Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

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Diversity, NSF Grantees Poster Session

research interests include development of self- concept/identity/professional development in college students, imagination/creativity, reading for plea- sure, and maltreatment/foster care in economically, linguistically, and culturally diverse samples.Dr. Belle Wei, San Jose State University Belle Wei is Carolyn Guidry Chair in Engineering Education and Innovative Learning at San Jos´e State University (SJSU). Previous roles include: Provost and Vice President for Academic Affairs at California State University, Chico; a decade of service as the Don Beall Dean of Engineering in the Charles W. Davidson College of Engineering at SJSU; faculty member of SJSU since 1987; and visiting Associate Professor at Stanford

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; John Ernzen; Kendra Rae Beeley; Ying-Chih Chen, Arizona State University

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NSF Grantees Poster Session

undergraduates in o EPICS (Engineering Problems in research with faculty Community Service)  Relationships between students and faculty in o Grants in REU (Research engineering and across departments Experience for Undergraduates)  Student retention and satisfaction  E2 Freshman Camps  Helps develop disciplinary professional identity  Professional Societies Course/Curricular Experiences  Student Success Course  Increased contact (relationships) with faculty  Introduction to Engineering  Student success skills  Engineering design content

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Erick S. Vasquez-Guardado, University of Dayton; Corinne H Mowrey, University of Dayton; Michael Moulton, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A Witenstein, University of Dayton

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NSF Grantees Poster Session

Practices for Success (ECLIPS) Lab, where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students (e.g., Latinx, international students, Indigenous students) from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that traditionally marginalized students bring into the field and to train graduate students and faculty members with the tools to promote effective and inclusive learning environments and mentorship practices. Homero aspires to change discourses around broadening

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Eva Schiorring, StemEval; Paul S. Nerenberg, California State University, Los Angeles

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NSF Grantees Poster Session

in research and evaluation and special knowledge about STEM education in community colleges and four-year institutions. She presently serves as the external evaluator for four NSF-funded projects. These include evaluation of a first year experience in a majority-minority engineering college and an initiative to increase diversity in a predominantly white elite engineering college through collaboration with local community colleges. Ms. Schiorring is also evaluating an ATE project to bolster recruitment and preparation of diverse STEM teachers. Past projects include evaluation of an NSF-funded project to improve advising for engineering students at a major state university in California. Ms. Schiorring is the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

tina Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University

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Diversity, NSF Grantees Poster Session

technology byfocusing on recruiting, retaining, and graduating low-income female students.The PWS model is based on a Project-Based Learning approach to help students developtechnical and professional skills through real-world project experiences under faculty mentorshipbuilding a successful pipeline to the workforce from the college. The PWS program supports 2-cohorts of incoming students (2021 N=10 and 2022 N=9) through scholarships, coursework, andprojects mentored by faculty from computer sciences and engineering. Students have participatedin a 1-credit hour course each semester focusing on building and supporting students’ growthmindsets and recognition of the importance of grit through the examination of two books, CarolDweck’s Growth Mindset

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park

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Diversity, NSF Grantees Poster Session

PhD programs before graduating? 3. Can existing surveys of writing concepts, attitudes, and self-efficacies predict students’ risk for attrition?MotivationThough doctoral engineering education is understudied as a whole, attrition in graduateengineering education is particularly unexplored. Recent reports by the Council of GraduateSchools reported that in engineering, the 10-year completion rate for doctoral programs fordomestic students was only 59% [1]. Attrition is problematic for several reasons. First, since manydomestic students are funded by federal grants (through NSF, for example) and through domesticindustry, each domestic student that leaves academia prematurely represents a lost investment.Second, graduate students are

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis

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Diversity, NSF Grantees Poster Session

program.The UofM ModelOur VIP program leverages these best practices from the well-established VIP model and adaptsit to address unique aspects of our university’s community and interests. Specifically, theprogram includes first-year students and focuses especially on building an inclusive researchculture within the college. It employs a tiered mentoring approach and activities that preparestudents for research and foster networking. The long-term goal of the VIP experience is tocreate a research culture and community in engineering, and eventually across STEM disciplines,that is inclusive and supportive of students from diverse backgrounds. An additional focus is toshowcase the value of diversity in research and innovation through the program. Both

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

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NSF Grantees Poster Session

exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space at University of Colorado Boulder. She is also the Design Center Colorado Director of Undergraduate Pro

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis; Aaron Robinson, The University of Memphis; Stefano Alessandro Blasoni, The University of Memphis; Maryam Darbeheshti, University of Colorado Denver; Michael Jacobson, Pennsylvania State University; William Taylor Schupbach; Tom Altman, University of Colorado Denver; Karen D Alfrey, Indiana University-Purdue University Indianapolis; Mengyuan (Alice) Zhao, Indiana University-Purdue University Indianapolis; Tony Chase, Indiana University-Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

. Their current project is CourseNetworking (or CN), an academic social networking and learning platform, which has been used by the NSF Urban STEM Collaboratory project to connect student scholars from three urban universities and facilitate their STEM identity development through ePortfolio building and digital badges. Mengyuan has an EdD in Instructional Systems Technology with a research focus on social learning and innovative learning technology.Tony Chase, Indiana University-Purdue University Indianapolis ©American Society for Engineering Education, 2024 Urban STEM Collaboratory: 5 Years of Lessons LearnedAbstractThe Urban STEM Collaboratory is an NSF-funded S-STEM project

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus; Audrey Boklage, Arizona State University

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Diversity, NSF Grantees Poster Session

, especially, the experiences of under- represented undergraduate engineering students and engineering educators. She is a qualitative researcher who uses narrative research methods to understand undergraduate student and faculty member’s experi- ences in engineering education. Dr. Kellam is interested in curricular design and has developed design spines for environmental and mechanical engineering programs when she was a faculty member at UGA, and recently helped design the EESD PhD program at ASU. She teaches design courses, engineering sci- ence courses, and graduate courses focused on qualitative research methods. She also serves as a Senior Associate Editor of the Journal of Engineering Education.Dr. Anna Montana

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

Electrical Engineering (EE) department. The program was designed as a50-50 split of coursework and faculty representation from the two sponsoringdepartments. Despite the maturation of the CPE field, this 50-50 structural balancehas persisted in our curriculum. This split necessitates a kind of code switching for CPEstudents between CS and EE coursework, creating challenges that lead many students toturn away from CPE. Despite a recent transition from program to department, inertia fromthe CS-EE binary persists in our curriculum and in the patchwork of policies andprocedures inherited by the former sponsoring departments. This legacy hampers CPEstudents as they strive to develop a sense of engineering identity, belongingness,and self-efficacy and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ann Thompson, Loras College; Danial J. Neebel PE, Loras College; Robert S. Keller, Loras College

Tagged Topics

NSF Grantees Poster Session

culture of learning through peer-assisted tutorials," European Journal of Engineering Education, vol. 35, no. 1, pp. 17 - 32, 2010.[9] E. J. Coyle, L. H. Jamieson and W. C. Oakes, "EPICS: Engineering Projects in Community Service," Int. J. Engng Ed., vol. 21, no. 1, pp. 139 - 150, 2005.[10] D. M. Hall, A. J. Curtin-Soydan and J. H. Blackshear, "Creating a Layered Assessment Model to Engage and Retain Diverse Learners in Gateway STEM Courses," in Transforming STEM Higher Education presented by the Association of American Colleges and Universities, Atlanta, GA, 2014.[11] B. Toven-Lindsey and M. Lewis-Fitzgerald, "Assessing and Improving Persistence of Underrepresented Minorities in Science," in Transforming STEM Higher

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

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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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Urmi Duttagupta, New York City College of Technology; Nadia S Kennedy, New York City College of Technology; Diana Samaroo; Viviana Acquaviva, New York City College of Technology; Armando Dominguez Solis

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Diversity, NSF Grantees Poster Session

faculty mentoring ofSTEM students [13]; d) seminars and informal meetings with STEM researchers andprofessionals, women and URM included, to develop a professional STEM identity. Becauselittle is known about structural factors that foster STEM identities, this project explores studentperceptions of the effectiveness of program interventions in supporting their persistence andsuccess. The project is particularly concerned with generating useful knowledge about academicsuccess, retention, transfer, graduation, and academic/career pathways of low-income students[6, 7, 8] that could be replicated elsewhere.Project SEER: Supporting, Engaging, Empowering and Retaining New Scholars in Science,Technology, Engineering and MathematicsThrough this project’s

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

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Diversity, NSF Grantees Poster Session

is home to a dynamic, interdisciplinary mix of undergraduate and graduate students and a post-doctoral researcher from various colleges and de- partments at Virginia Tech who work together to explore engineering and construction human centered issues with an emphasis on understanding difference and disparity.Dr. Cassandra J. Groen, Virginia Tech Dr. Cassandra Groen is a post-doctoral researcher in the Department of Engineering Education and the Myers-Lawson School of Construction at Virginia Tech. Her primary research interests include pro- fessional identity formation in undergraduate civil engineering students, grounded theory methods, and theory development. Her current work includes the exploration of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Carol S. Stwalley, Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin, Purdue University at West Lafayette ; Sarah Larose, Purdue University at West Lafayette

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Diversity, NSF Grantees Poster Session

Purdue, Dr. LaRose serves as a teacher educator,preparing future agricultural educators to meet the needs of a diverse array of learners in their classes. Sheteaches coursework in curriculum design, laboratory teaching practices, and teaching methods in agricul-tural education. Central to all of Dr. LaRose’s work as an educator and a scholar is an effort to addressinequities in agricultural education curriculum, program design, and recruitment practices. American c Society for Engineering Education, 2021Using Enhanced Professional Networks to Increase Overall Student RetentionAbstractThe National Science Foundation awarded funds in 2016 through the Division of

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles Ph.D., Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

scholarship were not permitted to enroll in the S-STEM-dedicated sections of Calculus III or Statics. This also allowed us to schedule the Professional Development course and related activities around their coursework and exam schedules. The course instructors, as well as other faculty from the college, participate in the industry tours to facilitate out-of- class interaction with faculty. b) Professional development course: The project team designed a two-credit hour professional development course for the S-STEM Scholars. The 2017 course included curricular components in spatial visualization (Developing Spatial Thinking by Sheryl Sorby [1]) and developing an engineering identity (Studying Engineering: A Road

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

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Diversity, NSF Grantees Poster Session

development, mentoring from recentalumni, and academic advising. Further, “early exposure to computer science” isprovided in the seminars and program events.Research associated with the program focuses on two main questions: 1) How andto what extent do the program features contribute to the development of self-efficacy, CS/M identity, and sense of belonging? and 2) How does early exposureto computer science through coursework and career awareness affect theexperience of CS/M Scholars? These questions are investigated through focusgroup interviews and surveys of the CS/M Scholars and a comparison group.IntroductionIn this paper we discuss the CS/M (Computer Science/Math) Scholars Program at WesternWashington University. This program is supported by a

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Erin Carll, University of Washington; Robin A.M. Hensel, West Virginia University

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Diversity, NSF Grantees Poster Session

Arts and Sciences from Three Rivers Community College.Dr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and served in several administrative roles. She has been recognized for her teaching, advising, service, and research and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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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

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

agencies. These projects resulted in a patent in bioenergy (US Patent: US20146657327). Now, in her role as chief research officer, Dr. Bullard-Dillard has brought that resource network to the task of research infrastructure building for UNCP. Dr. Bullard-Dillard has been recognized through her Outstanding Alumni Award from North Carolina State University College of Agriculture and Life Sciences, her South Carolina Governor’s Award for Excellence in Scientific Awareness and her South Carolina Independent Colleges and University’s Excellence in Teaching Award among others. She is deeply committed to her work in education and research to assure that the United States’ scientific community continues to lead the world in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

EC Cline, University of Washington, Tacoma; Heather Dillon, University of Washington; Amanda K Sesko, University of Washington, Tacoma; Marc Nahmani; Zaher Kmail, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Seung-Jin Lee, University of Washington, Tacoma; Emily Cilli-Turner, University of San Diego; Elin A. Björling, University of Washington

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Diversity, NSF Grantees Poster Session

education, special education, student success in higher education, nursing, and environmental chemistry.Joyce Dinglasan-PanlilioSeung-Jin Lee, University of Washington, Tacoma Seung-Jin Lee, Ph.D., is an Assistant Professor of Mechanical Engineering at the University of Washington Tacoma. His research focus is on the life cycle sustainability of emerging technologies, such as transportation, biofuels, green buildings, and consumer products. His tools of research include life cycle assessment (LCA), industrial ecology, material flow analysis, energy efficiency, market diffusion models, reuse and recycling, and sustainable development. He has published in leading journals in sustainability and environmental engineering

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Paper ID #16541Is Protecting the Environment All There Is to Sustainability?Sam Kelly-Quattrocchi, University of Washington Sam Kelly-Quattrocchi is a graduate student at the University of Washington in the Evans School of Public Policy and Governance. There he is studying policy analysis and evaluation with a focus on environmental policy and social policy.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University

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NSF Grantees Poster Session

doctoral students, respectively. He also has extensive experience in working collaboratively with several universities in Asia, the World Bank Institute, and USAID to design and conduct workshops promoting active-learning and life-long learning that is sustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.Dr. Angela Minichiello, Utah State University Angela (Angie) Minichiello is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen L Kitto, Western Washington University; Debra S. Jusak, Western Washington University

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NSF Grantees Poster Session

Community Through Cooperative Learning, Spring 1999, pp.67-73.24. Mazur, E., Peer Instruction: A User’s Manual, Benjamin Cummings, 1996.25. Krause, Decker, Niska, Alford, and Griffin, “Identifying Student Misconceptions in Introductory Materials Engineering Classes”, American Society of Engineering Education, Annual Meeting, Proceedings, 2004.26. Jordan, W., Cardenas, H., O’Neal, C., “Using a Materials Concept Inventory to Assess an Introductory Materials Class”, American Society of Engineering Education, Annual Meeting, Proceedings, 2005.27. Newell, J., and Cleary, D., “Using an Undergraduate Materials Research Project to Foster Multidisciplinary Teaming Skills”, Journal of STEM Education, Vol. 5, Issue 1 and 2, Jan. – June 2004, pp

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yin Pan, Rochester Institute of Technology; Michael Yacci, Rochester Institute of Technology; Sumita Mishra, Rochester Institute of Technology

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NSF Grantees Poster Session

intuitive.• Extensible - the educational game should be extensible to enhance the breadth and depth of existing course material with multi-level modular design.• Adaptive - the game should be adaptable to various STEM fields - math, science, engineering, cybersecurity, etc.• Real technical skills - students should be able to apply their technical skills outside the game environment.2.2 How does the game design meet the goals?Engaging: Engagement is achieved through the design of game framework interfaces. Since our gameprimarily targets STEM courses that develop a student’s problem-solving capability, we designed our gameto be a narrative-based game in which the player assumes the role of an investigator, a detective, or anengineer