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NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

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impact of a discipline‐based introduction to engineering course on improving retention," Journal of Engineering Education, vol. 87, no. 1, pp. 79-85, 1998.[6] M. C. Bell, A. W. Johnson and R. V. Vitali, "Contextualizing Engineering Science Courses by Teaching History and Judgement," in American Society of Engineering Education, Portland, OR, 2024.[7] R. V. Vitali, "Incorporating History Lessons into a Second-Year Mechanical Engineering Seminar," in American Society of Engineering Education, Portland, OR, 2024.[8] A. W. Johnson and J. E. S. Swenson, "Open-Ended Modeling Problems in a Sophomore-Level Aerospace Mechanics of Materials Courses," in ASEE Annual Conference, Tampa, FL, 2019.[9] R. V. Vitali, N. Ramo, M. C. Bell, E

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NSF Grantees Poster Session II

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2025 ASEE Annual Conference & Exposition

Authors

Shana Lee McAlexander, Duke University; Catherine Brinson, Duke University; Richard J. Sheridan, Duke University; Junhong Chen, University of Chicago; Jennifer Nolan, University of Chicago

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Traineeship (NRT): Onboarding Event, Career Exploration Symposium, and Multidisciplinary Introductory Course,” in 2021 ASEE Virtual Annual Conference Content Access Proceedings, Virtual Conference: ASEE Conferences, Jul. 2021, p. 36900. doi: 10.18260/1-2--36900.[5] D. Herro, N. McNeese, R. O’Hara, K. Frady, and D. Switzer, “Exploring graduate students’ collaborative problem-solving in engineering design tasks,” J. Eng. Des., vol. 32, no. 9, pp. 496–516, Sep. 2021, doi: 10.1080/09544828.2021.1922616.[6] D. A. Fowler, R. Arroyave, J. Ross, R. Malak, and S. Banerjee, “Looking Outwards from the ‘Central Science’: An Interdisciplinary Perspective on Graduate Education in Materials Chemistry,” in ACS Symposium Series, vol. 1248

Conference Session

NSF Grantees Poster Session I

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2025 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Chris Smith Crawford, The University of Alabama; Erika Machan Steele, The University of Alabama

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Paper ID #47424BOARD # 298: RET: Year One Lessons-Learned from a Sensing and MeasurementFocused Site for Middle School Math and Science TeachersDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineering at The University of Alabama. He has coordinated REU, IRES, RET, IUSE, and S-STEM programs supported by the National Science Foundation, with many of these programs focused on increasing engagement of engineering students in research. His research focuses on techniques to collect and analyze the electrical impedance of biological

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Ruth Fessehaye, Lipscomb University

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, and N. D. Fila, “The Development and Growth of Empathy Among Engineering Students,”2016 ASEE Annual Conference, New Orleans, LA.[7] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, andinterventions affecting development, and means of measurement,” European Journal of EngineeringEducation, vol. 42, issue 6, 2017.[8] I. Direito, S. Chance, and M. Malik, “The study of grit in engineering education research: a systematicliterature review,” European Journal of Engineering Education, vol. 46, issue 2, 2021.[9] K. H. Dodson, D. Baugh, A. Roland, S. Edmonds, and H. P. York, “The Peugeot Center Model andMentoring Explored through a Case Study of the Design and Installation of a Potable Water System

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Tim Wells, Arizona State University, Polytechnic Campus; Ulises Juan Trujillo Garcia, Arizona State University; Andrea Lidia Castillo, Arizona State University

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)IntroductionAccess to enriching engineering experiences remains a challenge, particularly for Latinx highschool students with one or more parents who are migratory seasonal farmworkers, herein referredto as migratory students. A migratory student is a child/ whose parent(s) is a migratory agriculturalworker. There are approximately half a million migratory children navigating the Americaneducation system, and they face unique challenges—including frequent relocations, Englishlanguage learners, and disrupted schooling—that significantly impact their academic outcomesand career aspirations [1], [2]. Migratory students have limited access to engineering learningexperiences and also encounter curricula that often fail to connect meaningfully with their

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Israa Azzam, Purdue University at West Lafayette; Farid Breidi, Purdue Polytechnic Institute, Purdue University – West Lafayette; Faisal Aqlan, University of Louisville

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XRfor engineering education.6. References[1] K. Nisha Singh, “Promoting Creativity and Collaboration: Innovative Interdisciplinary Approaches to Enhance STEM Education and Critical Thinking in Students,” Int. J. Emerg. Knowl. Stud., 2024, doi: 10.70333/ijeks-03-09-004.[2] S. M. Goltz, A. B. Hietapelto, R. W. Reinsch, and S. K. Tyrell, “Teaching Teamwork and Problem Solving Concurrently,” J. Manag. Educ., vol. 32, no. 5, pp. 541–562, Oct. 2007, doi: 10.1177/1052562907310739.[3] I. Azzam, F. Breidi, and F. Aqlan, “Teaching Manufacturing Assembly Processes Using Immersive Mixed Reality,” in 2024 ASEE Annual Conference & Exposition Proceedings, Jun. 2024. doi: 10.18260/1-2--48063.[4] E. H. Au and J. J. Lee, “Virtual

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy E. Allen, University of Virginia

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Diversity, NSF Grantees Poster Session

Helmke for assistingwith assessment of the program and Kitter Bishop, Hannah Moore, & Karen Sleezer for coordination ofprogram logistics.References[1] L. Hood and R.M. Perlmutter. “The impact of systems approaches on biological problems in drug discovery,” Nature Biotechnology, vol. 22, pp. 1215-1217, 2004.[2] F. Emmert-Streib, S-D Zhang, and P. Hamilton. “Computational cancer biology: education is a natural key to many locks,” BMC Cancer, vol. 15, p. 7, 2015.[3] K.A. Janes, P.L. Chandran, R.M. Ford, M.J. Lazzara, J.A. Papin, S.M. Peirce, J.J. Saucerman, and D.A. Lauffenburger. “An engineering design approach to systems biology,” Integrative Biology, vol. 9, no. 7, pp. 574-583, 2017.[4] B.V. Dougherty, C.J. Moore, K.D. Rawls, M.L

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker, Whatcom Community College; Pat Burnett, Whatcom Community College; Seth Greendale, Whatcom Community College; Petra McDonnell-Ingoglia, Whatcom Community College; Anna Wolff, Whatcom Community College; Tran M Phung, Whatcom Community College; Tyler L Honeycutt, Whatcom Community College

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Math Misalignment: Racial and Gender Disparities in Community College Student Outcomes," The Journal of Higher Education, vol. 92, no. 3, pp. 410-434, 2021.[3] E. Davishahl, A. Wolff, P. Burnett, A. F. Booker, T. Phung, M. P. Luu and S. Greendale, "Work in Progress: Development of an Integrated Place-Based Learning Community for First-Year Precalculus-Level Engineering Students," in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[4] E. Seymour and N. M. Hewitt, Talking about Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.[5] E. Tate and M. Linn, "How Does Identity Shape the Experiences of Women of Color Engineering Students," Journal of Science Education and

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NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Lakshmi Krishna, Colorado School of Mines

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: Connecting Classrooms with the Workplace—A Systematic Review," Universitepark Bulten/Universitepark Bulletin, vol. 10, no. 2, p. 116, 2021, doi: 10.22521/unibulletin.2021.102.2.[4] D. Pontefract. (2023) It's About Time We Abandom The Term 'Soft Skills'. Forbes [Leadership Strategy]. Available: https://www.forbes.com/sites/danpontefract/2023/03/27/its-about-time-we-abandoned- the-term-soft-skills/[5] R. Ibrahim, A. Boerhannoeddin, and B. Kazeem Kayode, "The effect of soft skills and training methodology on employee performance.," European Journal of Training and Development, vol. 41, 2019, doi: 10.1108/EJTD-08-2016-0066.[6] P. K. Chand, A. S. Kumar, and A. Mittal, "EMOTIONAL INTELLIGENCE AND ITS

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts Lowell; Anna Rumshisky, University of Massachusetts Lowell; Milo Koretsky, Tufts University

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tool.AcknowledgmentsWe acknowledge support from the National Science Foundation (NSF) through grant 2226553.Any opinions, findings, conclusions, or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the NSF.References[1] E. Mazur, Peer Instruction: A user’s manual. in Series in Educational Innovation. Prentice Hall, 1997.[2] C. H. Crouch and E. Mazur, “Peer Instruction: Ten years of experience and results,” Am. J. Phys., vol. 69, no. 9, pp. 970–977, Sep. 2001, doi: 10.1119/1.1374249.[3] M. D. Koretsky, B. J. Brooks, R. M. White, and A. S. Bowen, “Querying the questions: Student responses and reasoning in an active learning class,” J. Eng. Educ., vol. 105, no. 2

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois at Urbana - Champaign; Elizabeth T Hsiao-Wecksler, University of Illinois Urbana-Champaign; Yvonne Ilozuluike, The University of Illinois at Chicago

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, doi: 10.1002/tea.21341.[7] M. Estrada et al., “Improving Underrepresented Minority Student Persistence in STEM,” LSE, vol. 15, no. 3, p. es5, Sep. 2016, doi: 10.1187/cbe.16-01-0038.[8] S. H. Russell, M. P. Hancock, and J. McCullough, “THE PIPELINE: Benefits of Undergraduate Research Experiences,” Science, vol. 316, no. 5824, pp. 548–549, Apr. 2007, doi: 10.1126/science.1140384.[9] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice: Identity, Critical Agency, and Engineering Careers,” J. Eng. Educ., vol. 105, no. 2, pp. 312–340, Apr. 2016, doi: 10.1002/jee.20118.[10] Verdin, Dina, “Enacting Agency: Understanding How First

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Diana Voss, Stony Brook University; Urszula Zalewski, Stony Brook University

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Diversity, NSF Grantees Poster Session

employers are looking for on graduates’ resumes," NationalAssociation of Colleges and Employers (NACE), Jan. 16, 2024. [Online].[3] J. L. Graves Jr., M. Kearney, G. Barabino, and S. Malcom, "Inequality in science and the casefor a new agenda," Proceedings of the National Academy of Sciences, vol. 119, no. 10, articlee2117831119, 2022.[4] V. Tiberius, "In defense of reflection," Philosophical Issues, vol. 23, pp. 223-243, 2013.[5] B. Jacoby, Service-Learning Essentials: Questions, Answers, and Lessons Learned. SanFrancisco, CA: John Wiley & Sons, 2015.[6] B. Brown, Dare to Lead: Brave Work, Tough Conversations, Whole Hearts. New York:Random House, 2018.[7] R. Jarvis, K. Dempsey, G. Gutierrez, D. Lewis, K. Rouleau, and B. J. Stone, Peer

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Zain ul Abideen, Utah State University

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NSF Grantees Poster Session

and ensure that learners are equipped to realize their full potential.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.2110769 under the Improving Undergraduate STEM Education (IUSE) program at Level 2. Anyopinions, findings, conclusions, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] P. Rivera-Reyes and L. C. Perez, “Abstraction and problem solving in an undergraduate electrical engineering circuits course,” in 2016 IEEE Frontiers in Education Conference (FIE), 2016, pp. 1–7.[2] B. J. Zimmerman, and M. Campillo, "Motivating self-regulated problem solvers

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinghui Zhao, Washington State University; Hakan Gurocak, Washington State University-Vancouver; Kristin Lesseig

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NSF Grantees Poster Session

are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] S. Al-Sarawi, M. Anbar, R. Abdullah, and A. B. Al Hawari, “Internet of things market analysis forecasts, 2020-2030,” in 2020 Fourth World Conference on Smart Trends in Systems, Security and Sustainability (WorldS4), 2020, pp. 449–453.[2] H. Gurocak, X. Zhao, and K. Lesseig, “Preparing mechanical engineering students for industry 4.0: an internet of things course.” ASEE Annual Conference and Exposition, 2024.[3] ——, “Infusing internet of things into mechatronics to train mechanical engineering students for smart product design.” ASEE Annual Conference and Exposition, 2025.[4] M. KentBeck, A. Beedle, A. Bennekum, W

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chad A. Williams, Central Connecticut State University; Stan Kurkovsky, Central Connecticut State University; Nathan Sommer, Xavier University; Mikey Goldweber, Denison University

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professor at the Department of Computer Science at Central Connecticut State University. He earned his PhD from the Center for Advanced Computer Studies of the University of Louisiana in 1999. Results of his doctoral research have been applied to network planning and industrial simulation. Dr. Kurkovsky served and continues to serve as a PI on a number of NSF-sponsored projects, including four S-STEM grants, three IUSE grants, and an REU Site grant. He also received funding from NIH, NSA, and ACM. He has an established record of over 100 peer-reviewed publications in the areas of software engineering, mobile computing, and computer science education.Nathan Sommer, Xavier University Nathan Sommer has taught software

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University - Rayen School of Engineering

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NSF Grantees Poster Session

," Pew Research Center, Washington, D.C., 2016.[2] K.-y. Wong and C. K. Yip, "Education, economic growth, and brain drain," Journal of Economic Dynamics and Control, vol. 23, no. 5-6, pp. 699-726, 1999.[3] L. Cancado, J. Reisel, and C. Walker, "Impacts of a Summer Bridge Program in Engineering on Student Retention and Graduation," Journal of STEM Education, vol. 19, no. 2, 2018.[4] D. Wood, A. Gura, J. Brockman, G. Gilot, S. Boukdad, and M. Krug, "The Community-Engaged Educational Ecosystem Model: Learning from the Bowman Creek Experience," presented at the Engaged Scholarship Consortium, Minneapolis, MN, 2018.[5] D. Wood, A. Gura, J. Brockman, A. Rayna Carolan-Silva, S. Boukdad, and J. C

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Matthew W. Ohland, Purdue University, West Lafayette ; Kenneth Reid, University of Indianapolis; Hossein EbrahimiNejad, Drexel University; Nahal Rashedi

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NSF Grantees Poster Session

Degree Programs,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual On line: ASEE Conferences, Jun. 2020, p. 34069. doi: 10.18260/1-2--34069.[2] E. A. Kuley, S. Maw, and T. Fonstad, “Engineering Student Retention and Attrition Literature Review,” Proc. Can. Eng. Educ. Assoc. CEEA, Aug. 2015, doi: 10.24908/pceea.v0i0.5813.[3] A. Sithole, E. T. Chiyaka, P. McCarthy, D. M. Mupinga, B. K. Bucklein, and J. Kibirige, “Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges,” High. Educ. Stud., vol. 7, no. 1, pp. 46–59, 2017.[4] M. W. Ohland, R. A. Long, S. M. Lord, M. K. Orr, and C. E. Brawner, “Expanding Access to and Participation in the

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

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evaluations: the causal role ofdepartment gender composition. Proceedings of the National Academy of Sciences 120(4):e2118466120 DOI:10.1073/pnas.2118466120Beigpourian, B., Ohland, M. W., & Ferguson, D. M. (2020) Effect of Psychological Safety on theInteraction of Students in Teams. Paper presented at 2020 ASEE Virtual Annual ConferenceContent Access, Virtual On line . 10.18260/1-2—34497Carlone, H.B. and Johnson, A. (2007) Understanding the science experiences of successfulwomen of color: Science identity as an analytic lens. Journal of Research in Science Teaching44(8): 1187-1218.Claussen S., Tsai, J.Y., Johnson K., Blacklock J. and Leydens J.A. (2021) Exploring the nexusbetween students’ perceptions of sociotechnical thinking and construction

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Moriah Vaden, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines; April Dukes, University of Pittsburgh

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air quality, environmental justice, and engineering education efforts to create inclusive classrooms and programming.Dr. Melissa M. Bilec, University of Pittsburgh Dr. Bilec is an associate professor in the Swanson School of Engineeringˆa C™s Department of Civil and Environmental Engineering. Dr. Bilecˆa C™s research program focuses on the built environment, life cycle assessment, sustainable healthcare, and energy imDr. Amy Hermundstad Nave, Colorado School of Mines Amy Hermundstad Nave is a Faculty Developer in the Trefny Innovative Instruction Center at the Col- orado School of Mines. She earned a BS in Mechanical Engineering from Colorado State University before going on to earn her PhD in Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

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Outlook, Washington, DC, USA, 2015. [Online]. Available: https://www.bls.gov/careeroutlook/2015/article/projections-occupation.htm.[2] S. Olsen and D. G. Riordan, “Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics,” Executive Office of the President, Washington, DC, USA, 2012. [Online]. Available: https://eric.ed.gov/?id=ED541511.[3] National Science Board, “Our nation’s future competitiveness relies on building a STEM-capable US workforce: A policy companion statement to Science and Engineering Indicators 2018,” National Science Foundation, Alexandria, VA, USA, 2018. [Online]. Available: https://www.nsf.gov/pubs

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vibhavari Vempala, University of Michigan; Emily Buten, University of Michigan; Joi-lynn Mondisa, University of Michigan

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could reduce any bias relatedto no responses.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1942274. Any opinions, findings, conclusions, or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] National Center for Science and Engineering Statistics., “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2021,” National Science Foundation, Special Report NSF 21-321, Alexandria, VA, Apr. 2021. Available: https:// ncses.nsf.gov/wmpd.[2] M. Dancy, K. Rainey, E. Stearns, R. Mickelson, and S. Moller, “Undergraduates

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Carmen M. Bellido, University of Puerto Rico, Mayagüez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Monica Alfaro, University of Puerto Rico, Mayagüez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus

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]. Available: https://www.usgs.gov/news/magnitude-64- earthquake-puerto-rico[3] NSF, 2018, “Proposal and Award Policies and Procedures Guide”, https://nsf.gov/pubs/policydocs/pappg18_1/pappg_3.jsp[4] O. M. Suárez, A. M. Padovani-Blanco, M. Torres-Lugo, A. J. Hernández-Maldonado, O. J. Perales-Pérez, and J. E. Álvarez, “Nanotechnology Center in Mayagüez: An International Venue for Cutting-Edge Technologies,” Dimension, vol. 4, pp. 7–15, 2014.[5] S. L. Dika, J. Alvarez, J. Santos, and O. M. Suarez, “A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among Underrepresented Students in School-Based Clubs,” J. STEM Educ., vol. 17, no. March, pp. 31–37, 2016.[6] C

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

process of identifying ways to formalizesuch contributions in the annual review summaries so that they can then constitute a specificexpectation(s) documented in personalized faculty position descriptions.7. Research in REDUsing a design-based implementation research (DBIR) approach18,19 implementation “problems”and “successes” provide important information for redesign and elaboration decisions. Ourongoing analyses are currently being used to inform design decisions. Development of the Podsprovides a good example of the DBIR process. By recruiting undergraduates in CBEE to helpdevelop the design approach, we were able to learn from them more specifically how Pods mightsupport students, both in terms of social and emotional well-being and

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

CAD software Collaboration Software Individual standard deviations are used to calculate the intervals. Figure 1: Perceived Efficacy with Software TypesTable 4 shows the number of participants who reported formal certification in some form ofsoftware. CAD software had the largest number of formally certified respondents. Four of thosepeople specified that their CAD certification is in SolidWorks (Certified SolidWorks Associate),and one person indicated s/he was an AutoCAD Certified

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Rio Grande Valley; Virgil U. Pierce, University of Texas, Rio Grande Valley; Stephen W. Crown, University of Texas, Rio Grande Valley; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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mentoring and online assessments, in order to help thestudents.AcknowledgementsThe authors would like to acknowledge the financial support of the National Science FoundationScience, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) Graduate10K+ program (grant number DUE-0311349) with special funding from Intel and General Electric,under which this project is carried out.References 1. Pierce, V. U., & Kypuros, J. A., & Mills, S. J. (2016, June), Small-Scale and Large-Scale Interventions to Improve Texas Students' College Readiness Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27344 2. Vasquez, H., Fuentes, A. and Kypuros, J. 2016. Enriched Student

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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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an Associate Professor in and Chair of the Psychology Department at Seattle University. Dr. Cook received her doctorate in Social and Personality Psychology from the University of Washington, with a minor in quantitative methods and emphases in cognitive and educational psychology. Her research has included classroom learning, person perception, identity, and health perceptions.Dr. Gregory Mason P.E., Seattle University Gregory S. Mason was born and raised in Spokane Washington. He received the B.S.M.E. degree from Gonzaga University in 1983, the M.S.M.E. degree in manufacturing automation from Georgia Institute of Technology in 1984 and the Ph.D. degree in mechanical engineering, specializing in multi-rate digital

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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University, VA USA ANASTASIA P. SAMARAS is Professor of Education in the College of Education and Human Develop- ment at George Mason University, USA. She is an educational researcher and pedagogical scholar with signature work in self-study research methodology including co-editor of Polyvocal Professional Learn- ing through Self-Study Research (2015) and author of Self-Study Teacher Research (2011) and lead editor of Learning Communities In Practice (2008). She is recipient of the Dissertation Research Award, Uni- versity of Virginia, the Outstanding Scholar Award, University of Maryland, a Fulbright Scholar, and a Visiting Self-study Scholar. She served as chair of S-STEP from 2013-2015 and is a current Co-PI of two

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University, Polytechnic campus; Claire Y. Yan, University of British Columbia, Okanagan

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facultyclassroom practice (RTOP Z-score). This study also found that faculty classroom practice isrelated to student outcomes and that student-centered teaching practices are related to bettergrades and less course withdrawals. In other words shifting faculty practices towards student-centeredness would likely lead to lower percentages of DEW student grades. Providing effectivefaculty development opportunities in student-centered instruction is therefore highlyrecommended in order to mend the gap between faculty beliefs and practice and to promote morepositive student outcomes.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1226586.Bibliography1 M. L. Blanton, S. Westbrook and G. Carter, "Using

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

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has been deemed successful so far with the prior participants on track in theirrespective advanced STEM degrees or careers. The students who are currently progressingthrough their degrees are being tracked to ascertain their final education/career choices.AcknowledgementsThis material is based on work supported by the National Science Foundation (NSF) grant EEC-1659856. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the NSF.References1. Kuttolamadom, M.A., Liu, M., Wang, J., Tai, B., Noynaert, S., Sagapuram, S., Kennedy, M. Interdisciplinary Research Experiences for Undergraduates in Metrology & Non-Destructive

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Kenyon M Richardson; Shanna R. Daly, University of Michigan

Tagged Topics

NSF Grantees Poster Session

 Curriculum    Curriculum flexibility. The extent to which faculty have control of the content and structure of  the course(s) they teach  E  17  Physical classroom layout. The structure of the physical classroom space  E  8  Class size. The number of students in the classroom  E  3 Personal Disposition    Passion for teaching. The level of interest faculty have for