Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W Ferguson, Western Carolina University; Andrew Ritenour, Western Carolina University; Wendy Cagle; Scott Rowe, Western Carolina University

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Diversity, NSF Grantees Poster Session

intervention in entrepreneurial thinking increase the originality and quality of projects in an open-ideation forum (e.g. ENGR 350)? Instructors for the ENGR 350 course will be interviewed to assess differentiation of FLiTE-influenced projects versus those of the general student population. 3. Does the FLiTE program promote diversity in the regional technology-entrepreneurial workforce, particularly among native Appalachian students, who are typically underrepresented in STEM fields? FLiTE scholars will be interviewed over the course of the program to assess their perceptions of the program’s influence on their degree satisfaction and career path. Where possible, FLiTE program participants will be tracked post

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

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Diversity, NSF Grantees Poster Session

broader impact of the research programto date will also be discussed.Out-of-Class Intervention ActivitiesInterview with the DeanAdapted from work at the University of Michigan [5], first-year engineering students attend alive (either in-person or virtual) interview with the Dean of the College of Engineeringmoderated by an engineering faculty member or administrator. In this interview, the dean isasked questions about their career, some of the teams in which they have participated, the valueof diversity on teams, and how implicit bias can affect a team and their product. This activity isdirectly related to our second goal: appreciate how diversity strengthens engineering andcomputer science.The purpose of this interview is to have an

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerul Suthar, Auburn University; Thomas Mitchell ; Anna Claire Hartwig, Auburn University; Jin Wang, Auburn University; Shiwen Mao, Auburn University; Laura Parson, North Dakota State University; Peng Zeng, Auburn University; Bo Liu ; Peter He, Auburn University

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NSF Grantees Poster Session

-CSR Dis- tinguished Service Award, the 2013 IEEE ComSoc MMTC Outstanding Leadership Award, and the NSF American c Society for Engineering Education, 2021 Paper ID #33720 CAREER Award in 2010. He is a co-recipient of the 2021 IEEE Communications Society Outstanding Pa- per Award, the IEEE Vehicular Technology Society 2020 Jack Neubauer Memorial Award, the 2018 IEEE ComSoc MMTC Best Journal Paper Award, the 2017 IEEE MMTC Best Conference Paper Award, IEEE SECON 2017 Best Demo Award, Best Paper Awards from IEEE GLOBECOM 2019, IEEE GLOBECOM 2016, IEEE GLOBECOM

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Pradip K. Bandyopadhyay, Pennsylvania State University, Berks; Ryan Scott Hassler, Penn State University, Berks; Mark William Johnson, Pennsylvania State University, Altoona; Michael Kagan, Pennsylvania State University, Abington; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona; Peter J. Butler, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Paper ID #30386promote opportunities for all students to pursue education and careers in Science Technology Engineer-ing and Mathematics (STEM). As an individual researcher, an administrator and as a leader in the stateand national community, Dr. Peeples has made an impact on improving access to STEM careers throughpersonal commitment, local partnerships, institutional leadership and effective collaboration. Dr. Peeplesis biochemical engineering researcher and served as Associate Director of the UI Center for Biocatalysisand Bioprocessing and on the coordinating committee for the National Institutes of Health (NIH) traininggrant in biotechnology. As a Professor, she has mentored a diverse group of high school, undergraduateand graduate students

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

particularly enable a more diverse group of students to leveragecreativity and innovation toward success in engineering careers; 2) discover specific learningmodels that involve both STEM university students and pre-service teachers in order to developteamwork, self-efficacy, communication, and identity formation in the Maker environment; 3)pilot instruments to measure the impact of such programs on students’ self-efficacy,communication, and identity formation and 4) understand to what extent students who use themaker space for a class project become regular users of the space. This paper reports on theprogress and findings from the first year of implementation. Maker Space user log in data will beanalyzed as will preliminary results of student

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L Peters, Kettering University; Shanna R. Daly, University of Michigan; Stacy Lynn Mann, Kettering University

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NSF Grantees Poster Session

an advanced degree. In particular, a master’s degree has been shown to have a positiveimpact on engineers’ careers. Evidence shows that those with a master’s degree tend to stayabreast of changes in technology as well as ways to adapt to new technology.1 ABET has longencouraged continuing education.2 In 2007, the National Science Foundation sponsored the5XME workshop, which encouraged participants to discuss how to help US institutions trainstudents to become the best engineers in the world. One of the workshop’s recommendations wasto establish the master’s degree as an essential element of the field of engineering. “The mastersdegree should introduce engineering as a profession, and become the requirement forprofessional practice”3 and as

Conference Session

NSF Grantees Poster Session

Collection

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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NSF Grantees Poster Session

Education (OWHE). She received a Fulbright award in 2015.Mr. Tiago R. Forin, Rowan University Tiago Forin is a PhD candidate in Engineering Education and researcher at Purdue University affiliated with XRoads Research Group, the Global Engineering Program and the Office of Institutional Research, Assessment, and Effectiveness. He received a Bachelor’s degree in civil engineering from Florida State University and a Master’s degree in environmental engineering from Purdue University.Ms. Roisin Breen, Rowan University Roisin Breen is a senior Chemical Engineering student at Rowan University. She has interests in the environment and humanities, and aspires to make a positive impact through her career in engineering.Patricia

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette; Nelson S. Pearson, University of Nevada, Reno; Benjamin P. Jackson, Purdue University; Tara C. Langus, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

their learning experiences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem solving processes, and cultural fit. His education includes a B.S. in Biomedical Engineering from Rose-Hulman Institute of Technology, a M.S. in Bioengineering and Ph.D. in Engineer- ing and Science Education from Clemson University.Dr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the

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

effectiveness, and (3) project dissemination. These phases wereexpanded into seven evaluation questions that were investigated as part of the research grant.Software Design 1. Is the game infrastructure flexible and user-friendly for plugging in additional content? 2. How can the Game-Based Learning (GBL) modules be improved?Instructional Design and Effectiveness 3. To what extent is each of the five major learning outcomes attained? 4. Are GBL modules effective for students at each educational level? 5. What are students’ attitudes toward further education and careers in Forensics?Project Dissemination 6. How easily and effectively are modules integrated into existing curricula? 7. How supportive are experts in the field to the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut; Christa L. Taylor

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Diversity, NSF Grantees Poster Session

, University of Connecticut Arash E. Zaghi is an Assistant Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. He received his PhD in 2009 from the University of Nevada, Reno, and contin- ued there as a Research Scientist. His latest research endeavor is on creativity and engineering education, with a focus on the unique potential of students with ADHD. Supported by multiple grants from the Na- tional Science Foundation, his research was highlighted the American Society of Engineering Education’s Prism Magazine. He received a CAREER Award in 2016 to study the significance of neurodiversity in developing a creative engineering workforce.Ms. Christa L. Taylor

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie, Gullie Consultant Services LLC; Barry J. Sullivan, Inclusive Engineering Consortium; Megan Bekolay ; Dean T. Spaulding ; Mandoye Ndoye, Tuskegee University; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University

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Diversity, NSF Grantees Poster Session

District, Educational Leadership Program Enhancement Project at Syracuse University and the University at Albany through the Teacher Leadership Quality Program. She holds an advance degree in Educational Theory and Practice from the University of New York/SUNY Albany, with experience in teaching educational methods at the master’s level as well as an introduction to education courses designed to develop new interest in teaching careers. She has worked as an elemen- tary classroom teacher developing specific curricula for gifted and talented students as well as inclusion classrooms in a school district eligible for rural and low-income programs. Dr. Gullie’s experience and past projects qualify her for the position of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

type of role and a staff person.” Another team’s member reported that theproject management role was important but conflicted with other professional expectations: Because of how we’re spread out across the college, there wasn’t any admin we could go to, so a lot of that fell on my shoulders. While some of that was to be expected, it has been detrimental to my own research and my career, which is what being a [researcher] is supposed to be about...I caution everyone from tying up a [researcher] with too much project management.These large scale projects, with hundreds of moving parts, require significant projectmanagement. It is likely that all PIs/co-PIs have existing responsibilities; finding the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University; Norma Perez, Houston Community College

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NSF Grantees Poster Session

American Society for Engineering Education, 2017 Highlighting and Examining the Importance of Authentic Industry Examples in a Workforce Development Certificate ProgramAbstractThe importance of authenticity has been examined in various aspects of education; this isespecially true in the area of engineering education where most graduates will matriculate toindustry. However, the importance of applied and authentic examples could be even more criticalin workforce development programs. In these cases, students are often enrolled with a goal ofusing their acquired knowledge to advance their career or move into a new role. Purelytheoretical or stylized examples would not be aligned with the educational goals of thesestudents.As part of a National

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wesley G. Lawson, University of Maryland, College Park; Stephen Secules, University of Maryland, College Park; Shuvra Bhattacharyya, University of Maryland, USA, and Tampere University of Technology, Finland; Andrew Elby, University of Maryland, College Park; William Hawkins, University of Maryland; Tudor Dumitras, University of Maryland, College Park; Neruh Ramirez, University of Maryland, Department of Electrical & Computer Engineering

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Diversity, NSF Grantees Poster Session

Paper ID #18951Traditional versus Hardware-driven Introductory Programming Courses: aComparison of Student Identity, Efficacy and SuccessProf. Wesley G. Lawson, University of Maryland, College Park Prof. Lawson has earned five degrees from the University of Maryland, including a Ph,D, in Electrical Engineering in 1985. In his professional career at College Park, where he has been a full professor since 1997, he has worked on high-power microwave devices, medical devices, and engineering education. He is an author or coauthor on 5 books and over 70 refereed journal articles and 200 conference presentations and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, Georgia State University-Perimeter College; Brandi Villa, Belay Consulting LLC; Naranja C Davis, Georgia State University Perimeter College

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Diversity, NSF Grantees Poster Session

behavioral engagement (demonstration of interest), emotional engagement (positive reactions), and cognitive engagement (student investment in learning). Example: “I enjoy my STEM coursework.”44 2. Institutional Commitment – Previous research has indicated that institutional commitment is a strong indicator of student persistence. Example: “I am committed to completing my program of study at this institution.”45,46 3. STEM Identity and Belonging – A sense of belonging and identifying with STEM contributes to student pursuit of STEM careers. Example: “I can see myself in a STEM career.” 47 4. Encouragement – Studies attempting to get at influences that lead students to major in STEM have elucidated

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Shannon K Stefl, Clemson University; Amy Slaton, Drexel University (Eng. & Eng. Tech.)

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Diversity, NSF Grantees Poster Session

Paper ID #18434Developing a National Research Agenda: A Data Collection and CommunityEngagement ModelDr. Julie P Martin, Clemson University Julie P. Martin, Ph.D. is an associate professor of Engineering and Science Education at Clemson Univer- sity. Her research agenda has focused on diversity and inclusion in engineering education. In particular, her NSF-funded CAREER work has investigated how social relations—operationalized as social capi- tal—influence student academic decisions and success, especially for underrepresented and underserved students. Her CAREER research supports the need for continued proactive

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Palm IV, Roger Williams University; Nicole Martino, Roger Williams University; Benjamin D McPheron, Roger Williams University

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Diversity, NSF Grantees Poster Session

participantswere not actively recruited but rather were selected from those students who had alreadymatriculated. Two first-year students were chosen, along with one sophomore and one junior toprovide the opportunity for peer mentoring within the cohort. For the 2013-14 school year, eightnew first-year students and one existing sophomore were selected for participation. The final groupof six first-year students started in 2014-15. Because of attrition, three existing RWU studentswere added in 2015-16 and one more at the start of 2016-17. The numbers are summarized in Table1. In total, the STILAS program has funded 23 different students, including 9 for their entirecollege career. Table 1: Number of STILAS Participants, by Year and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

% stated a preference for solving problems in class versus listening to lecture.The students overall tended to view the flipped classroom as demanding, with 71% reportingincreased effort, 80% reporting increased responsibility expected, and about half (i.e., 48%)saying they did not know how to begin solving the in-class problems. In terms of greaterlearning or career gains, approximately 30-40% reported increased value with the flippedclassroom across multiple survey questions, whereas 55% reported the discussion board wasvaluable for learning. Based on the open-ended questions, the most frequently-stated benefits offlipped instruction were 1) enhanced learning or learning processes (41% of all respondents); 2)preparation, engagement, and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; 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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Diversity, NSF Grantees Poster Session

interests in engineering education and the role of leadership and culture in process improvement. His research is supported by the NSF and industry and has received numerous national and international awards. He is an elected Fellow of the American Society for Engineering Management and serves as an Associate Editor for the Engineering Management Journal. Prior to his academic career, Schell spent 14 years in industry where he held leadership positions focused on process improvement and organizational development.Dr. Bryce E. Hughes, Montana State University Bryce E. Hughes is an Assistant Professor in Adult and Higher Education at Montana State University, and holds a Ph.D. in Higher Education and Organizational Change

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Kerice Doten-Snitker, University of Washington

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NSF Grantees Poster Session

stratification in education and the workforce.Dr. Cara Margherio, University of Washington Cara Margherio is the Assistant Director of the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara manages the evaluation of several NSF- and NIH-funded projects, primarily working with national professional development programs for early-career academics from groups underrepresented in STEM. Her research is grounded in critical race and feminist theories, and her research interests include community cultural wealth, counterspaces, intersectionality, and institutional change.Dr. Eva Andrijcic, Rose-Hulman Institute of Technology Eva Andrijcic serves as an Assistant Professor of Engineering Management at Rose-Hulman

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Alisa Zornig Gura; Jay B. Brockman, University of Notre Dame; Aliah Rayna Carolan-Silva, Horizon Education Alliance; Sara Boukdad, University of Notre Dame; Juan Carlos Alarcon

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NSF Grantees Poster Session

ourclassrooms, his ability to collaborate with others as well as his initiative led him to be a top contenderfor this award. [He] has furthered our confidence that he has traits and characteristics that will carry himfar in his professional career.” Because of his love for singing, playing, and music education, Juan-Carlosstudies Organ with Celia Weiss and Voice with Emanuel-Cristian Caraman. He is currently pursuing hisBachelor of Music Education with a concentration in general, choral, and instrumental music at IU SouthBend and currently teaches STEM and Music at Pierre Moran Middle school and Roosevelt Elementaryschool. c American Society for Engineering Education, 2019 Informing Replication of the Bowman Creek

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

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NSF Grantees Poster Session

career paths. To bring industry to campus, an Industry Adviser with extensive experience inindustry and passion for engineering education, will be on campus part-time and provide insightsto faculty and students on how to bridge course work and industry practices.Current status:a. Faculty industry immersion experience. The grant provides opportunities for faculty to be partof a summer industry immersion experience. In summer 2018, one faculty member spent amonth working in a local company. Through a self-documenting process, the faculty membershared what he learned about industry, about industrial processes, etc. with the rest of the facultybefore the new academic year. They took questions and the faculty took inspiration andidentified

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; John Ray Morelock, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

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NSF Grantees Poster Session

students’ development as learners.Dr. Holly M Matusovich, Virginia Tech Dr. Matusovich is an Assistant Professor and Assistant Department Head for Graduate Programs in Vir- ginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University; Glenda Simonton Stump, Massachusetts Institute of Technology

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NSF Grantees Poster Session

1998. She served as an Assistant Professor at the University of Alabama from 1998 to 2002, when she moved to Arizona State University. In 2008 she was promoted by ASU to Associate Professor. Dr. Husman serves as the Director of Education for the Quantum Energy and Sustainable Solar Tech- nology Center - an NSF-funded Engineering Research Center. Dr. Husman is an assistant editor of the Journal of Engineering Education, has been a guest editor of Educational Psychology Review, served on editorial board for top educational research journals, and currently sits on the editorial board of Learn- ing and Instruction. In 2006 she was awarded the U.S. National Science Foundation CAREER grant award and received the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Idalis Villanueva, Utah State University

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Diversity, NSF Grantees Poster Session

engage in academic work using a variety of self-regulating strategies: planning, monitoring, evaluating, and adjusting approaches to learning. Seventh, students’ use of cognitive strategies is situated in the context of cycles of dynamic, iterative, self-regulating activities. Eighth, as part of the monitoring effort and in an ongoing way, students compare outcomes that emerge through their activity with internal or external standards.Overview of the REU Site ProgramThis REU Site program aims to motivate and retain talented undergraduates in STEM careers,particularly careers in teaching and STEM education research. Each year over a three-yearproject period, eight undergraduate students from across the nation are recruited to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University

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NSF Grantees Poster Session

ASU to Associate Professor. Dr. Husman serves as the Director of Education for the Quantum Energy and Sustainable Solar Tech- nology Center - an NSF funded Engineering Research Center. Dr. Husman is an assistant editor of the Journal of Engineering Education, has been a guest editor of Educational Psychology Review, served on editorial board for top educational research journals, and currently sits on the editorial board of Learn- ing and Instruction. In 2006 she was awarded the U.S. National Science Foundation CAREER grant award and received the Presidential Early Career Award for Scientists and Engineers from the President of the United States. She has conducted and advised on educational research projects and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Anthony Hernandez, California State University, Los Angeles

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NSF Grantees Poster Session

approach.Based on multiple evidences, the students appeared to focus more on understanding the materialsfor themselves than simply on completing the assessed work. Most of the students expressed that“their main goal is to create something that can be used in real world”. Due to time constraints,a few students adopted a strategic approach to successfully complete the project requirements,but none reported using a surface approach. Clearly, the shift towards deeper learning led to theimproved project design performance in the re-designed course.3) Engineering EfficacyOverwhelmingly, students reported an increase in their self-efficacy in both the skills developedin class and for their future engineering career. Good team work experience, the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robin F Hopkins, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A Ralston, University of Louisville; Keith Brandon Lyle, University of Louisville

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NSF Grantees Poster Session

mathematics is the most difficult of all subjectareas. Their research suggests that students’ knowledge of functions and algebra was lacking atthe beginning of their college careers, and that many students in high school had developed only“surface learning” of mathematics. It is likely that retention of previously acquired mathematical information is critical forsubsequent development in the domain. Recent studies in cognitive psychology have shown thatstudy and testing techniques that increase retention also increase people’s ability to makeconceptual inferences about related topics14-16. In other words, techniques that increase retentionnot only solidify existing knowledge but increase people’s ability to derive new knowledge.Related to this

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Irene B. Mena, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Jose Mestre; Jonathan H Tomkin, University of Illinois at Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

atmospheric aerosols and feedback control. Prof. West is the recipient of the NSF CAREER award and is a University of Illinois Distinguished Teacher-Scholar and College of Engineering Education Innovation Fellow.Prof. Jose Mestre Jos´e P. Mestre is Professor of Physics and Educational Psychology at the University of Illinois. His research is at the intersection of science education and cognitive science, focusing on the learning of physics. He has made many pioneering contributions in areas such as the acquisition and use of knowledge by experts and novices, transfer of learning, and problem solving. He was among the first to publish scholarly articles on the use of classroom polling technologies (clickers) to promote

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

NSF Grantees Poster Session

education community including serving as General Co-Chair of the 2006 Frontiers in Education (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Education. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education and the 2011 and 2015 Best Paper Awards for the IEEE Transactions on Education. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research.Michelle M. Camacho, University of San Diego Michelle M. Camacho is Professor of Sociology at the University of San Diego. She began her career at