Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University at West Lafayette; Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University at West Lafayette; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

Interactions in Engineering Teams: Findings from a Multi-Year Mixed Methods Study at Three InstitutionsIntroductionA key learning outcome in engineering is the ability to work in collaborative and inclusiveteams. As engineering becomes a global endeavor, this outcome gains increasing importance toundergraduate engineering education. When it comes to working in teams in this globalenvironment, research shows positive and negative findings for students working in diverseteams (i.e., race/ethnicity, gender, sexual orientation, disability status). Positive findings includeincreased divergent thinking, idea generation, higher quality products, and increased productivity[1]-[3]. Negative findings highlight sustained conflict in teams, decreased

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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Diversity, NSF Grantees Poster Session

guidance to returners or potential returners with a military background. In thispaper, the experiences of returners in master’s programs with military work experience arestudied.BackgroundAs there is no existing literature specifically on military returners, the background for this paperis drawn from two distinct areas: the nascent literature on engineering returners in general, andliterature on veterans as students, particularly within engineering.ReturnersWhile the first work on returners was primarily anecdotal [1], there is a growing body of morerecent work that systematically examined this population of graduate students. One such study,conducted by Strutz et al. in 2011 [2], focused on engineering returners within engineeringeducation; this

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; Craig O. Stewart, University of Memphis; Shani O'Brien, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

interventions that support this development, and determinethe impact that STEM identity has on student success. Through the support of an NSF S-STEMgrant, the three universities are also providing scholarships to students engaged in the project.Here, we share the initial efforts of our tri-campus interaction and collaboration, our overarchinggoals, our systems of recruiting students, and our initial collection of preliminary data andfindings for Year 1.IntroductionThe Urban STEM Collaboratory project supports academically talented students withdemonstrated financial need from the colleges/schools of engineering and mathematicsdepartments at the University of Memphis (UofM), the University of Colorado Denver (CUDenver), and Indiana University-Purdue

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ronald B. Bucinell, Union College; Rebecca Cortez, Union College; Holli M. Frey, Union College; Joanne D. Kehlbeck, Union College; Michael E. Hagerman; David A. Cotter, Union College

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Diversity, NSF Grantees Poster Session

offering engineering we are particularly suited tofacilitate the development of future leaders of a diverse STEM workforce. This project wasfunded by NSF DUE-S-STEM Track 2: Design & Development.Introduction The need for expanding the STEM workforce in the United States has been well articulatedby the National Academies [1-5]. These reports also identify the importance of a more diverseSTEM workforce and the challenges associated with attracting underrepresented groups toSTEM fields. The SUCCESS-LEADERS (Leading Educational and Academic Directions toEnhance Retention in STEM) project aims to develop, refine and implement practices that willadvance understanding of the factors affecting retention and career pathways of low-income, at-risk

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

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NSF Grantees Poster Session

undergraduate education levels must be explored. Oneapproach to introducing students to rigorous, discipline-specific content is through the use ofDisciplinary Literacy Instruction (DLI). DLI is an instructional approach that equips students toutilize the evaluative frameworks and reading and writing strategies that are employed by expertpractitioners in a particular discipline [1].Models of DLI for K-12 instruction have been introduced in subjects such as history [2], math[3], and science [4], but there has been little research exploring a model for DLI in engineering.Thus, this project aims to develop a model of DLI in engineering that can be used in both K-12and undergraduate engineering settings. This model of DLI will be informed by the

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity, NSF Grantees Poster Session

learning goal/outcome. There were two versions of interviewquestions, faculty version and student version, trying to explore the same topics. The interviewquestions only varied slightly, asking both the faculty and the student to reflect on the expectedstudent experience. Each interview lasted approximately fifty minutes. And an emergingthematic analysis will inform other prongs of the research. Example interview questions arelisted below in Tables 1 and 2.Table 1: Example interview questions in Area 1: Classroom Experience Q: Can you tell me your perceptions about students’ expected learning experiences through the curriculum? Walk me through the classes students take? (faculty) (probe) What knowledge and skills are they

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Katherine Elmore, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Anastasia Nicole Doty, Ohio State University

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Diversity, NSF Grantees Poster Session

improving undergraduate engineering degree pathways. . She earned her Ph.D. in Engineering Education from Virginia Tech. In 2013, Dr. Mohammadi-Aragh was honored as a promising new engineering education researcher when she was selected as an ASEE Educational Research and Methods Division Apprentice Faculty.Anastasia Nicole Doty, The Ohio State University c American Society for Engineering Education, 2020 Longitudinal Memos Investigating First Year Engineering PathwaysIntroductionAs of 2013, the majority of incoming engineering students (either by freshman or transfer status)progress through First-Year Engineering (FYE) courses [1]. These FYE courses are intended

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

explores the experiences of student veterans in engineering (SVE) at four institutionsacross the US. Data collection included interviews with key informants in year one of this grant,focus groups with SVEs in year two, and in-depth SVE interviews in year three at each campus.Efforts since then have focused on analysis and dissemination. Here, we provide a summary andhighlight some recent results from our work. This study has potential for broad impact bydiversifying pathways to and through engineering programs.Project Goals, Data Collection, and AnalysisIn this research, we address the following research questions: 1. Why do veterans pursue a Bachelor’s degree in engineering? 2. How do military experiences shape student veterans

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah M. Ryan, Iowa State University; Michelle L. Soupir, Iowa State University; Amy Kaleita, Iowa State University; Sergio Horacio Lence, Iowa State University; Robert Brown, Iowa State University

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Diversity, NSF Grantees Poster Session

” for doctoral education [1], which posits that PhD holders (in industry, academia, orelsewhere) act as stewards of their particular disciplines, with their stewardship activitiesdescribed as: Conservation, Generation, and Transformation. Conservation of disciplinaryknowledge is passed to students through coursework and other foundation-laying academicinquiry. Generation takesplace when stewards producenew knowledge thatcontributes to the field.Transformation is thetranslating of expertise to avariety of audiences. We usethe key actions derived frominterviews with PhD holders[2] as guidelines for theTraineeship activities (see Fig.1). In this context, the“discipline” is defined as corecompetencies in data analysis,synthesis, and decision-making

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kim Bullington, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Anthony W. Dean, Old Dominion University; Rafael Landaeta, Old Dominion University

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Diversity, NSF Grantees Poster Session

students, what makesthis project unique is its focus on enabling student success at the junior and senior years. Thisproject provides a portfolio of different activities for the more mature student, e.g. financial aidthrough scholarships, community-based learning opportunities, and academic success strategiesthat enable stronger retention and student completion rates. Project activities are tailored toveterans and adult learners as this group of students is particularly vulnerable given their need tosimultaneously juggle academic, family, and financial obligations. IntroductionA pilot program funded by the National Science Foundation, grant #1742118 [1], S-STEMproject named “A Pathway to Completion for

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Lee W. Singleton, Whatcom Community College; Todd Haskell, Western Washington University

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NSF Grantees Poster Session

engineering disciplines. Many of these concepts are spatial in nature [1], [2] and likelyrequire well-developed visualization skills to understand. The importance of spatial visualizationskills for STEM majors in general is well-established [3]. A number of targeted trainingapproaches can improve these skills as measured on validated instruments such as the PurdueSpatial Visualizations Test: Rotations (PSVT:R) [1] and can improve grades in introductorycalculus [4]. Targeted spatial training offers potential to increase overall student success inSTEM, but studies have yet to show causality in improvements to retention and degreeattainment [5]. Women generally enter college engineering programs with lower spatial abilities[4], so interventions

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alark Joshi, University of San Francisco; Gian Bruno; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Sami Rollins, University of San Francisco; Matthew Malensek, University of San Francisco

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Diversity, NSF Grantees Poster Session

. He received his Ph.D in Computer Science from the University of Maryland Baltimore County, his M.S. in Computer Science from the University of Minnesota and his B.S. degree from the University of Pune, India.Mr. Gian BrunoXornam Apedoe, University of San FranciscoProf. Sophie Engle, University of San FranciscoSami Rollins, University of San FranciscoProf. Matthew Malensek, University of San Francisco c American Society for Engineering Education, 2020AMERICAN SOCIETY FOR ENGINEERING EDUCATION, JUNE 2020 1 Engendering Community to Computer Science Freshmen through an Early Arrival Program

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

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NSF Grantees Poster Session

his assessment that engineering students are often not preparedfor problems common in practice because they are not adequately exposed to the different typesof problems, nor the varied technical and non-technical aspects of engineering problem solving,during their education.Based on first hand observation, the work of Jonassen [1–3] and other researchers investigatingthe nature of engineering work [4] and novice versus expert problem solving [5], we believe it iscritical that students be given both opportunities to practice solving ill-structured problems and areflective framework and language representing the different types of problems encountered byengineers to help them in unpacking and translating those experiences to other

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

preferences of trainees, and overlooks theincreasingly interdisciplinary and international nature of research [1], [2]. Traditionally, mostgraduate training tends to follow a model that lacks synergy and faces common challenges acrossdisciplines, such as student mentoring relying on a single adviser [3] and the lack of training forboth mentors and mentees [1], [4], [5], [6]. In addition, graduate training is also challenged bythe fact that the skills students need are self-evident to advisors but rarely communicated tostudents, producing suboptimal results [7], [8]. Indeed, graduate programs tend to employ a one-size-fits-all approach that undervalues the diverse learning experiences and cultures of students[9]. Furthermore, there are issues

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lily Krest, Purdue University at West Lafayette; Justin Charles Major, Purdue University at West Lafayette (COE); Matthew Scheidt, Purdue University at West Lafayette (COE); Julianna Ge, Purdue University at West Lafayette (COE); Brian P. Self, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Allison Godwin, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

defined based on a students’ cognitivemeasures, including GPA and standardized test scores. Such metrics are used as predictors ofstudents’ future success, and student outcomes, in engineering. However, these metrics fall shortin explaining why admitted students, with high GPA and standardized test scores, can still fail tostay in an engineering program or struggle to graduate on time [1]. Literature suggests that non-cognitive and affective (NCA) factors can play an important role in a students’ success andencompasses measures such as stress, social support, engineering identity, meaning and purpose,mindfulness, belonging, and many others [2]–[11]. Incorporating NCA factors into how studentsuccess is defined and measured can lead to the

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

MIDFIELD includes research on obstacles students face that interfere with degree completion and, as well, how institutional policies affect degree programs. His group’s work on transfer students, grade inflation, and issues faced across gender and ethnicity have caused institutions to change policies so that they may improve. Awards and publications may be found at https://engineering.purdue.edu/people/russell.a.long.1.Mr. Hossein Ebrahiminejad, Purdue University at West Lafayette Hossein Ebrahiminejad is a Ph.D. student in Engineering Education at Purdue University. He completed his M.S. in Biomedical Engineering at New Jersey Institute of Technology (NJIT), and his B.S. in Me- chanical Engineering in Iran. His

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maeve Drummond Oakes, Purdue University; Kristin Everett, Western Michigan University; Michael T. Harris, Purdue University at West Lafayette; Maryanne Sydlik, Western Michigan University; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

participants in year one. Theefforts from year one were reported in a previous publication [1]. These changes includedimproving communication before and after participants arrive on campus and providingbackground about the center and the plans for the program. Communication to mentees andmentors was coordinated to minimize confusion about program activities and expectations. Astructural change was made to prioritize placing two (or more) students or teachers in a givenlaboratory so they would have the benefit of having a lab mate who was also part of the cohort.Also critical across the programs, formal graduate mentor training was provided to all graduatestudents as part of a center-wide Annual Meeting in May 2019. A mentoring award waspresented to an

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc

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Diversity, NSF Grantees Poster Session

that promote persistenceand graduation as well as attrition for Black students in Electrical Engineering (EE), ComputerEngineering (CpE), and Mechanical Engineering (ME). The qualitative portion of our studyseeks to explore in depth the causes of the observed differences while our quantitative studyexplores whether the findings of the earlier research are consistent over time and with a broaderset of institutions. Our transformative mixed-methods project responds to calls for more cross-institutional qualitative and longitudinal studies of minorities in engineering education. Ourstudy is investigating the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

thinking and creativity, but “the skills for working in acomplex and connected world” (Trilling and Fadel, 2012, p. 47) are in fact broader, and fall intothe areas of (1) learning and innovation (critical thinking, problem solving, creativity andinnovation); (2) digital literacy (information, media and technology literacy); and (3) life andcareer skills (initiative and self-direction, leadership, adaptability, and accountability) [1].Helping undergraduates to acquire these skills involves application of knowledge as opposed torote memorization, teamwork as opposed to individual tasks, and awareness about social andhuman needs in addition to having technical know-how (i.e., a sociotechnical rather thantechnocentric approach)STEM disciplines such as

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla B. Zoltowski, Purdue University at West Lafayette; Brent K. Jesiek, Purdue University at West Lafayette; Stephanie Claussen, Colorado School of Mines; Shiloh James Howland, Brigham Young University; Dayoung Kim, Purdue University at West Lafayette; Swetha Nittala, Purdue University, West Lafayette

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NSF Grantees Poster Session

enrollment in one of theseengineering programs through their fourth year of study. Currently in the final year of theproject, our study design included interviews and surveys in Year 1, a repeat surveyadministration in the students’ fifth semester (Year 3), and repeat surveys and interviews duringtheir eighth semester (Year 4). We have completed analyses of the initial and mid-point surveyresults and have preliminary results from the final survey administration. Our analyses of theinterview data include thematic coding of how students understand ethics both in general and inengineering specifically, primary learning outcomes and influences, and evidence of moraldisengagement.In this paper, we give a summary of our previously published work and the

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryce E. Hughes, Montana State University; Shannon D. Willoughby; Brock J. LaMeres, Montana State University; Barrett Frank, Montana State University; Elaine Marie Westbrook, Montana State University; Nick Lux, Montana State University

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NSF Grantees Poster Session

Education, 2020Gaming Spatial Skill Development: Building STEM Pathways with the Use of the Minecraft Gaming Platform (Work in Progress)IntroductionThe ability to make spatial judgments and visualize objects in space has been found to be anindicator of students’ future achievement in STEM [1-3]. Moreover, spatial intelligence has alsobeen shown to be one of the only cognitive areas in which boys outperform girls, and thesedifferences tend to emerge most often in the middle school years [4]. There are many theories toexplain how adolescents develop spatial skills, but research indicates that one promisingapproach is engaging in a 3D environment [5-8]. Therefore, better understanding how best tobuild K-12 learners’ spatial

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Samantha Asbell, Texas A&M University

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Diversity, NSF Grantees Poster Session

until fall 2019. Overall, program participantsrepresent diversity in gender (29% females), ethnicity (14.6%% Hispanics & 4.5% Blacks),majors (with 10 or more majors), and classification (from freshman to graduate students) asshown in Figures 1 through 4 below. Figure 1. Number of Teams Per Year Figure 2. Participant Major Distributions (All Cohorts) Figure 3. Ethnicity Demographics (All Cohorts) Figure 4. Classification (All Cohorts)After a pilot study in spring 2018, as one way to evaluate the program, the I-Corps Site programhas implemented pre-post surveys to understand the impact of the program on student changes intheir knowledge, perceptions, and practice of entrepreneurship as aligned with the program

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Tancy J. Vandecar-Burdin, Old Dominion University

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Diversity, NSF Grantees Poster Session

persistence and graduation rates [1-2]. Manynon-traditional students in engineering majors face significant challenges including financialhardship and lack of institutional support networks, which may negatively affect their degreepersistence and graduation rates [2]. The term ‘career’ is defined as an occupation, which relatesto a range of aspects of an individual’s life, learning, and work and is undertaken for a significantperiod of a person’s life and with opportunities for progress [1-2]. In addressing the needs ofSCS engineering students in the context of workforce development, the present program,supported by NSF S-STEM, focuses on manufacturing of advanced materials (MAM) as one ofthe key driving factors for innovation and economic

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

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Diversity, NSF Grantees Poster Session

 (NSF’s) prior investment in the Comprehensive Assessment of Team‐Member Effectiveness (CATME) system to measure teamwork [1]. The CATME system automates some of the data collection and feedback, providing input to some of the seven empirical studies required to explore these research questions. The entire research protocol is shown in Figure 1. The two outcomes measured in this research are team‐member effectiveness and the ability to evaluate the effectiveness of peers.       Figure 1. Model for improving self‐ and peer‐evaluation skills and teaming skills. Progress on research protocol

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy E. Allen, University of Virginia

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Diversity, NSF Grantees Poster Session

identifying novel drug targets and ascertaining the etiology of complex diseases suchas cancer and heart disease, but also for achieving truly personalized medical diagnostics,therapies, and surgical approaches toward treating these diseases [1-3]. Biological systems canbe defined and studied at multiple scales: the molecular scale (protein structure and folding), thepathway and cellular scale (network behavior and “emergent properties”), and the multicellular-to-population scales (tissue-, organ-, and population-level dynamics and interactions). Moreover,inherent biological complexity and high-throughput measurement approaches lead to massive“big data” sets, often with thousands of heterogeneous values [4]. The ability to apply rigorousand

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Debra A. Major, Old Dominion University; Seterra D. Burleson, Old Dominion University; Xiaoxiao Hu, West Virginia University; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

workforce[1]. Engineering identity, the degree to which engineering is central to a student’s self-concept, isa professional role identity that students typically develop during college [2]. Research hasshown that engineering identity is predictive of both educational and professional persistence [3],[4]. Thus, investigating the factors that facilitate the development of engineering identitycontributes to a more comprehensive understanding of retention in engineering.Professional identity develops as individuals participate in the activities associated with theprofessional role, develop social networks linked to the profession, and engage in a sense-making process in which they compare expectations and opportunities associated with theprofessional

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seoyeon Park, Texas A&M University; Rebecca A. Atadero, Colorado State University; Anne Marie Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, Texas A&M University; Jody Paul, Metropolitan State University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christopher Douglas Griffin, West Virginia University; Ronald R. DeLyser, University of Denver; Christina Paguyo, University of Denver; Scott T. Leutenegger, University of Denver

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Diversity, NSF Grantees Poster Session

andpersonalities, while also placing some emphasis on the experience of populations historicallyunderrepresented in engineering and computer science and those who have been traditionallyunder-served by engineering and/or computing products.The project has a set of activities operating, with local variations, in most of the first-yearengineering courses at partner campuses [1], [2], [3]. During this year of the grant, emphasis hasbeen placed on maintaining and expanding activities implemented in sophomore, junior, andsenior level courses as well as crafting activities for computer science courses. Two key issuesthat have arisen for project personnel are (1) meaningful engagement, motivation, andprofessional development of faculty and other instructors; and

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University; Gabriella Santi; Shahin Vassigh, Florida International University

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NSF Grantees Poster Session

, integrating robotics in AECdisciplines is perceived as a challenging and time-consuming task, yet training our futureworkforces through a Robotic Academy that deploys available technologies will be the first stepto hedge against those challenges. In this planning phase of the study, the primary goal is to: (1)understand the reasons behind the lack of adopting robotics technologies and Artificial Intelligence(AI) techniques in the construction industry within South Florida; (2) identify the need of robotic-operation training modules; (3) design and develop educational courses for a Robotic Academyand; (4) assess and evaluate the effectiveness of the implemented pilot study while training thefirst cohort of trainees. To achieve this, the authors

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Crystal Bailey, American Physical Society

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NSF Grantees Poster Session

Crystal Bailey American Physical Society College Park, MD 20740MotivationDuring the past 30 years, there have been ongoing concerns about the ability of the United Statesto compete in the global economy. The number and preparedness of STEM graduates is notmeeting the current or anticipated demands of industry, technology and the broader workforce[1]. Twenty percent of jobs require a “high level” of knowledge in STEM and many morerequire some proficiency in STEM fields [2]. In response, national efforts were launched toincrease the number and diversity of students pursuing degrees and careers in STEM fields.Despite these efforts, poor retention of students in STEM majors such

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Madison E. Andrews, University of Texas at Austin; Bobbie Bermudez, University of Oregon; Maura J. Borrego, University of Texas at Austin; Laura J. Carroll, University of Michigan; Nicholette Marie DeRosia, University of Oregon ; Matthew Charles Graham; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University

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NSF Grantees Poster Session

instruments,which allow for triangulation of classroom data: an instructor survey, a student survey, and aclassroom observation protocol. This work-in-progress paper will cover the current progress ofour research study and present our research instruments.IntroductionPast research has shown that instructors’ use of active learning in the classroom can improvestudent learning, engagement, and interest in STEM; however, despite these findings, thetranslation of educational research to actual classrooms has been slow [1, 2, 3, 4]. Moreover,research suggests that the recurrent calls to increase the number, quality, and diversity of STEMgraduates could, in fact, be substantially met if these evidence-based teaching practices werewidely adopted in