Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

will help us understand the impact of culture on students’ motivations and goals.Results from this study can aid in identifying factors that are crucial for retention in engineeringand increasing the U.S. STEM workforce. Identification of cultural factors that contribute tointerest and motivation, thereby informing career choice, are important when designing curriculaand messaging. The research plan is motivated by the need to increase the number of women inengineering and reduce the gender gap. This study will not only provide insight into primaryfactors that impact student motivations in career choice from a cultural perspective, but willreveal gender messaging in the U.S. as the Moroccan students adapt to the U.S. culture.Future workFuture

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

evaluator revealed thatstudents have become their own advocates for EBIPs in the classroom in the engineering unit.COPUS results indicate that the student listening time in classrooms was reduced by an averageof 21.4%.The REFLECT team noticed that the engineering faculty found the project particularly helpfulfor formation of research projects and cross-campus networks. One observation pair found aproject that connected environmental engineering and biology, and they recently published ajoint paper [10]. Connecting faculty and creating community was a goal of the project, makingthis insight particularly positive.Future work on the REFLECT project will focus on increasing the number of universities andfaculty using the process. We plan to continue

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

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

resist this standardization. ● Energy efficiency is not the be-all and end-all: Reflection questions that are built into class activities begin to reveal to students that energy efficiency is not always the answer. For example, while the U.S. has a fixation with maximizing the energy efficiency of appliances, much of Europe passively cools buildings by manipulating air flow during certain times of the day. Students learn to consider how heating and cooling are actualized based on culture, climate, and resources.In our poster, we will also report on how students respond to this approach (this data is currentlybeing collected.). In the final year of the project, we plan to offer the course a second time,improving our

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

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NSF Grantees Poster Session

were launched with a DVD seminar entitledSuccess4Students.4 The 3+ hour seminar had six segments that addressed the following topics: Select your destination (where do you want to be in five years?) Page 23.551.6 Determine your path (focusing on goal setting for the semester) Planning to succeed (emphasizing the importance of planning your schedule for the week each Sunday and then following it like a compass through the week) Maximizing your in-class learning Speed Reading and Learning to triple your reading speed with better comprehension Creative note taking and memory skillsA fifty-page workbook

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David L. Soldan, Kansas State University; Don Gruenbacher, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A Vogt PE, Kansas State University; William Bowes Hageman, Kansas State University

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NSF Grantees Poster Session

academic program levels.SummaryThis project is leveraging the training and skill sets of the returning veterans toward fulfilling aworkforce need in power engineering. The goals are to provide the academic and non-academicsupport structures to allow the veterans to be successful in completing their degree requirements.After initial activities within the power area, researchers plan to expand the program into otherareas of engineering, as well.AcknowledgementsThis work is partially funded by the National Science Foundation Division of EngineeringEducation and Centers projects 1037640 and 1135742.References1. Veterans’ Education for Engineering and Science, Report of the NSF Workshop on Enhancing the Post-9/11 Veterans Educational Benefit

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8866Access to Cooperative Education Programs and the Academic and Employ-ment Returns by Race, Gender, and DisciplineDr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Matthew W. Ohland, Purdue University and Central Queensland University Matthew W. Ohland is Professor of Engineering Education at Purdue University and a

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado Boulder; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; Debra Gilbuena, Oregon State University; Bill Jay Brooks, Oregon State University; Christina Smith, Oregon State University

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NSF Grantees Poster Session

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, will be available throughan interactive website maintained through the Education Division of the American Institute ofChemical Engineers (AIChE), the discipline’s major professional society. The overall objectiveis to lower the activation barrier for using conceptual instruction and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Lei Huang, Prairie View A&M University

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NSF Grantees Poster Session

Page 25.552.5A. Project ActivitiesThis project is implemented following a phased plan. In the first stage, we pilot tested onlineremote labs by incorporating previous research outcomes-the scheduler web server scheme(Figure 1). We revamped the teaching materials for a core engineering course ELET4623 MixedSignal (II) and its associated lab session ELET4621 Mixed Signal (II) lab. LabVIEW-based DSPhardware learning modules were developed and applied in teaching activities. Student performedthree experiments on the Speedy-33 DSP hardware for impulse response, convolution integration,and frequency response. One experiment is conducted online to remotely operate the DSP boardlocated in another building (as shown in Figure 4a and 4b). The feedback

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University; Blythe Marlow Vogt, Kansas State University

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NSF Grantees Poster Session

be compared to those of other cohorts using data thathas been compiled with NSF support for the last ten years. This database was constructed toprovide the ability to analyze retention and graduation rates by freshman cohorts at theuniversity, college, and academic program levels.SummaryThis project is leveraging the training and skill sets of the returning veterans toward fulfilling aworkforce need in the area of power engineering. The goals are to provide the academic andnon-academic support structures to allow the veterans to be successful in completing their degreerequirements. After initial activities within the power area, researchers plan to expand theprogram into other areas of engineering.AcknowledgementsThis work is partially

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

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NSF Grantees Poster Session

and counseling psychology from the University of the Pacific.Krystian Zimowski, University of Texas, Austin Krystian Zimowski is currently a Graduate Student at the University of Texas, Austin, studying wind energy harvesting. He plans to graduate in May with a master’s degree in mechanical engineering with a focus in design and manufacturing. He holds a bachelor’s degree in mechanical engineering from Northwestern University.Kristin Taylor, University of the Pacific Kristin Taylor is currently in the process of completing her master’s of engineering science in mechanical engineering at University of the Pacific, where she is also working as a Graduate Assistant. She has also completed her bachelor’s of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Stephen R. Hoffmann, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Ranjani Lakshman Rao, Brian Lamb School of Communication, Purdue University; Abigail R. Jahiel, Illinois Wesleyan University; Thomas P. Seager, Arizona State University; Linda Vanasupa, California Polytechnic State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

content but have the potential to allow students todive much deeper into content should faculty members provide those opportunities. We provideillustration of these gateway concepts, and demonstrate the overall framework’s use for guidingfaculty members’ curriculum development.Pre-Workshop activities and ideasSelecting workshop participantsThe planning and implementation of the Assessing Sustainability Knowledge workshop was amulti-dimensional component of the overall project. The workshop’s goal was to synthesize keysustainability concepts and relationships into a framework that can be used to guide assessmentsof sustainability knowledge.In the fall of 2010, we put together a list of potential candidates that we wanted to invite, basedon their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Paul D. Mathis, Purdue University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

project aims to characterize how engineering students view and approach innovation. Aspects of the research that are accomplished so far include: 1) a multi-phase protocol that includes interviews, process mapping tasks, and think-aloud protocols, 2) a content analysis to determine typical innovation and discovery behaviors used in innovation in technical areas, and 3) a meta-synthesis of assessment methods used in engineering entrepreneurship. Based on the findings from these studies, we made recommendations that inform activities associated with the educational plan including classroom activities and assessment tools. Introduction While innovativeness is a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Dianna L. Newman, University at Albany/SUNY; Deborah Walter, Rose-Hulman Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

mobile hands-on learning into their courses.Deborah Walter (RHIT) and Kathleen Meehan (VT) have initiated the development of a conceptinventory for non-ECE majors who are enrolled in circuits classes with either hands-on activities inthe classroom or laboratory exercises conducted outside of the classroom, both facilitated byportable electronic instruments. Co-PI Ella Ingram (RHIT) has studied the existing literature obteaching circuits, examined circuits concept inventories developed by others in the field, andparticipated in the learning of basic concepts in circuits and use of lab equipment along withstudents enrolled in circuits classes for non-majors. The plan is to present a draft of the conceptinventory at the 2014 workshop to obtain

Conference Session

NSF Grantees’ Poster Session

Collection

2014 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 M. Gilbuena, Oregon State University; Christina Smith, Oregon State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Core Chemical Engineering Curriculum – Year 3Overview and ObjectivesWe report on the progress of the third year of a CCLI Type 3 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, will be available throughan interactive website maintained through the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Steven D. Hart, U.S. Military Academy; Michael Keith Thompson, University of Wisconsin, Platteville; Matthew W. Roberts, University of Wisconsin, Platteville

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

their curricula in the last five years. Both universities have developed,piloted, and institutionalized two new infrastructure-themed courses. As a result of ourindependent (to date) efforts, we have generated a wide variety of teaching materials for the fourcourses. Importantly, the transformation of our curricula has involved more than adding newcourses; as a result of having all department faculty involved in the planning andimplementation, our institutions have experienced a “trickle down” effect, in which newinfrastructure-themed material has been added to nearly every course and entire coursesequences have been modified. As a result, important topics such as resilience, infrastructureprotection, environmental impacts, and sustainability

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Roy Brown, Eastern New Mexico University; Mo Ahmadian, Eastern New Mexico University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

about half of the eleven criteria apply to technical mastery: all others cover “softskills” (i.e., creativity, communication, teamwork, problem-solving, life-long learning,and appreciation for diversity). 2In addition suggested List of Professional Skills for Engineering/Engineering TechnologyEducation 2  effective oral communication and presentation skills  effective written communication  creativity and/or creative problem solving  interpersonal skills  ability to work effectively on a team  time management and planning  conflict resolution  ethical decision-making  the importance of continuing self-education  an appreciation for diversity,  an understanding of the profession’s place in a larger

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin M Fitzgerald, Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

NSF Grantees Poster Session

Advancing Technological Literacy and Skills(ATLAS) of Elementary Educators indicated that a key place to influence preservice engineeringeducation is in education students’ required science courses. To this end, the BEST grant workswith both education and science faculty. Teams of science and education faculty participate in anannual summer professional development workshop focused on engineering and technologycontent and related pedagogy. They then develop plans for course modules that integrateengineering concepts and activities, implement their modified courses that fall semester, andassess student impact. During the midyear meeting in January faculty present their labs andactivities to colleagues, receive feedback, and brainstorm successful

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Stephen E. Montgomery; Yang Zhang, Rowan University; Peter John Schwalbenberg, Rowan University

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NSF Grantees Poster Session

experiments, data analysis,and engineering design. An assessment plan will measure student mastery of learning outcomesspecific to the field of biomaterials science and those set forth by ABET for undergraduatechemical engineering programs.Keywords: pH Responsive Hydrogels, Oral Insulin Delivery, Diabetes, Controlled Drug DeliveryINTRODUCTIONDiabetes is a disease which affects millions of people around the world. It is classified into twomajor types. Type 1 Diabetes is an auto-immune disease in which, insulin-producing beta-cellswithin the pancreas are destroyed, resulting in insufficient insulin production by this organ. Withtype 2 diabetes, the body has developed a rejection to insulin and that glucose uptake cannot beregulated within a

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Charles David Whitlatch, Arizona State University; Qiao Wang, Arizona State University; Brian J. Skromme, Arizona State University

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NSF Grantees Poster Session

faculty. Such faculty are often not familiar with the extensiveliterature on student misconceptions related to electricity and circuit analysis,1,3-11 or else assume(often incorrectly) that such ideas have been “rooted out” in the elementary physics classes. Ourown experience administering questions from concept inventories such as DIRECT1 to studentsin circuit analysis classes, as well as that of others,3,4 strongly suggests otherwise. Our plan is touse our computer-aided instruction tools to help remove a number of typical studentpreconceptions by providing tutorial sequences that require students to correctly master selectedbasic circuit concepts such as identifying whether circuit elements are in series or parallel,without deriving circuit

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

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Diversity, NSF Grantees Poster Session

individualinterviews collected periodically over a period of three years. Specifically, the project conductedthree focus groups in Spring 2021 (24 students), nine in Spring 2022 (50 students), and eight inSpring 2023 (48 students). Focus groups were recorded and up to an hour long. Focus groupquestions focused on students’ future academic and career plans, experiences and motivations forparticipating in STEM CONNECT, experiences at their institution (including in their STEMcourses), and, when relevant, experiences transferring from a community college to abachelor’s-granting institution. Data were transcribed, then coded using Dedoose qualitativesoftware and a preliminary list of a priori codes based on the structure of the central researchquestions and the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yue Li, Miami University; Maressa L. Dixon, Miami University; Sarah Woodruff

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NSF Grantees Poster Session

than any specific combination ofprogrammatic features. Consequently, understanding students’ perspectives about what excitesthem about STEM is crucial to program development, program evaluation, and supportingpersistence through STEM career entry.Future WorkFuture plans for the qualitative synthesis are to analyze an updated sample of primary sources toexamine the extent to which the themes identified in the first sample are upheld. Furthermore,the qualitative synthesis will result in analytic themes, which will enable interpretation of thenature of the relationship between STEM interventions and STEM career outcomes beyond adescriptive summary [8].References[1] D. Reider, K. Knestis, and J. Malyn-Smith, "Workforce education models for K-12

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

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NSF Grantees Poster Session

research by capitalizing on the strengths of each approach. Thissequential mixed-methods approach will enable a more comprehensive understanding and enrichthe research findings. The planned approach for this project is summarized in Figure 1.Presently, the first phase of this project has been completed, which is an exploratory qualitativestudy making use of interviews. Second Phase: Quantitative Third Phase: Mixed Method First Phase: Qualitative (qual) (QUAN) (QUAL) • In this phase of the qualitative • The second phase of the study • At this phase, a second round (qual) study, we carried out introduces

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanny Silvestri, Chandler-Gilbert Community Colleges; Nichole Neal; Erika DeMartini, Chandler Gilbert Community College

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NSF Grantees Poster Session

managementfor online learners are highly encouraged for REACH students to address these concerns. Theworkshops are provided at no cost to CGCC students on the platform:www.college2success.com and include: “Online Courses: Staying Motivated & Disciplined”, “10Tips For Success In Your Online Course”, “Study Tips & Note-Taking Strategies”. Aftercompleting one of the workshops, the students are invited to fill out an action plan that includes4 points of reflection: Overcome challenges, Establish a schedule, Know your instructor, andBreak large tasks into smaller chunks. In the next semesters, a question will be added to thesurvey to assess the impact of taking those workshops on the academic integration scores. This preliminary study includes only

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cody D Jenkins, Arizona State University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Sarah Johnston, Arizona State University; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A Smith, University of Minnesota, Twin Cities

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Diversity, NSF Grantees Poster Session

in the regular TA-led recitation sessions, which underscores the intervention’s main achievement, to help students pass the course who might otherwise fail. In addition, this illustrates that the PLSG method helps all students, including transfer students, pass the course at higher rates. The inclusion of other factors pertaining to students’ starting course competency could potentially further elucidate these results. The research team plans to include demographic data and examine how transfer status is affected by study group participation in later studies. Ongoing and Future Work Ongoing work for the project includes investigating how the PLSGs affect students compared to the traditional TA-led

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Jin Ho Jo, Illinois State University; Allison Antink-Meyer, Illinois State University

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Diversity, NSF Grantees Poster Session

Illinois State University, teaching in the Sustainable and Renewable Energy program. Dr. Jo also leads the Sustainable Energy Consortium at the university. Dr. Jo is an honors graduate of Purdue University, where he earned a B.S. in Building Construction Management. He earned his M.S. in Urban Planning from Columbia University, where he investigated critical environmental justice issues in New York City. His 2010 Ph.D. from Arizona State University was the nation’s first in sustainability. His research, which has been widely published, focuses on renewable energy systems and sustainable building strategies to reduce the negative impacts of urbanization.Allison Antink-Meyer, Illinois State University Allison

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eunice Chow, WestEd; Linlin Li, WestEd; Nagarajan Akshay, University of California San Diego; Alec Barron, University of California, San Diego; Susan Yonezawa, University of California, San Diego; Victor Hugo Minces, University of California, San Diego

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NSF Grantees Poster Session

San Diego County Office of Education andwith the San Diego Science Project to create a series of lesson plans centered on the webapplications, incorporating playful activities that explore how everyday objects create sound. Thecurrent version of the curriculum can be accessed for free through this team’s websitewww.listeningtowaves.com.All these activities have been carried out in an iterative manner: evaluating how children interactwith the curriculum and applications and how teachers respond to the training. This paperexamines how teachers' attitudes toward the teaching of waves change as they participate in theprofessional development.2. MethodsTwenty-four science teachers from 19 schools across 10 districts in California participated in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington; Selen Güler, University of Washington

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NSF Grantees Poster Session

fromhttp://depts.washington.edu/cerse/research/current-research/.Center for Evaluation & Research for STEM Equity, and Rose-Hulman Institute of Technology(2018). Creating Shared Vision: A Tip Sheet from REvolutionizing Engineering and ComputerScience Departments (RED) Participatory Action Research. Retrieved fromhttp://depts.washington.edu/cerse/research/current-research/.Center for Evaluation & Research for STEM Equity, and Rose-Hulman Institute of Technology(2022). Planning for Leadership Change: A Tip Sheet from REvolutionizing EngineeringDepartments (RED) Participatory Action Research. Retrieved fromhttp://depts.washington.edu/cerse/research/current-research/Vuori, J. (2018) Understanding academic leadership using the four-frame model

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Randi Sims, Clemson University

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NSF Grantees Poster Session

additional data collection of pre-transfer andpost-transfer surveys and interviews with pre-transfer students and two-year college faculty,staff, and administrators. Following the collection of that data, all data collected during thisproject will be mixed to create greater understanding of the assets that assets, factors, andstrategies that enable access to engineering transfer pathways and the ways in which these itemsvary across student demographics, locations, institutions, or intention to transfer. Beginning inYear 3, with this information, and data from other studies conducted in this CAREER grant, theresearchers plan to develop an interactive, digital Engineering Transfer Student Dashboard,based on constructs identified by transfer student

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janeth Martinez-Cortes, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

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Diversity, NSF Grantees Poster Session

. Additionally, an extensiveFOI analysis of multiple data sources (both qualitative and quantitative) can help provide adeeper understanding of the intervention.RecommendationsRecommendations for higher education practitioners and researchers engaged in fidelity ofimplementation activities are provided below: • Develop clear guidelines, such as a rubric outlining key components of the professional development framework or intervention. These guidelines can support practitioners and researchers to ensure a shared understanding of the intended implementation structure and process [1],[8]. • Examine how professional development activities (planning, teaching, and reflection) advance particular components of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Juan Carlos Laya, Texas A&M University; Carlos Andres Alvarez Zarikian, Texas A&M University; Nancy Elizabeth Martinez, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity, NSF Grantees Poster Session

use standard statistical tests (using mean comparisons, chisquare, and regression, etc.) abiding by the standards for statistical significance. For qualitativedata, we will use axial coding and thematic analysis.SedimentSketch softwareSedimentSketch will be a web-based software application that will allow instructors to createcustomized virtual lab classes with a personalized experience and automated feedback tostudents. No coding experience is needed for instructors to tailor these classes to use with theirteaching plan. The active learning software SedimentSketch will facilitate student mastery ofsediment identification and description; and provide a unique interactive environment for studentsto practice and improve their sedimentology