Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Jeremiah Sullins; Shari E. Miller, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

undergraduate mechanical engineering major anticipating graduation in May of 2019. I am a member of the Beyond Professional Identity research group based in Harding University located in Searcy, Arkansas. I plan to further my studies in engineering education in graduate school particularly in regards to equipping students to work in development and sustainability. c American Society for Engineering Education, 2018 Paper ID #22967Dr. Jeremiah SullinsDr. Shari E. Miller, University of Georgia Shari E. Miller is an Associate Professor and the Associate Dean of the School of Social Work at the Uni- versity

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Boggess Philipp, University of Louisville; Jason Immekus, University of Louisville

Tagged Topics

NSF Grantees Poster Session

for Teaching and Learning in Engineering at the University of Louisville. Her research includes studying changes in science and engineering teacher practice, best practices in teacher professional learning experiences, teacher and student learning in mathematical and computational think- ing, and the use of undergraduate learning assistants in introductory STEM coursework. Address: Depart- ment of Middle and Secondary Education, Porter Building, University of Louisville, Louisville, Kentucky 40292 Phone: 502.852.3948 Email: sbphil02@louisville.eduDr. Jason Immekus, University of Louisville c American Society for Engineering Education, 2019 What can we learn from a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Ricardo Elias, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

is or is not preparing them to address macroethical issues?We also pose a question to assess our curriculum: RQ3) How does the macroethical curriculum impact students’ perceptions and awareness of macroethical issues and their desire to engage with the macroethical implications of their future work?In the first year of our project, we are developing a survey to conduct quantitative and qualitativeanalyses of students’ awareness and perception of macroethical issues in aerospace engineering,as well as their educational experiences on the topic. A pilot study of a proposed two-factorstructure based on RQ1 and RQ2 did not offer evidence of validity via confirmatory factoranalysis (see the poor fit shown in Figure 3

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy E. Allen, University of Virginia

Tagged Topics

Diversity, NSF Grantees Poster Session

system as a whole—is going to be necessary for making sustainableand significant impacts on human health going forward [1,4,10-11].The application of multi-scale systems bioengineering approaches to biomedical researchrequires knowledge of human physiology/pathology, in addition to quantitative skills in mathand engineering [4,12-14]. More importantly, however, it requires the ability to integrate thesesubjects in a meaningful way [15]. Within both the biotechnology sector and in academia, thedemand for graduates who possess expertise in the generation of high-throughput data—as wellas the modeling skills needed to analyze/predict pathological states and identify viabletherapies—has increased dramatically [2,4,16].In terms of STEM pipeline

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Marketa Marcanikova , Clemson University ; Sez Atamturktur Ph.D., Clemson University; Stanley N. Ihekweazu, South Carolina State University; Michael A. Matthews P.E., University of South Carolina; Robert J. Rabb P.E., The Citadel; Richard H. Roberts Jr, Florence Darlington Technical College; Ikhalfani Solan, South Carolina State University; Ronald W. Welch, The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

addressing initial mathematics course placement and initial mathematics course outcomes,particularly among students from minoritized populations, low SES backgrounds, and rural areas.The launch pilot focuses on elucidating the pathways that lead students into college math courses FTbelow calculus and on testing interventions at points of maximal theoretical impact. Although thedata we collect is specific to South Carolina, the framework for the study (Figure 1) is groundedin engineering identity theory and draws on national research on engineering identity andengineering pathways [1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14]. Each critical decision point isaffected by a range of inputs that are not unique to South Carolina

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

Tagged Topics

NSF Grantees Poster Session

. Glass, E. Kociolek, R. Wongtrirat, R. J. Lynch, and S. Cong, “Uneven Experiences: The Impact of Student-Faculty Interactions on International Students’ Sense of Belonging,” jis, vol. 5, no. 4, pp. 353–367, Oct. 2015, doi: 10.32674/jis.v5i4.400.[3] N. Mayat and S. L. Amosun, “Perceptions of academic staff towards accommodating students with disabilities in a civil engineering undergraduate program in a university in South Africa,” Journal of Postsecondary Education and Disability, vol. 24, no. 1, pp. 53–59, 2011.[4] E. E. Blair, R. B. Miller, M. Ong, and Y. V. Zastavker, “Undergraduate STEM Instructors’ Teacher Identities and Discourses on Student Gender Expression and Equity: Stem Instructors’ Discourses on

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity, NSF Grantees Poster Session

the second set of interviews will focus on cultural adjustments(for Moroccan participants), member-checking, and clarification. We also piloted interviewswith existing Moroccan students from older cohorts. We examined existing survey instrumentssuch as [20], [21] to develop our interview protocol. For example, using the survey in theBlumenfeld study as a guide, we are asking expectancy-value specific questions such as: “Doyou feel that you are giving up anything by choosing the engineering path?” For an affirmativeanswer, the follow-up question is: “What things could you be doing instead?” For a negativeresponse, the follow-up question is “Perhaps giving up time spent on your hobbies? Or timespent with family?”[20].ConclusionThis research

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John K. Wagner, University of New Mexico; Lizandra C. Godwin, University of New Mexico; Magda Hinojosa, Arizona State University; Nadia Singh, University of Oregon; Elizabeth A. Wentz, Arizona State University; Benjamin Jose Aleman, University of Oregon; Mala Htun, University of New Mexico

Tagged Topics

NSF Grantees Poster Session

and inclusion by measuring latent support for exclusionary practices, and designing interventions targeted at improving gaps in graduate student success and support, and faculty hiring, tenure, and promotion. Additionally, his research attempts to understand the impacts of online platforms and their algorithms on political contention in the United States.Lizandra C. Godwin, University of New Mexico Dr. Lizandra C. Godwin is a faculty member in the Electrical and Computer Engineering Department at the University of New Mexico. Dr. Godwin earned her M.S. and Ph.D. degrees in Materials Science and Engineering from the University of Florida, and her B.S. in Mechanical Engineering from Florida A&M University. Her

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University; Bobette Dawn Bouton, Austin Peay State University

Tagged Topics

NSF Grantees Poster Session

, where her thesis topic was Nanoparticle Diffusion in Polymer Networks. Her research interests include polymer physics, nanoparticle diffusion, and engineering and physics education.Lily Skau, Austin Peay State University Lily Skau is an undergraduate student at Austin Peay State University pursuing a bachelor’s degree in Engineering Physics and a minor in Mathematics and Sociology. She plans to graduate with her degree and minors in May of 2026 and enter the industry as a Mechanical Engineer.Dr. Bobette Dawn Bouton, Austin Peay State University Dr. Bobette Bouton is an associate professor at Austin Peay State University. Her current area of research is socio-emotional development in the domain of empathy. She is a

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Krishna Bista, Morgan State University; Uttam Gaulee; Ayodeji B. Wemida, Morgan State University; Steve Efe, Morgan State University; Akinyele Oni, Morgan State University; Adedayo Ariyibi, Morgan State University; Caroline Gathigia Ndirangu, Morgan State University; Emmanuel Olamidotun Olanrewaju, Morgan state university; Seong Lee, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Mehdi Shokouhian, Morgan State University; Sotonye Ikiriko, Morgan State University; Antony Kinyua, Morgan State University

Tagged Topics

Diversity, NSF Grantees Poster Session

system models, whichare the core skills that engineers and scientists develop. The Mobile Studio I/O Board, a personalelectronic instrument, was used as the technology to support the ECP. It is a portable,inexpensive, but highly useful hardware platform, which recreated a classroom or laboratoryenvironment e.g. at home. When coupled with the Mobile Studio Desktop software, the systemduplicated a large amount of the hardware often used to teach electrical engineering, computerengineering, physics and K-12 technology-oriented courses.There was a lot of refinement of the project through pilot studies and subsequent results showedthat the use of personal electronic instruments increases the level of student engagement andmotivation [2], [3]. Prior

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Caye M Drapcho, Clemson University; Lib Crockett, Clemson University

Tagged Topics

NSF Grantees Poster Session

implementation.The project collaborators worked closely to design a 37-hour Biosystems Technology Certificatefocused on process engineering, applied life science and engineering technology. The certificatealso includes college transfer courses for those students wanting to pursue a four-year degree atClemson University. Page 23.969.53. Biosystems Technology MinorOne of the principle goals of the BT-ATE project was to establish a 15 credit hour BiosystemsTechnology academic minor at Clemson University. The establishment of a new minor areainvolves review and approval of new courses and the program of study at the department,college, and university levels.The

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan; Jesse Austin-Breneman, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

identify potential users, wesurveyed first-year undergraduate engineering students to capture their intention to participate inacademic makerspaces. This study reports on work done as part of a larger study that follows thepaths of first-year students at two academic institutions, tracking their participation andperceptions of makerspaces over four years. Quantitative data were collected from two onlinesurveys that were distributed at the beginning of the Fall 2022 semester and the end of theWinter/Spring 2023 semester. Each survey took approximately 10 minutes to complete andconsisted of a series of Likert-type and single-selection questions about theirattitudes/motivations toward makerspaces and psychosocial assessments of their

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Santangelo, Hofstra University; Lynn A. Albers, Hofstra University; Margaret A Hunter, Hofstra University; Kristin Weingartner; Rosebud Elijah, Hofstra University; Richard Cohen, Nassau Community College; Scott T Lefurgy; Rakhi Agarwal; Lisa Filippi, Hofstra University

Tagged Topics

NSF Grantees Poster Session

retention and graduation rates along withstronger ties to recent alumni which could translate to an increase in reputation and alumnigiving.Next StepsThe Program piloted the framework with small cohorts using funding from an initial Track 2(single institution) NSF S-STEM award. During the Track 2 award, the program leadership teamrefined the program components and demonstrated a capacity to increase in scale and provensustainability. With the recent receipt of an S-STEM Track 3 (multi-institution) award, theProgram is expanding to larger cohorts and a partnership with a local community college. TheiAM Program now includes 25 majors across eight departments (Biology, Chemistry, ComputerScience, Engineering, Math, Physics, Psychology, and Geology

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

Tagged Topics

NSF Grantees Poster Session

students’ experiences as they leave their capstone(aka senior) design courses and enter engineering workplaces. The project is currently in itsinitial phase, with instrument development and pilot testing currently underway.Multiple studies show significant gaps between school and work with respect to engineeringpractice 1-3. That gap is clear, for example, in a recent American Society of MechanicalEngineering (ASME) survey that found weaknesses among new graduates in skills includingpractical experience, systems perspectives, project management, problem solving, and design 4, 5.Equally important, industry supervisors identified such gaps more frequently than early careerengineers or academic department heads 4, reinforcing Stevens et al.’s claim

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Jeanne L. Sanders, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

’ scholarship investigated stu- dent teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as culturally relevant pedagogy. Dr. Cross’ complimentary professional activities promote inclusive excellence through collaboration.Mr. Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois at Urbana- Champaign with a focus in Engineering

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Wendy Michelle Olson, Washington State University, Vancouver; Kevin Michael Wandro, Washington State University - Vancouver; NarayanKripa Sundararajan, Washington State University, Pullman; Olusola Adesope, Washington State University

Tagged Topics

NSF Grantees Poster Session

, W.M. (2015). Improving student lab report writing performances inmaterials andKim, D., and Sekhar, P. (2016). A preliminary study on supporting writing transfer in anintroductory engineering laboratory course, Proceedings of 2016 ASEE Annual Conference andExhibition, New Orleans, Louisiana (Paper ID #15065).Manuel-Dupont, S. Writing-Across-the-Curriculum in an Engineering Program, Journal ofEngineering Education, Volume 85, Issue 1, Version of Record online: 2 JAN 2013.2015 ASEE Annual Conference and Exhibition, June 14 - 17, 2015, Seattle, WA.Olson, W., and Kim, D. (2016). Connecting the Curriculum: Designing WID Programs for the21st Century. Panel: Beyond Transfer: Difference, Inclusion, and WAC/WID in the 21st Century.InternationalOlson

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

Tagged Topics

Diversity, NSF Grantees Poster Session

the department as morewelcoming for White, male and US-born students than for students with any of the otherremaining identities. Perceptions of climate were related negatively to reports of bias andpositively to perceived faculty support and safety. Positive peer relations were stronglypositively related to engineering identity; microaggressions weakly negatively related. Studentswished for more diverse and inclusive faculty and found peer relations while working in groupsto be particularly important to their identification with their disciplines.This survey study was augmented by a qualitative study that involved sixteen focus groups andsix individual interviews in the exploration of undergraduate engineering students’ perceptionsof their

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christine Kelly, Oregon State University; Susannah C. Davis, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Ed LeRoy Michor, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Society for Engineering Education, 2019 Sustaining Change: Embedding Research Outcomes into School Practices, Policies and NormsWith an NSF Revolutionizing Engineering and Computer Science Departments (RED) grant, theSchool of Chemical, Biological and Environmental Engineering seeks to create (1) a culturewhere everyone in the CBEE community feels valued and that they belong, and (2) to create alearning environment that prompts students and faculty to meaningfully connect curricular andco-curricular activities and experiences to each other and to professional practice. We aim tohave students connect what they learn to the context of their lives, identities, and emergingcareers. We want CBEE graduates to be