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2018 ASEE Annual Conference & Exposition

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Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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. The mentor retreat includes several teambuilding activities and providessocial time for the group to get to know each other. The workshop portion of the retreat is meantto inspire students to be good role models and to reflect on what it means to be a mentor. A fewPMLs conduct activities and give presentations on topics such as making the most of LinkedIn,preparing for internship interviews, leading K-12 outreach activities, and doing what’s rightinstead of what’s easy. Having student leaders present these activities not only builds their ownskill sets, but also inspires newer mentors of the organization to become more involved. SPMalumni who recently graduated have also come back to share their experiences with the programand how it helped

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Jill M. D. Motschenbacher, North Dakota State University; Rebecca Reichenbach; Mark Hanson, North Dakota State University; Emily A. Berg Berg, North Dakota State University; Jared Ladbury, North Dakota State University; Paul Kelter, North Dakota State University; Lisa Montplaisir; James Nyachwaya, North Dakota State University

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NSF Grantees Poster Session

about career plans with faculty,discussing academic performance with faculty, and discussing course material with facultyoutside class. Lower satisfaction with instruction and student-faculty interaction sets the tone forlearning; first-year and senior-level students reported lower levels of engagement in tasksassociated with higher-order learning, reflective and integrative learning, and quantitativereasoning.Instructional Strategy. The instructional material of the program draws on current evidence-based pedagogy andcourse design to teach faculty and staff how to create and/or reinvent STEM courses to belearner-focused and engaging. The aims are to increase student learning, improve studentoutcomes in gateway (high-enrollment, first-year

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Helen H. Hu, Westminster College; Clifton L. Kussmaul, Muhlenberg College; Patricia B. Campbell, Campbell-Kibler Associates, Inc.

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. Each year, werecruit teams of new instructors from multiple institutions to attend POGIL training workshopsand implement POGIL in their IntroCS courses. These instructors attend the standard three-dayPOGIL training workshop and an extra day of CS-specific sessions. Instructors are connected toexperienced POGIL instructors who serve as mentors throughout their first semester teachingwith POGIL. Instructors complete reflective teaching logs and are invited to a one-day mid-yearmeeting.Objectives III and IV: Assess factors that affect faculty adoption and persistence with POGILand assess the impact of using POGIL on student outcomes. These research objectives involve avariety of data sources, including qualitative, semi-structured interviews at

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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David B. Knight, Virginia Tech; Holly M. Matusovich, Virginia Tech; Jacob R. Grohs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Timothy Kinoshita, Virginia Tech; Lin Tan, Virginia Tech; Isabel S. Bradburn, Virginia Tech

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Diversity, NSF Grantees Poster Session

allow more students to go to community college. Wewill continue to collect and analyze qualitative data from our three case sites.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number EEC-1647298. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

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product of ongoing team meetings between the VirginiaTech, Purdue, and NSBE teams. Through these meetings, the Virginia Tech, Purdue, and NSBEteam members have become better aware of the components necessary to both hold SEEK campsand assess the impact of these camps.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DRL-1614710. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.ReferencesNtiri, D. W. (2001). Access to higher education for nontraditional students and minorities in a technology-focused society

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2018 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Tiago R. Forin, Rowan University; Roisin Breen, Rowan University; Patricia Lynn Hurley, Rowan University; Erin Elizabeth Pepe, Rowan University; Jiayun Shen, Rowan University; Iman Noshadi, Rowan University

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,catastrophes,injustices, and gender biases, movies and documentaries can be shown. Some examples includeErin Brockovich, A Civil Action, and Bhopal Express. The movies can be assigned and dividedbetween groups to watch on their own and present to the class or shown to the entire class atonce. The instructor can lead a discussion and analyze the movie with students to identify theissue, the consequences of the issue, and how the issue could have been prevented.3.3 Communication SkillsOral and written communication skills are incorporated into the curriculum through technicalreports, oral-presentations, and reflective essays. Strong communication skills are a necessity inthe field of engineering to share statistics, data, experimental findings, and

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2018 ASEE Annual Conference & Exposition

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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

developed using our game framework and game creator. Following the storyline, wedecide on the number of phases for this game; each phase carries its own set of question/answers/resourcesrepresenting a “chapter” of the entire game. For the storyline described above, we created a conspiracyboard with four phases: Image, Preserve, Analysis, and Report, to reflect our objectives. For each phase,we designed and created a sequence of questions in the format of multiple choice, short response, or uploadfiles. The correct answers and helpful resources were also decided. This sets the stage to create the gamemodule.3.2 Create a game module using the GUI-based game editorAs we mentioned earlier, our game framework uses XML to decouple the game implementation

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2018 ASEE Annual Conference & Exposition

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Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

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. The paperdetails the impact of the project has on students, faculty, programs, and the department. Theseinclude strategies and co-curriculum activities that engage scholars and their fellow students,enhance their learning experience on campus, and increase their retention and timely graduationrate. In addition, reflecting on what we did, what we achieved, and the lessons we learned, weshare our categorization of the decisions and choices we have to make while preparing andwriting a successful project proposal. We also detail our experience adapting established bestpractices in STEM higher education community to an urban public large university with adiversified population of students, faculty, and staff while implementing the program.1

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2018 ASEE Annual Conference & Exposition

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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

of the interview [12]. We then ask follow-upand probing questions as we enter the conversation phase of the interview [12]. Finally, we askedsemi-structured interview questions if the answers failed to emerge naturally during the earlierphases of the interview. These included questions about their perceived experiences making,engineering, and, in particular, navigating their engineering program and university makerspaceas a student from an URG. Final questions ask the student to reflect on and makerecommendations for improving the makerspace and/or the engineering program (see Appendixfor our interview protocol).Throughout this project, we have struggled with how to ask students about their URG status andhow that status impacts them as an

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2018 ASEE Annual Conference & Exposition

Authors

Jean Mistele, Radford University; Sandra Nicks Baker, Radford University; Sarah L. Strout, Worcester State University; Prem Uppuluri, Radford University

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NSF Grantees Poster Session

in between represent the agreement or disagreementto each statement from disagree (2), somewhat disagree (3) to somewhat agree (4) to agree(5). Each question is linked to one of the five MUSIC model components. The MUSIC modelquestions were modified for this study to reflect the program team-student relationship ratherthan a teacher-student relationship. The revised questions were reviewed by Dr. Jones toensure the theoretical integrity was not compromised. The modified Elites MUSICmotivation survey instrument was administered, online using QUALTRICS, during the fall of2016 with 14 (70%) of the Elite scholars responding.Data AnalysisThere were three sets of data that was analysed: data from the Elites program managementtool, the focus group

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity, NSF Grantees Poster Session

supplement details in the change ofparticipants’ perceptions appeared in Likert-type questions [42, 43].III. ResultsIn this section, we presented student responses on the pre-post surveys to reveal if the programmet the criteria for success intended for goals of the program. These would reflect any increasesthat favor pursuing graduate education.A. Impact of Program on Career GoalsFigure 1 shows students’ changes in their career goals after the REU programs by program andby total. The number of students that responded to the corresponding survey questions were intotal npre = 32 and npost = 28 (in AERO, npre = 12 and npost = 11; in MSEN, npre = 12 and npost = 11;and in IIT: npre = 8 and npost = 6). Figure 1 shows the percentages of each students in

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

survey with the Leadership Community in order tomeasure and document progress, satisfaction and outcomes for the LVCP community. At thetime the survey was administered, the participants had completed the facilitator training and haddeveloped the content of the Safe Zone level 1 and level 2 workshops. The results reflect theperceptions of the members of a Community of Practice in the early stages of development andwill provide an indication of the strength of the foundation of a sustainable community ofpractice capable of achieving individual and community goals.Of the original 20 members of the VCP, one was unable to attend the facilitator training ormeetings due to schedule conflicts, and two were PIs on the project. Links to the online

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Mathew Kuttolamadom, Texas A&M University; Michael Alexander Liu, Texas A&M University; Jyhwen Wang, Texas A&M University; Bruce L. Tai, Texas A&M University; Samuel F. Noynaert, Texas A&M University; Dinakar Sagapuram, Texas A & M University; Marian S. Kennedy, Clemson University

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NSF Grantees Poster Session

(guided) individual career plans. Research Symposium. Awards ceremony. @ TAMU Formal survey/interview evaluations (both internal & external). Reflection essay. Dinner. Post Database & mailing list setup. Scheduled periodic status-update for continued guidance on 1-year career objectives (for 1-year). Post opportunities. Strategies to get back on track (if needed). Extended Periodic contact (beyond 1-year). Posting opportunities. Track professional career progress. [Fall] Evaluator report. Discussion & intervention plans. Grad student team-management-training. [*TAMU College of Engineering (CoE) Undergraduate Summer Research Grants (USRG) activity][CoE deadline] [#Evaluation activity] [%Brown

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2018 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Rick Olson, University of San Diego; Leonard A. Perry, University of San Diego

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strategies for developing designs that emphasize how users interact with the final product. The course has been determined to achieve the outcomes of the Diversity, Inclusion, and Social Justice (DISJ) requirement for the University core curriculum. To our knowledge, this is the only required engineering class that is also approved for satisfying a campus-wide, core curriculum diversity requirement. The new outcomes include that by the end of the course, the students will: o Have critically reflected on, compared, contrasted, and articulated their own unearned advantage (privilege) and disadvantage in relation to their immersion experience with users. o Be able to use

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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-1217285 and is supported in part by funds given to the National ScienceFoundation by the Intel Foundation and the GE Foundation. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References1. ASEE (2012). “Going the distance: Best practices and strategies for retaining engineering, engineering technology and computing students”. American Society of Engineering Education.2. Barnett, E. A., Bork, R.H., Mayer, A.K., Pretlow, J., Wathington, H.D., and Weiss, M.J. (2012). “Bridging the gap: An impact study of eight developmental summer bridge programs in Texas”. New York; National Center for

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2018 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

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or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References[1] The White House. (2014). One Decade, One Million more STEM Graduates. Available: http://www.whitehouse.gov/blog/2012/12/18/one-decade-one-million-more-stem- graduates[2] L. L. Bucciarelli, "Designing Engineers," ed. Cambridge, MA: MIT Press, 1994.[3] National Research Council, Educating the Engineer of 2020: Adapting Engineering Education to the New Century. The National Academies Press, 2005.[4] National Academy of Engineering, "Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning: Summary of a Forum," Washington

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Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, AmeriCorps VISTA; Katherine C. Chen, Worcester Polytechnic Institute

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NSF Grantees Poster Session

asshe reflects on her time at Cal Poly, SLO. "I serve because apathy to issues of racism, poverty, sexism, transphobia, and xenophobia perpetuates them. I serve to fight for everyone's right to pursue an education. I serve to empower the most vulnerable communities in our country. I serve because the fight for justice never ends." [11].ConclusionThe connection between the S-STEM PEEPS grant and the CSU STEM AmeriCorps VISTA hasbeen mutually beneficial. The volunteers who participated contributed to the PEEPS programand the VISTAs themselves also benefits by learning about higher education and their ownpassions in a deep way.We urge other grantees to explore the possibilities at your site for this amazing resource

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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

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test for reliability and validity.AcknowledgementsThe authors are very grateful for the interest and participation in our work from so manymembers of our School community – students, staff, and faculty. We also acknowledge thesupport provided by the National Science Foundation through grant EEC 1519467. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] M. Koretsky, M. Bothwell, S.B. Nolen, D. Montfort and J. Sweeney. “Shifting departmental culture to re-situate learning.” Proceedings of the ASEE Annual Conference and Exposition. New Orleans, LA, 2016, 10.18260/p.26183.[2] J

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Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

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, closeattention should be paid to which resources are being used the most to ensure that resources donot run out and equipment is always in operating condition. Having a staff that is knowledgeablein what the makerspace has to offer can ensure that the space remains operable, and thereforaccessible. Lastly, keep in mind that the needs of the students may change, and the makerspaceneeds to be prepared to adapt in order to survive 5.AcknowledgementsThis work is supported by the National Science Foundation through Award No. DUE 1431721,1432107 and 1431923. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of NationalScience Foundation.References1. Barrett, T

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2018 ASEE Annual Conference & Exposition

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Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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Diversity, NSF Grantees Poster Session

performance. This IR report has been renamed from “Student Success Engineering” to “Students Attending Success Center Sites” to reflect adaption by other academic units on campus, including the tutoring centers of Mathematics, Physics and Statistics; and the Bronco Study Zone. Our STEP project has benefited from this collaboration because we can now see if CEAS students use any of the student success sites across campus, not just those offered by CEAS-STEP. Our academic advisors and faculty mentors can also view data via the tracking website, which helps when meeting with students who may be struggling academically.G. Maintain Regular Communication with Campus Collaborators – It is sometimes easy to stay out of contact with

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2018 ASEE Annual Conference & Exposition

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Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R. Hamlen, Cleveland State University

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NSF Grantees Poster Session

. The physical system is successfullyimplemented and tested with entry-level Intel and Xilinx prototyping boards.7. Acknowledgments Part of this material is based upon work supported by the IUSE program of the Division ofUndergraduate Education of the National Science Foundation under Grant No. 504030. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of the National Science Foundation. Thephotos in Figure 3(a) and Figure 3(b) are courtesy of Intel and Xilinx, respectively.Figure 3. FPGA prototyping boardsReferences[1]. Altera, Avalon Interface Specifications, Intel Corp., 2017.[2]. Altera, MAX10 FPGA User Guides, Intel Corp., 2017.[3]. Altera

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2018 ASEE Annual Conference & Exposition

Authors

Caroline Elizabeth Crockett, University of Michigan; Kevin A. Nguyen, University of Texas, Austin; Prateek Shekhar, University of Michigan; Robert Matthew DeMonbrun, University of Michigan; Sneha Tharayil, University of Texas, Austin; Robyn Rosenberg, Harvard University; Cindy Waters, North Carolina A&T State University; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan

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research is needed.AcknowledgementsThe authors thank the reviewers for their helpful comments and suggestions. We would also liketo gratefully acknowledge the NSF for their financial support (through the DUE-1744407 grant).Any opinions, findings, and conclusions or recommendations expressed in this Report are thoseof the authors and do not necessarily reflect the views of the National Science Foundation; NSFhas not approved or endorsed its content.References[1] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” PNAS, vol. 111, no. 23, pp. 8410-8415, June 10, 2014.[2] M. H. Dancy and C. Henderson, “Experiences of new faculty implementing research-based instructional strategies,” AIP

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2018 ASEE Annual Conference & Exposition

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Kevin D. Dahm, Rowan University; Ravi P. Ramachandran, Rowan University; Nidhal Carla Bouaynaya, Rowan University

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Paper ID #21689Enhancing Core Chemical Engineering Courses with Computationally-IntenseCourse ModulesDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student

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2018 ASEE Annual Conference & Exposition

Authors

Dominic J. Dal Bello, Allan Hancock College

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Diversity, NSF Grantees Poster Session

cohorts of 15 to 16 students.Student progress was monitored during Fall 2016, and in preparation for a less successfulsemester, a new activity was introduced for winter break 2016–17. SESMC purchased the bookMindset: the New Psychology of Success, by Carol S. Dweck [1]. This book was assigned asreading over the winter break and was the primary topic of discussion at the Spring 2017orientation meeting. The intent was to provide students with perspective when met with newchallenges, and tools to deal with them. Some key takeaways that students received from readingMindset and from the subsequent group discussions:  “Failing is not a reflection of my self-worth, it is merely an opportunity for improvement.”  “After reading this book I spent

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2018 ASEE Annual Conference & Exposition

Authors

Amir Elzawawy , Vaughn College of Aeronautics & Technology; Hossein Rahemi, Vaughn College of Aeronautics & Technology; Yougashwar Budhoo; Shouling He, Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College

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this program hadbetter performance through their discipline of study than those who were not part of NSFlearning community cohorts. The benefits of the scholarship program have been reflected instudents’ graduation and job placement rates; Students involved in the NSF-STEM program havethe highest rate of graduation within 4 years and the highest rate of job placement.In addition to the success stories of after-class professional activities, NSF-STEM students wereengaged and involved in Robotics and UAV club activities. As a result, many of these studentswere able to participate in regional, national and international competitions and received topplace ranking [7]. As an example, NSF-STEM students designed and developed two robots forthe 2016

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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

isnot enough to spark conceptual change in teaching practice. The faculty development literaturecontends that faculty must have a more sustained experience where they are able to integrate theoryand practice and where they can interact with peers as they reflect on their own practice [16-18].Active learning instruction and technology-enhanced instruction (ex. designing hybrid and flippedcourses) require rigorous pre-course planning [19, 20]. Shifting the learning paradigm fromteaching-centered to learning-centered is also an important shift in teaching strategy.[4, 11, 13, 21]This faculty development program supports the social aspect of learning with other faculty –learning community/ community of practice model – found to better achieve

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2018 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

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century.AcknowledgementsThis work was funded by a National Science Foundation EEC CAREER grant (1554057). Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor and do not necessarily reflect the views of the National Science Foundation.References[1] M. C. Thursby, “The Importance of Engineering: Education, Employment, and Innovation,” The Bridge, vol. 44, no. 3, pp. 5–10, 2014.[2] J. Miller, “The Science and Engineering Workforce: Realizing Americas Potential,” Natl. Sci. Board Natl. Sci. Found. Rep. NSB, pp. 03–69, 2003.[3] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the engineering workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, 2005.[4] W. Wulf, “Diversity in Engineering,” The Bridge

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Authors

Julie M. Hasenwinkel, Syracuse University; Katie Cadwell, Syracuse University; Joan V. Dannenhoffer, Syracuse University; Frederick J. Carranti P.E., Syracuse University; Can Isik, Syracuse University

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NSF Grantees Poster Session

active learning to a greaterdegree in their courses, followed by 16/23 (70%) who said so about understanding how to makelectures more active, 14/23 (61%) who said so about their confidence incorporating activelearning techniques in their courses; and 12/23 (52%) who said so about their understanding ofproblem-based learning techniques. Similarly, large majorities – ranging between 91% and 100%-- reported they were either “likely” or “very likely” to implement 5 specified teaching changesas a result of the workshop. In fact, a full 17/23 (74%) said they were “very” likely to revise theircourse syllabi to reflect more clearly written instructional objectives, followed by 15/23 (65%)who indicated they were “very” likely to increase the degree to

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2018 ASEE Annual Conference & Exposition

Authors

Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, University of South Carolina; Ashis Nandy, Northern New Mexico College

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from the National ScienceFoundation (NSF) Grant 1259993. Any opinions, findings and conclusions orrecommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.References[1] U.S. Census Bureau, “State and County Quick Fact”, USA, 2010[2] New Mexico Higher Education Department, “Annual Report”, NM, 2016[3] Greatschools, Inc., “Great Schools Review Report”, USA, 2018[4] Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions,Harper Perennial, 2010.

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2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

to make the decision not to participate in our study if they perceive a threat fromdisclosing their citizenship status.In sum, the combined lesson learned from these three issues (e.g., site access, participantrecruitment design, and the current political climate) are important, as the strength of the studylies in the data collected. If not sensitive to institutional barriers to data collection, valuableconnections to potential participants are lost. Without attention paid to the particularities of astudy’s target population, researchers may waste time recruiting a sample, which fails to addresstheir research questions and/or reflect accurate experiences of the study’s population of interest.If the socio-political climate of a research site