Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks ; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz; Janelle B Larson, Pennsylvania State University

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NSF Grantees Poster Session

©American Society for Engineering Education, 2023 Leveraging Innovation and Optimizing Nurturing in STEM: Investigating role identities of low-income engineering students prior to their first semester of college (NSF S-STEM #2130022)The purpose of the Leveraging Innovation and Optimizing Nurturing in STEM Program (NSF S-STEM #2130022, known locally as LION STEM) is to support the retention and graduation ofhigh-achieving, low-income engineering scholars with demonstrated financial need at Penn StateBerks, a regional campus of The Pennsylvania State University. The LION STEM programbuilds upon the Sustainable Bridges from Campus-to-Campus project (NSF IUSE #1525367)which formed the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin P.E., University of Washington; Jana Milford, University of Colorado, Boulder; Janet Callahan, Boise State University; Pamela Cosman, University of California, San Diego; John B. Schneider, Washington State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann E. Delaney, Boise State University; Beth A. Myers, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Tanya D. Ennis, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Michelle Ferrez, University of California, San Diego; Tiffany D. Pan, University of Washington; Jessica Baldis, University of California, San Diego

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Diversity, NSF Grantees Poster Session

mainprogrammatic components aimed at improving the engagement, retention, and graduation ofstudents underrepresented in engineering. These components include: “intrusive” academicadvising and support services, an intensive first-year academic curriculum, community-building(including pre-matriculation summer programs), career awareness and vision, facultymentorship, NSF S-STEM scholarships, and second-year support. Successful implementation ofthese activities is intended to produce two main long-term outcomes: a six-year graduation rateof 60%-75% for Redshirt students, and increased rates of enrollment and graduation of Pell-eligible, URM, and women students in engineering at participating universities. In the first yearof the grant (AY 16-17), SSPs

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christian Enmanuel Lopez, The Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park

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NSF Grantees Poster Session

laboratory environments.Acknowledgement This research is funded by the National Science Foundation NSF NRI #1527148. Anyopinions, findings, or conclusions found in this paper are those of the authors and do notnecessarily reflect the views of the sponsors.References1. National Robotics Initiative 2.0: Ubiquitous Collaborative Robots (NRI-2.0) (nsf17518) | NSF - National Science Foundation.2. Tucker C, Kumara S. An Automated Object-Task Mining Model for Providing Students with Real Time Performance Feedback. In: ; 2015:26.178.1-26.178.13.3. Hu Q, Bezawada S, Gray A, Tucker C, Brick T. Exploring the Link Between Task Complexity and Students’ Affective States During Engineering Laboratory Activities. In: ASME 2016

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

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NSF Grantees Poster Session

classrooms.AcknowledgmentThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527.References[1] Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.[2] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 11(23), 8410-8415.[3] Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. doi: 10.1002/j.2168-9830.2005.tb00829.x.[4] Felder, R. M., & Brent. R. (2016). Teaching & learning STEM: A

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Mary E. Besterfield-Sacre, University of Pittsburgh; Andrew Scott, Alabama A&M University

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NSF Grantees Poster Session

examination data.References[1] Garrison, D., & Vaughan, N. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: John Wiley & Sons, Inc., 4-8.[2] Bourne, J., Harris, D., & Mayadas, F. (2005). Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education, 94(1), 131-146.[3] Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended Learning Enters the Mainstream, In C. Bonk, & C. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (195-206), San Francisco, CA: John Wiley & Sons, Inc.[4] Twigg, C. (2003). Improving Learning and Reducing Costs: New Models for Online Learning. Educause

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

persistentstructure of the education system even though we were explicitly attempting to behavedifferently. As we, the faculty and students, began to recognize the structure we could let go ofthe problem and the solutions. However, this “letting go” had to occur repeatedly (almostweekly) as the issue continued to be bothersome to many of us.What are the cultural beliefs, values, and paradigms that are causing the problems of intransigentSTEM pedagogies that result in STEM cultures that are exclusive? We first note that “S” refersto the physical, or equivalently, the natural sciences; it excludes all other organized ways ofthinking, or “sciences.” Implicitly, natural sciences are prioritized over other “sciences.”The natural sciences derive knowledge through

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering; Peter Y Wu, Robert Morris University

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NSF Grantees Poster Session

.2.2.1 Development Academic Partner and ActivitiesDistinguished faculty members from the Milwaukee School of Engineering and Virginia StateUniversity (a HBCU partner) have supported this project from the very beginning asDevelopment Academic Partners. Mutual interest is instrumental in this longstandingpartnership. The role of the academic development partner is well defined and involves thefollowing:  Identifying at least one local industry partner involved in software development activities  Working with assigned focus groups to critically review current course  Developing six hours of course modules to address identified gaps in a content area familiar to the university program and its local industry partner(s

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville (TAMUK); Selahattin Ozcelik, Texas A&M University, Kingsville; Nuri Yilmazer, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Works”, IEEE Spectrum, October 2011.[3] E. Ackerman, “CMU Develops Autonomous Car Software That’s Provably Safe”, IEEE Spectrum, July 2011.[4] Humanoid Robotics Group, http://www.ai.mit.edu/projects/humanoid-robotics-group/, Last Accessed onDecember 26, 2011.[5] C. Y. Chen, P. H. Huang, “Review of an Autonomous Humanoid Robot and Its Mechanical Control”, Journal ofVibration and Control, Online, September 2011.[6] E. Guizzo, “These Humanoid Robots Could Kick Your Asimo”, IEEE Spectrum, October 2010.[7] M. Kroh, K. El-Hayek, S. Rosenblatt, B. Chand, P. Escobar, J. Kaouk, S. Chalikonda, “First Human SurgeryWith a Novel Single-Port Robotic System: Cholesystectomy using the Da-Vinci Single-Site Platform”, SurgicalEndoscopy, 25, 11, June 2011, pp

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

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NSF Grantees Poster Session

recognized for her teaching, advising, service, and research and as an Exemplary Faculty Member for Excellence in Diversity, Equity, and Inclusion. ©American Society for Engineering Education, 2024 Supporting students’ success in the cybersecurity field: Accomplishments and lessons learned by the ACCESS projectAbstractThe NSF S-STEM funded project “Attracting and Cultivating Cybersecurity Experts andScholars through Scholarships” (ACCESS) has a goal to increase the number of high-achievingundergraduate students with demonstrated financial need who complete a degree in thecybersecurity field. This goal contributes towards addressing the huge unmet need forcybersecurity experts. This paper

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

also a first-generation college grad- uate, child of immigrants, and a published author. He is a former McNair Scholar, National Academies of Sciences, Engineering, & Medicine-Ford Foundation Fellow, Herman B. Wells Graduate Fellow, Inter- national Counseling Psychologist, former Assistant Professor at the University of Kentucky, and current Post-Doctoral Research Scholar at the University of Pittsburgh. Dr. Z.’s research program focuses on examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being. Within this framework, he studies academic persis- tence and mental wellness to promote holistic healing among BIPOC

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University; Cade Robert Creason, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

, “Entrepreneurship education: A systematic review of the evidence,” International Small Business Journal, vol. 25, no. 5, pp. 479-510, 2007. [2] H. Matlay and C. Carey, “Entrepreneurship education in the UK: a longitudinal perspective,” J. Small Bus. Entrep. Dev. vol. 14, no. 2, pp. 252–263, 2007. [3] N. Duval-Couetil and J. Wheadon, “The value of entrepreneurship to recent engineering graduates: A qualitative perspective,” in Institute of Electrical and Electronics Engineers Frontiers in Education Conference, IEEE 2013, Oklahoma City, OK, USA, October 23-26, 2013, pp. 114-120. [4] N. Duval-Couetil, T. Reed-Rhoads, and S. Haghghi, “Engineering students and entrepreneurship education: Involvement

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Milord, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Sarah Lynn Orton P.E., University of Missouri - Columbia; Lisa Y. Flores, University of Missouri - Columbia; Rose M. Marra, University of Missouri - Columbia

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NSF Grantees Poster Session

options: A meta-analytic path analysis of the social-cognitive choice model by gender and race/ethnicity,” Journal of Counseling Psychology, vol. 65, no. 1, pp. 17–35, 2018. 2 A. Bandura, “Self-efficacy: toward a unifying theory of behavioral change,” Psychological Review, vol. 84, no. 2, pp. 191–215, 1977. 3 A. Bandura, “The explanatory and predictive scope of self-efficacy theory,” Journal of Clinical and Social Psychology, vol. 4, no. 3, pp. 359–373, 1986. 4 R. W. Lent, S. D. Brown, and G. Hackett, “Toward a unifying social cognitive theory of career and academic interest, choice, and performance,” Journal of Vocational Behavior, vol. 45, no. 1, pp. 79–122, 1994. 5 H.-B. Sheu, R. W. Lent, M

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray

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NSF Grantees Poster Session

when the next homework assignment is due, he feels like he can easily rely on a TA to bring him back up to speed when that time comes [S-11].Figure 1. Ad-hoc persona with scenario narrative.Reflect on ad-hoc pre-work. The goals of the ad-hoc pre-work were to (1) develop and pilot ourpersona/scenario development processes and to (2) reflect on our assumptions and potentialbiases about STEM students before constructing the data driven usage model. In reviewing ourad-hoc personas and scenarios, our obvious bias toward engineering students was evident. Weagreed that two of our personas, persona 1 and persona 2, might be considered engineeringstereotypes. Persona 3, we felt, represented the more nontraditional engineering student that issomewhat

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

success in their chosen majors. Thisdecision was also a result of the authors’ interest on SVS literature and the successful experienceof offering a pilot face-to-face (FTF) training on campus to improve SVS for 6 talented, low-income students in an NSF S-STEM scholarship program in Spring ’14. Previous studies in theSVS subject [1], [2], [3] report that well-developed SVS lead to students’ success in Engineeringand Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics.Bairaktarova et al. [4] mention that aptitude in spatial skills is gradually becoming a standardassessment of an individual’s likelihood to succeed as an engineer.Support from industry provided the funds needed to acquire training materials created by Sorby

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

DeLean A Tolbert, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

engineering students engaged in an MEA, we were not convinced thatthese activities could elicit the broad range of design thinking activities we were interested inobserving. These activities are heavily dependent on the student(s) developing a mathematicalalgorithm or a mathematical approach to solve the given problem. In order to understand how atask could elicit design thinking, we began to review literature on design thinking and collectedstudio problems from the industrial design program at the college. Studio problems are used tointroduce concepts, vocabulary, and skills applicable to continued study in a variety of visualdisciplines. There are typically used in the introductory design course where students areintroduced to two-dimensional

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

; ReflectionThe results in this section are drawn from ten UCSD EMPOWER scholar responses to the surveyquestionnaire. Summarized responses are categorized into the corresponding survey sections“Transition to a 4-year University”, “Participating in the Program”, “Future Participation in theProgram”, and “Sense of Belonging”. The full, deidentified responses are found in Appendix A.Survey respondents’ demographic information:Figure 3: a) Identified Gender, b) Identified Race or Ethnicity, and c) Highest EducationalDegree Completed by Parent(s)/Guardian(s) for survey respondentsA. Transition to a 4-year UniversityThe first five questions asked to students are intended to gauge their experience transitioning intoa 4-year university. In general, the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ashley Seamon; Marcus James; Zoe Mouchantaf; Omar Ashour, Pennsylvania State University, Behrend

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Diversity, NSF Grantees Poster Session

current system and assess improvement opportunities. • Evaluate the flow of parts in the system and devise a solution(s) to improve the performance of the system. • Devise an inventory policy that minimizes the total annual inventory cost of raw material.3.2 Relevant Coursework within Industrial Engineering CurriculumThe interactive nonlinear storytelling and simulation-based learning game module wasimplemented in the second Operations Research course within the Industrial Engineering B.S.curriculum at Pennsylvania State University, The Behrend College. This course covers the topicsof Poisson processes, Markov chains, queueing theory, inventory theory, and dynamicprogramming and is a required senior-level course for students

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

Foundation (NSF) HSIImproving Undergraduate STEM Education (IUSE) Strengthening Student Motivation andResilience through Research and Advising (S-SMART) program on a collaborative effort with twolocal community colleges, Cañada College and Skyline College, to enhance the quality ofengineering education and increase the recruitment, retention, and graduation of URM engineeringstudents. The goal of this project is to enhance undergraduate engineering education and buildcapacity in the School of Engineering at SFSU, by: (1) increasing retention and graduation ratesof URM students, particularly, Hispanic students by 30%; (2) shortening time to graduation; (3)enhancing career development opportunities and resources for students; (4) improving

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

biomedical sciences faculties: cross sectional analysis of international sample of universities,” BMJ, vol. 369, p. m2081, Jun. 2020, doi: 10.1136/bmj.m2081.[4] N. A. Bonn and W. Pinxten, “Advancing science or advancing careers? Researchers’ opinions on success indicators,” PLOS ONE, vol. 16, no. 2, p. e0243664, Feb. 2021, doi: 10.1371/journal.pone.0243664.[5] S. W. Davies et al., “Promoting inclusive metrics of success and impact to dismantle a discriminatory reward system in science,” PLOS Biology, vol. 19, no. 6, p. e3001282, Jun. 2021, doi: 10.1371/journal.pbio.3001282.[6] B. Mitchneck, J. L. Smith, and M. Latimer, “A recipe for change: Creating a more inclusive academy,” Science, vol. 352, no. 6282, pp. 148–149, Apr

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Claire Major, The University of Alabama; Miriam E. Sweeney; Debra Moehle McCallum, The University of Alabama; Sarah T Dunlap, The University of Alabama

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NSF Grantees Poster Session

Paper ID #37259Board 435: Work in Progress: Teaching Ethics Using Problem-BasedLearning in a Freshman Introduction to Electrical and ComputerEngineeringDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineer- ing at The University of Alabama. Through NSF funding, he has coordinated REU Sites for engineering students to explore renewable resources and speech pathology. He is also the coordinator for an NSF S-STEM program to prepare students for gateway courses across different disciplines of engineering to support and retain students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

as an Exemplary Faculty Member for Excellence in Diversity, Equity, and Inclusion. ©American Society for Engineering Education, 2023 On ACCESS Program Support for Students’ Academic Success in the Cybersecurity FieldAbstractThe goal of the NSF S-STEM funded program “Attracting and Cultivating Cybersecurity Expertsand Scholars through Scholarships” (ACCESS) is to increase the cybersecurity-related degreecompletion of high-achieving undergraduate students with demonstrated financial need and thushelp address the tremendous unmet need for highly skilled cybersecurity experts. The ACCESSprogram has successfully awarded scholarships to three cohorts of students and has achieved itsgoal

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Hannah Wehlmann

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Diversity, NSF Grantees Poster Session

. Sheridan, “Closing the divide: Accelerating technology commercialization by catalyzing the university entrepreneurial ecosystem with I-Corps™,” The Journal of Technology Transfer, vol. 42(6), pp. 1466-1486, 2017.[3] Lagoudas, M. Z., Yoon, S. Y., and Bohem, R. (2019). The Implementation and assessment of an I-Corps site: Lessons learned. Proceedings of the 126th American Society for Engineering Education (ASEE) Annual Conference and Exposition, Tampa, FL, USA.[4] Lagoudas, M. Z., Yoon, S. Y., Bohem, R., and Asbell, S. (2020). Impact of an I-Corps site program on engineering students at a large southwestern university: Year 3. Proceedings of the 127th American Society for Engineering Education (ASEE) Annual Virtual Conference

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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NSF Grantees Poster Session

takeplace online in October or November of 2021. Instructors and students will complete anothersurvey, after instructors attend the workshop, and instructors will again complete a follow-upsurvey in the spring of 2022.AcknowledgementsThis research is supported by the U.S. National Science Foundation (grant numbers DUE-1821092, DUE-1821036, DUE-1821488, and DUE-1821277).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] M. Prince, “Does active learning work? A review of the research,” Journal of Engineering Education, vol. 93, pp. 223-232, July, 2004, doi: 10.1002/j.2168-9830.2004.tb00809.x.[2

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

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NSF Grantees Poster Session

75.88353 2.44E-14 X45 205.278 1 205.278 7.433007 0.007398 X46 365.7274 1 365.7274 13.24279 0.00041 X50 966.0268 1 966.0268 34.97931 3.44E-08 X51 273.4833 1 273.4833 9.902684 0.002098 Error 3203.583 116 27.61709References1. Schraw, G., and Dennison, R. S., (1994), “ Assessing Metacognitive Awareness,” Contemporary Educational Psychology 19, pp. 460-475, 1994.2. Cunningham Patrick, Matusovich M. Holly, Hunter N. Deirdre-Annaliese, Williams A. Sarah, and Bhaduri Sreyoshi, 2017. “Beginning to Understand Student Indicators of Metacognition,” American Society for Engineering Education, 2017.3

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

Community in Introductory Engineering Classrooms”, Proceedings of the Annual Meeting of the American Society of Engineering Education, Columbus, OH. 5 pp.[3] K. L. Tonso. 2014. “Engineering identity,” in Handbook of engineering education research, Cambridge University Press, pp. 267–282.[4] B. W. McNeill, L. Bellamy, and V. A. Burrows. 2000. “Team Norms and Communication,” in Introduction to Engineering Design, 9th ed., McGraw Hill Higher Education, pp. 1–13.[5] S. Gorman. 2014. Peering into the Culture of a Civil Engineering Discipline and Finding the White Rabbit, PhD Dissertation, Northern Arizona University. 285 pp.[6] E. Godfrey. 2007. “Cultures within cultures : Welcoming or unwelcoming for women ?,” ASEE, 19 pp.[7] S. J

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

, William Worley, Robin Matson, Madison Behringer, Annie Wong, Tori Bonagura, Karan Sahu,and Nick Graca for their contributions to the game development and testing. Finally, the authors would liketo thank the anonymous reviewers for their time and valuable suggestions that contributed to greatlyimproving the overall quality of this paper.References[1] CyberCiege, http://cisr.nps.edu/cyberciege/.[2] Forensic Toolkit (FTK), http://accessdata.com/solutions/digital-forensics/forensic-toolkit-ftk/.[3] Farmer, D., and Venena, W., Forensic Discovery, Addison-Wesley Professional Computing Series, 2004.[4] Gee, J., What Video Games Have to Teach Us About Learning and Literacy, Palgrave Macmillan, NY, 2003. 2.[5] Mathrani, A., Christian, S., and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tristan Ventura, Rutgers University; Abdallah Khreishah, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Durga Misra, New Jersey Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

, pp.305-308, Apr. 2013.[5] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor,, H. Jordt, and M. P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” Proc. National Academy of Sciences, vol. 111, pp. 8410–8415, June 2014.[6] I. Han and J. B. Black, “Incorporating haptic feedback in simulation for learning physics,” Computers & Education, vol. 57, pp.2281-2290, Dec. 2011.[7] T. Wiesner, and W. Lan, “Comparison of student learning in physical and simulated unit operations experiments,” J. Engineering Education, vol. 93, pp.195-204, July 2004.[8] L. M. Triona and D. Klahr, “Point and click or drag and heft: Comparing the influence of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Eleonora Emma Delgado, University of South Florida

Tagged Topics

NSF Grantees Poster Session

/ Flip w/ Blended Flip Quade’s Effect Blended Flip Adaptive Adaptive Test Size Dem Average Percentage (Adjusted) p d* Sample Size Group (s) All 63.0 65.1 63.5 0.949 0.13 126 88 83 (16.1) (16.1) (16.1) Female 65.5 60.5 61.2 0.513 -0.29 20

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University

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Diversity, NSF Grantees Poster Session

., Snyder, “Manufacturing Career Pathways”, Society of Manufacturing Engineers, pp. 101-103, 2010. 7. Craft, E.L., Chrislip, D.K., Parr, R.A., Sauber, V.A., “Aligning Workforce Skills with Industry Needs Through Problem Based Learning Environments”, ASEE, pp. 26.168.1- 26.168.12, 2015. 8. Alaraje, N., Sergeyev, A., Matar, B.H., “Digital Technical Education Collaborative: Report on NSF-ATE Project on Reconfigurable Electronics Workforce Development”, Proceedings of the ASEE National Conference. 2017. 9. Sala, A.L., “Expanding Photonics Education in the International Year of Light”, Proceedings of the ASEE National Conference, pp. 26.714.1 – 26.714.7, 2015. 10. McCormack, S.L., Zieman, S., “Technological