Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin J. McCave, University of Houston; Courtney June Faber, University of Tennessee, Knoxville; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Courtney S. Smith-Orr, University of North Carolina, Charlotte

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NSF Grantees Poster Session

institutional contexts, allowing us to validate andexpand the findings from Phase I. These interviews and the subsequent data analysis will beconducted alongside engineering education graduate students.Project Status and Future WorkThis project officially started in May 2017; however, we have been collecting data since August2015. Our poster will present a summary of our current progress, which includes the use of theQ3 framework and a Q3 Research Quality workshop to guide our plans for data collection andanalysis. Leveraging the Q3 framework [5] and an in-person workshop was advantageous tosystematically examine how we would combine elements from collaborative autoethnographyand collaborative inquiry, which are traditionally not combined, to explore

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Jessi L. Smith, Montana State University

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NSF Grantees Poster Session

support an inclusive engineering workforce. This research is grounded in UtilityValue Theory (e.g., Harackiewicz et al., 2014; Hullerman & Harackiewicz, 2009; Brown, Smithet al., in press) with a specific focus on fostering and maintaining engineering students’ view thatengineering affords an important prosocial, communal utility. The long term plan for thisresearch (5 years) is to design and test the effectiveness of a large scale intervention guided byUtility Value Theory to contribute to a long lasting culture of engagement within engineering.The focus of this research initiation project (NSF RIEF 2 years) is on selecting and refining thetheory-informed instruments to measure engagement of electrical engineering students at MSUand propose

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

connections, the results will informsubsequent planned future research on the accreditation of informal and formal Maker activities.This study could inform future innovation in formal K-12 STEM pedagogy based on successfulattributes of informal engineering education and tinkering activities. The results of this study willtransform the conversation of who Young Makers could become, linking Making withengineering in the same way that students who excel in science and math are pointed towardengineering by parents and career counselors. By sharing a diverse (by age, gender, ethnicity) setof success profiles of Young Makers widely in the formal education system (to students, K-12school administrators, university leaders, and admissions officers) and to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

and technology from Virginia Tech.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 engineering students. Marlena strives to transform the advising experience for students and advisors through communication

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tandra Tyler-Wood, University of North Texas; Daniella Smith, University of North Texas; Karen R. Johnson, University of North Texas

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Diversity, NSF Grantees Poster Session

activity requires students to use parts that have been fabricated on the 3-D printer to build a working solenoid. It is suggested that students use this task as an introduction to computer-aided design (CAD) and computer-aided manufacturing (CAM) by designing and printing their own solenoid parts. However, the plans for the parts are available to download if the teacher prefers. Once the parts are completed, students coil wire around the solenoid frame. Lab 5: Investigating solenoids. The penultimate activity leads the students through putting all the related knowledge and skills together to use coiled wire connected to a battery on the 3-D printed solenoid tube to power a metal slug

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan K. Boettger, University of North Texas; Stefanie Wulff

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NSF Grantees Poster Session

-11].Each unit contained a lesson plan, in-class activities, an infographic fact sheet, and homeworkassignments (with answer keys for instructors). The in-class activities engaged students with oneof three data sets: • A student writing data set, which included 99 files of student technical and scientific writing, including abstracts, critical reviews, process explanations, progress reports, proposals, and white papers. All the texts earned a grade of “A” or B” from the instructors of record. • A professional writing data set, which included 240 files of published writing in cell biology, electrical engineering, mechanical engineering, applied linguistics, marketing, philosophy, and physics. All of the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida; Lorelie Imperial; Chang-Yu Wu, University of Florida; Philip J. Brucat, University of Florida; Maria Korolev, University of Florida

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NSF Grantees Poster Session

: Relationships Among Expectancies, Values, Achievement, and Career Plans. Journal of Engineering Education, 99(4), 319-336. doi:10.1002/j.2168-9830.2010.tb01066.x[15] Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive-validity of the motivated strategies for learning questionnaire (MSLQ). Educational & Psychological Measurement, 53(3), 801-813. doi: 10.1177/0013164493053003024[16] Sheppard, S., Gilmartin, S., Chen, H. L., Donaldson, K., Lichtenstein, G., Eriş, Ö., Lande, M., & Toye, G. (2010). Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES) (CAEE-TR-10-01). Seattle, WA: Center for

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Decker, University at Buffalo; Monica M. McGill, Knox College

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NSF Grantees Poster Session

February 2019)[3] CISE Strategic Plan for Broadening Participation. Available online:https://www.nsf.gov/cise/oad/cise_bp.jsp (accessed 30 January 2019).[4] AP Computer Science Principles. Available online:https://apcentral.collegeboard.org/courses/ap-computer-science-principles (accessed 30 January2019).[5] Decker, A., and McGill, M. (2017) “Pre-College Computing Outreach Research: TowardsImproving the Practice”, Proceedings of the 48th SIGCSE Technical Symposium of ComputerScience Education, March 8-11, 2017, Seattle, WA, pp. 153-158.[6] Decker A., McGill, M.M., and Settle, A. (2016) “Towards a Common Framework forEvaluating Computing Outreach Activities”, Proceedings of the 47th SIGCSE TechnicalSymposium of Computer Science Education, March 2-5

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Laurie O. Campbell, University of Central Florida; Richard Hartshorne, University of Central Florida; Melissa A. Dagley, University of Central Florida; Sam Spiegel, Colorado School of Mines; Tian Tian, University of Central Florida; Zhongzhou Chen, University of Central Florida; Julie Donnelly, University of Central Florida; Adrian Tatulian, University of Central Florida; Florencio Eloy Hernandez, University of Central Florida; Shadi Sheikhfaal, University of Central Florida; Hossein Pourmeidani, University of Central Florida; Hans Esteves, University of Central Florida

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Diversity, NSF Grantees Poster Session

,Technology, Engineering, and Mathematics (STEM) Learning Environments” [1] through grantDRL-1825007 “Synthesis and Design Workshop: Digitally-Mediated Team Learning” [2]. Theobjective of this workshop was to determine one-year, three-year, and five-year plans for keyresearch and practice considerations related to the integration of highly-adaptable digital learningenvironments in STEM teaching and learning, as outlined in a White Paper commissioned byNSF on those topics. The White Paper provided a unifying roadmap for the future of the field,including the design, development, implementation, and evaluation of digitally-mediated team-based pedagogies, and was composed jointly by the organizers and participants of the workshop,to capture the essence

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Randall S. Jones, Loyola University Maryland; Ann M. Ernst, Loyola University Maryland Physics ; Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

as a theme throughout thesemester [17]. We introduce these problems to students in a group problem-solving session eachweek and we had students coming to that class trying to guess what the Hyperloop problemwould be about. This means that, presumably, they were thinking about the Hyperloop as theywere reading about the week’s concepts; exactly the kind of engagement we hope for.We plan to do a more formal assessment of these ideas next fall after having completed this pilotrun this year. We did receive a number of positive student comments about the Hyperloopproblems such as: I loved the thought-provoking Hyperloop problems. Every day of physics is like solving a puzzle. I love it. I liked the Hyperloop questions. Kept me intrigued

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian E. Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Dong San Choi, University of Illinois at Urbana-Champaign; Nicole Johnson-Glauch

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NSF Grantees Poster Session

at Urbana-Champaign.Dr. Nicole Johnson-Glauch, Nicole received her B.S. in Engineering Physics at the Colorado School of Mines (CSM) in May 2013. She is currently working towards a PhD in Materials Science and Engineering at the University of Illinois at Urbana-Champaign (UIUC) under Professor Angus Rockett and Geoffrey Herman. Her research is a mixture between understanding defect behavior in solar cells and student learning in Materials Science. Outside of research she helps plan the Girls Learning About Materials (GLAM) summer camp for high school girls at UIUC. c American Society for Engineering Education, 2019 Mathematical Maturity for Engineering Students: NSF project summary

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Campbell University; Michele Miller, Campbell University; Jacqueline Burgher Gartner, Campbell University

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NSF Grantees Poster Session

savemoney, Alex attended a community college first, then came to the university to complete hisdegree. This is his first year at the university. He feels that he has found a home in thedepartment but doesn’t have the time to be as involved as he’d like due to outside commitments.He hopes to become more involved as time goes on. Alex has found that time management is hisbiggest challenge; he helps his family out on weekends and whenever possible. He alsocontinues to work at the job he held before, working for a restaurant. Through the scholarship,Alex plans to cut back on hours at work and learn more about how to navigate the university. Healso hopes to take advantage of the internship preparation to get an internship before hegraduates.Student 3

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; Homero Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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NSF Grantees Poster Session

collecting this data from students. Ourrationale and plans are summarized below: • Our project specifically works with a cohort of non-tenure track ranks (e.g., instructors, professors of practices, collegiate assistant professors) for whom quality of teaching is arguably even more critical than in the dossiers of tenure-track/tenured rank faculty. We feel it is important for us (as an institution) to understand these phenomena to put data in context and to continuously improve our measures of teaching quality. For example, it could be useful for an instructor and for departmental evaluators to know that some courses might be subject to systematic penalties because of the course itself (e.g., some of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

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Diversity, NSF Grantees Poster Session

focuses on policy and regulatory issues related to developing efficient and low-carbon energy sources [21]–[24].Future WorkAs we move into Year 2 of the project, we plan to develop the learning objectives and coursematerials for the energy course to be offered in Spring 2020. We will explore opportunities forhands-on student engagement with data analysis techniques, innovative homework problems, andlab activities. We will conduct assessment and evaluation to determine the impact of CSPs andmake improvements for the next offering of the course in Spring 2021.References[1] G. D. Hoople, J. A. Mejia, D. A. Chen, and S. M. Lord, “Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

David W. Jackson, Boston College, Lasell College, and Waltham (MA) Public Schools; Helen Zhang, Boston College; Mike Barnett, Boston College

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Diversity, NSF Grantees Poster Session

planning our second iteration, we are using conjecture mapping [17] toconnect embodiment of educational design with mediating processes towards interventionoutcomes. In terms of embodiment, we believe that formative assessment, metacognitivescaffolds, and team-based learning are key considerations towards promoting the affective,motivational, and cognitive processes in students. Formative assessment will help practitioners,researchers, and students identify prior knowledge, skills, and practices, which could act ingenerative or inhibitory ways [18]. Metacognitive scaffolds can improve transfer of learning[16], which could have averted Clara’s mishap with hashtag-style commenting. Team-basedlearning can improve attitude and motivation [14], as

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Jessi L. Smith, University of Colorado, Colorado Springs

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Diversity, NSF Grantees Poster Session

traitendorsements leave ECE before their senior year? Or, does the ECE curriculum somehowchange these students’ perceptions about the prosocial affordance of the profession, andeven worse, diminish their empathy? These questions can only be answered by conductingthe longitudinal study of a neutral classroom condition as is planned in future work.4. Procedure – Video Production Intervention In order to force the students to make a connection between the course material and itsprosocial value, students were assigned a video production assignment. The students weregiven access to a screen recording tool (Camtasia Relay) that is provided to all students bythe university. This tool allows students to record their computer screen and associatedaudio and then

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., Wake Forest University ; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University; Charles McDonald Cowan II, Wake Forest University; Justyn Daniel Girdner, James Madison University

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NSF Grantees Poster Session

Research Group (IRG). 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. Barrella has investigated best practices in engineering education since 2003 (at Bucknell University) and began collaborating on sus- tainable engineering design research while at Georgia Tech. Prior to joining the WFU faculty, she led the junior capstone design sequence at James Madison University, was the inaugural director of the NAE Grand Challenges Program at JMU, and developed first-year coursework.Dr. Mary Katherine Watson, The Citadel Dr. Mary Katherine Watson is currently

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

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NSF Grantees Poster Session

A leader who is unable to read social cues from a group. A person that is off Inept putting to the team or group. This person can be offensive unintentionally because of lack of social awareness and cultural norms. Managing A leader who only looks at deadlines and tasks assignment. This person focuses on meeting tasks without considering team needs, establishing higher goals, foreseeing problems before they arise, planning ahead, lacking vision, etc. This leader dictates work assignments without input of team or knowing/understanding the skills within a team. Quitting A leader who gives up on a goal when faced with

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

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NSF Grantees Poster Session

$50.00 (all materials used in your design are considered to be purchased new, as if you were prototyping the device for production – i.e., even if you use ‘found’ materials, you must cost them as if they were new). Non-functional decorations do not need to be included in the cost (i.e., paint, marker, stamps, decals, etc.).    Lesson Plans. Complete lesson plans for each unit include detailed instructions for presentingcontent and doing hands-on activities, and suggest appropriate pedagogical strategies throughout.Student handouts and worksheets are included to facilitate instruction.Classroom

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; Sai Sadhika Veeramachaneni

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NSF Grantees Poster Session

79±25 (Range 100%-43%) approved/credit hours attemptedOne of the limitations of the study is the small sample size. It is expected that the sample sizewill increase as more students learn about the course. Plans are also being made to offer thiscourse as a general elective for non-calculus ready students; this will attract more students intothe course.Conclusions:This paper presents a course to teach critical thinking skills to first year engineering students thatare non-calculus ready. The paper outlines components of the course, summarizes how thecourse was delivered, and explain some of the difficulties experienced in class. Althoughstudents

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Matthew Wettergreen, Rice University

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NSF Grantees Poster Session

concept.  Materials on ‘soft skills’ such as communication, teaming, and project planning may be more universally transferrable.  The application of the engineering design process is sufficiently unique for each course to potentially require individualized university-specific introduction videos.  In-class exercises need more context and definition.  Quizzes need to address higher levels on Bloom’s Taxonomy rather than just recall, understanding, and comprehension.  There is currently no consensus on best practices to achieve high compliance of participation for out-of-class activities (watching videos, completing quizzes).Through collaboration with other engineering faculty at the FYEE conference

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; Richard . Layton, Rose-Hulman Institute of Technology; David Jonathan Woehr, University of North Carolina Charlotte; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

published, and they are used by over 6500 facultyat over 1200 institutions in 62 countries. The peer-evaluation instrument can be previewed atwww.CATME.org. Although the tools were developed to help instructors manage teams,4,5 theycan also facilitate research on students’ learning and document student outcomes related tolearning and the quality of their team experiences.6 We propose seven empirical studies tomeasure the effect sizes of the following learning experiences: teamwork training, working inteams, rating teamwork, and giving and receiving feedback.Research OverviewThe research plan illustrated by Figure 1 shows our outcomes (in rectangles), the strategies bywhich we expect to achieve them (in ovals), and the studies by which we will

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

countries. The peer-evaluation instrument can be previewed atwww.CATME.org. Although the tools were developed to help instructors manage teams,4,5 theycan also facilitate research on students’ learning and document student outcomes related tolearning and the quality of their team experiences.6 We propose seven empirical studies tomeasure the effect sizes of the following learning experiences: teamwork training, working inteams, rating teamwork, and giving and receiving feedback.Research OverviewThe research plan illustrated by Figure 1 shows our outcomes (in rectangles), the strategies bywhich we expect to achieve them (in ovals), and the studies by which we will measure theconnections (arrows). The model is informed by prior research. To establish

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

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NSF Grantees Poster Session

Curriculum – Year 4Overview and ObjectivesWe report on the progress of the fourth year of a CCLI Type 2 project. The goal of this project isto create a community of learning within the discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, are available through aninteractive website maintained through the Education Division of the American

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

P kits havve been well--received byy students10.Plans forr the future are a four-fold. First, we will w evaluatee portable PL LC kits with the sensormodule. This will alllow students to see how sensors and switches aree incorporateed into real-lifeapplicatioons. Second, we will plaace some porrtable PLC kkits on reservve in the librrary so thatstudents can check th hem out as needed. n Thirdd, we will coontinue desiggning in-classs exercises andhomeworrk assignmen nts that inco o the PLC kkits with sennsor module to enhance orporate use ofexperienttial learning. Finally, wee will

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. George PhD, East Carolina University; Nathaniel Paul von der Embse, Temple University; Zachary J Domire, East Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

applicationsfrom our targeted institutions we are planning recruitment visits for each school, which hasworked well in the past. For the 2016 summer, we have visited three partner institutions and thefourth one is being scheduled. As seen in Table 2, the drop in the percentage of applicants fromour partner institutions can be explained by the increase in applicants in 2015. The actualnumber of partner institution applicants is similar.The preliminary data on home institution mentors is promising as students have found itbeneficial and have continued interactions beyond the summer program. Even though the 2014cohort had limited pre-program interactions, the quality of the mentoring relationship can be seenby the post-program response (three students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois

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Diversity, NSF Grantees Poster Session

“there is a research consensus on themain features of professional development that have been associated with changes in knowledge,practice, and, to a lesser extent, student achievement” (p. 183). These features include: (1) afocus on subject matter content and how students learn that content; (2) opportunities forteachers to engage in active learning; (3) coherence, which includes consistency with bothteacher knowledge and beliefs, and school, district, and state policies; (4) sufficient duration, interms of number of hours and span of time; and (5) collective participation. The APRENDEProject professional development plan will address each of these five features using a researchdesign that privileges problem solving through iterative stages of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Melissa Vosen Callens; James Nyachwaya, North Dakota State University; Emily A. Berg, North Dakota State University; Jared Ladbury, Minnesota State University Moorhead; Paul Kelter, North Dakota State University

Tagged Topics

NSF Grantees Poster Session

-year increase (M = 5.2%, S.D. = 9.4% vs. M =16.1%, SD = 21.6% percent of coding intervals) in the amount of time instructors use groupwork in the classroom [t(27) = 2.52, p =.02].Discussion. Gateways-ND will continue formally for one more year (through August 2020). At thistime, roughly 175 instructional faculty and staff will have completed the two-year program,which will, in turn, would have directly impacted the educational experiences of more than30,000 students during the five-year period. The ultimate goal of Gateways-ND is to maximizeinstructional effectiveness and student success in STEM disciplines.References.[1] Office of Planning, Evaluation and Policy Development, “Advancing diversity and inclusion in higher education

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University; Christina Marie Hartman, Utah State University; Jared W. Garlick, Utah State University

Tagged Topics

NSF Grantees Poster Session

this project will inform the development of a modelof DLI in engineering that can be used by teachers and practitioners in both K-12 andundergraduate educational environments. This model will be translated into standards-alignedinstructional materials, including videos, lesson plans, and curricular units, and will be madewidely available to ensure that all students have access to high-quality, authentic engineeringcontent. For example, a K-12 science curriculum could be coupled with a model of DLI inengineering to encourage students to use authentic engineering literacy practices to solve grade-appropriate design problems. Similarly, for undergraduate engineering education, DLI couldsupport a problem-based learning (PBL) engineering pedagogy

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Ohland, Purdue University at West Lafayette; Misty L. Loughry, Rollins College; David J. Woehr, University of North Carolina, Charlotte; Daniel M. Ferguson, Purdue University at West Lafayette (COE); Catherine E. Brawner, Research Triangle Educational Consultants; Behzad Beigpourian, Purdue University at West Lafayette (COE); Siqing Wei, Purdue University at West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue Uni- versity. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training University in Iran, Tehran. He has been official Technical Teacher at Ministry of Education in Iran from 2007 to 2018, and received many certificate in education such as Educational Planning, Developing Research Report, and Understanding School Culture. Mr. Beigpourian currently works in the CATME project, which is NSF funding project, on optimizing teamwork skills and assessing the quality of Peer Evaluations.Mr. Siqing Wei, Purdue University