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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christy Wheeler West, University of South Alabama; Eric Steward P.E., University of South Alabama; Joseph David Richardson; Tom Thomas; Nicole Carr

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NSF Grantees Poster Session

aplan for their semester that includes extracurricular involvement and share it with their mentor,along with discussing long-term goals. At midsemester, the student and mentor meet to plancourses for the next semester and check in on academic progress. At the end, they meet to reflecton the semester, make adjustments for the next semester, update the student’s resume and discusscareer plans. Through this process, we ensure that the scholar is engaged in the college, finds theresources needed, and progresses academically and professionally.In addition to the faculty mentors, students are assigned a peer to whom they can direct questionsregarding their transition to the university. In the student success seminar that is required in thefirst

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L. Brooks, Oregon State University; Halle Miller, Harding University; Grant R. Countess, Harding University; Kyle Shanachilubwa, Harding University

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NSF Grantees Poster Session

). We embed our IPA efforts within a constructivist grounded theory analysis [10] thatgenerates a theoretical model of the relationships between faculty emotion regulation andcultures of well-being (Objective 2). Further, the education plan to develop faculty training onregulating professional shame (Objective 3) is interwoven with the research focus to changecultures of well-being (Objective 2).In this paper, we focus on our data collection and analysis efforts related to understanding thelived experiences of professional shame in engineering faculty (Objective 1) and discuss how weleverage this in-depth insight to establish our aim to theoretically model relationships betweenfaculty emotion regulation and cultures of well-being in engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

eugene leo draine mahmoud, Mt. San Antonio Community College

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Diversity, NSF Grantees Poster Session

) was robotics. Also, themajority of student survey respondents (94%) attended the general Mt. SAC new studentorientation/Mountie Academic Planning Session, and of the 46 students in their first semester of the Mt.SAC engineering program, only 15 respondents (33%) indicated that they participated in the EngineeringSummer Cohort (ESC) program.These results are subject to re-testing and confirmation. Additional analysis will disaggregate results forstudents from underrepresented groups, different engineering majors, and correlation to engineeringcoursework completion. Future work will incorporate marketing of new engineering program awardsand transfer pathways, incorporating project-based learning into each engineering course, and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Haley McDevitt; Hermine Vedogbeton, Worcester Polytechnic Institute; Debra Boucher, Worcester Polytechnic Institute; Arnold Mitchell Lane Jr., Worcester Polytechnic Institute; Brianna Raphino, Worcester Polytechnic Institute ; Olufunmilayo Ayobami, Worcester Polytechnic Institute

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Diversity, NSF Grantees Poster Session

of our quarterly check-ins with our CoMPASSScholars in November 2022. We had 14 out of the 15 scholars that were on campus (since 5 werestudying at a global project center that term) participate in the event. Several reminders to thestudents with an explanation of the special event with dinner helped with the high participationrate (although some students could attend for only part of the time).Meetings with the CoMPASS support team (i.e., WPI faculty and staff) and the artist took placebefore the event to plan out the 2-hour event, and Figure 1 displays the flow of the eventcomponents. As students arrived to the meeting, we had our typical check-in chats and used theRose-Thorn-Bud activity [4] for mindful reflection. We also designed a

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Monica Alfaro; Carmen M. Bellido; Matias J. Cafaro; Bernadette M. Delgado, University of Puerto Rico, Mayaguez

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Diversity, NSF Grantees Poster Session

individually to offer academic advice and monitor the academicprogress of the correspondent STEM Scholars for further involvement in STEM culture. Theeffective practices for academic mentoring were:1) Each faculty mentor became familiar with the series of events and challenges that each ofhis or her scholars experienced during and after hurricane María and the chain of earthquakesevent and met individually with each scholar at least twice each semester. Faculty workedwith students to develop individualized plans. They offered guidance and support to helpthem stay on track and offered orientation regarding opportunities to attend STEMconferences or participate in STEM research.2) Faculty Mentors referred scholars to existing campus services to address

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University, Bozeman; Sidrah MGWatson

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Diversity, NSF Grantees Poster Session

item, othersask me for help in my field, performed the worst in terms of how little it loaded onto either factor(factor 1, .26; factor 2, .36). Since the unrotated factor loadings did exceed generally acceptedminimum cutoffs for factor loadings (.4), and the reliability was reasonably high, we proceededto compute the composite scores for competence from the unrotated loadings for the purposes oftesting here. We plan to revisit this factor after we complete administration of the survey.We then ran several tests to see if these composite factors performed as would be hypothesizedin bivariate tests with other variables in our dataset. The descriptive statistics for all thecomposite factors are provided in Table 1. There is some variation among

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert L. Potter, University of South Florida; Gerry G. Meisels, University of South Florida; Peter Stiling, University of South Florida; Kevin Yee, University of South Florida; Ruthmae Sears, University of South Florida ; Catherine A. Beneteau, University of South Florida; Kelley G. Schuler, University of South Florida; Alberto Danny Camacho, Hillsborough Community College; Scott W. Campbell, University of South Florida

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Diversity, NSF Grantees Poster Session

that valueslearning-centered inclusive instruction using evidence-based teaching (EBT) methods. Theoverarching goals for the project are to increase student preparation and retention in STEMdisciplines.We seek to meet these goals via a number of different thrusts (or categorized interventions),which were described in more detail in a previous paper [1]. Now, the project (funded by a five-year NSF-IUSE implementation grant, following an NSF WIDER planning grant) is in its no-cost extension year and we are positioned to do some reporting on project impacts, along withsharing some lessons learned.We will begin by reviewing the program thrusts and estimating the number of faculty, graduateassistants and/or students impacted, as appropriate. Next

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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Diversity, NSF Grantees Poster Session

Paper ID #33021Investigating Professional Shame as Experienced by Engineering StudentsWho are Minoritized in their ProgramsMrs. Mackenzie Claire Sharbine, Harding University I am a Post-Baccalaureate Research Associate working full-time on an NSF grant. I am a member of the Beyond Professional Identity research group based in Harding University located in Searcy, Arkansas. I plan to further my studies in psychology through attending a graduate program for school or child psychology. It is my hope that these processes can lead to a career as both a researcher and practitioner.Dr. James L. Huff, Harding University Dr. James

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tara E. Prestholdt, University of Portland; Heather Dillon, University of Washington Tacoma; Eric Anctil, University of Portland; Carolyn McCaffrey James, University of Portland; Stephanie Anne Salomone, University of Portland; Valerie J. Peterson, University of Portland

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NSF Grantees Poster Session

be the most important aspect of the T1 university wehope to create.To support this journey, it is important to empower change agents in institutions andsupport them with an external network that will help them alter the communities theywork in. Symposiums like the one hosted as part of the NSF REFLECT project offer onemechanism to support such change agents. We hope to continue this important communitybuilding in future national workshops of this type.We plan to use the insights and content summarized in Table 1 to expand this conversationat a national level. We invite partners in this work and hope you might consider aconversation with your colleagues about the topic of T1 universities.AcknowledgementsThis project is funded by the National

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol Shubin, California State University Northridge

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Diversity, NSF Grantees Poster Session

not and the first year was notvery well-coordinated. The second summer ran much smoother.Adjustments due to COVID-19CSUN, like most other universities, switched to a virtual environment for all instruction in March2020. All of our year-long projects were also conducted virtually. Final presentations at the end ofMay 2020 showed that many of the projects experienced some disruption. Furthermore, most ofour plans for widespread dissemination about our program were also disrupted by COVID-19.Covid-19 directly affected several students who became sick or had relatives die. While several ofour graduating seniors found jobs, quite a few of the students found the job market in 2020 verychallenging. Undoubtedly, the lockdown and economic disruption

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University

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NSF Grantees Poster Session

andindustry. American c Society for Engineering Education, 2021 NSF: Integrative Manufacturing and Production Engineering Education Leveraging Data Science Program (IMPEL)AbstractIMPEL is a transformative workforce education and training program that addresses the currentand projected skills gaps and requirements in data science in the U.S. manufacturing sector. Themission of IMPEL is to facilitate lifelong learning for the production engineering STEMworkforce through designing sustainable, pedagogically proven data science curricula viamodular courses with interactive online learning labs and experiential project-based learning.The planned tasks for IMPEL include an online

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

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Diversity, NSF Grantees Poster Session

]. While innovative ideas offer the promise of challengingthe status quo, the processes of generating them also tend to be complex because of the preliminary set ofdivergent thoughts and ideas. Nonetheless, it is important to have a diverse group of people involved in theprocess of identifying the best strategies [2]. The use of workshops to distil the optimal strategies for successis well-documented particularly in terms of their long-term effectiveness in curriculum planning and design[3], [4]. Motivated by the tenets of design thinking, the workshop aimed to avoid how initiatives falterbecause of ignoring the connection between needs and outcomes, and the omission of eliciting prototypesto solicit feedback be it in course design [5], social

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; James M. Widmann, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

conceptual learning of diverse populations of students, within the contexts of the educational systems (i.e., institutional contexts, instructor and student histories, beliefs and practices, and the innovation – the CW).4. Promote and track propagation of the enhanced CW via targeted community building in ME. This will be accomplished through workshops, implementation of an Action Research Fellows Program, collaboration with professional societies in ME and outreach efforts to two-year colleges.5. Continue to develop and refine a sustainability plan for continued expansion of the CW.Last year, we focused on objectives 1 and 2. This year, we will provide a brief update on ourprogress on these, and will expand upon objective 4, community

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Snyder, Vanderbilt University; Dawit M. Asamen, North Carolina Agricultural and Technical State University; Mohammad Yunus Naseri, Virginia Polytechnic Institute and State University; Niroj Aryal, North Carolina Agricultural and Technical State University; Gautam Biswas, Vanderbilt University; Abhishek Dubey, Vanderbilt University; Erin Henrick, Vanderbilt University; Erin R. Hotchkiss, Virginia Polytechnic Institute and State University; Manoj K. Jha, North Carolina Agricultural and Technical State University; Steven X. Jiang, North Carolina Agricultural and Technical State University; Emily C. Kern; Vinod K. Lohani, Virginia Polytechnic Institute and State University; Landon Todd Marston, Virginia Polytechnic Institute and State University; Christopher P. Vanags, Vanderbilt University; Kang Xia, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

capabilities that we can educate the next generation of engineers andscientists on. These core capabilities are: (1) Reliable Infrastructure for data collection andanalysis; it is important to educate the students about the importance of privacy as well; (2)Application of machine learning and data analytics across multiple domains; and (3) Distributedapplication development for deployment of services and applications in an efficient manner.3. Framework3.1 Module Types Based on the NSF guidelines for “Data Science: the science of planning for, acquisition,management, analysis of, and inference from data” [10], this study focused on Data Analysis andInterpretation through Interdisciplinary Learning. As seen in Figure 3, this includes activitieson

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Eric Meyer Jr., Miami Dade College; Elodie Billionniere, Miami Dade College

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NSF Grantees Poster Session

acceleratedover the last several years, and companies around the world are investing in their future with thecloud. With the increased demand for cloud-skilled professionals the last four years, we launcheda cloud literacy initiative to meet cloud talent needs. This initiative aims to provide our students inthe computing/IT fields with the knowledge, abilities and skills needed to accelerate their cloud-related learning.With the support of NSF ATE, we collaborated with Amazon Web Services (AWS) to create anew pathway for the next generation of cloud computing professionals. The course sequence wasdesigned in conjunction with an AWS Educate team assisting in the design of course sequencingand degree plans to leverage their educational experience in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan McSpedon, Rice University; Margaret E. Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf, Rice University

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Diversity, NSF Grantees Poster Session

complex word problems, to identify students of high ability and potential who enterRice without a comparable level of K-12 STEM preparation than that of the average incomingRice STEM student [13]. For example, some RESP Scholars did not have access to APcoursework in high school. STEM students who enter Rice with weak math skills are at aparticular disadvantage, as most STEM degree plans require students to complete calculus andcalculus-based physics courses simultaneously in the first year.This disparity in educational access and preparation was identified as a contributing factor toinequitable STEM degree attainment outcomes at the university, precipitating RESP’s founding.To address these disparities, the residential summer component of RESP

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Jeffrey E. Froyd, Texas A&M University

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NSF Grantees Poster Session

qualitative investigation of barriers to academic plans. Paper presented at the Frontiers in Education Conference, Saratoga Springs, NY, USA. http://ieeexplore.ieee.org/xpl/abstractKeywords.jsp?arnumber=4720256&tag=15. Lord, S. M., Camacho, M. M., Layton, R. A., Long, R. A., Ohland, M. W., & Wasburn, M. H. (2009). Who's persisting in engineering? A comparative analysis of female and male Asian, black, Hispanic, Native American, and white students. Journal of Women and Minorities in Science and Engineering, 15(2), 167-190. doi: 10.1615/JWomenMinorScienEng.v15.i2.406. Lord, S. M., Layton, R. A., & Ohland, Matthew W. (2011). Trajectories of electrical engineering and computer engineering students by race and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Evelyn C. Brown

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NSF Grantees Poster Session

. Our students have been able to shadowengineers from several local companies including:  ARK consulting - A civil engineering consulting company  Carver Machine Works - A machining and mechanical fabrication specialist  CMI Plastics - A custom plastics manufacturer specializing in thermoforming.  Cox Marine - A manufacturer of diesel marine engines  The East Group - An engineering, architecture, and surveying business that focuses on health care, industrial, and infrastructure planning.  Keihin Carolina System Technology - A manufacturer of motor vehicle engine control units and electronically actuated devices  Hyster-Yale (formerly Nacco Materials Handling Group) - A manufacturer of fork lifts

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Olga Pierrakos, James Madison University

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NSF Grantees Poster Session

has investigated best practices in engineering education since 2003 (at Bucknell University) and began collaborating on sustainable engineering design research while at Georgia Tech. She is currently engaged in course development and instruction for the junior design sequence (ENGR 331 and 332) and the freshman design experience, along with coordinating junior capstone at JMU. In addition to the Ph.D. in Civil Engineering, Dr. Barrella holds a Master of City and Regional Planning (Transportation) from Georgia Institute of Technology and a B.S. in Civil Engineering from Bucknell University.Dr. Mary Katherine Watson, The Citadel Dr. Mary Katherine Watson is currently an Assistant Professor of Civil and Environmental

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Richard E Groff, Clemson University; Ian D Walker, Clemson University; Pamela E Mack, Clemson University

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NSF Grantees Poster Session

benefited from having a mixture of students withengineering and non-engineering majors. We have increased the emphasis on critical thinkingskills, which ties in with Clemson University’s Thinks2 Quality Enhancement Plan(http://www.clemson.edu/assessment/thinks2/), which aspires to transform student learning andfaculty teaching across the curriculum and in the disciplines.The course was first offered during the second 5.5-week session of Summer 2016 [9]. The initialoffering had 7 students enrolled. To fit the compressed time frame, the course covered a moduleroughly every other weekday. The course is currently being offered a second time in Spring2017, a 15-week semester. During this longer semester, one module is covered per week, withone week each

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

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Diversity, NSF Grantees Poster Session

withdeveloping outreach activities and presentations for K-5 students in an economicallydisadvantaged charter school in Detroit. The outreach activities were meant to excite the K-5students about STEM and to provide them with an opportunity to engage in some hands-onactivities. These predominantly African American students had very little prior exposure tocollege students and even less exposure to role models working in STEM.Program Organization:The REU undergraduate student researchers were first told about plans for an outreach activityon the very first day of the REU program. The activity was scheduled on a day during the secondweek of the REU program due to the K-5 academic calendar. Many students initially voicedconcerns at the thought of having to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Jacob R. Grohs, Virginia Tech; William Michael Anderson, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech; Liesl M. Baum, Virginia Tech; Phyllis Leary Newbill, Virginia Tech; Stacey L. Vaziri, Virginia Tech

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Diversity, NSF Grantees Poster Session

Virginia Tech. He holds degrees in Engineering Mechanics (BS, MS) and in Educational Psychology (MAEd, PhD).Mr. William Michael Anderson, Virginia TechMs. Marlena McGlothlin Lester, Virginia Tech Marlena McGlothlin Lester is the Director of Advising for the Department of Engineering Education at Virginia Tech. She leads the undergraduate advising team and oversees the advising process for all General Engineering students. She is responsible for the development of a hands-on, minds-on orien- tation model for all first-year engineering students, the creation of a comprehensive engineering major exploration tool, Explore Engineering, and enhancement of the academic planning resources available for first-year

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Gary Lichtenstein, Arizona State University, Polytechnic campus; Lisa Olcese Olcese; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Cheryl Carrico P.E., Virginia Tech; Helen L. Chen, Stanford University; Holly M. Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

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NSF Grantees Poster Session

bring them together as a group and a CoP [with a community, a domain, and apractice] begins to solidify.As the new community forms, the PEPS research team must support the new core whileallowing them the autonomy to make their own decisions. The PEPS researchers areproviding support by hosting a webinar where partner schools will get a chance to meet 3each other and learn about the results of the PEPS results for their respective institutions.This webinar becomes the first step for planning the joint symposium that will be the firstproduct of the new CoP. At the symposium, information about the new practice (usingresearch-based decisions to inform the design of career services and programs) will

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Jennifer R Amos, University of Illinois, Urbana-Champaign

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Diversity, NSF Grantees Poster Session

students andsubsequent choice of engineering as a major and career. To develop engineering-specific theories of how engineering identities are formed, thispaper describes the methodological plan for understanding interest and identity development ofthree middle-school populations participating in engineering summer camps offered by theCollege of Engineering at the University of Nevada, Reno, NV: (1) women in engineering (2)first generation students and, (3) open-enrollment engineering camps. The research designleverages existing quantitative surveys along with focus groups and observations based on aselected set of questions from these surveys.Research Design, Methods and InstrumentsThe research design for this project is based on

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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Diversity, NSF Grantees Poster Session

development of the MEA curriculum is guided by content experts to ensure that thecurriculum is culturally relevant, connects with the community, aligns with state content standards,and is developmentally appropriate for middle school students.Objective 2: Teacher Professional DevelopmentTeacher professional development (TPD) on the use of CR MEAs is conducted for seven teachersin grades four through six. The TPD is designed to focus on increasing teachers’ knowledge, skilland confidence in using an instructional method that is math and science rich and culturally andcommunity relevant. The TPD is designed to encourage teachers’ collaboration in planning,teaching, observing, revising, and sharing lessons learned from the implemented CR MEAs.Objective

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rajeev Darolia, University of Kentucky; Cory Koedel, University of Missouri; Joyce B. Main, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education. c American Society for Engineering Education, 2018 The Diversity of College Engineering Degrees: The Roles of Geography and the Concentration of Engineering Degree Production Executive SummaryIntroductionTo meet the growing demand for a larger technological and scientific labor force in the UnitedStates, a prominent policy goal is to expand and broaden participation in science and engineeringcollege programs (e.g., [1], [2]). Previous

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mason Andrews, Hampton University; Mujde Erten-Unal, Old Dominion University; Carol L. Considine, Old Dominion University

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Diversity, NSF Grantees Poster Session

region may not be rosy in the Figure 2. Accelerated impact of sea levellong term, the urgency of recurrent flooding has rise in subject study area. These impactscreated an environment in which cities and academics and modeled approaches to adaptation andstruggle to plan and to identify strategies to ameliorate mitigation will be of use to other coastalthe impacts of a changing environment. Immediately communities globally as conditions mimicapparent is that no single discipline is equipped to those experienced currently in the studyprovide guidance. Rather, the changing world area. Source: Dr. Gabriel Vecchi afterdemands that government agencies, professionals, and Oppenheimer, Princeton Universityacademic

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Joseph F. Mirabelli, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Allyson Jo Barlow, University of Nevada, Reno

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NSF Grantees Poster Session

, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] V. P. Dennen and K. J. Burner, "The cognitive apprenticeship model in educational practice," Handbook of research on educational communications and technology, vol. 3, pp. 425-439, 2008.[2] M. Borrego, "Conceptual difficulties experienced by trained engineers learning educational research methods," Journal of Engineering Education, vol. 96, pp. 91-102, 2007.[3] C. J. Finelli, S. R. Daly, and K. M. Richardson, "Bridging the research‐to‐practice gap: Designing an institutional change plan using local evidence," Journal of Engineering

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Eduardo Cavallin; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Jonathan Munoz Barreto; Jose L. Perdomo, University of Puerto Rico; Drianfel E. Vázquez, University of Puerto Rico, Ponce Campus; Fabio Andrade Rengifo P.E., University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Myagüez Campus; Ormari Troche

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Diversity, NSF Grantees Poster Session

gender diversity, particularly in UPR-Ponce, we arecollaborating with “Get by STEM”, a project funded by the US Department of Education seekingto increase the number of female students in STEM. Social science has been an integral part ofthe project that has not been fully implemented yet. Accordingly, the planned curriculumincludes guest experts on the subject.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantsNo. 1832468 and 1832427 (HSI program). Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation. The authors are greatly thankful to theadvisory board members

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney June Faber, University of Tennessee at Knoxville; Walter C. Lee, Virginia Polytechnic Institute and State University; Alexandra Coso Strong, Florida International University; Cheryl A. Bodnar, Rowan University; Courtney S. Smith-Orr, University of North Carolina at Charlotte; Erin McCave, University of Houston

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NSF Grantees Poster Session

The purpose of this activity was to establish a shared definition of impact and Impact subsequently document the impact we had during the first five semesters of our positions. We operationalized impact using London’s [7] framework to capture our scientific, societal, and contextual impact. As individuals, we completed reflections describing the impact we had, the areas we wanted to impact, and the strategic or intentional actions we planned to take to accomplish our goals. We subsequently discussed how our proposed impacts evolved based on our experiences. Reflexivity The purpose of this activity was to expand our understanding of the