the consortium http://liaec.aertc.org/education.htm  Co-development and use of templates for electronic portfolios, used by students in the minor program to document evidence of learning, collect reflections, and assess student progress, both in the minor and in internships related to minor program requirements.  Several consortium meetings held to assess progress, discuss obstacles, and collect information on cross-registration and course development.Energy Education ModelSeveral learning objectives were established for the minor in energy science, technology andpolicy (ESTeP). The goal is that when students complete the minor, they should be able to: 1. Understand

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette; Bunmi Babajide, Purdue University, West Lafayette; Anastasia Marie Rynearson, Purdue University, West Lafayette

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NSF Grantees Poster Session

accountability pressures for reading andmathematics3, 7. Integration of STEM subjects has been suggested as a way to address thechallenges of diminishing instructional time while providing students with the opportunity forengaging in realistic and multidisciplinary contexts that reflect real world problems. With manystates adopting the NGSS8, curricula for integrating engineering with an explicit focus onteaching science are needed.PictureSTEM is a curricular development project aimed at creating STEM integration moduleswith an explicit focus on engineering design, as well as standards-based mathematics andscience, for grades K-5. The PictureSTEM units were developed to meet this need for explicitSTEM integration modules that meaningfully teach each of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

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NSF Grantees Poster Session

uncertain and perhaps even unwilling toembrace sustainability (at least, the environmental pillar) as a valid and valuable part of theirengineering curriculum. Combined with the relatively weak power of ethics (includingsustainability) over personal and business interests,8 students may see sustainability as a noblebut vague and entirely unreachable state of affairs.Previous research studies in engineering education have highlighted the fact that students oftenbring into the classroom views of sustainability that reflect both the broad and confusingdefinitions of sustainability in national and global circles and a narrow view of what engineersare capable of impacting and desiring to contribute to improved sustainability practices

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

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Diversity, NSF Grantees Poster Session

developing since the 1970’s, led largely by Dr. David Kolb; this theory is based “ona learning cycle driven by the resolution of the dual dialectics of action/reflection and ex-perience/abstraction” 43 . The importance of experiential learning has been discussed for themedical field 1;3;9;15;18;33;61 , engineering 2;19;76;84;85 , leadership roles 16;29;32;34 , and general edu-cation 7;58;86;87 . For further reading on broad applications of the experiential approach, Kolbhas compiled bibliographies containing numerous works spanning decades 44;45;46;47 . Burger found that experience with actual work is one of the strongest factors affectingcareer choice 22 while Tuss concludes that “experiential education strategies will strengthenschool science

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

for Engineering Education, 2020 Spatial Visualization Skills Training at Texas State University to Enhance STEM Students Academic SuccessAbstractA diagnostic of thirty questions administered to incoming STEM students in Fall 2013 and Fall2015 - Fall 2018 reflects that their spatial visualization skills (SVS) need to be improved.Previous studies in the SVS subject [1], [2], [3] report that well-developed SVS skills lead tostudents’ success in Engineering and Technology, Computer Science, Chemistry, ComputerAided Design and Mathematics. Authors [4], [5] mention that aptitude in spatial skills isgradually becoming a standard assessment of an individual’s likelihood to succeed as anengineer.This research reports the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

Enhancement (FIRE), is supportedby the National Science Foundation under Grant No. 0969382. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.1.0 Project Activities1.1 Overall Goal Page 23.551.2The most specific and immediate goal of this project is to increase the School of Engineering andEngineering Technology (SEET) graduation rate from its 2009 five-year average of 42% to animproved five-year average of 65%.1 To achieve this target, 1-year retention of new studentsmust be increased to 85% from its 2009 level of 68

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

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NSF Grantees Poster Session

of Learning Styles25 as shown inTable 1 is composed of four dimensions: active/reflective, sensing/intuitive, visual/verbal, andsequential/global. Active learning tools are designed to meet the needs of students with a rangeof learning styles. Particular approaches to teaching often favor a certain learning preference.Therefore, it is important to incorporate a variety of teaching approaches. This index can assistinstructors in creating active learning modules that impact all student learning styles effectively. Page 25.752.7 Table 1. Learning styles categories.Myers Briggs Type Indicator (MBTI) Personality

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

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Diversity, NSF Grantees Poster Session

NSFGraduate Research Fellowship. Some of these experiences were directly facilitated by the effortsof STEM CONNECT. For example, one Scholar applied and accepted an internship to Hudl aftera local tour, and other Scholars have received extensive feedback on application materials andletters of recommendation from project leaders. A total of twenty university Scholars havegraduated in computing and mathematics-related majors, with an average GPA of 3.66. Ten ofthese Scholars graduated with distinction. Further, 85% were either first-generation, women,and/or URM.The project consistently positioned Scholars as worth investing in. One community collegeScholar reflected on the importance of this positioning: I find it very encouraging knowing that

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

survey on students' online collaborative experience are shown in Table 8. They demonstrate that the students in the groups (B, C, and D) with scaffolding generally had higher level of perception or collaboration activities than those in the control group (A) without scaffolding on online collaborative learning. However, students in the cognitive cooperation-scaffolding group (C) showed lower levels when they were asked “the members in my group collaborate with each other effectively, ” “It motivates me to learn through the use of online discussion,” and “Team online discussion makes me reflect on the course content in a deeper level”. This result is in accordance to the finding by Weinberger 24, i.e., students following the cognitive scaffolding

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

reflect the views of the National ScienceFoundation.References[1] B. Donovan, D. M. Mateos, J. F. Osborne, and D. J. Bisacco, “Revising the Economic Imperative for US STEM Education,” PLOS Biology. Jan. 2014. [Online]. Available: https://doi.org/10.1371/journal.pbio.1001760[2] M. Smith and L.N. Willison, “Stem Obstacles In The Collegiate Setting,” Journal of STEM Education: Innovations & Research, vol. 22, no. 4. Oct. 2021. [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/2532[3] A. Zilouchian, N. Romance, A. L. Myers, and D. Hamadeh, “A Collaborative Framework to Advance Student Degree Completion in STEM,” 2020 ASEE Virtual Annual Conference Content Access. July 2020.[4

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks ; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz; Janelle B Larson, Pennsylvania State University

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NSF Grantees Poster Session

)College-Student identity, or (c) Future-Engineer identity. Next, adapting Kaplan and Garner(2017) coding scheme to reflect our context of low-income college engineering students, scholarresponses were further broken down into the four components of the DSMRI model (1)ontological and epistemological beliefs, (2) purpose and goals, (3) self-perceptions and self-definitions, or (4) perceived-action possibilities. Examples of this coding are shown in Table 2.Table 2. DSMRI example codes from scholar interviews (adapted from Kaplan & Garner, 2017) DSMRI Component Description of Component Example Scholar Statements Ontological & Scholar knowledge and Ontological: “Low-income Epistemological emotion from

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

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NSF Grantees Poster Session

𝑊 = ∫ 𝑝𝑑𝑉 𝑉𝑖 The interview protocol was broken up into three separate stages (Figure 2) thatprogressively investigated students’ interpretations of the first law and the provided interviewprompts. To start, participants were asked open-ended questions about the first law ofthermodynamics to better understand how they conceptualized the first law prior to any furtherprompting. Afterwards, students proceeded to separately address one in-discipline and one out-of-discipline interview prompt. Interview questions during the second stage were modeled afterthe dynamic transfer framework [22] by first asking questions that primed students to identifyrelevant target tools and to reflect on their

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University Bloomington; Jing Yang, Indiana University Bloomington ; Jungsun Kim, Indiana University Bloomington; Peter N. Knox, Binghamton University (State University of New York); Soo Hyeon Kim, Indiana University-Purdue University Indianapolis; Nikeetha Farfan D'Souza, Indiana University Bloomington

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NSF Grantees Poster Session

material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Museum of Science. (2021). Engineering is elementary. Available: http://www.eie.org/. [Accessed January 25, 2021].[2] Tufts University, About us: Center for engineering education and outreach. Available: http://ceeo.tufts.edu/about/. [Accessed February 15, 2021].[3] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes, Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc., 2018.[4] S. Brophy, S. Klein, M. Prtsmore, and C. Rogers, “Advancing engineering education in P-12 classrooms,” Journal of Engineering Education, vol. 97, no. 3, pp. 369-387, 2008.[5] M. W

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

Tagged Topics

Diversity, NSF Grantees Poster Session

own words.This instrument was developed to measure indicators of impact on the SCCT constructs ofoutcome expectations and self-efficacy. Figure 2: Outcomes and Subscales of the Pre/Post Test. Note: * indicates significant differences favoring Academy Cadets.To supplement the pre/post assessment we collected qualitative data through interviews andstudent reflection journals. At the end of each day of the Academy, students were givenreflection prompts about the day’s activities. Students kept an electronic journal which captureda record of all their responses to each prompt. These journals were analyzed and comparedagainst the findings from the pre/post survey to better understand student attitudes towardSTEM, big ideas students took

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Diversity, NSF Grantees Poster Session

with COVID by setting up a designated study area that is only mine.” • “Adaptability, one of my strengths, has allowed me to accept the situation and work with what has happened.” • “I have adapted and modified my life to use connectedness in new ways. I am able to talk and reach out to others by other means rather than face to face during these times by the use of technology such as zoom.”Ongoing Research: Strengths, Social Identity, and Social NetworksSurveys and interviews by the external evaluator have not explicitly asked students to reflect onthe “strengths from a social justice perspective in engineering and computer science as context”model of mentoring and advising – instead, the evaluator has focused, to date

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

Tagged Topics

Diversity, NSF Grantees Poster Session

first-year studentswho were interested in pursuing mechanical engineering at a research-intensive university inNorth America. The participants are a subset of a sample from our team’s ongoing multi-methods study, which focuses on the curricular messaging about the nature of engineering workin core courses in two disciplines and how these curricular messages align with students’ ownengineering interests and career ambitions. The three interviews were chosen from the larger dataset to reflect a diversity of practices emphasized.The participants included in the present study varied in their interests, pre-college experiences,and self described social identities. Participant 1 identified as a South Asian woman; Participant2 self-identified as a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Enrique Blair, Texas A&M University; Henry David Banks, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

learned certain tools, or whichtools they had used prior to this semester and their college entry. Given the time between whentools were used and when students completed the surveys in question, their answers may nothave perfectly reflected their experiences. This difficulty in recalling the timeline of tool usageand when tools were learned is compounded particularly with simple tools and features of themakerspace, such as hand tools, whiteboards, or even a desk. Given that such tools and featureshave particularly interesting ramifications for makerspaces efficacy and their outcomes, theinformation lost from this could be considerable.While the information gathered does not perfectly capture how makerspaces are being used andthe motivations

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Kristi L. Eustice, Arizona State University; Allison Godwin, Purdue University at West Lafayette; Gillian Roehrig, University of Minnesota - Twin Cities; Christopher Barr, Rice University; Kimberly Farnsworth, Arizona State University

Tagged Topics

NSF Grantees Poster Session

expertise of the team. Coordinated iterative cycles of reflection and action were usedfor instrument development [30-31]. The instrument currently has seven baseline categories thatcould be applied to all ERC population groups and will be used to conduct cross-ERCcomparisons. Table 1 documents the baseline categories (excluding demographics):understanding of the ERC, impact on skills, culture of inclusion, mentorship experience, futureplans, and program satisfaction. These six categories were extracted from the NSF ERC BestPractices Manual [3] and ERC program solicitation [32] as cross-cutting categories that NSFrecommends evaluating to monitor ERC progress and impact around workforce development andculture of inclusion initiatives. Comparisons