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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

James C. Lester, North Carolina State University; Kristy Elizabeth Boyer, University of Florida; Eric N. Wiebe, North Carolina State University; Bradford Mott, North Carolina State University; Andy Smith, North Carolina State University

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NSF Grantees Poster Session

courses is widely recognized as a central challenge forcomputer science education. These courses, particularly those that must serve a diversepopulation of students outside of computer science, are difficult to design and presenttremendous challenges for the students who take them. For example, many novices hold mentalmodels that are not compatible with learning to program [1]. These challenges have led to abroad range of instructional innovation, many of which are focused on problem solving as acentral mechanism for developing computer science knowledge and expertise. Flippedclassrooms, in which problem solving comprises the majority of classroom time [2], [3], and aclosely related approach, lab-centric instruction [4], have shown promise and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Alexandra Coso Strong, Florida International University; Erin McCave, University of Houston

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Diversity, NSF Grantees Poster Session

Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems. c American Society for Engineering Education, 2019

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

thedesign of their new HSI Program. The University of Arizona, one of first conference awardees,held a working conference that brought together over 100 faculty, students, and administratorsfrom 42 Southwestern higher-education institutions, including 37 HSIs and five emerging HSIs,to identify gaps, opportunities, and key recommendations for transforming STEM education atHSIs. Following the conference, the STEM in HSI Working Group at the University of Arizonawas formed to spearhead broader impacts informed by the conference recommendations [1] andanchored in the notion of “servingness” at HSIs [2]. This paper presents the work tied to and theproducts resulting from the 2017 conference project thus far, framed from a perspective ofpromoting

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Summerville, Miami University; Jennifer Blue; Brian P. Kirkmeyer, Miami University; Brielle Nikole Johnson

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NSF Grantees Poster Session

to social class, as well as areas of existential psychology and counterfactual thinking. c American Society for Engineering Education, 2019 1 Coulda, woulda, will I? An experimental investigation of counterfactual thoughts and intention generation in engineering student successAbstractStudents frequently struggle in first year engineering and cognate classes, posing challenges totimely completion of the degree and potentially contributing to attrition from engineering majors.The goal of our grant (NSF EEC-1530627) is to examine whether helping students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Anna H. Wakefield, Texas State University; Kimberly Grau Talley P.E., Texas State University

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NSF Grantees Poster Session

participate. A call was made to all of theColleges of Education and of Science and Engineering to reach these student groups, and theresulting faculty participants included Education, Engineering, Engineering Technology,Chemistry, Mathematics, and Psychology faculty. As such, a two-semester professionaldevelopment program was designed for faculty to 1) learn a variety of maker tools, 2) learninstructional strategies to integrate making and design into their teaching, 3) receive mentoringwhile developing lessons that integrate making and design into their course content, and 4) builda diverse professional learning and research community for maker integration across disciplines.Beyond recruiting faculty to integrate making and design projects, many

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kyle Alexander Toth, Purdue University Northwest; John Moreland, Purdue University Northwest; Chenn Q. Zhou, Purdue University Northwest; Anusree Balachandran, Center for Innovation through Visualization and Simulation, Purdue University; Fangzhou Zhang, Purdue University Northwest; John Claude Roudebush, Ivy Tech Community College

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NSF Grantees Poster Session

, Long Electric/Caterpillar Contract, Lafayette, IN. 2005-2007 Electrician, Twin City Electric, Lafayette, IN. 2004-2005 Utility Locator, Reliant Services, Crawfordville, IN C. Products (0) D. Synergistic Activities: 1) ATE National Science Foundation 3 year grant award, ”Wind Turbine Safety and Troubleshooting Simulator”. Duration of Grant: July 2015-present. CO-PI and key consultant on simulator development and academic curriculum. 2) Dept. of Education FIPSE Comprehensive Program. Mixed Reality Simulators for Wind Energy Education. Duration of funding: January 2011-Jun 2015. Role: Volunteer Advisor 3) Craig Porter Energy Center. Directed the construction of Craig Porter Energy Laboratory. Technology in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Marah B. Berry, University of Florida

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NSF Grantees Poster Session

consider to have been ambiguous. Interviews will beanalyzed using phenomenography, leading to outcome spaces that define a hierarchy of waysthat each group experiences ambiguity. These outcome spaces will then be used to develop ataxonomy of ambiguity that can be used in future studies of engineering problem solving.Ultimately, we aim to provide better instructional materials, methods, and tool kits for teachingstudents to solve ambiguous engineering problems.IntroductionHow do engineers handle ambiguous problems? This is a common question pondered by bothacademic and professional engineers. “Maturity of mind is the capacity to endure uncertainty,”said John Huston Finley [1], former President of the College of the City of New York,Commissioner of

Conference Session

NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso

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Diversity, NSF Grantees Poster Session

their personal goals. The objective of this work was toproduce a new faculty member that has a realistic vision of what the faculty role is and has thebasic skills to begin developing in these areas.Nelson and Hjalmarson [1] show positive results in their faculty development work when theyspread the faculty development out over a period of 3 years. They show that faculty developmentis not a “point in time” event but a continuous growth that takes time to develop. Their workfocused predominately on encouraging faculty to move from lecture mode to a student centeredactive learning approach. Their work included a criterion for faculty participation which includedinformation about the person’s desire to change.The work reported here is similar in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stacey L. Vaziri, Virginia Tech; Jacob R. Grohs, Virginia Tech; Marie C. Paretti, Virginia Tech; Liesl M. Baum, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech ; Phyllis Leary Newbill, Virginia Tech

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Diversity, NSF Grantees Poster Session

Community MembersProject OverviewA robust and diverse engineering workforce is essential to national security and economiccompetitiveness, and current rates of higher education enrollment in engineering are notsufficient to support the need. Thus, broadening participation in engineering fromunderrepresented groups is a critical priority. To address this need, this project focuses oneconomically disadvantaged rural students. Given the unique geographic and cultural factors thatimpact rural students’ career choices, it is critical to study choice in context [1, 2]. In ruralcommunities, students career choices are heavily influenced by the people and values of the localcommunity; family, teachers, and friends, in particular, often played a key role

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University

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NSF Grantees Poster Session

motivationAbstractIn 2008, Gannon University was awarded a National Science Foundation S-STEM grant, knownas SEECS (Scholars of Excellence in Engineering and Computer Science) which providedscholarship funding for academically talented students having financial need. Since then, thegrant has been funded twice more; the current award period started in 2017 and will run until2021. As a requirement for the SEECS program, all students must participate in a community-based design project, undertaken for a non-profit entity in the local region. This project isnominally a two-year effort, though some projects have taken longer to complete. Recently, aproject has experienced several significant setbacks: 1) the original project sponsor decommittedat the end of the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

Engineering DynamicsIntroductionThere is a wealth of research providing quantitative and qualitative evidence supporting themany benefits of engaged learning and its overall importance in the future of higher education. Intheir seminal work, Chickering and Gamson assert, “Learning is not a spectator sport. Studentsdo not learn much just by sitting in classes listening to teachers, memorizing pre-packagedassignments, and spitting out answers” (1, p. 4). In that regard, the vast majority of engineeringdynamics courses do not typically include opportunities that allow for observation andinvestigation of the Newtonian mechanics derived and studied in class, which is understandablegiven the financial and logistical difficulties associated with creating

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Stephen B. Knisley PhD, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University

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NSF Grantees Poster Session

. c American Society for Engineering Education, 2019 Model Building in Engineering Education This paper reports on research that is part of a lager project taking place at a mid-sizedpublic HBCU funded through the National Science Foundation’s Revolutionizing Engineeringand computer science Departments (RED) program. The purpose of the RED program is toencourage and support innovation projects that develop new, revolutionary approaches andchange strategies that enable the transformation of undergraduate engineering education [1]. Avital component of this particular RED project involves the development and validation ofsurvey-based measures of Engineering Values, Self-Efficacy, and Identity: and a model thatcombines

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

following academic year. Over the 3 years ofthe program, the RET participants created 29 engineering modules to implement inside theirclassrooms. The purpose of this paper is to share the experience of organizing and running such aresearch and teaching program for the teachers and to report the program organization, outcomesand some assessments results.IntroductionThe science and engineering workforces in the US are aging rapidly in general [1] and there is asteady decline in the number of engineers 35 and younger [2]. This is expected to become moresevere in the automotive industry where many baby boomers are reaching retirement age, whilethe number of educated STEM graduates in Michigan has been declining [3]. It is imperative thatthis talent gap

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas C Williams, University of Louisiana; Aimee Barber, University of Louisiana at Lafayette; Peter Sheppard, University of Louisiana at Lafayette

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NSF Grantees Poster Session

innovation through the application ofbiomimicry and design thinking in a maker context and (b) evaluating models for deepeningpreservice teachers’ pedagogical knowledge for supporting student learning in maker-centeredclassrooms. This National Science Foundation (NSF) Improving Undergraduate STEMEducation (IUSE) funded project, just ending year 1 of a 2-year project, was in response to anNSF Dear Colleague Letter calling for EAGER proposals to conduct exploratory work withrespect to STEM learning and design thinking.Maker-centered LearningMaker-centered learning, an infusing of many of the practices and ethos of the maker movementinto education, provides a framework for developing in teachers and students the mindsets,habits of mind, and process of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Kerice Doten-Snitker, University of Washington

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NSF Grantees Poster Session

Happen Workshop at Rose-Hulman Institute of Technology), we havechallenged ourselves to allow for both aspects of the work—research and practice—to be treatedequitably. This includes how we communicate within REDPAR and how we communicate withthe RED teams. It also includes how we disseminate the research and practice work that is thefoundation of our project. Specifically, we have considered with care the various channels forcommunication and the modes of conveying our work that are at our disposal, such asconferences like ASEE and research journals like Journal of Engineering Education [1], [2], [3].These two examples represent typical forms of communication that are accepted within theengineering education community, but both require extended

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Lauren Summers, University of Washington; Joanna Wright, University of Washington

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Diversity, NSF Grantees Poster Session

optimally separated into two maincategories: less engaged students (Cluster 1) and more engaged students (Cluster 2). Amongdomestic students, 100% of low income Asian women and 82% of low income Asian men (82%)fell into the more engaged cluster, while high-income Asian women (83%) fell into the lessengaged cluster. Among international students (who were entirely Asian in this sample), lowincome Asian men and high income Asian women were among those who had the highestpercentage of lesser engaged students (40% of each group, respectively) while middle incomeAsian men and middle income Asian women had the highest percentage of more engagedstudents (approximately 80% of each).Overall, the k-means clustering approach provided greater insight into the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tandra Tyler-Wood, University of North Texas; Daniella Smith, University of North Texas; Karen R. Johnson, University of North Texas

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Diversity, NSF Grantees Poster Session

activity. These lessons are scaffolded tolead the learners from a baseline toward full mastery of the content and processes involved whileworking in small groups. Activities are iterative and the lessons are built around the principles ofproject based learning. Each lab activity is guided by essential questions and teaches keyconcepts and skills that are put to use in the labs and make activities. The final project of theunit is an invent activity, where all previous learning is put to use in a new and innovative ways. Each phase of the project curriculum has a dedicated page with step-by-step instructionswith photographic illustrations to guide teachers and students through the lessons and “make”activities: Lab 1

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University; Fang Tang, Cal Poly Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Erika DeJonghe, California State Polytechnic University, Pomona

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Diversity, NSF Grantees Poster Session

Engineering Department at Cal Poly Pomona provides a suitable research environmentfor the participants.1 The following paragraphs describe the projects that the 2018 summer REUparticipant were involved in. The projects designed for the 2017 REU Participants were presentedin Ref. 1. The Program continued to provide the participants with an opportunity to gain knowledgeon the application of engineering and computer science to UAV technologies, acquire skillsnecessary to conduct meaningful research, understand research process, and learn laboratorytechniques.A. Development of Flight Dynamics Model of a MulticopterThis project involved an REU participant in flight-testing, data collection, data processing, andsystem identification of a multicopter UAV

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, Connecticut College of Technology/Regional Center for Next Generation Manufacturing; Wendy Robicheau, Connecticut College of Technology-Regional Center for Next Generation Manufacturing

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Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan K. Boettger, University of North Texas; Stefanie Wulff

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NSF Grantees Poster Session

introductory and advanced technical writing courses.Data-driven learningAs the educational marketplace expands, institutions of higher learning are experimenting withhow active learning increases student success. Freeman et al.’s meta-analysis of STEM educationstudies found that active learning significantly increased course grades over didactic methodsand was particularly effective in classes of 50 or less students. In contrast, students were 1.5times more likely to fail a course that lacked active learning strategies [1].The spectrum of active learning ranges from simple activities, such as writing minute papers orpausing for reflection, to more complex activities, such as hands-on technology and inquirylearning. Active learning is being promoted as

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matt R. Bohm, Florida Polytechnic University; Hannah Ingram, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

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NSF Grantees Poster Session

conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation. c American Society for Engineering Education, 2019 The Impact of Functional Modeling in an Engineering Design CurriculumAbstractThe National Science Foundation’s (NSF) Division of Undergraduate Education (DUE) funded“Collaborative Research: Evaluating the Impact of Teaching Function in an Engineering DesignCurriculum.” The original goals of the proposal were to investigate the relationships betweenstudent knowledge level of functional modeling and 1.) the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, West Fargo Public Schools

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NSF Grantees Poster Session

teacher’s shift in attitude towards general classroom practicesand teaching pedagogy. This paper describes the program goals and outcomes, specifics of thesummer experience, data collection, results, and the next steps for research and practice.IntroductionReferred to as “solitary STEM teachers”, the participants in this RET are the only mathematics,science, or technology education teacher in their middle or high school grades (referred to in thispaper as STEM teachers). These teachers are from the upper Midwest region where it iscommon for schools to be separated 30 miles or more [1]. Teachers in this region are typicallythe only teacher in their content area, and their schools and districts lack the support, resources,and professional

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

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NSF Grantees Poster Session

beliefs can be implicit, strong, and deeply-held. Additionally,these beliefs are not all-or nothing, but rather they are contextual. For example, a person mayhave a fixed mindset about their mathematical ability while maintaining a growth mindset abouttheir linguistic ability, or vice-a-versa.These beliefs can manifest different behaviors, which in turn can affect their success, particularlyin academics (Dweck, 1990). Previous research has shown that beliefs about intelligence can betied to: 1) Goals and motivation, 2) Beliefs about effort, and 3) Responses to challenges(Blackwell, Trzesniewski, & Dweck, 2007). Since these beliefs can be implicit, we usequalitative methods to gain a deeper understanding not only of students’ beliefs but how

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Michael Wolf, Rice University; Megan McSpedon, Rice University; Matthew Taylor

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NSF Grantees Poster Session

exposure to calculus may improve performance relative to a comparison group, which isespecially noteworthy because bridge students are the least math-prepared STEM studentsentering the university. Future research will analyze outcomes in more advanced math classes.We will use these findings to refine the bridge program’s approach to teaching students how tosucceed at collegiate-level math classes and, ultimately, as STEM majors at Rice.IntroductionMath underpreparedness, defined based on incoming college students’ exposure to and successin math classes in high school, is a persistent issue that detracts from students’ likelihood ofsuccessfully passing required college classes and graduating from college [1]. At a national level,math is the subject

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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NSF Grantees Poster Session

concepts to unique problems in their futurecourses and careers that may require a more nuanced conceptual understanding. Therefore, it isimportant to understand the similarities and differences between how engineering concepts arerepresented in the contexts of professional practice and academic settings and how these contextsinfluence engineering students’ and practitioners’ conceptual learning [1]. How concepts arerepresented is influenced by the social and material contexts wherein concepts and conceptualknowledge is demonstrated. One example of a material context influence on conceptualrepresentations is in a structural engineering workplace, the creation and use of structuraldrawings influencing conceptual representations such as: tributary

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; James Franklin Wysong Jr., Hillsborough Community College; Peter Stiling, University of South Florida; Gerry G. Meisels, University of South Florida; Robert L. Potter, University of South Florida

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NSF Grantees Poster Session

. c American Society for Engineering Education, 2019 Systemic Transformation of Evidence-based Education Reform (STEER)It is generally accepted that a growing fraction of U.S. job openings will require STEMcompetency [1-3]. However, while the number of bachelor’s degrees awarded in STEMdisciplines has increased over the past ten years [4], the retention of students in these programs isstill quite low (less than 40%) [5]. While some students leave a STEM major because of pooracademic performance, many have grade point averages that are as high as those of students whostay in their major [6]. This latter group leaves for a variety of reasons, including lack of self-confidence [7-8], and lack of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; Venkat R. Bhethanabotla, University of South Florida; Sylvia W. Thomas, University of South Florida

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NSF Grantees Poster Session

faculty on research projectsand then translate the knowledge and excitement of their research into their classrooms [1]. Inaddition, RET programs are expected to foster the creation of long-term collaborations betweenteacher-participants and university faculty.In this paper, we report on one such program hosted by the Functional Materials andManufacturing Institute (FMMI) at the University of South Florida between 2014 and 2018. Anearlier report [2] described the rationale, structure, and activities of the program and providedassessments for the first two years. Here, we will briefly review the program for readersunfamiliar with our previous report, provide assessment results from all four years, and describelessons learned and their implication

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

poster we will share information about the instruments used for thisstudy. Additionally, our poster will summarize the work that we have done to further strengthenthe curricular and training aspects of SEEK.OverviewPromoting the participation of under-represented minorities in engineering is a nationalimperative. Focusing on elementary school students is critical for broadening participation inengineering, as many children form lasting beliefs about their STEM identities and STEM self-efficacy by the time they reach middle school [1]. While there has been a recent surge in effortsto integrate engineering in curriculum in traditional school settings (e.g. [2-4]) through the NextGeneration Science Standards), out-of-school settings continue to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Alisa Zornig Gura; Jay B. Brockman, University of Notre Dame; Aliah Rayna Carolan-Silva, Horizon Education Alliance; Sara Boukdad, University of Notre Dame; Juan Carlos Alarcon

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NSF Grantees Poster Session

Educational Ecosystem PilotAbstractThe Bowman Creek Educational Ecosystem (BCE2) is a pilot project developing a model forbuilding an educational ecosystem with a multiplicity of outcome aims – attracting and retainingunderrepresented groups in engineering and science, building STEM literacy within the regionalworkforce, and improving the quality of life of low-income neighborhoods. Thus, BCE2 aimsnot just at improving practices in STEM for greater inclusion and skill development, but alsoincreasing retention of recipients of training or programming in the geographic regions wherethese interventions occur and are often most needed [1]. To do this, partnerships in the BCE2pilot include a diversity of higher education institutions, the K-12 system

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Angelica Carrion, Georgia Institue of Technology; Joseph M. LeDoux, Georgia Institute of Technology

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NSF Grantees Poster Session

model-based reasoning and engineering estimation skills [1]. Prior to thecreation of PSS, the course was taught using a traditional lecture-based approach, similar to theway the vast majority of technical engineering courses are taught [2][3]. The instructor whocreated PSS was motivated to do so because he realized that the students were not cognitivelyengaging with learning the course concepts and skills. PSS was intentionally structured to createa much more interactive experience than is typically experienced in traditional engineeringcourses. Student teams of two were formed (aka dyads) for the entire semester. These teamswere challenged each class period to collectively solve complex analytical engineering problemstogether [2]. Students