Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J. Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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Diversity, NSF Grantees Poster Session

activity.” (Kerri, Ethnographic Eyes Chapter 2 reflection) “Knowing a students’ community can help you plan and deliver instruction because you will know more about a students’ background knowledge and what experiences they may or may not have had. It is also important to teach from the students' culture/view so they are able to apply what they learn in school, to what they learn at home (like how a student can connect the water sensor activity with farming/ranching at home).” (Jennifer, Ethnographic Eyes Chapter 2 reflection) “It is so important for me to understand different learning needs and to be able to provide instruction that will allow students to show me what they know in a way paper pencil

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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NSF Grantees Poster Session

eliminate variables due to cultural differences and variations ininternational undergraduate education. Ultimately, 300 valid survey responses were collected.While the survey included a wide variety of questions about past experiences, motivation,learning in the classroom, decision process, and future plans, this particular study focusedexclusively on questions of confidence related to academic performance. These questions were: ● How confident did you feel prior to taking the GRE? (Very confident, Somewhat confident, Neither confident nor unconfident, Somewhat unconfident, Very unconfident) ● How confident are you that you will complete your Master’s degree? (Very confident, Somewhat confident, Neither confident nor unconfident

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ying Tang, Rowan University; Ryan Hare, Rowan University

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NSF Grantees Poster Session

overall goal of the improved game system is to improve student comprehension and classroom results. Additionally, the finished system is planned to be fully automated, requiring no intervention from instructors or researchers. Assessments of the effectiveness of the game system will be shown through the following: 1. Student game performance. 2. Student performance on content tests related to the game content. 3. Student lab work performance. 4. Student surveys.1. AcknowledgementThis work was supported in part by the National Science Foundation under Grant 1913809.2. IntroductionMajor research within higher education focuses on the divide between discovery-based studentlearning and directly

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

(i.e., whether or not still at Penn State). Students were matched ongender, race, campus assignment, and SAT Math score (within 1 standard deviation).Results: Compared to a matched comparison sample, the Engineering Ahead students earnedstatistically higher grades in their first college math course by half a letter grade, were less likelyto drop their first math course, and earned a higher grade point average at the end of their firstyear of college.Conclusions: The significantly higher math course grades for the bridge students compared to thematched comparison students suggest that the bridge programming and cohort buildingbenefitted the students. We will continue to track Cohorts 1 to 3 as well as Cohort 4 (2019).Plans are underway to

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

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Diversity, NSF Grantees Poster Session

concerns. Students may have learned to recognize “A” levelmastery of the subject matter, and have a good idea of how long it will take to achieve it, but stillhave their plans interrupted by externally imposed changes in work schedules, by sick children(especially in single parent households) or other non-academic factors. These constraints are lesssevere with traditional student populations where traditionally many institutions of highereducation are founded. Going forward, our institution will need to consider that divergentconstraints are greater for the non-traditional student populations that now form the new majorityin higher education [7].According to the 2014 US Census Report, people with bachelor’s degrees in science, technology

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte

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Diversity, NSF Grantees Poster Session

, Milwaukee, WI, pp. T1H7-T1H13.[42] Trenor, J. M., Yu, S. L., Waight, C. L., Zerda, K. S., & Sha, T.-L. (2008). The relations of ethnicity to female engineering students' educational experiences and college and career plans in an ethnically diverse learning environment. Journal of Engineering Education, 97(4), 449-465.[43] Marra, R.M., Rodgers, K.A., Shen, D. & Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 27-38.[44] Concannon, J. P., & Barrow, L. H. (2009). A cross-sectional study of engineering students' self-efficacy by gender, ethnicity, year, and transfer status

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

project, we examined the impact of micro-interventions aimedsolely at increasing the students’ sense of community in the early career course. These included,for example, a focus on classroom norms, strategies to increase peer-to-peer interactions, andpeer testimonials to enable discussions of the challenges faced by first-year engineering students,among others. For the third and final iteration of the project, we examined the impact ofinterventions aimed at both classroom community and relevancy.Based on the findings of this study and considering the context of the research plan, we have thefollowing concluding observations. There were important instructional differences seen betweenthe two courses as shown by the COPUS observational data

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

thispaper, the authors also share their evaluation strategy and results of assessing the effectiveness of the games-based course modules via a comprehensive evaluation plan.The rest of this paper is organized as follows. In section 2, the authors describe the project’s goals andobjectives, followed by a brief introduction to their module-based educational game framework and theGUI-based game creator. Section 3 describes the pilot project introduced to apply the developed gameframework in digital forensics courses through a sequence of entertaining and engaging forensic gamemodules for first-year college students. In section 4, the authors share their evaluation strategy andcomprehensive evaluation plans. The results of assessing the effectiveness

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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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Diversity, NSF Grantees Poster Session

, intentional faculty mentormatching and regular meeting, peer mentoring, annual leadership development retreat, andresearch and service experience, among other approaches.In summary, we believe that to successfully secure S-STEM award and implement the project oncampus, a flexible but comprehensive plan is not only necessary but also crucial in the success ofthe project. Such a multi-facet project needs to be monitored and evaluated from each and everyperspective: project management, student support activities and programs, scholars, faculty, andsupporting staff. On the other hand, the project plan needs to be flexible enough so that certainaspects of the project implementation can be adjusted to best serve our students. A flexiblemindset is necessary

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

that attendingthe REU site increased their interest in research (M= 5.50, SD= .71) and in pursuing graduatestudies in engineering (M= 5.70, SD= .48). That the REU site experience had a significant impacton these intentions is also reflected in participants’ responses to the open-ended questions on thesurvey: “Before contact with the CCIS REU, my plan consisted of: Graduate with a somewhat reasonable GPA and try to find a job with a BSEE without even considering a MS or PhD in any major. This REU has forced me to reevaluate those plans.” (REU site participant, Male, open-ended survey response) “I entered into the program after nearly failing out of college. I didn't have any confidence that I would be able to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

art facilities.One of the more effective ways to increase knowledge about science, technology, engineering,and math (STEM) careers is to increase the knowledge of teachers. As part of a National ScienceFoundation Advanced Technological Education project, a group of high school teachers wasoffered the opportunity to work in advanced manufacturing labs with engineering faculty. Theseprojects included additive manufacturing (AM) of ceramics, surface characterization of AMmetal parts, and surface alteration. The teachers were tasked with developing lesson plans whichincorporated the advanced manufacturing concepts that they had learned.As part of the assessment of the program, teachers were given pre- and post- research experiencesurveys

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

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NSF Grantees Poster Session

, simultaneous linear equations, regression, and integration.Not available in Smart Sparrow were lessons for topics of scientific computing, differentiation,interpolation, and ordinary differential equations.In designing the assessment plan for this study, we adapted the approach used in our prior NSF-funded research on comparing blended versus flipped classrooms for numerical methods (Clarket al., 2016; Clark et al., 2018). In particular, we used a mixed-methods approach consisting ofsurveys, student focus groups, instructor interviews, and final exam comparisons. Our surveys,which enabled indirect assessment of learning and student perspectives, consisted of the Collegeand University Classroom Environment Inventory (CUCEI) (Fraser & Treagust, 1986

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Jacqueline Ann Rohde, Purdue University; Miguel Rodriguez, Florida International University; Beverly Ma, University of Nevada, Reno; Jacqueline Doyle; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Geoff Potvin, Florida International University; Lisa Benson, Clemson University; Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

Paper ID #21673Normative and Non-Normative Engineering Student Experiences in Navigat-ing the Cultures of EngineeringMr. Derrick James Satterfield, University of Nevada, Reno Derrick Satterfield is a Ph.D. student in Engineering Education and Chemical Engineering at the Uni- versity of Nevada, Reno. He graduated from the University of Nevada, Reno in May 2017, and plans to pursue a career in academia in the future. His research interests are in graduate student attrition rates within academia, engineering identity development and the factors that influence decision making on persistence.Ms. Jacqueline Ann Rohde, Purdue

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

oncharacteristics that also support an innovative environment, which is generally characterized by acollaborative, social, open, contextual, and tangible culture of learning. Project teams andcultural norms are developed with this in mind, while community projects take into account notjust STEM and workforce skills, but also building community commitment and placeattachment. The third core element of the C-EEEM, neighborhood asset-based communitydevelopment, is grounded in the idea that neighborhoods and their residents have a multitude ofresources to improve quality of life beyond the typical focus on financial investments. Thisapproach to community outcomes builds community engagement as well, especially when thereis a tangible project planned in the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Kacey Beddoes

Tagged Topics

Diversity, NSF Grantees Poster Session

] and others have suggested that heteronormativity and heterosexismmay be promoted through particular ideologies in engineering culture, especially“technical/social dualism” (devaluation of social, communicative and personnel-related aspects)[38-40] and “depoliticization” (relegation of questions of social justice and inclusion as“political,” and thus irrelevant to “real” engineering) [41, 42].This project used a mixed-methods research plan with surveys of engineering deans [43], facultyand students as well as ethnographic participant observations of a Virtual Community of Practicefor LGBTQ inclusion in STEM. The surveys and ethnographic research generated newknowledge and understanding of engineering cultures, which provided empirically

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas J. Hacker; Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Shann Bossaller, University of Missouri-Columbia

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NSF Grantees Poster Session

learning. When I said it doesn't feel right, I mean it makes me alittle nervous. I’m not used to this style of learning yet.”Throughout this data set, while focused on their course-related industry work, consistentdeclarative indicators include scoping project and task requirements along with using specificstrategies to accomplish those tasks. Consistently displayed procedural indicators include tasksidentification and their progress as well as directing resources to accomplish those tasks.As an example, time management and planning are consistently referred to for scoping anddetermining strategies to successfully address tasks and projects for industry related work. Thedeclarative presents itself as the ability to estimate how long a task will

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

) Career Services – Interviewing 3.7 Guest Speakers 4.2 Hands-On-Activities 3.9 Green Fund Proposals 3.7 Poster Development 3.8 Meetings with Mentor 4.0 Project Planning 3.0 Research/ Project Activities 4.0 Technical Writing 3.3 Professional Presentation 3.7

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 I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University; Lori C. Bland, George Mason University; Anastasia P Samaras, George Mason University, VA USA

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NSF Grantees Poster Session

Engineering, the group leadersdescribed a cycle of semesters in which the ongoing support played a role. In the firstsemester of meeting, instructors might plan changes they could make to their teaching. Inthe next semester, they might implement and test the strategy. Subsequent semesterscould then be used to continue to refine and develop a teaching strategy. Such a scenariotook place in several groups of SIMPLE STEM during the first year cycle. These groupsdedicated the first semester to learning about new interactive teaching strategies ofinterest, and in the second semester group members tried these strategies in theirclassrooms. In a previous paper about SIMPLE Engineering 12, we reported on theexperience of one of our participants who spent two

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Kavitha Durga Ramane; William C. Oakes, Purdue University, West Lafayette

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NSF Grantees Poster Session

engineering students progressed in their degree plans, the role of theirfamilies shifted. Initially, they relied greatly on their parents and siblings for social support whileembarking on their engineering majors. Yet as they progressed to the sophomore year, theybegan to develop a network of social support among their peers that somewhat replaced thesupport of their families. If their primary social groups also comprised engineering students, thenthe study participants had new meaning in their engineering identities. Being an engineeringstudent, to them, meant that they felt a strong sense of belonging to a social group. This findinghighlights a notable interpersonal relationship component to being an engineering student.Finally, as engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Christina A. Foy, University of New Haven; Pedro S. H. Kim, University of California, Berkeley; Emi Okada Okada, University of California, Berkeley; Audrianna V Rodriguez, University of New Haven

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Diversity, NSF Grantees Poster Session

identify factors necessary to be considered as an engineer. The study showsthat sophomores, juniors and seniors were more likely to identify themselves as engineers thanfreshmen. Male students were also more likely to identify themselves as engineers than femalestudents. Furthermore, students with future career plans to continue in an engineering related fieldafter graduation were more likely to self-identify as an engineer. The most commonly identifiedfactors as being necessary to be considered an engineer were intangible factors such as being ableto make competent design decisions, being able to work with others by sharing ideas, acceptingresponsibility for the consequences of actions, and speaking/communicating using accuratetechnical

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

representative samples ofengineering students. We planned three data collections, and examined empirical evidencebetween each collection to make revisions to the items based on results generated from itemanalysis and exploratory factor analysis (EFA).Our initial conceptual framework included four constructs: multiplicity, connectivity, adaptivity,and spontaneous order. We hypothesized that these four principles comprised collaborativeemergence during teamwork in engineering classrooms. Multiplicity was defined as recognitionof strengths and weaknesses of group members. Interconnectivity was defined as interactionamong group members. Adaptivity was defined as consideration of competing ideas within thestudent groups during problem solving. Spontaneous

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Conrad Tucker, Pennsylvania State University, University Park; Soundar Kumara, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Engineering (CSAE), 2011 IEEE International Conference on 4, 300 –304 (2011).19. Argall, B. D., Chernova, S., Veloso, M. & Browning, B. A survey of robot learning from demonstration. Robot. Auton. Syst. 57, 469–483 (2009).20. Jensen, E., Franklin, M., Lahr, S. & Gini, M. Sustainable multi-robot patrol of an open polyline. in 2011 IEEE International Conference on Robotics and Automation (ICRA) 4792–4797 (2011). doi:10.1109/ICRA.2011.598027921. Thrun, S. & Mitchell, T. M. Lifelong robot learning. Robot. Auton. Syst. 15, 25–46 (1995).22. Zhou, H. & Sakane, S. Sensor planning for mobile robot localization based on probabilistic inference using Bayesian network. in Proceedings of the IEEE International Symposium on Assembly and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka PhD, Wayne State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Karl R Haapala, Oregon State University

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NSF Grantees Poster Session

within the constructionism approach that underlies thepedagogical philosophy of this study. The project to develop the CooL:SLiCE cyberlearningplatform and planned evaluations within this cyber environment are next discussed.CooL:SLiCE Cyberlearning Environment The CooL:SLiCE project supports sustainable engineering education by leveragingcyber-technology’s role in learning environmentally responsible lifecycle engineering. A multi-institutional team of researchers from Wayne State, Penn State, and Oregon State universities arecollaboratively developing the innovative distributed cyberlearning platform to facilitate students’consideration of the range of human controlled and initiated impacts products have on the naturalenvironment. The

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava, University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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Diversity, NSF Grantees Poster Session

to answer 0.4% Missing Data 18.1% Total (n=1070) 100.0%The project's institutional sampling plan sought to gather information from a disproportionatelyhigh percentage of Hispanic engineering students and alumni relative to the nationalrepresentation. As shown in Table 2, data collection did meet this objective, as one-third of allrespondents who answered this question identified as Hispanic/Latino (note: this percentagejumps to 41% when missing data were removed). The 18.2% who did not answer this questionwill be filled in following the institutional data merge. Therefore, the data set

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Emily Sior, Montana State University; Jerad Hoy, Montana State University; Indika Kahanda, Montana State University

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NSF Grantees Poster Session

, resource-constrained courses.The first element in the planned automated evaluation aspect of the writing application is theidentification of students scoring at the lowest end of a holistic scale. This is of significant valueas there is evidence that such students are at-risk to fail the electric circuits course as it is currentlyconstructed. Use of a basic natural language processing (NLP) pipeline on a dataset of more thanone hundred student responses is described as are the initial results of the at-risk / not at-risk binaryclassification task.IntroductionStudent struggles in gateway STEM courses such as electric circuit analysis are common. Areview of the literature points to at least two important factors that help explain such struggleseven

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

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NSF Grantees Poster Session

optimization models. To help students understand how OR can beapplied beyond the business and production-related areas that appear in most texts and cases, twoChangemaking cases have been written. For each scenario, teams of students develop and solvea model, perform sensitivity analysis and write a one-page executive summary of theirrecommendations along with supporting analysis.In the first case, students develop a model to select a sustainable energy action plan for a collegecampus that considers tradeoffs between different strategies for reducing CO2 emissions (e.g.LED lighting or Photovoltaic panels). Students must allocate a limited budget while consideringtradeoffs between 5-year and 20-year energy costs and savings, and the CO2 reduction

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eliza Gallagher, Clemson University; Anna Marie Vagnozzi, Clemson University; Rachel Lanning, Clemson University ; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Michael A. Matthews P.E., University of South Carolina; Joseph Murphy, University of California, Los Angeles; Khushikumari Patel, Clemson University; Aubrie Lynn Pfirman, Lander University; Robert J. Rabb P.E., The Citadel; Richard H Roberts Jr, Florence Darlington Technical College; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

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NSF Grantees Poster Session

that they had discussed individual graduation plans, as compared to61% of generally satisfied students.While we acknowledge the limitations of the data set and our choice not to carry out inferentialstatistics, it appears from this limited response that discussion of college admissions andindividual graduation plans is central to students feeling satisfied with the support they are Figure 4 Topics discussed with guidance counselors as reported by students completing the Statewide Survey in Fall 2019 (n = 257). Percentages sum to more than 100% as students could select all that applied. The “Dissatisfied Group” consists of the 85 respondents who indicated that meetings with guidance counselors were helpful never

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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NSF Grantees Poster Session

, improvedattitudes toward and engagement in math, and increased plans to attend or enroll in college. Intheir evaluation of FIRST (a robotics club), Melchior and colleagues 10 reported that the Page 23.747.4program’s alumni were significantly more likely to attend college and three times as likely tomajor in engineering than compared to a group of students with similar background andachievement in science and math. A similar study was conducted in order to evaluate ProjectLead the Way (PLTW), a non-profit organization that promotes pre-engineering courses inmiddle and high schools. This study found that PLTW graduates were five times more likely toselect

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

by step process to manufacture the bracket, along with justifications for the steps. Page 24.49.8 Figure 5: Student Comments and Evaluation of Solutions Proposed by Other GroupsKnowledge Gains AssessmentFairly early on during our assessment plan and instrument preparation process, we have noticedthat isolating the impact of technology enabled peer-learning across teams from individuallearning and peer-learning within the team would be difficult. In an effort to isolate knowledgegains from these different modes of learning, we have designed a two-tier assessment plan. First(Phase I), we assess the individual learning from the eLecture