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

Paper ID #9177Creating an Infrastructure Education Community of PracticeDr. Philip J. Parker P.E., University of Wisconsin, PlattevilleDr. Carol Haden, Magnolia Consulting, LLC Carol Haden is s Senior Evaluator with Magnolia Consulting, LLC. She holds a doctorate in Curriculum and Instruction with an emphasis on program evaluation from Northern Arizona University. Dr. Haden has extensive experience in the evaluation of formal STEM education projects across the K-20 spectrum and the evaluation of informal STEM Education and Public Outreach (E/PO) programs. She has designed and implemented evaluations of programs

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

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Division Experimentation & Lab-Oriented Studies

supported by the National Science Foundation under awardnumber DUE - 1317238 and is supported in part by funds given to the National ScienceFoundation by the Intel Foundation and the GE Foundation. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do not Page 24.736.5necessarily reflect the views of the National Science Foundation.References 1. American Society for Engineering Education. 2012. Going the Distance: Best Practices and Strategies for Retaining Engineering. Engineering Technology, and Computing Students. http://www.asee.org/retention- project 2

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Osakue, Texas Southern University; Xuemin Chen, Texas Southern University; Chenyu Wang, Texas Southern University; Osman Ahmed

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NSF Grantees Poster Session

, Honolulu, HI, March, 2010. 3. D. Hercog, B. Gergic, S. Uran, K. Jezernik, “ A DSP-Based Remote Control Laboratory,” IEEE Transactions on Industrial Electronics, vol.54, no.6, pp.3057 -3068, Dec. 2007. 4. S. Gallardo, F. Barrero, S.L. Toral, M. J. Duran “ eDSPlab: A remote -accessed instrumentation laboratory for digital signal processors training based on the Internet,” 32nd Annual Conference on IEEE Industrial Electronics, IECON 2006, pp. 4656-4661, 6 -10 Nov. 2006. 5. C. Olmi, B. Cao, X. Chen and G. Song, "A Unified Framework for Remote Laboratory Experiments," in Proceedings of 2011 ASEE Annual Conference & Exposition, Vancouver, BC, Canada, June 26 - 29, 2011. 6. C. Omli, X. Chen, and G. Song, "A

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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NSF Grantees Poster Session

process. Fig. 1: The introductory scene of Mystery of Traffic Lights Fig. 2: The road map is enabled in the gameProblem solving demands problem solvers to be constructively responsive, thoughtful, andengaged. The more students are aware of their constructive thinking processes, the more they cancontrol, and the better they can solve the problem. To facilitate students’ self-monitoring andself-regulating their problem-solving in the game, the What I Know-What I Want to Know-What I Have Learned (KWL) reading strategy [6] is adapted to provide students a virtualnotebook called KWS, where S stands for What I Have Solved. Through KWS, students can

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L Brooks, University of Pittsburgh; Julianna R Beehn, Harding University; Olivia I Bell, Harding University; Chelsei Lasha Arnold, Harding University

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NSF Grantees Poster Session

could motivate unhelpful actions, such as blaming students in an educational setting. Byunderstanding a robust picture on how professional shame functions in the interior worldsindividual faculty, we aim to help faculty have tools to harness this powerful emotional state inways that increase social connectedness, both for themselves and their academic programs.AcknowledgementsThis work was supported through funding by the National Science Foundation (NSF CAREER#2045392). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Additionally, the authors gratefully acknowledge the anonymous reviewersfor their

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks Campus; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz, The Pennsylvania State University; Sonia Delaquito, Pennsylvania State University; Janelle B Larson, Pennsylvania State University; Rungun Nathan, Pennsylvania State University, Berks Campus

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NSF Grantees Poster Session

Education, Educational Research Methods, Multidisciplinary Engineering, Experimentation and Laboratory-Oriented Studies, and Systems Engineering Divisions. He also volunteers as a Program Evaluator for ABET accreditation in the EAC and ETAC. ©American Society for Engineering Education, 2024 Leveraging Innovation and Optimizing Nurturing in STEM:Engineering identities in low-income students across their first year of college (NSF S-STEM #2130022)Leveraging Innovation and Optimizing Nurturing in STEM (NSF S-STEM #2130022, knownlocally as LION STEM Scholars) is a program developed to serve low-income undergraduateEngineering students at Penn State Berks, a regional campus of the

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine G. Herbert-Berger, Montclair State University; Thomas J Marlowe, Seton Hall University; Vaibhav Anu, Montclair State University; Stefan A Robila, Montclair State University

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Diversity, NSF Grantees Poster Session

: Computer Science FAQ”, https://www.NJ.gov/education/techno/csfaq.htm.[6] K. G. Herbert, V. K. Anu, K. Z. Sultana, S. Robila, J. R. Miller, S. Hagiwara, R. A.Goldstein, and T. J. Marlowe, "Professional and Capacity Building in K-12 Computer ScienceEducation: A Multi-Faceted Approach”, ACM SIGCSE '23: Proceedings of the 54th ACMTechnical Symposium on Computer Science Education, Toronto, Canada, March 2023.

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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

, Eds., New York, NY, USA: Routledge, Aug. 2023, pp. 125-143.[6] C. Lewis and R. Perry, “Lesson study with mathematical resources: A sustainable model for locally-led teacher professional learning.” Math. Teacher Educ. and Develop., vol. 16, no. 1, pp. 1-20, Jun. 2014.[7] K. Smith, S. Finney, and K. Fulcher, “Connecting assessment practices with curricula and pedagogy via implementation fidelity data,” Assmt. & Eval. in Higher Educ., vol. 44, no. 2, pp. 263-282, 2018, doi: 10.1080/02602938.2018.1496321.[8] M. Swain, S. J. Finney, and J. J. Gerstner, “A practical approach to assessing implementation fidelity,” Assmt. Update, vol. 25, no. 1, pp. 5-13. Jan-Feb. 2013.[9] M. Vazquez Cano and M. Yin

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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conductingcontrol group data collection. All educational materials will be designed to use in the controlgroup (without SedimentSketch), and then repeated using SedimentSketch in the test group.Additionally, we are working on the initial user interface design and development of the pilotversion of SedimentSketch.In years two and three, we will complete SedimentSketch development, test it in the classroom,and work on assessment data analysis and evaluation.1 AcknowledgementsThis work was supported by the National Science Foundation under Grant “HSI Implementationand Evaluation Project: SedimentSketch, teaching tool in and beyond the sedimentologyclassroom to provide equitable and inclusive learning for Hispanic students” #2318386.References[1] R. S

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Kristin Kelly Frady, Clemson University

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.; Johnson, M. Advanced Manufacturing Research Experiences for High School Teachers: Effects on Perception and Understanding of Manufacturing; 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2--30079.(3) Pinnell, M.; Taylor, M. R.; Mian, A.; Preiss, S. M.; Petry, L.; Franco, M. S. Assessment of a Collaborative NSF RET Program Focused on Advanced Manufacturing and Materials, 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26325.(4) Zhu, W.; Fan, X.; Brake, N.; Liu, X.; Li, X.; Zhou, J.; Sisk, D.; Yoo, J. Engineering Design and Manufacturing Education through Research Experience for High School Teachers. Procedia Manuf. 2018, 26, 1340–1348.(5) Zhang, W. Manufacturing

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Shameeka M Jelenewicz, University of Delaware; Jovan Tatar, University of Delaware

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Diversity, NSF Grantees Poster Session

Integration in Core Engineering Science Courses,” Proceedings of the ASEE Annual Conference & Exposition, p. 1, Jan. 2015.[8] J. Larson, W. M. Barnard, A. R. Carberry, and D. Karwat, “Student Recognition, Use, and Understanding of Engineering for One Planet Competencies and Outcomes in Project-based Learning,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Jan. 08, 2024. [Online]. Available: https://peer.asee.org/student-recognition-use-and-understanding-of-engineering-for-one-plan et-competencies-and-outcomes-in-project-based-learning[9] D. Lopatto, “Undergraduate research as a high-impact student experience,” Peer Review, vol. 12, no. 2, p. 27+, 2010.[10] A. L. Zydney, J. S

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Hassan Tanvir, University of Florida; Gloria J Kim, University of Florida; Jing Guo, University of Florida; Philip Feng, University of Florida; Wanli Xing, University of Florida

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NSF Grantees Poster Session

approach to assess newly designed modulesfor the QIST hardware course offered in the Spring 2024 semester at the University of Florida.Introduction & BackgroundQuantum computing is a field of computing that utilizes principles from quantum mechanics, abranch of physics that deals with the behavior of matter and energy at the atomic and sub-atomicscales. At the atomic and subatomic levels, electrons, photons, and ions act as qubits. In classicalcomputers, bits are processed sequentially, performing tasks one after the other. However, inquantum computing, qubits can be entangled, a phenomenon where the state of two or morequbits becomes correlated. Unlike classical computers that use bits to represent information as0’s and 1’s, quantum computers

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Monica E. Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

refining K-12 engineering standards, our work can inform that process andsupport the NAE’s goal of expanding the pipeline of engineering students.We will also prepare and deliver research briefs targeted to each of the stakeholders andrepresentative organizations. This will include organizations like the National Academy ofEngineering and individual K-12 engineering programs like Project Lead The Way and FIRSTRobotics. Finally, we will prepare journal articles and conference presentations targeted atundergraduate engineering educators.Bibliography1. NAE Committee on K-12 Engineering Education. Engineering in K-12 education  : understanding the status and improving the prospects. (National Academies Press, 2009).2. Brophy, S., Klein, S

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; James P. De Clerck, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Laura Maria Roberts; William J. Endres, Michigan Technological University; Kevin David Hale

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motivation. Inthe beginning of the learning styles module, students take a learning style questionnaireto determine their preferred learning style(s). We chose the Barsch Inventory1 for our e-learning module because it is simple and can be used free of charge with permission. Itidentifies four learning styles: visual, auditory, tactile, and kinesthetic. Figure 1summarizes the content of the learning styles module. Page 23.895.2 Barsch  Inventory   • Pre-­‐test   Tutorial  on  Punnett   • Material  presented  in  most  preferred  (or  least   Square  (or  mitosis)   preferred)  style   • Post-­‐test

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Franny Howes, Oregon Institute of Technology

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NSF Grantees Poster Session

improvement groups.Figure 1 also shows the needs improvement group (n = 45)’s average scores in the nine outcomesand a grand average of 1.52. None of the outcomes reached 2 or a satisfactory score. The highestthree scored outcomes included outcomes 8 (an average of 1.76), 2 (an average of 1.67), and 9(an average of 1.66). The scores from the needs improvement group in demonstrating lab reportgenre convention, writing experimental processes, and providing an error-free document werebetter than those in other writing outcomes. The worst three scored outcomes included outcomes5 (an average of 1.34), 6 (an average of 1.42), and 7 (an average of 1.49). This group of studentsstruggled to interpret lab data, provide a productive conclusion, and develop

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Dennis R. Parnell Jr., University of Florida; Pasha Antonenko, University of Florida; Brian Abramowitz, University of Florida; Victor Perez

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curated thelesson plan content to directly relate to their specific context, in collaboration with each other and ourresearch team.We built the curriculum leveraging students’ existing conceptions and misconceptions about AI from priorwork while testing the feasibility of addressing AI learning objectives, as well the AI4K12’s Five Big Ideas,in the broader context of middle school science, technology, engineering, mathematics, and computing(STEM+C) education. Our lessons were scaffolded using the iterative machine learning developmentprocess: 1) data collection and preparation; 2) selecting and training the model; 3) evaluating the models’accuracy; 4) tuning model parameters to improve performance. Each stage of the development processconstituted

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Glen Miller

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NSF Grantees Poster Session

) Career_choice Demographi Gender Firstgen_Student (Industry Vs. Multiple_AP_course c Attributes (Male/Female) (Yes/No) Academia) s (Yes/No) Freshmen D1 Fail to reject H0 Fail to reject H0 Fail to reject H0 Fail to reject H0 D2 Fail to reject H0 Fail to reject H0 Fail to reject H0 Fail to reject H0 D3 Fail to reject H0 Fail to reject H0 Fail to reject H0 Fail to reject H0 Seniors D4 Fail to reject H0 Fail to reject H0 Fail to reject H0 Fail to reject H0 D5 Fail to reject H0 Yes>No Fail to reject H0 Fail to reject H0 D6 Fail to reject H0 Fail to reject H0

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University

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Diversity, NSF Grantees Poster Session

. 10.18260/p.25933[2] National Science Foundation. Veterans’ education for engineering and science. Report of the NSF Workshop on Enhancing the Post-9/11 Veterans Educational Benefit. McLean, VA, April 13, 2009.[3] F. M. Connelly and D. J. Clandinin, “Stories of experience and narrative inquiry,” Educ. Res., vol. 19, no. 5, pp. 2–14, Jun. 1990.[4] M. Q. Patton, Qualitative Research & Evaluation Methods, 3rd ed. Thousand Oaks, CA: SAGE, 2002.[5] G. A. Phillips and Y. S. Lincoln, “Introducing veteran critical theory,” Int. J. Qual. Stud. Educ., vol. 30, no. 7, pp. 656–668, 2017.[6] T. J. Yosso, “Whose culture has capital? A critical race theory discussion of community cultural wealth,” Race Ethn. Educ., vol. 8, no. 1, pp. 69–91

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christina Grigorian, California Polytechnic State University, San Luis Obipso; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Jocelyn Paula Gee, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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academicperformance as well as how students may respond to obstacles while in the academic setting.This data is de-identified and kept secure to protect the anonymity of the survey respondents.Table I: Information on the surveys completed Academic Year Surveys Completed Notes 2017-2018 321 Mostly Mechanical Engineering (M.E.) students 2018-2019 1253 All Engineering First Year students and Most M.E.’s surveyed 2019-2020 530 Only M.E. students surveyed 2020-2021 517 +Ongoing All M.E. students via QualtricsValidation of Survey ResultsIn addition to the EFA of the pilot survey data, further

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Karen A. High, Clemson University

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NSF Grantees Poster Session

students) andthrough promoting disciplinary (engineering education and ET) and cross disciplinarycollaborations (human resource development, higher education leadership, and student affairs).With one year remaining before completion of this project, this project has promoted a betterunderstanding of student and faculty barriers supporting career development for ET students andidentified need for career development resources and curriculum in ET.References[1] National Academy of Engineering, “Engineering technology education in the United States,”Washington, DC: The National Academies Press, 2016.[2] R. Lent, and S. Brown, “Social cognitive approach to career development: An overview.”Career Development Quarterly, vol. 44, pp. 310-321, 1996.[3] E

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victor Hugo Minces, University of California, San Diego

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Diversity, NSF Grantees Poster Session

being adopted by teachers, the effect on teacher andstudent attitudes toward science, and how the activities are sustained over time. This researchwill help reveal the scope of LTW’s value and guide iterations of the online tools andcurriculum.On a more general level, I envision that LTW will contribute to a deeper integration of music inthe schools’ curriculum, for example by incorporating other subjects such as the creation ofelectronic music through computing, and the relations between music and data science, history,literature, foreign lenguages, and world-culture. 10References.[1] J. B. Brockman, D. C. Hall, S. P. Martin, and L. A. Phillips

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle Harlow, University of California, Santa Barbara; Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Alexandria Muller, University of California, Santa Barbara

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modules provide opportunities for students and teachers alike to be introduced toengineering design.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.EEC-1824856 and EEC-1824859.References[1] NGSS Lead States. Next generation science standards: For states, by states. Washington,DC: National Academies Press, 2013.[2] P. Trygstad, P. S., Smith, E. R. Banilower, & M. M. Nelson, M. M. The Status of ElementaryScience Education: Are We Ready for the Next Generation Science Standards?. Chapel Hill, NC:Horizon Research, Inc, 2013.[3] D. Harlow, R. Skinner, A. Hansen, J. McBeath, J. Pulgar, A. Spina., M. McLean, C.Barriault, A. Prud’homme-Genereux, “Creating STEM Learning Opportunities

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John C. Kelly, North Carolina A&T State University; Mohamed F. Chouikha, Prairie View A&M University; Craig J. Scott, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Demetris Geddis, Hampton University; Mandoye Ndoye, Tuskegee University; Shiny Abraham, Seattle University; Miguel Velez-Reyes P.E., University of Texas at El Paso; Saleh Zein-Sabatto, Tennessee State University; Raziq Yaqub, Alabama A&M University

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and Evaluating Multidisciplinary Translational Teams: AMixed Methods Approach,’ Evaluation & the Health Professions 2014, Vol. 37(1)[33-49]Scott, C. J., & Aybar, J. D., & Abraham, S., & Albin, S., & Andrei, P., & Attia, J.O., & Chouikha, M. F., & Bernadin, S. L., & Connor, K. A., & Dabipi, I. K., &Eldek, A. A., & Geddis, D., & James-Okeke, P. A., & Kelly, J. C., & Leigh-Mack,P., & Morales, J. C., & Ndoye, M., & Nyarko, K., & Oni, B. O., & Quinones, S.A., & Reece, M. A., & Zhang, L., & Zein-Sabatto, S. (2019, June), Board 65:Work in Progress: Growing and Sustaining a Successful Collaboration ofPrograms Developing and Implementing Experimental Centric

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Caroline Vaningen-Dunn, Arizona State University; Maria A. Reyes, Phoenix College

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council jointly with South Mountain Community College (SMCC)and Gateway Community College (GWCC) moving forward. Each college provided industryrepresentatives to a consolidated member list. The initial meeting was held March 30, 2021. Tofurther engage industry, Phoenix College hosted the March 4, 2021 Future of Work Summit thatincluded a track for the Information Technology(IT) / Cybersecurity industry segment along withthree other segments. As prework, participants were asked to review highlights for theSegment(s) that they plan to engage with during the event. Panels for the different Segmentswere held in breakout groups. The segment panels were moderated by Chamber Executives,hosted by College Presidents and included faculty, students and

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman

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NSF Grantees Poster Session

the instructor and learner. Thisinformation will be used by both the instructor and learner(s) to guide decision making andengagement in bio-inspired design. Rubrics or grading guidelines will be created for eachformative assessment to ensure they align with the project goals and learning objectives.Summative assessment will occur at the end of the bio-inspired design instruction and will bealigned to the project goals and learning objectives. Summative assessment may be individual orcollaborative with peer feedback or an individual or collaborative deconstruction and analysis ofa model bio-inspired design. A rubric for the summative assessment assignment will be created,integrating the key knowledge and skills embedded in the project goals

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tiago R Forin, Rowan University; Beena Sukumaran, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Jeff Hand; Theresa FS Bruckerhoff, Curriculum Research & Evaluation, Inc.

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. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References1. Chandrupatla, T. R., Dusseau, R. A., Schmalzel, J. L., Slater, C. S., (1996). “Development of multifunctional laboratories in a new engineering school.” Proc., ASEE, Washington, DC.2. Marchese, A. J., Hesketh, R. P., Jahan, K., (1997). “Design in the Rowan University Freshman Engineering Clinic.” Proc., ASEE, Milwaukee, WI.3. Newell, J. A., Marchese, A. J., Ramachandran, R. P., Sukumaran, B., Harvey, R., (1999) “Multidisciplinary design and communication: a pedagogical vision.” Int. J., Engineering Education, 15, 376–382.4. Dahm, K. D

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Nyree Mason; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

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quantify the education outcomes in this project. The developeddataset and assessment approaches are being integrated into a single education module for theenhancement of mechanics education across the U.S.AcknowledgementThe authors appreciate the financial support of National Science Foundation, project number is1712178. We also appreciate Fabrisonic LLC for providing the 3D printed aluminum materials.References[1] G. L. Gray, F. Costanzo, D. Evans, P. Cornwell, B. Self, and J. L. Lane, The dynamics concept inventory assessment test: A progress report and some results, in American Society for Engineering Education Annual Conference & Exposition, 2005.[2] D. Montfort, S. Brown, and D. Pollock, An investigation of students

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University; Norma Perez, Houston Community College

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. Proceedings - Frontiers in Education Conference, FIE. Rapid City, SD, SB3-1-SB3-5.[8] Wineburg, S., (1998). Reading abraham lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22 (3), 319-346.[9] Schwartz, D.L., Bransford, J.D. & Sears, D., (2005). Efficiency and innovation in transfer. In Mestre, J.P. ed. Transfer of learning from a modern multidisciplinary perspective. Greenwich, CT :: IAP.[10] Golter, P., Van Wie, B. & Brown, G., (Year). Comparing student experiences and growth in a cooperative, hands-on, active, problem-based learning environment to an active, problem-based environmented.^eds. ASEE Annual Conference and Exposition, Conference Proceedings

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Timothy Kinoshita, Virginia Tech; Nathan Hyungsok Choe, The University of Texas, Austin

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NSF Grantees Poster Session

material is based upon work supported by the National Science Foundation Division ofGraduate Education under Grant Numbers DGE-1535462/1535226. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Amanda L Griffith, Wake Forest University; Xinrui (rose) Xu, Purdue University; Alexandra Marie Dukes, Purdue University, West Lafayette (College of Engineering)

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encourage more women andunderrepresented students to pursue engineering and to consider more fully the wide range ofengineering disciplines available.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1505006. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.ReferencesBandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior andHuman Decision Processes, 50(2), 248-287.Wharton, A. (1992). The social construction of gender and race in organizations: A socialidentity and group mobilization perspective. In P. Tolbert & S