Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University

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Diversity, NSF Grantees Poster Session

years.Program goals include: (1) Use the scholarships and programs to improve scholars’ academicperformance in engineering foundational courses; (2) Develop a resiliency program to increaseCollege of Engineering (CoE) student retention by building upon a sense of community createdthrough existing peer-based programs (Geisinger & Raman, 2013; Ikuma et al., 2019); and (3)Increase employers’ recognition of low SES students’ strengths and valuations of their employablecompetencies through a paid internship program.The general objectives were established including; (1) New pathway to success. Scholars areprovided a pathway to complete an engineering degree including direct education and interventionapproaches for their engineering academic career

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Cindy Waters, North Carolina A&T State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

advises the Society of Women Engineers student chapter and leads the students in developing and implementing yearly outreach events for the K-8 female community. She is author of many peer-reviewed conference proceeding for the ASEE Annual Meetings and the FIE meetings Page 24.940.1 c American Society for Engineering Education, 2014 NSF TUES: Transforming Undergraduate Environmental Engineering Laboratories for Sustainable Engineering using the Case Studies in the Sciences Instructional MethodAbstractMany college laboratories follow a “cookbook” approach to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Frances Harackiewicz P.E., Southern Illinois University, Carbondale; Lizette R. Chevalier P.E., Southern Illinois University, Carbondale; Omer Salih Elsanusi, Southern Illinois University Carbondale; Karen Sue Renzaglia

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NSF Grantees Poster Session

SIUC and completing the baccalaureate degree. To ensure scholars advance academicallyand professionally, they are integrated into a mentoring and support network of staff, peers, facultyand professionals. Together they engage in a diverse set of professional development activities.Goal 2: Improve the education of future scientists, engineers, and technicians, with a focus onacademically talented low-income students (Quality Educational experiences in EnergyScience/engineering) Energy Scholars join a learning community through a common curriculum and facultymentored hands-on learning experiences. Individual assistance is provided for scholars to secureinternships and research opportunities that focus on collaborative interdisciplinary

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University

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NSF Grantees Poster Session

Paper ID #25992Board 57: Identifying and Disseminating Transformative Professional Devel-opment of STEM Undergraduates Who Perform Outreach: Progress in Year1Mr. Michael Alley, Pennsylvania State University, University Park Michael Alley is an associate professor of teaching in the College of Engineering at Pennsylvania State University. He is the author of The Craft of Scientific Writing (Springer, 2018) and The Craft of Scientific Presentations (Springer-Verlag, 2013). He is also founder of the popular websites Writing Guidelines for Engineering and Science (www.craftofscientificwriting.com) and the Assertion-Evidence

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College

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Diversity, NSF Grantees Poster Session

(15.2%) compared to enrollment patterns in the general student population (21.7%). Disparitiesin enrollment are partnered with inequitable rates of course completion, with historicallyunderserved students completing 71% of these courses with a grade of C or better, compared toan 82% course success rate for their peers. These demographics mirror national demographictrends that indicate student access to degree and career opportunities in STEM offered by twoyear colleges disproportionately favors students who identify with hegemonic norms in STEM[2],[3]. The SEECRS project represents one institutions attempts at designing programming todismantle structures that reproduce these disparities.Beginning in 2018, Whatcom Community College started

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

skills such as working in teams, writing,programming, applying physics to solve interdisciplinary problems, designing and developingproducts, managing complex projects, and working with clients. This is an important factorconsidering approximately 95% of physics graduates go on to careers in the private sector orgovernment labs, yet most undergraduate physics programs prepare students primarily foracademic careers. In fact, a survey of 1,407 mid-career physics PhD recipients found that theyfrequently attributed career success to their skills and abilities outside of physics (e.g.,interpersonal, problem solving, computing, and analysis skills). Conversely, some of the mostfrequently mentioned career barriers among 1,321 respondents included lack

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

Engineering Students with ADHDAbstractStudents with Attention Deficit Hyperactivity Disorder (ADHD) tend to experience thetraditional education system differently than their peers. The engineering education system hasyet to realize unique potential of these students and identify ways in which to handle thesedifferences in order to keep them engaged and successful. Published literature suggests thatindividuals with ADHD have the potential of strong divergent thinking skills and unparalleledrisk-taking. However, this group of students is significantly underrepresented in engineeringprograms; some work suggests that only 3% of college students with ADHD choose to studyengineering. The current design of engineering education largely fails to provoke the

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

studio class environment (Koretsky etal., 2018). The LA Program utilizes the three core elements suggested by the Learning AssistantAlliance (Otero, Pollock, & Finklestein, 2010). First, LAs receive pedagogical development in aformal class with their peers in their first term as an LA. Second, LAs meet weekly with theinstructor and the graduate teaching assistants as a member of the instructional team to preparefor active learning in class. Third, LAs facilitate active learning in the class in which they areassigned. Each week in the pedagogy class LAs are posed a specific prompt that connects tospecific reading and asks them to reflect on their learning and practice in writing. This process isintended to help them connect the three program

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

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NSF Grantees Poster Session

Focus of Cohort Meetings September Kickoff/icebreaker activity to build community among cohort participants; needs assessment for CLEAR Scholars; and a Resources for Success Workshop facilitated by school-/campus-level office (e.g., Learning Assistance Center; Writing Center; Math Assistance Center) to promote Scholar achievement as the academic year starts. October Career Development Workshop, based on needs assessment, to help students prepare for Career Fairs and plan ahead for internship opportunities November Leadership Development Workshop, facilitated by an industrial representative from the Dean’s Industrial Advisory Council (DIAC) on an emerging

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

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Diversity, NSF Grantees Poster Session

.  The  reasons  why  they  drop  out  is  not  well  understood  unless  we  review  some  of  the  potential  causes  [5].  According  to  the  National  Survey  of  Student  Engagement  from  2006,  external  obstacles  for  NT  students  have  made  it  more  difficult  for  them  to  develop  peer  relationships  (study  groups)  at  the  university  [10].  Professional  barriers  are  typically  found  in  the  workplace  and  relate  to  lack  of  tuition  reimbursement,  time  management,  and/or  lack  of  release  time  from  work.  Institutional  barriers  include  lack  of  access  to  higher  education,  the  high  cost  of  tuition,  and  diminished  affordability  [2].  Furthermore,  because  adult  learners  also  face  the

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

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NSF Grantees Poster Session

successfully meet academic standards, and become active and independent learners. Learning strategists can help students manage the physiological arousal (e.g., stress) that is common during the first year, as well as be an important source of positive social persuasions.3. Peer-Mentoring Program: As freshmen, students are assigned a mentor to help them navigate college. Interactions with mentors serve as vicarious experiences for underclassmen, although mentors may also provide positive social persuasions and advice for managing physiological arousal.Table 1. Alignment of student support services with S-STEM objectives (blue activities are prior,successful ExCEL initiatives, while green activities are newly-included for the current

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

Skills, (e) Networking, Finding Mentors &Mentoring, (f) Understanding and Exploring Pathways to Interdisciplinary Careers, (f)Leadership and Entrepreneurship Skills for career success, (g) Professional & ResponsibleConduct, (h) Mental Health & Wellbeing. These topics were tailored specifically for the needs ofcomputational science students with a goal to increase their awareness and preparation forinterdisciplinary careers. This paper discusses the modifications and adaptations made to fosterthe success of first year graduate students from diverse academic backgrounds throughnavigating interdisciplinary computational science and developing peer cohorts and pathways tocareers.Course learning outcomes and students’ development were

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

andalignment of the existing instrument with the needs, perspectives, and experiences of a diverseset of design instructors and design students; and revise the instrument to ensure its broaderapplicability across engineering contexts. Each co-creation workshop tasks participants to reflectbefore, during, and after the workshop on views of empathy in engineering design. The sessionsthemselves have involved peer dialogue, critique, and co-construction of empathy models.At the time of this writing, we have led two co-creation workshops, each including two separategroups based on scheduling needs. As an example, we share the design of the initial co-creationworkshop here. The first half of the initial co-creation workshop asked participants to respond

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

student outcomes in introductory materials engineering Page 23.1204.2courses. The project is multifaceted and includes several interwoven components, all ofwhich are founded upon literature based best practices in STEM education research. Theproject components include: a detailed study of pre-course knowledge andmisperceptions, an investigation of student preparation influencing course outcomes, ananalysis of Index of Learning Styles (ILS) data, a switch to inductive teaching practiceswhich include collaborative, active learning modules and concept/peer learningopportunities, collaborative writing of research papers, low stakes quizzing, thedevelopment

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Julia Yoo, Lamar University; James C Curry; Brian Craig P.E., Lamar University; Jiang Zhou, Lamar University; Hsing-wei Chu P.E., Lamar University; Nicholas Andres Brake, Lamar University

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Diversity, NSF Grantees Poster Session

research fields.Dr. Nicholas Andres Brake, Lamar University Nicholas Brake is currently an Assistant Professor in the civil and environmental department at Lamar University. He received his B.S. (2005), M.S. (2008), and Ph.D. (2012) from Michigan State University. His area of expertise is in cementitious composites which includes: fracture and fatigue mechanics of quasi-brittle materials, recycled concrete, conductive concrete, reinforced concrete, pervious concrete, geopolymer, and structural dynamics. He currently teaches a wide array of courses that includes statics, reinforced concrete design, structural analysis, and materials engineering. Dr. Brake actively integrates project based and peer assisted learning

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; David F. Bahr, Purdue University, West Lafayette; Shelley N Pressley, Washington State University; Kimberly R Schneider, University of Central Florida; John C Lusth, University of Alabama

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NSF Grantees Poster Session

difference between popular, textbook, and peer reviewed literature,reading and analyzing scholarly articles, laboratory notebooks, responsible conduct of research,intellectual property rights, effective presentations, writing a literature review, and careeropportunities.The semester long seminar (SLS) is adapted from work done by The University of Wisconsin [1]as part of their Materials Research Science and Engineering Center (MRSEC) activities while theweek-long faculty led boot camp (FLBC) was developed at Washington State University (WSU)[2] and the 2½ day peer mentor led short course (PMSC) was developed at the University of Page

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

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Diversity, NSF Grantees Poster Session

specialties include water quality, water resources, remediation of contaminated soil and water, environmental sustainability, hydrology, hazardous waste management, and STEM ed- ucation. Dr. Clark has been blessed to have the opportunity to edit three books, produce nearly forty peer-reviewed publications, in addition to over fifty presentation to national and international audiences. He has also served as a reviewer for numerous technical journals and a panel reviewer for the National Science Foundation, the U.S. Department of Education, and the Environmental Protection Agency nu- merous times. Dr. Clark’s research interests include combining chemical and environmental engineering techniques for hazardous waste handling

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University; Christina Marie Hartman, Utah State University; Jared W. Garlick, Utah State University

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NSF Grantees Poster Session

undergraduate education levels must be explored. Oneapproach to introducing students to rigorous, discipline-specific content is through the use ofDisciplinary Literacy Instruction (DLI). DLI is an instructional approach that equips students toutilize the evaluative frameworks and reading and writing strategies that are employed by expertpractitioners in a particular discipline [1].Models of DLI for K-12 instruction have been introduced in subjects such as history [2], math[3], and science [4], but there has been little research exploring a model for DLI in engineering.Thus, this project aims to develop a model of DLI in engineering that can be used in both K-12and undergraduate engineering settings. This model of DLI will be informed by the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tonisha B. Lane, Virginia Tech; David Bruce Lewis, University of South Florida; Johnny C. Woods Jr., Virginia Tech; Rebecca Steele, Virginia Tech

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NSF Grantees Poster Session

National Academy of Engineering. The S-STEM program engages students inan interdisciplinary approach to managing nitrogen that incorporates biology, geosciences, andengineering. The program integrated research opportunities, community engagement,coursework, and faculty and peer mentoring strategies to support student success. S-STEMscholars engage in biweekly meetings that include roundtables with scientists and engineers fromacademic, government and industry. Students also engage in presentations of their own thesisprojects, writing workshops, and discussions with community partners.ParticipantsTwelve graduate women students participated in this study. Although the program focuses onSTEM broadly, our participants account for graduate women

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Kerri S. Kearney, Oklahoma State University; Rebecca L. Damron, Oklahoma State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

written in Verilog HDL, are open-source,and are freely available. To support the hardware components, a unified assembler, cycleaccurate emulator, and board interface software package is included. The software is written inJava, works on Linux, Windows, and Mac OS, is open-source, and is freely available. The PLP Page 24.87.3hardware and software components are licensed under the General Public License version 3 toencourage open access and contribution. PLP can be downloaded free of cost from its homepagehttp://plp.okstate.edu. Figure 2 shows the current homepage at the time of writing this paper. Anew homepage, hosted at http

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Kundan Nepal, University of St. Thomas; Jennifer E. Holte, University of St. Thomas

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Diversity, NSF Grantees Poster Session

model, combined withscholarship support, has been shown to have the potential to overcome the challenges of limitedconnection to peers and institutions that transfer students often encounter [2].The APEX program also includes a focus on providing formal and informal opportunities fortransfer students to engage with faculty and other students. Mentoring is a proven practice forsupporting low-income STEM students’ retention and has especially been shown to benefitcommunity college transfer students [3]. Comprehensive mentoring has been shown to helpstudents navigate the curriculum, the co-curriculum, and the “hidden curriculum” – the“unwritten, often unspoken norms, values, expectations, behaviors, codes of conduct” that are“not transparent or

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

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NSF Grantees Poster Session

maximum of 8 semesters.Program HighlightsThe DuSTEM program is designed to improved retention of students in STEM. Support isbroken into three areas: financial, academic, and community [1]. These ideas are predicated onthe nine key principles advanced by the non-profit “Building Engineering and Science Talent”which identifies nine qualities of programs that are successful in nurturing well-qualified STEMgraduates [2]. These principles are • Institutional leadership • Personal attention • Bridging to the next level • Targeted recruitment • Peer support • Financial assistance • Engaged faculty • Enriched research opportunities • Continuous evaluationThe DuSTEM program is designed support

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krystal Corbett Cruse, Louisiana Tech University; David Hall, Louisiana Tech University; Mary E Caldorera-Moore, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University

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NSF Grantees Poster Session

additional two hours per week with their engineering instructor and supplementalinstruction led by upper-level peer mentors. Faculty mentors are introduced to the studentsthrough weekly lunches beginning after their first quarter. The lunches, which provide a venuefor professional development discussions, are also leveraged to build community among thestudents and faculty. As the first cohort progresses into their second year of study and begins tobranch out into more discipline-specific courses, the weekly lunches have become the primaryconnection point for the students and faculty. Additionally, the faculty mentors meet with theirstudents regularly and serve as academic advisors to guide the students as they progressacademically.This paper will

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

currently under construction. Initially, the purpose of the website wasenvisioned as a repository of project resources, but as our research proceeded, it becameobvious that the students perceived the concept map and web tools as essential parts of theproject and their view of their personal success strategies.Overall, the basic principles implemented in the project are supported by theory based incognitive and social constructivism and the substantial body of evidence that favorscollaborative learning and the inductive approach over the traditional lecture driven,deductive teaching approach. Collaborative learning, active/inquiry learning, conceptlearning, peer learning, problem/case-based learning, low stakes quizzing, mini-lectureswith just-in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

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Diversity, NSF Grantees Poster Session

, Gabe has gained significant appreciation for the importance of clearly- defined, structured, and supported pathways for program participants. Gabe has a Bachelor’s degree from San Francisco State University in English; Creative Writing. He lives in the East Bay and enjoys exploring new rivers, lakes, and beaches in the area.Mr. David Gruber, Growth Sector American c Society for Engineering Education, 2021 Experiential Learning during COVID-19: A Systemic Approach for Increasing Diversity in Smart ManufacturingAbstractExperiential Learning is a key component in Engineering and Engineering TechnologyEducation. However, the current engineering an

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Furse, University of Utah; Donna Harp Ziegenfuss, University of Utah; Alyson L. Froehlich, University of Utah

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NSF Grantees Poster Session

flipped instruction.  Module 2: Online Engagement – Creating Videos Introduction to different types of videos. By the end of this module, faculty will have decided what type of video they want to create; selected and mastered technology to write or create videos for examples, record videos, post videos online; posted and received student feedback on one example video.  Module 3: Engaging Students Actively in the Classroom Introduction to active learning including peer discussion, sharing and problem solving, case studies, etc. By the end of this module, faculty will have articulated active learning strategies that work in their discipline; tested out new

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

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Diversity, NSF Grantees Poster Session

your (professional development or personal growth), 1 through 7 with 7 as most effective.”All questions were to be answered on the same 7-point scale. An option to mark NA (notapplicable) was also provided. In addition, students were invited to write in personal perceptionsor clarifying or additive remarks. In total, 17 questions were asked, with 12 of those related toprofessional development activities, and 5 related to personal growth. Results are summarized inTable 1 (professional development) and Table 2 (personal growth).Results: Professional DevelopmentSEECS activities related to professional development have been chosen and tested over the yearsto address retention, employment potential and bolster enthusiasm for careers

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine R. McCance, The University of Texas at San Antonio; Vanessa Ann Sansone, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Arturo Montoya, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

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Diversity, NSF Grantees Poster Session

is underway, with plans to expand to the College of Sciences.Outcomes will be measured using interviews, surveys, reflective writings, and peer teachingobservations. Educational Research This poster will highlight an IRB-approved qualitative study that is being conducted aspart of the grant project. The research is guided by the HSI servingness framework [7]. Theoverall purpose of the research is to understand the ways in which the university is serving itsSTEM students, using a mirror approach [13] to study and self-reflect on the institution, herebyfocusing on the organization as the main unit of analysis. Findings from this research willdirectly inform plans and actions to revise policies and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer E. LeBeau, Washington State University; Denny C. Davis, Washington State University; Noah L. Schroeder, Washington State University; Brian F. French, Washington State University ; Shane A. Brown P.E., Washington State University; Howard P. Davis, Washington State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

describes characterization of the instrumentswithin ASSESS as well as lessons learned throughout the project’s development. In addition, twoexamples are offered to describe ways in which ASSESS may be used by the engineeringeducation community.Instrument CharacterizationOver the life of the project, a variety of instruments were identified for inclusion in the ASSESSdatabase. In the first year, instruments were identified by searching peer-reviewed journalarticles, using branching techniques from reference sections of papers and reports, andidentifying innovative projects that may have developed and employed evaluation instruments.While comprehensive, this three-pronged strategy proved to be somewhat challenging forlocating instruments. Thus, the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity, NSF Grantees Poster Session

opportunities while reducing the need for external employment. • Increase students’ engineering self-efficacy. • Increase recruitment of aerospace and industrial engineering students. • Encourage students to pursue advanced degrees. • Increase student retention in engineering.The ASPIRE program strengthens and supports students through a program of mentoring,networking, and academic design. The primary features of the program include continuousmentoring of all ASPIRE students by peers, faculty, and industry representatives; four face-to-face interactions with all ASPIRE students, mentors, and faculty per semester; and enrollment incommon courses.A total of 36 undergraduate ASPIRE Fellows will have been directly supported