Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziqian (Cecilia) Dong, New York Institute of Technology; Huanying Gu, New York Institute of Technology; Marta A Panero, New York Institute of Technology

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Diversity, NSF Grantees Poster Session

graduate studies; 2) to increase the number ofwomen and minority students from underrepresented groups who engage in security research andprovide support for them to become security researchers; 3) to provide research opportunities ina high-demand area to those who would otherwise have no access to research facilities; and 4) toincrease awareness of, and approaches to, challenging problems of security in mobile devicesand networks. We shared our experience of student recruitment, faculty mentor support, researchactivity planning and logistics of running an REU site at high living cost metropolitan area. Theoutcome and success stories of students’ accomplishments are outlined in this article.IntroductionAs more smartphones, tablets and other mobile

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the ex- periences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, con- tributing to the larger body of research in the field.Gabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc.

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Diversity, NSF Grantees Poster Session

MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one on transfer students and another on student veterans in engineering.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Catherine E. Brawner, Research Triangle Educational Consultants

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

commented on how they were supported by their facultymentor. They shared that their faculty mentor provided them with the following: ● advice with scheduling and work load management ● supporting them when struggling ● being available at all timesScholars also shared ways in which their faculty mentors supported them personally: • listening and inspiring • being consistent in their support • caring about their success • checking in to make sure students were on track with their coursesPeer MentoringDuring the third year of the Engineering Scholar program, Cohort B students acted as peer mentorsto Cohort C scholars. An Engineering Scholar faculty team member provided peer mentors withtraining where they learned about

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Stephanie A. Claussen, Colorado School of Mines; David H Torres, Purdue University

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Diversity, NSF Grantees Poster Session

, and largely presumed by professional associations and licensingbodies. Many formal courses and programs have in turn been created to promote professionalresponsibility and ethical integrity among engineering graduates. Other interventions (e.g.,service learning programs) have also been developed to more broadly challenge engineeringstudents to develop as engaged citizens and community members. Yet there has been a notablelack of research on measures and understandings of social and ethical responsibility amongundergraduate engineering students. Further, few studies have looked at how such indicatorschange over time and are impacted by specific kinds of learning experiences. As a result, facultyand administrators often have little evidence to

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

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Diversity, NSF Grantees Poster Session

and retaintheir Pell funding; such an observation suggests that throughout one’s academic career at acommunity college students receive some form of college attending support.26 With that form ofcollege attending support, institutions may be improving college attendance and completion.(2) Program Planning and Execution Support. Our second determined category of pedagogicalpractice refers to services designed to facilitate student decision-making about program choiceand accommodating program requirements within the constraints of employment and homeobligations. In contrast to the first type of pedagogical practice, this category assumes theviability of some kind of postsecondary schooling, and instead addresses the uniquecharacteristics of a

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed F. Chouikha, Howard University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY

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Diversity, NSF Grantees Poster Session

Graduate/5 year 1i Based on pre data collected in the Fall of 2014 by project evaluators.ii Data presented in the following tables are based on Fall 2014 responses to evaluation surveys.Additional data for spring 2015 are available; fall 2015 data are in the process of being collectedand analyzed.iii Following is a listing of papers available for download review and attendance.References 1. A. W. Astin, What matters in college?: Four critical years revisited vol. 1: Jossey-Bass San Francisco, 1993. 2. R. J. Light, The Harvard Assessment Seminars Second Report 1992: Explorations with Students and Faculty about Teaching, Learning, and Student Life: Harvard Graduate School of Education, 1992. 3. R. J. Light, Making

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

training programs or identifying existing training available at partner collegelocations.In our research, we are examining faculty, student, and employer perceptions of intrapreneurship,which will provide the data to determine if a need exists to strengthen the entrepreneurialcomponent in the AM curriculum, and include greater emphasis on “intrapreneurial” skills andteam building. Because most recent graduates will not enter the workforce as entrepreneurs, theresearchers will explore how individual students learn and become self-employed, or learn to usetheir local knowledge assets on behalf of their employers; that is, do students see themselves as acontributor to a company and enjoying a career dedicated to helping a firm remain competitive ina

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

physicallayout and technology of any given classroom suggest certain uses [10], [18]. “Studioclassrooms” afford active learning more than a traditional tiered lecture hall, and research hasdemonstrated that student learning outcomes improve as students interact more meaningfullywith their peers [15], [19], [20], [21], [22], [23]. However, studio classrooms do not easily allowfor lecture-based teaching, which is still practiced by many faculty members [24], [25]. On theother hand, flexible classrooms afford both active learning and lecture, as the tables and chairscan be rearranged into layouts that support either learning activity.Just as the affordances of a classroom can influence an instructor’s pedagogy, the instructor canchange and modify the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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Diversity, NSF Grantees Poster Session

in engineering shaped by concerns about financialsecurity. For Research Question # 2: “To what extent did the military influence the decision tomajor in engineering?” two themes emerged from our analysis. Theme 1: Military experiencesinfluenced the decision to major in engineering. Theme 2: Military experiences did not have adirect influence on the decision to major in engineering.Advisory Board meeting: A conference call was held in January 2016 and an in-personmeeting was held in San Diego, CA on the USD campus on June 17, 2016. We have workedextensively with our distinguished External Advisory Board (EAB) which includes a recentstudent veteran engineering graduate, an engineering faculty member who has done research onsupporting student

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bethani Cogburn, University of North Carolina, Charlotte; Rachel Saunders, University of Cincinnati; Stephanie Galloway; Brett Tempest, University of North Carolina at Charlotte

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Diversity, NSF Grantees Poster Session

academic settinghelped to solidify their engineering identity and impact their future career decisions. It is alsoevident that the relationships students developed and the accessibility of resources served asprotective factors against several of the challenges they experienced. Students who were able toform study groups, seek out tutoring, and/or receive mentorship from engineering professionals feltsupported and grounded in their engineering identity.Implications The preliminary results suggest the importance of relationships, social capital, andagency on the development of students’ engineering identity. The results also indicate howstudents navigate academic and personal challenges based on the amount of social capitalwealth they possess

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Catherine Mobley, Clemson University

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Diversity, NSF Grantees Poster Session

, Engineering and Mathematics (STEM). She served the NSF ADVANCE grant initiatives as a co-Principal Investigator, working to improve practices to recruit and retain women of color in STEM and enhance institutional climate at USD. Other current research grants support pathways for veterans in higher edu- cation, and the NSF program called, ”Revolutionizing Engineering & Computer Science Departments.” Her co-authored books include The Borderlands of Education (with Susan Lord), Mentoring Faculty of Color, and Beginning a Career in Academia: A Guide for Graduate Students of Color. She is past-Vice President (2017) of the Pacific Sociological Association, and an appointed consultant to the American Sociological

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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Diversity, NSF Grantees Poster Session

potential to increase theirengagement in engineering and to strengthen their pathways to professional engineering practice.Advisory Board meetingOur distinguished External Advisory Board (EAB) includes a recent student veteran engineeringgraduate, an engineering faculty member who has done research on supporting student veterans,a researcher from the Purdue Military Family Research Institute, a retired Marine Corps MajorGeneral who has been active in the national leadership of the Student Veterans of America(SVA), and a retired Marine Corps veteran who has been involved in various educationalprograms including the Voluntary Education Programs, Transition Assistance Programs, and theState of California Governor’s Troops to College Program. The EAB

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

participation and degreecompletion.”2Studying socioeconomic inequalities in education presents unique challenges in terms ofdefinition and measurement. The U.S. Department of Education’s definition of socioeconomicstatus (SES) as an individual or family’s relative economic and social ranking is influential, andmeasurements encompass a numerical scale of family income and levels of parents’ educationand type of occupation, and student self-reports, all of which present their own limitations.2-3 Forexample, nine out of ten Americans identify themselves as members of the middle class,although the federal poverty rate hovers around 15 percent. This phenomenon is partiallytraceable to the pervasive popular assumption that class is not a salient force in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; Sally Gerster, University of Colorado; Todd Freeborn, University of Alabama; Debra Moehle McCallum, University of Alabama; Rachel M. Frazier, University of Alabama; Eric R. Giannini, RJ Lee Group

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NSF Grantees Poster Session

properties of bamboo. Bamboo was chosen based on recent interest inAlabama as a product with potential for economic benefit. Faculty mentors were brought together duringthe proposal phase of the program to discuss ways of getting involved in bamboo research. Our team’sadvisory board is invested in marketing, distributing, and commercializing bamboo products. The boardincludes members of a non-profit group, a small business, and the owner of a bamboo nursery. Theyprovide inspiration and support for our REU Site. Students engage with the board members during a fieldtrip to observe a fully developed bamboo nursery. A student from our 2017 program worked on seismicperformance of bamboo framing systems and found an opportunity to work on a project in

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Mark Tehranipoor, University of Florida; Caitlin Nichole O'Brien, University of Connecticut

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Diversity, NSF Grantees Poster Session

program incorporatedafternoon laboratory rotations that both reflected the multidisciplinary characteristics of thecritical infrastructure security problems and addressed the often-limited attention span of theADHD student. The extended laboratory research experience allowed the students to form an in-depth understanding of a critical infrastructure research challenge related to their academicmajors. The students’ daily schedule, then, consisted of spending mornings and early afternoonsin their primary lab and afternoons in their laboratory rotation. Primary laboratory experienceswere facilitated both by a graduate student and a faculty mentor. The rotations lasted for oneweek, which maintained student interest that can often be lost while

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Timothy Kinoshita, Virginia Tech; Nathan Hyungsok Choe, The University of Texas, Austin

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NSF Grantees Poster Session

or master’s institutional type, location, or affiliation) and STEM discipline?4. What do STEM graduate students, faculty members, and administrators perceive to be the benefits and drawbacks of various graduate student funding mechanisms? How does each group make decisions about offering or accepting offers of different funding mechanisms?5. How does funding mechanism impact STEM graduate students’ experiences, socialization, identity formation, and other factors previously shown to contribute to overall success?We are following a mixed methods approach to address these research questions. Ourquantitative data are drawn from the complete Survey of Earned Doctorates, which is arestricted-use data set that is characterized by a greater

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karcher Morris, University of California, San Diego; Jaclyn Duerr, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Bill Lin, University of California, San Diego

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NSF Grantees Poster Session

-yearbaccalaureate institution, obtain an engineering undergraduate or graduate degree, and, finally,transition into an engineering-oriented career. These are major transitions. Schlossberg hasidentified factors that influence an individual’s ability to cope with their experienced transitions,namely, situation, self, support, and strategies. Through this lens, the transfer experiences andtransfer shocks undergone by these ambitious students may be better understood and improved.A partnership between a 4-year institution, the University of California San Diego (UCSD), andtwo community colleges, Imperial Valley College (IVC) and Southwestern College (SWC), hasbeen formed to better understand and support transfer engineering students as they make

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, NSF Grantees Poster Session

evaluating teamwork models, statewide pre-college math initiatives, teacher and faculty professional development programs, and S-STEM programs.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Rebecca Brent, Education Designs, Inc Rebecca Brent is President of Education Designs, Inc., a consulting firm located in

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc

Tagged Topics

Diversity, NSF Grantees Poster Session

2004, she been a member of the NSF-funded MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one on transfer students and another on student veterans in engineering.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Catherine E. Brawner, Research

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Jenna Wong, San Francisco State University; David Quintero, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

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Diversity, NSF Grantees Poster Session

. Figure 1. Logic Model of the NSF HSI ProgramFirst Year ImplementationThe project started on Oct. 1, 2021. During over one year of implementation, we put the focus onestablishing three main components of the program, namely the Engineering Success Center, theSummer Research Internship Program, and the Summer Faculty Teaching Workshop. In thefollowing, a brief introduction to these components is provided, followed by a summary of theevaluation results.Engineering Success Center (ESC): Despite the COVID-19 pandemic, an ESC was established toprovide academic support and career development services to students. The center is aimed atincreasing student retention, graduation rates, and career development. At SFSU, there was still asignificant

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

Science Foundation, his research was highlighted the American Society of Engineering Education’s Prism Magazine. He received a CAREER Award in 2016 to study the significance of neurodiversity in developing a creative engineering workforce.Miss Alexandra Hain, University of Connecticut Alexandra Hain is a PhD student at the University of Connecticut studying structural engineering. She received her Bachelor of Science in Civil Engineering in 2015 from the University of Connecticut. She has an interest in engineering education and served as the program manager for the REU Site: Research Experience in Cyber and Civil Infrastructure Security for Students with ADHD: Fostering Innovation during summer 2016

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org; Monica McGill, Institute for Advanced Engineering; Jacob Koressel; Bryan Twarek

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Diversity, NSF Grantees Poster Session

a high school graduation requirement should include, how that course should alignwith Advanced Placement (AP) and post-secondary CS instruction, and what pathways shouldexist for students after that introductory high school course.The portion of the project highlighted in this article contains an analysis of data collected fromfocus groups (n = 21), interviews (n = 10), and an in-person convening of participants fromK-12, post-secondary, industry, and administrative roles (n = 35). The data is centered ondetermining what CS content is essential for all high school students. Participants consideredknowledge, skills, and dispositions across a range of CS and CS-adjacent topics and, through avariety of activities, described what new content

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Leslie Bondaryk, The Concord Consortium; Jutshi Agarwal, University at Buffalo, The State University of New York; Carolyn S Giroux; Stephanie L. Harmon, PIMSER, Eastern Kentucky University; Enqiao (Annie) Fan, University at Buffalo, The State University of New York; Jacqueline Handley, Purdue University, West Lafayette; A Lynn Stephens, The Concord Consortium

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NSF Grantees Poster Session

, University at Buffalo, The State University of New York Jutshi Agarwal is a Postdoctoral Associate with the Department of Engineering Education at the University at Buffalo. She was the first doctoral student to get a Ph.D. in Engineering Education from the University of Cincinnati. She also has a Master’s degree in Aerospace Engineering from the University of Cincinnati and a Bachelor’s degree in Aerospace Engineering from SRM University, India. Her research areas of interest are graduate student professional development for a career in academia, preparing future faculty, and using AI tools to solve non-traditional problems in engineering education. She is currently also furthering work on the agency of engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

the effect of structured team experiences and use of a peer evaluation system on team skills and team-member effectiveness. Prior research has found that completing peer evaluations familiarizes students with team skills9,10 and improves new teammates’ satisfaction with those team members on a future team.1Study 7 will explore the effect of five feedback alternatives on team performance, Page 26.1209.4 satisfaction, team cohesion, team efficacy and team conflict: (1) self and peer evaluation data collected but no feedback given, (2) feedback by the peer evaluation system, (3) personal coaching by instructional staff, and (4

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

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Diversity, NSF Grantees Poster Session

engineeringidentity30. Often engineering faculty view an individual’s identity as irrelevant to the engineeringworkplace. In such a “color-blind” perspective, individual characteristics should play no role inscientific work. However, significant amounts of research demonstrate that no person is “color-blind”31. Additionally, faculty may not be influenced by the theoretical developments explainingthe importance of students’ identities28. Due to the lack of exploration of social aspects ofengineering, conversations centered around normative and non-normative values are almost non-existent. Limited conversations about students identities and cultural norms allows the dominanttraits of the field's practitioners to perpetuate despite evidence indicating a need for

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

record-high numbers of CS majors, and manyprograms need to limit admission to the CS major or courses [4]. University and CS departmentpolicies have an important role in the decision of who has access to CS and, consequently, whocan obtain the degree. Even though Camp at al. [4] report growth in the representation of womenand students from underrepresented racial and ethnic groups, the demographic of CS students ishighly skewed toward males versus females and has skewed racial/ethnic distributions [4, 5]. CShas particularly imbalanced gender and racial/ethnic distribution within student populations [6],resulting in imbalanced representation in the workforce. For example, Fry et al. [7] found thatHispanic and African American workers are quite

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie Ph.D., Gullie Consultant Services; Dianna Newman, University at Albany-SUNY; Mohamed F. Chouikha, Howard University; John D. Kelly, North Carolina A&T State University; Craig J. Scott, Morgan State University; Mandoye Ndoye, Tuskegee University; Ibibia K. Dabipi, University of Maryland, Eastern Shore; Corey A. Graves, North Carolina A&T State University; Lei Zhang, University of Maryland, Eastern Shore; Ali Reza Osareh, North Carolina A&T State University; Sacharia Albin, Norfolk State University; Demetris Geddis, Hampton University; Petru Andrei, Florida A&M University/Florida State University; Fred Lacy, Southern University and A&M College; Hamid R. Majlesein, Southern University and A&M College; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Yacob Astatke, Morgan State University; Shujun Yang, Alabama A&M University; Li Jiang, Tuskegee University; Ben O. Oni, Tuskegee University; Saleh Zein-Sabatto, Tennessee State University

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Diversity, NSF Grantees Poster Session

research on Si and GaAs electronic devices and semiconductor lasers at the research laboratories of GEC and ITT and published numerous articles in this field. He was a professor of Electrical and Computer Engineering at Dominion University. He has advised 14 PhD and 16 MS students. He received numerous awards: Doctoral Mentor Award 2010; Excellence in Teaching Award 2009; Most Inspiring Faculty Award 2008; Excellence in Research Award 2004; and Certificate of Recognition for Research - NASA, 1994. He is a Senior Member of the IEEE and a Member of the Electrochemical Society.Dr. Demetris Geddis, Hampton University Demetris L. Geddis is an associate professor and Chair of Electrical and Computer Engineering at Hamp

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

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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 Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University

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Diversity, NSF Grantees Poster Session

your undergraduate career that influenced you to pursue an advanced degree?All interviews were recorded and transcribed. Each participant was given a pseudonym (whichare also used in the findings section).Data AnalysisFor this study, an interpretive phenomenological (IPA) approach was used as this is a qualitativeinquiry to discover the lived experiences of several individuals (i.e., Black Males) experiencing aphenomenon (e.g., graduate students in engineering, Black males with advanced degrees) [20],[21]. This method is iterative and ongoing. Two members of the research team independentlyreviewed transcripts. Portions of transcript text that gave insights into experiences of participantswere identified as examples of coding. After reviewing 5