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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

John Clay, University of Texas at Austin; Xingang Li, University of Texas at Austin; Molly H Goldstein, University of Illinois Urbana-Champaign; H. Onan Demirel, Oregon State University; Darya Zabelina; Charles Xie; Zhenghui Sha, University of Texas at Austin

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NSF Grantees Poster Session

Intelligence John Z. Clay1, Xingang Li1, Molly H. Goldstein2, H. Onan Demirel3, Darya L. Zabelina4, Charles Xie5, Zhenghui Sha1*1 Walker Department of Mechanical Engineering, University of Texas at Austin2 Grainger College of Engineering, University of Illinois at Urbana-Champaign3 School of Mechanical, Industrial, and Manufacturing Engineering, Oregon State University4 Department of Psychological Science, University of Arkansas5 Institute for Future IntelligenceIntroductionGenerative artificial intelligence (AI) algorithms have received attention in a wide range ofdisciplines and have been increasingly applied in engineering design, including the introductionof generative features to popular CAD

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Gina Ristani, University of Minnesota, Twin Cities; Keisha Varma, University of Minnesota, Twin Cities; Seth Thompson, University of Minnesota, Twin Cities

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Diversity, NSF Grantees Poster Session

Dr. Thompson is the current Engineering Workforce Development Program Manager for ATP-Bio and has previously held faculty appointments in the Department of Biology Teaching and Learning at the University of Minnesota and on the Faculty of Engineering and Science at the University of Agder in Kristiansand, Norway. His published work includes papers on innovative approaches to undergraduate research, equitable science education, and professional development for early career scientist. ©American Society for Engineering Education, 2024BROADER IMPACTS & SOCIETAL BENEFITS 1 Emphasizing Broader Impacts and Societal

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L Brooks, University of Pittsburgh; Julianna R Beehn, Harding University; Olivia I Bell, Harding University; Chelsei Lasha Arnold, Harding University

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NSF Grantees Poster Session

interviews withengineering faculty (n = 23), we use interpretative phenomenological analysis to examine selectindividual cases (n = 10) that illustrate poignant individual experiences of professional shame. Inthis paper, we summarize three cases to demonstrate the complexity and function of professionalshame in the interior world of faculty members.Overview of ProjectThe purpose of this overarching project is stated below, as reported previously in prior papersconnected to the ASEE NSF Poster Session. We restate it here and then describe the specificpurpose of this paper.In this NSF CAREER project, as we have reported elsewhere, we investigate faculty members’experiences of professional shame [1-6] and then connect how these individual

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

undergraduateeducation guided by the following driving philosophy: 1) everyone can be an innovator,regardless of their background or interests, 2) impactful innovation does not happen indisciplinary silos along, and 3) teaching in a different, more collaborative way. Prior researchwithin the M3 project looked at how the transformation was occurring within institutions fromtraditional siloed undergraduate learning experiences into cross-disciplinary learning experiencesand faculty transformation. Which was done through cross-disciplinary collaboration whichbrought individuals who span disciplinary backgrounds together to obtain diverse knowledge.Using various disciplinary expertise, the team analyzed the data. This approach assisted inunderstanding if/how

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Xishuang Dong, Prairie View A&M University; Yujian Fu P.E., Alabama A&M University; Ming-Mu Kuo, Prairie View A&M University; Shouvon Sarker, Prairie View A&M University; Lijun Qian; Xiangfang Li, Prairie View A&M University

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Diversity, NSF Grantees Poster Session

at Prairie View A&M University. Her research interests encompass computational biology, computer networking and communications, and machine learning and AI. ©American Society for Engineering Education, 2024 Enhancing Deep Knowledge Tracing via Diffusion Models for Personalized Adaptive LearningMing-Mu Kuo1, Shouvon Sarker1, Xiangfang Li1, Yujian Fu2, Lijun Qian1, Xishuang Dong1 1 Electrical and Computer Engineering Department Roy G. Perry College of Engineering Prairie View A&M University 2 Electrical Engineering and Computer Science Department

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks Campus; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz, The Pennsylvania State University; Sonia Delaquito, Pennsylvania State University; Janelle B Larson, Pennsylvania State University; Rungun Nathan, Pennsylvania State University, Berks Campus

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NSF Grantees Poster Session

Pennsylvania StateUniversity. As part of the program, scholars participate in a four-year comprehensive multi-tiered mentoring program and cohort experience. The LION STEM curricular program includesEngineering Ahead (a 4-week summer residential math-intensive bridge program prior toentering college), a first semester First-Year Seminar, and a second semester STEM-PersistenceSeminar. Co-curricular activities focus on professional communication skills, financial literacy,career readiness, undergraduate research, and community engagement. The program seeks toaccomplish four goals: (1) adapt, implement, and analyze evidence-based curricular and co-curricular activities to support, retain, and graduate a diverse set of the project's engineeringscholars

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ariel Chan, University of Toronto; Chijuan Hu, Texas Tech University

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Chemical Engineering Division (ChED)

students’ academic performance. Her teaching and research have been awarded Engineering Dean’s Emerging Innovation in Teaching Professorship. She is also the recipient of the Canadian Wighton Fellowship in 2022 and the Northrop Frye Award in 2023.Ms. Chijuan Hu, Texas Tech University ©American Society for Engineering Education, 2024 Reducing Environmental Impact in Higher Education: Incorporating Life- Cycle Analysis in the Curriculum Design for Sustainable Unit Operations LaboratoryHariharan Sivanandam1, Chijuan Hu3, Ariel Chan1,2*1 Department of Chemical Engineering and Applied Chemistry, University of Toronto.2 Institute for Studies in Transdisciplinary Engineering

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A Adams P.E., California Polytechnic State University, San Luis Obispo; Nihal Orfi, Fresno City College; Emily Evans, Magnolia Consulting

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Diversity, NSF Grantees Poster Session

participation and persistence inengineering among economically disadvantaged students, and establishing transfer support to thelocal four-year university. Program evaluation findings have identified several opportunities forsustaining scholar transfer support outside of the financial support provided in the form ofscholarships. These opportunities fell into two major themes: (1) peer-led transfer supportinclusive of connecting transferred students and students preparing for transfer with emphasis onnavigating different university structures, and (2) collaboration across engineering disciplines todevelop and offer interdisciplinary undergraduate research and/or collaborative work on otherprojects. Furthermore, research findings from interviews with

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Fanny Silvestri, Chandler-Gilbert Community Colleges; Nichole Neal; Erika DeMartini, Chandler Gilbert Community College

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NSF Grantees Poster Session

Page 2- I feel that I am a member of the Chandler-Gilbert Community College campus- I feel comfortable on Chandler-Gilbert Community College campus- I would choose Chandler-Gilbert Community College over again- Chandler-Gilbert Community College is supportive to meResultsSixty-three students opted to complete the survey, comprising five REACH students and 58 oftheir student peers. Students are enrolled in AAS, Engineering Technology (1 REACH, 1 peer),AAS, Artificial Intelligence and Machine Learning (2 REACH, 3 peers), AS, Emphasis inEngineering (2 REACH, 30 peers), and 24 were not enrolled in one of those degrees.Table 1: Academic degrees of the students Students Surveyed

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Deepak Ganta, Texas A&M International University; Marcus Antonius Ynalvez, Texas A&M International University; Maria Lopez, Texas A&M International University; Alan Santos, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Sergio Gonzalez Torres, Texas A&M International University

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. Introduction and BackgroundThe COVID-19 pandemic triggered a seemingly abrupt paradigmatic shift in education fromtraditional face-to-face, classroom-based teaching to fully remote, virtual teaching environments.Even once the initial cause of this shift is no longer a driving force, the younger generations haveexpressed a desire for continued virtual learning options and a shift towards a generation of “digitalnomads [1-3].” Universities for learning must accommodate this desire for flexibility and instantonline learning to remain a desirable and viable option for future generations of students [4-6].This shift immediately presented institutions of higher learning with challenges relating tostudent’s psychosocial (e.g., weak sense of belonging, low

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jeong Yang, Texas A&M University, San Antonio; Young Lee, Texas A&M University, San Antonio; Mohammad Abdel-Rahman, Texas A&M University, San Antonio; Zechun Cao, Texas A&M University, San Antonio

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Diversity, NSF Grantees Poster Session

Paper ID #42423Board 267: Enhancing Urban Mobility: SmartSAT’s Impact on Public TransportationServices and Commuting ExperienceDr. Jeong Yang, Texas A&M University, San Antonio Dr. Jeong Yang is an associate professor of computer science and cyber security in the Department of Computational, Engineering, and Mathematical Sciences at Texas A&M University-San Antonio. She is also a director of the Center of Information Technology and Cyber Security. Her current research is focused on the areas: 1) Intelligent applications of cloud-based AI services to discover effective use of AI technologies, 2) AI-powered secure

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Ahatsham Hayat, University of Nebraska, Lincoln; Sharif Wayne Akil, University of Nebraska, Lincoln; Helen Martinez, University of Nebraska, Lincoln; Bilal Khan, Lehigh University; Mohammad Rashedul Hasan, University of Nebraska, Lincoln

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Diversity, NSF Grantees Poster Session

support.Introduction“There’s Plenty of Room at the Bottom.” Richard Feynman (1960)Artificial intelligence (AI) methods are revolutionizing undergraduate science, technology,engineering, and mathematics (STEM) education through early forecasting of end-of-semesteracademic performance [1, 2, 3, 4, 5, 6]. These methods typically leverage numeric features ofstudents’ academic trajectories to train AI models. The advent of Transformer-based [7] largelanguage models (LLMs) [8, 9, 10, 11] has significantly expanded the potential for cross-domainapplications due to their extensive knowledge bases [12, 13] and complex task-solvingcapabilities through basic reasoning [9, 14, 15] and planning [16]. Fine-tuning these LLMs viatransfer

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Narges Norouzi, University of California, Berkeley; Carmen Robinson, University of California, Santa Cruz; Kip Tellez, University of California, Santa Cruz

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Diversity, NSF Grantees Poster Session

. Since then, the outlook has not measurably improved 1 . A strong STEMworkforce sustains a robust U.S. economy and supports our national security 2,3 . Diversity inSTEM generates a variety of perspectives and approaches to scientific and technologicalinnovation, better reflects the global and culturally diverse economies of the 21st century, andproduces diverse science and engineering role models 4 . Because of their racially diverseenrollments, The National Academies of Sciences and Engineering Minority Serving Institutions:America’s Underutilized Resource for Strengthening the STEM Workforce report (2019)identifies that HSIs can contribute diversity to STEM.Of the estimated 569 U.S. HSIs, most are two-year institutions. 68% of HSIs are public

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, University of Connecticut; Monika Crowl, University of Connecticut

Tagged Divisions

Chemical Engineering Division (ChED)

for Engineering Education, 2024Work in Progress: Where We Live: The process of building an experientialenergy design course for undergraduate chemical engineering.Work in Progress: Where We Live: The process of building an experientialenergy design course for undergraduate chemical engineering.Abstract.In the engineering curriculum, energy remains a largely abstract concept taught piecemealthroughout various engineering disciplines. Chemical engineering concepts in heat transfer,thermodynamics, and fluid flow can be difficult for students to connect to their everydayexperiences of turning the heat on, driving, or using a computer [1]. In a time of an energytransition [2] and promises of achieving net-zero goals, there is a need for students

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Jacqueline Gartner Ph.D., Campbell University; David B. Thiessen, Washington State University; MD SHARIFUL ISLAM, Washington State University; Talodabiolorun Anne Oni, Washington State University

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NSF Grantees Poster Session

flexibility intheir schedules.Alignment with ICAP HypothesisStudent participant responses regarding their level of engagement with the various LCDLMswere classified according to the Chi and Wylie (2014) levels of engagement: Interactive,Constructive, Active, and Passive (ICAP) framework. Represented in Figure 1 are data collectedfrom 2,452 participants, dating from fall 2019 through to spring 2023 who had interacted withthe LCDLMs. The distribution shows 69% of the participants agree or strongly agree thatLCDLMs fostered the interactive level of engagement. A moderate number of participants,specifically 47%, agree or strongly agree that the LCDLM helped them to be constructivelyengaged. In addition, 40% of participants claim the LCDLMs helped them to

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

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NSF Grantees Poster Session

• What factors influence students' ability to 1) critique social oppression and/or 2) maintain a motivation for social justice Questions • How are HE academic and experiential learning experiences prompting students to question these career expectations? Questions Four interviews with all 47 students responding to questions like: Four

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Diversity, NSF Grantees Poster Session

learningmanagement system of Canvas. The assessments were administered digitally to the studentsusing a Lockdown browser in Canvas at a proctored testing facility. End-of-semester surveyswere administered in both courses to gauge student satisfaction and experience with this testingmethod. Preliminary results indicate very promising positive effects of the multi-attempt digitalassessments in Statics and Dynamics courses on student performance, satisfaction, and self-reported motivation and self-regulation for all students, including Hispanic transfer students.1. IntroductionAssessments are an integral component of the teaching and learning process. Hanna and Detmerhave defined assessment as the process of gathering data by instructors about their teaching

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Kaelyn Marks, Hofstra University; Saryn Goldberg, Hofstra University; Chris Venters, East Carolina University; Amy M Masnick, Hofstra University

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NSF Grantees Poster Session

semester. To support this work, wedeveloped a uni-axial taxonomy as a tool for characterizing students’ questions [1]. This paperdescribes our exploration of an alternative multi-dimensional approach to characterizing studentquestions.A student’s ability to ask more complex questions has been identified as a way of evaluating howwell a student understands a topic [2]. Therefore, the ability to ask more complex questions maybe indicative of higher-level thinking about course content. Marbach-Ad and Solokove [3] used alarge sample of questions generated by biology students to develop “semi-hierarchical”categories based on question sophistication [4]. Harper et al. [5] adapted this approach forclassifying questions asked by physics students as part

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

LaTricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University

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NSF Grantees Poster Session

increases to STEM attitudes among youth [1]. In a study byPattison, providing students with hand-on experiences where they can simulate a real-worldproblem with actual STEM industry professionals exposed students to authentic learning, helpingincrease student agency and critical thinking [2]. In turn, the exposure to STEM learning aims toincrease recruitment to the STEM field. In most cases, the impacts of these partnerships havealso presented an opportunity to increase recruitment into the STEM workforce, particularlydeveloping programs that emphasize the recruitment and mentoring of women and students ofcolor in STEM [3]. However, some partnerships also acknowledge the challenges to maintainingstudent interest, particularly as it relates to right

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Faiza Zafar, Rice University; Carolyn Nichol, Rice University

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NSF Grantees Poster Session

doctoral degree levels [1]. Recognizing this issue, this researchdelves into a specific aspect of gender disparity, that is, understanding the potential influence ofprogram nomenclature on the gender balance of applicants in undergraduate research programs. It is evident that STEM fields are pivotal in driving innovation and technologicaladvancements. Yet, the persistent gender gap undermines the diversity and creativity vital forsustained progress. Efforts to address this gap often focus on systemic issues such as biasedcurricula, lack of mentorship, gender stereotypes, and early interventions [2], [3]. However, theimpact of subtle factors, such as the names of STEM educational research programs, remains arelatively underexplored topic

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

, responses to the question “What do you think a cultureof wellness in engineering or your department would or should look like?” were separated fromthe rest of the data for thematic analysis. We developed a codebook, applied it to the data, andused thematic analysis to identify topics grouped by motif, resulting in three overarching themesrepresenting the data. With a focus on actionable patterns of meaning, the three themes are (1)Building a Supportive Community, (2) Improving Work and Academic Policy, and (3)Supporting Self-Care with Student Wellness Resources. Participants expressed their views onwhat a culture of wellness might look like and suggested ideas that they believe would bebeneficial to implement. These suggestions included aspects of

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University, Bloomington; Kelli Paul, Indiana University, Bloomington; Lauren Penney, Indiana University, Bloomington

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NSF Grantees Poster Session

Paper ID #41571Board 279: Failure in Focus: Unpacking the Impact of Video-Based Reflectionson Museum Educator PracticesDr. Amber Simpson, State University of New York at Binghamton Amber Simpson is an Associate Professor of Mathematics Education in the Teaching, Leaming and Educational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities.Dr

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Isil Anakok, Virginia Polytechnic Institute and State University; Justin L Hess, Purdue University, West Lafayette; Sowmya Panuganti, Purdue Engineering Education; Brent K Jesiek, Purdue University, West Lafayette; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

, Inclusion, and Ethics in Engineering: Project Overview and Preliminary ResultsAbstractThis study was motivated by the numerous empirical investigations documenting the importanceof diversity, equity, and inclusion (DEI) and ethics to engineering education and practice.However, the relationship between these phenomena has not been extensively studied, andresearch focused on ethics and DEI tends to exist within distinct scholarly spaces. Thus,engineering students, educators, and practitioners may fail to consider how ethics and DEI arerelated, which may limit how they understand and apply these concepts. To better understandways that ethics and DEI connect in engineering education and practice, our study includes threephases: (1) a

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

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NSF Grantees Poster Session

University of Pittsburgh (Pitt), Purdue University, and the University of California, Irvine(UCI) collaborate on the project entitled “Collaborative Research: Course-based Adaptations ofan Ecological Belonging Intervention to Transform Engineering Representation at Scale.” Thebrief ecological intervention implementation uses one class meeting and has erased gender andrace-associated inequity in academic achievement in introductory STEM courses [1]. Theintervention is contextualized [2] for each course at each university and has been successfullytested with enthusiastic faculty involvement in the first and second years of the grant project. Inour current year (third year), we have focused further on implementation processes (i.e., materials,training

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

students, unwelcoming environments for women, and theassociation of machines and materials with specific genders, hindering their full participationwithin such spaces [1], [2]. As a result, it is a challenge for most makerspaces to ensure the fullutilization and participation of diverse students in the makerspaces.To overcome those challenges and make the makerspaces more inclusive, learning directly fromstudents about their involvement and experiences in makerspaces is needed. Digital badges,promoting personalized learning and skill recognition, are expected to encourage more inclusiveparticipation, fostering engineering identity and a sense of belonging among diverse studentgroups. In this study, we describe some results derived from a two-year

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering Division (ChED)

complement traditional classroom lectures is twofold: 1) they provide away for students to visualize the phenomena about which they are learning, lowering thecognitive load of the lesson; and 2) they also provide professors with an opportunity to havestudents work in groups. The first point is mostly intuitive. If students must visualize in theirown minds the phenomena taking place, they must exert extra effort they could be spending onsolving problems or exploring the topics in more detail. This also leads to misconceptions, asstudents likely will not have a complete model of the phenomena with their current knowledgeand will need a form of reference material to avoid making mistakes. This is often why, in atraditional engineering class, students

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

through anethnographic approach “to provide the reader with an adequate contextualization of the culturalphenomena under study,” acknowledging the vital role that our home culture and language haveon educational reform [1]. We begin this paper by contextualizing our developmental process ofbuilding a strong sense of belonging [2] to our place in the Rio Grande Valley and by analyzingand reflecting on our personal stories, which we captured using oral history methodologies andapproaches.Steve, as many of his long-time friends called him, immigrated from Tamaulipas, Mexico, toWeslaco, Texas, in the 1950s when he was only eight years old. Steve shared with us that duringthe mid-1900s, Weslaco and neighboring cities in the Rio Grande Valley were

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cody D Jenkins, Arizona State University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Sarah Johnston, Arizona State University; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A Smith, University of Minnesota, Twin Cities

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Diversity, NSF Grantees Poster Session

cooperative learning to help historically marginalized populations ofstudents in undergraduate calculus learn to think like mathematicians through socially, co-constructed inquiry[1–4]. Treisman designed the program to challenge students with difficultproblems enough to promote student learning and discussion [1,3]. Peer-led team learning is aform of collaborative learning similar to the PLSG utilized in other academic programs [5–8].Previous studies have shown collaborative learning benefits students in multiple ways, includingimproving students’ sense of belonging, grades, and persistence [9,10].A preliminary version of the PLSG model was piloted with volunteer students before the start ofthe study. The preliminary implementation differed from the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L Matz, University of Michigan; Xiaping Li, University of Michigan; Spencer JaQuay, University of California, Irvine; Madison Jeffrey, University of Michigan; Mark Mills, University of Michigan

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NSF Grantees Poster Session

assumed thatstudents’ interactions within teams will always be constructive and positive experiences [1], [2].Inequitable patterns of interaction can exclude individuals from participation and reproduceexisting structures and systems of race- and gender-based marginalization that exist in widersociety [3], [4]. Educational institutions should provide appropriate support to foster equitableand inclusive teamwork environments in order to maximize learning and affective outcomes forall students. Tandem is a software platform designed for that purpose, offering support toinstructors in the formation and monitoring of student teams, and to students in providingfeedback on their team experiences and flagging any concerns they may have [5]. This paper

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

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NSF Grantees Poster Session

Mindset, Engineering, Engineering Technology1. IntroductionThe National Science Foundation (NSF) funded FLiTE scholarship program [1] at WesternCarolina University (WCU) aims to provide opportunity for engineering and engineeringtechnology students with financial need to build qualities of the entrepreneurial mindset that maycontribute to their value as future professionals or to their launch of technology startupbusinesses. The program brings together student scholars from across disciplines in a vertically-and horizontally-integrated learning community to engage in technology invention ideationsupported by and mentored through interactions with business leaders, subject matter experts,and campus resources.The NSF grant which supports the FLiTE