Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Elzawawy , Vaughn College of Aeronautics & Technology; Hossein Rahemi, Vaughn College of Aeronautics & Technology; Yougashwar Budhoo; Shouling He, Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College

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NSF Grantees Poster Session

this program hadbetter performance through their discipline of study than those who were not part of NSFlearning community cohorts. The benefits of the scholarship program have been reflected instudents’ graduation and job placement rates; Students involved in the NSF-STEM program havethe highest rate of graduation within 4 years and the highest rate of job placement.In addition to the success stories of after-class professional activities, NSF-STEM students wereengaged and involved in Robotics and UAV club activities. As a result, many of these studentswere able to participate in regional, national and international competitions and received topplace ranking [7]. As an example, NSF-STEM students designed and developed two robots forthe 2016

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Furse, University of Utah; Donna Harp Ziegenfuss, University of Utah; Alyson L. Froehlich, University of Utah

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NSF Grantees Poster Session

isnot enough to spark conceptual change in teaching practice. The faculty development literaturecontends that faculty must have a more sustained experience where they are able to integrate theoryand practice and where they can interact with peers as they reflect on their own practice [16-18].Active learning instruction and technology-enhanced instruction (ex. designing hybrid and flippedcourses) require rigorous pre-course planning [19, 20]. Shifting the learning paradigm fromteaching-centered to learning-centered is also an important shift in teaching strategy.[4, 11, 13, 21]This faculty development program supports the social aspect of learning with other faculty –learning community/ community of practice model – found to better achieve

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

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Diversity, NSF Grantees Poster Session

century.AcknowledgementsThis work was funded by a National Science Foundation EEC CAREER grant (1554057). Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor and do not necessarily reflect the views of the National Science Foundation.References[1] M. C. Thursby, “The Importance of Engineering: Education, Employment, and Innovation,” The Bridge, vol. 44, no. 3, pp. 5–10, 2014.[2] J. Miller, “The Science and Engineering Workforce: Realizing Americas Potential,” Natl. Sci. Board Natl. Sci. Found. Rep. NSB, pp. 03–69, 2003.[3] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the engineering workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, 2005.[4] W. Wulf, “Diversity in Engineering,” The Bridge

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Katie Cadwell, Syracuse University; Joan V. Dannenhoffer, Syracuse University; Frederick J. Carranti P.E., Syracuse University; Can Isik, Syracuse University

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NSF Grantees Poster Session

active learning to a greaterdegree in their courses, followed by 16/23 (70%) who said so about understanding how to makelectures more active, 14/23 (61%) who said so about their confidence incorporating activelearning techniques in their courses; and 12/23 (52%) who said so about their understanding ofproblem-based learning techniques. Similarly, large majorities – ranging between 91% and 100%-- reported they were either “likely” or “very likely” to implement 5 specified teaching changesas a result of the workshop. In fact, a full 17/23 (74%) said they were “very” likely to revise theircourse syllabi to reflect more clearly written instructional objectives, followed by 15/23 (65%)who indicated they were “very” likely to increase the degree to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, University of South Carolina; Ashis Nandy, Northern New Mexico College

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Diversity, NSF Grantees Poster Session

from the National ScienceFoundation (NSF) Grant 1259993. Any opinions, findings and conclusions orrecommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.References[1] U.S. Census Bureau, “State and County Quick Fact”, USA, 2010[2] New Mexico Higher Education Department, “Annual Report”, NM, 2016[3] Greatschools, Inc., “Great Schools Review Report”, USA, 2018[4] Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions,Harper Perennial, 2010.

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Audrey Boklage; Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

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Diversity, NSF Grantees Poster Session

to make the decision not to participate in our study if they perceive a threat fromdisclosing their citizenship status.In sum, the combined lesson learned from these three issues (e.g., site access, participantrecruitment design, and the current political climate) are important, as the strength of the studylies in the data collected. If not sensitive to institutional barriers to data collection, valuableconnections to potential participants are lost. Without attention paid to the particularities of astudy’s target population, researchers may waste time recruiting a sample, which fails to addresstheir research questions and/or reflect accurate experiences of the study’s population of interest.If the socio-political climate of a research site

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Julie P Martin, Clemson University; Maura J. Borrego, University of Texas, Austin; Nathan H Choe, The University of Texas at Austin; Margaret J. Foster, Texas A&M University; Xueshu Chen, University of Texas at Austin

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funded by the US National Science Foundation Division of UndergraduateEducation through grant numbers 1446319, 1446323 and 1446369. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.Bibliographic Information1. Olson, S. and D.G. Riordan, Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Report to the President. 2012, Executive Office of the President, President’s Council of Advisors on Science and Technology: Washington, DC, USA.2. Rendon, L.I. and J.R. Valadez, Qualitative indicators of Hispanic student

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering

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NSF Grantees Poster Session

providers of professionaldevelopment opportunities and educators of prospective K–12 teachers ofengineering should align their work with guidance documents that draw on themost up to date understanding of research and best practices in teacher educationand professional development. As new knowledge accumulates about theprofessional learning of K-12 teachers of engineering, adjustments in programsshould reflect new insights gained from rigorous, high quality scholarshipRECOMMENDATION 5: As evidence accumulates about effective approaches topreparing K–12 teachers of engineering, it will be important to establish formalaccreditation guidelines for K–12 engineering educator preparation programs,such as those developed by the Council for the

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Foundation under GrantNumber [redacted]. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank [redacted] and [redacted] for help with datacollection.References[1] C. Carrico, H. M. Matusovich, and M. C. Paretti, "A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students," J​ournal of Career Development,​ 2017.[2] C. A. Carrico, “Voices in the mountains: A qualitative study exploring factors influencing Appalachian high school students’ engineering career goals,” Ph.D. dissertation, Engineering Education, Virginia Polytechnic

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rafal Jonczyk, Adam Mickiewicz University, Poland, and Pennsylvania State University; Yushuang Liu, Pennsylvania State University; Danielle S. Dickson, Pennsylvania State University ; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Janet van Hell, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Experimental Social Psychology, vol. 35, pp. 4-28, 1999.[18] A. Fink, and M. Benedek, “EEG alpha power and creative ideation,” Neuroscience & Biobehavioral Reviews, vol. 44, pp. 111-123, 2014.[19] W. Klimesch, “EEG alpha and theta oscillations reflect cognitive and memory performance: a review and analysis,” Brain Research Reviews, vol. 29, pp. 169-195, 1999.[20] I. Bakker, A. Takashima, J. G. Van Hell, G. Janzen, and J. M. McQueen, “Changes in Theta and Beta Oscillations as Signatures of Novel Word Consolidation,” Journal of Cognitive Neuroscience, vol. 27, pp. 1286-1297, 2015.[21] M. C. M. Bastiaansen, A. Mazaheri, and O. Jensen, “Beyond ERPs: Oscillatory neuronal dynamics,” in The Oxford Handbook of Event-Related

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Uchenna Asogwa; Amanda Portis Malefyt, Trine University; Charlene M. Czerniak, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation, LLC; T. Ryan Duckett, Acumen Research and Evaluation

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NSF Grantees Poster Session

cataloging YouTube problems is appreciated. This material is based uponwork supported by the National Science Foundation under Grant No. DUE 1712186. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. This workwas completed within the framework of University of Toledo IRB protocol 202214.Bibliography1. Zax, D., Learning in 140-Characters Bities. ASEE PRISM, 2009: p. 1-3.2. Bullard, L.G., The case against the use of solution manuals. Chemical Engineering Education, 2013. 47: p. 73.3. Lang, J.M., Small Teaching: Everyday Lessons from the Science of Learning. 2016: John Wiley & Sons.4

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Josue DUPE Njock Libii, Indiana University-Purdue University Fort Wayne

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NSF Grantees Poster Session

Purdue University  The slowness of approval processes within the institution and the disbursement of funds  The limited time available to participating faculty and staffConclusionAll in all, much was accomplished during the first year of work on this grant and the PIgratefully acknowledges the invaluable support of the National Science Foundation (NSF) andthat of the Co-PIs, all participating faculty, staff, university administrators, and organizations inNortheastern Indiana.Note: This work is supported by NSF through NSF Award #1565066. However, the opinionsexpressed in this document are those of the author and do not, necessarily, reflect those ofthe National Science Foundation (NSF).References [1]Talent Wave. http

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Russell Andrew Long; Richard A. Layton, Rose-Hulman Institute of Technology; Catherine E. Brawner, Research Triangle Educational Consultants; Nichole Ramirez, Purdue University

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NSF Grantees Poster Session

of innovative research methods in addition to data [13, 14,15].In targeting institutions to join MIDFIELD, we are aiming to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Institutions are also targeted that excel or fail atgraduating under-represented minorities – plans include adding 5 Historically Black Collegesand Universities (HBCUs), 7 Hispanic Serving Institutions (HSIs), 5 institutions with highNative American populations, and 7 universities with high Asian/Pacific Islander populations.Whereas the project is designed to recruit a stratified sample of US institutions with engineeringprograms, institutions interested

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pankaj Mallick, University of Michigan, Dearborn; Ghassan Kridli, University of Michigan, Dearborn; Elsayed A. Orady, University of Michigan, Dearborn; German Reyes, University of Michigan, Dearborn; Jennifer M. Makas, University of Michigan, Dearborn

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Diversity, NSF Grantees Poster Session

they formed themselves, meet more frequentlywith the tutor and seek counseling from the STEM faculty and staff. The importance of closemonitoring, frequent counseling, cordial relationship building with the students, and patience arethe most important lessons learned in the first three years of the S-STEM scholarship program. Appendix A: Self-Assessment Worksheet (Prepared by the Office of Advising and Academic Success in the College of Engineering and Computer Science)Please take time to reflect on the questions below. Your advisor is there to assist you to findresources.Name____________________________________ UMID__________________________Challenges – In your own

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Moreland, Purdue University Northwest; Michael Edward Hoerter, CIVS; SHENG WANG, PURDUE UNIVERSITY NORTHWEST CIVS

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NSF Grantees Poster Session

Postsecondary Education: Reflections on Principles and their Application," Journal of Postsecondary Education and Disability 19.2, 2006.

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Jaime Lester, George Mason University

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NSF Grantees Poster Session

in the field studies reported here. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Arnold, A. (1999). Retention and persistence in postsecondary education: A summation of research studies. Texas Guaranteed Student Loan Corporation, 5.2. Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580.3. Hayes, R. Q., Whalen, S. K., & Cannon, B. (2009). Csrde stem retention report, 2008–2009. Center for

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, Arizona State University ; Brooke Charae Coley, Arizona State University, Polytechnic campus; Joachim Walther, University of Georgia; Joshua M Cruz

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Diversity, NSF Grantees Poster Session

empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Mr. Joshua M Cruz Joshua Cruz is a PhD student studying education at Arizona State University. He is interested in in- novating qualitative methods in research, how students transition between high school and college-level coursework, student writing, and student engagement studies. He currently teaches educational founda- tions courses at Arizona State University’s Mary Lou Fulton Teachers College. c American Society for Engineering Education, 2017 Connected Ways of Knowing: Uncovering the Role of Emotion in Engineering Student Learning“Connected

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Nelson Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Monique S Ross, Florida International University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Benjamin P. Jackson, Purdue University; Swetha Nittala, Purdue University, Engineering Education Dept.; Tiantian Li, Purdue University

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Diversity, NSF Grantees Poster Session

within the team. Students were alsoless likely to exhibit the largest negative shifts in teaming attitudes (bottom quartile) if they hadpositive shifts in their multicultural awareness - openness. Results of this quantitative work wereused to further refine instruments and data collection protocols for replication in the subsequentphases of the project.Diversity OrientationsQualitative results indicate that students consistently described why diversity was important intheir teams and in engineering as a field. These descriptions reflected conversations within theirclasses and the language used by instructors to discuss why diversity and working in teams wereimportant learning objectives in the courses. However, when talking about their

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M Ehlert, Clemson University; Dennis M Lee, Clemson University; Penelope Vargas

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NSF Grantees Poster Session

were contributing to research, they often mentioned it was because they were staying withinwhat is already known, rather than seeking something new. In contrast, other participants believethat performing research or experimentation alone makes one a researcher. Some studentsexpressed a temporal aspect to their researcher identity, dependent on their level of activitywithin the research community. This was reflected in comments such as, “[…] I stopped doingresearch at the end of my junior year (I am currently a senior), so I don't really consider myself aresearcher currently […]”. Many students discussed how research needed to contribute to societyand have altruistic goals, whether through the outcomes of their research, the products theycreate

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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Diversity, NSF Grantees Poster Session

from Cognitive Information Processing theory to moreaccurately reflect SVE decision making about majoring in engineering. Practically, the resultscan inform military transition assistance programs and improve university efforts to ensure thatstudent veterans experience a successful transition from their military career to higher educationand engineering studies.This work focuses on two research questions. For Research Question # 1 “What are somebroader influences on the decision to major in engineering?” three themes emerged from ourdata. Theme 1: Decision to major in engineering was made prior to military service. Theme 2:Decision to major in engineering was prompted through the encouragement from otherindividuals. Theme 3: Decision to major

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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Diversity, NSF Grantees Poster Session

of the summer research experience (See Figure E)as well, with general attitudes reflecting an extremely positive experience for most respondents;a majority of responses were “Strongly agree,” and the following statements received 75% ormore “Strongly agree” responses: “My position provided me with opportunities for learning andprofessional growth”, “There was a positive value to the research project in which I wasengaged”, “I would be interested in another research experience at CIAN”, and “I wouldrecommend this program to my colleagues.”Figure E. 2010-2016 Aspects of ExperienceParticipant Reported Perception of ExperienceROKET participants were asked to rate their overall experience, to which 89% indicated it was“Excellent” (97% indicated

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

ideal place to maximize our sample of first-generation college students. A confirmatory factor analysis will be conducted on the funds ofknowledge scale to finalize validity evidence of the scale. After the funds of knowledge scale hasbeen validated, we will continue forward in answering the research questions.AcknowledgmentsThis work was supported through funding by the National Science Foundation under EAGERGrant No. (1734044). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] E. T. Pascarella, C. T. Pierson, G. C. Wolniak, and P. T. Terenzini, “First-Generation College Students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University

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NSF Grantees Poster Session

factorsthat affected the changes in their perceptions. The seniors were very satisfied with theirexperience and one stated that “…it got more exciting and we could see the project comingtogether.” This comment was shared by all 80% of the seniors. This is clearly reflected in theincreases in enthusiasm. Seniors 7 6 5 4 3 2 1 0 beginning of end of freshmen end of sophomore at completion currently freshmen year year year Enthusiam Motivation Perception of Value Group Dynamics

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

considered.Many of Course modules are very high quality, and is in the process for publishing in teachingengineering [10]. A sample list of course modules is shown in Table 3, which reflects differentschool districts, different STEM subjects at both middle and high school levels. A complete list ofcourse modules is posted on the website [4]. Note that these modules all made use of the inquiryapproach to teaching to some extent. Further, many of these modules were implemented insideclassrooms as observed by OU faculty visiting the sites. Thus, we also make the claim that thisallowed more underrepresented students (that is those attending minority school districts) toparticipate in STEM research. In short, intermediate goals 1, 2 and final goals 1 & 3

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matt R. Bohm, Florida Polytechnic University; Hannah Ingram, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

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NSF Grantees Poster Session

recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References1. Nagel, R.L. and M.R. Bohm. On Teaching Functionality and Functional Modeling in an Engineering Curriculum. in ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. 2011. Washington, DC. 62. Nagel, R.L., et al. An Algorithmic Approach to Teaching Functionality. in ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. 2012. Chicago, Illinois: ASME.3. Nagel, R.L., M.R. Bohm, and J.S

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gayle Nelson Evans, University of Florida; Kent J. Crippen, University of Florida; Chelsey S. Simmons, University of Florida; Renee Natalie Simmons

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NSF Grantees Poster Session

of the labs shares common characteristics and the extent to which each lab is unique,potentially allowing us to build “substantive theory offering an integrated framework covering multiplecases” [18](p. 233).Following the quantitative data analysis from the 2017 daily log and survey data, an interview protocolwas developed in which teachers and GA’s were asked to reflect upon their summer experience.Questions were crafted to collect further information about the mentoring relationships experienced byeach person and asked interviewees to recall influential people in the lab, how they considered their ownposition in relation to the other teachers and GA’s in the lab, remembered instances of mentoring given orreceived and they were shown a copy

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

engineering programs. Future research is needed tounderstand specific stressors and elements of engineering programs that promote the associationof stress with engineering in order to improve culture in engineering programs and enhancestudent well-being. Furthermore, understanding disciplinary history and the evolution of socialnorms within each engineering discipline will allow us to consider strategies to dismantle orovercome social norms that no longer reflect current and future engineering practice.AcknowledgmentsA grant from the National Science Foundation (#1738186) supported this study.References[1] L. Schneider, "Perceived stress among engineering students," in St, Lawrence Section Conference, Toronto, Canada, 2007.[2] K. J. Cross

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

. Industry partners’ assessments of participating students and the collaboration4. Students’ weekly and final reports, including reflective writing assignments5. Students’ research presentations6. Group interviews with participating faculty7. interviews with participating undergraduate students,8. Formal project implementation reviewEvaluation question 1: What were the effects of the summer research experiences on theparticipating undergraduate students?A. How successful was the project in recruiting and supporting students from underrepresentedgroups?B. How do the participants understand research in the context of engineering, and anysimilarities or differences between academic and industrial research?C. How do the participants describe

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University; Catherine E. Brawner, Research Triangle Educational Consultants; Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Research (ECR) program.This project is designed to recruit a stratified sample of US institutions with engineeringprograms. In targeting institutions to join MIDFIELD, we aim to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Minority-serving institutions (MSIs) are also targetedwith plans to include adding five additional Historically Black Colleges and Universities(HBCUs), seven Hispanic Serving Institutions (HSIs), five institutions with high NativeAmerican populations, and seven universities with high Asian/Pacific Islander populations. .MIDFIELD partners have the opportunity to conduct peer comparisons, carry out research

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine McGough, Clemson University; Justine Chasmar, Clemson University; Adam Kirn, University of Nevada, Reno

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NSF Grantees Poster Session

facilitate student reflection on how classroom activities are connected to their FTPs toincrease the relevance of present tasks, thus increasing their motivation to achieve. Students whohave limited understanding of college environments or engineering as a major and professionmay also need additional assistance in structuring FTPs and future possible selves. As suchequipping students with self-crafted working definitions of engineering or their enrolled major asa profession can help these students determine their future in the field and use their future fordeveloping important skills through present experiences.In addition to replication of previous results, the classifications that emerged from this study maybe better represented as a continuum