Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul D Adams, University of Arkansas; Carol S Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Jennie S Popp Ph.D.; Wenjuo Lo, University of Arkansas

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Diversity, NSF Grantees Poster Session

dissatisfied (1).AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.1742496. Any opinions, findings, conclusions, or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Rogers, R., & Sun, Y. (2018), Engaging STEM Students from Rural Areas: Emerging Research and Opportunities. IGI Global. DOI: 10.4018/978-1-5225-6341-9.ch003[2] Harris, R. S., & Hodges, C. B. (2018), “STEM Education in Rural Schools: Implications of Untapped Potential.” National Youth-At-Risk Journal, 3(1). https://doi.org/10.20429/nyarj.2018.030102[3] U.S. Department of Agriculture. (2023, November

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Ron Eaglin, Daytona State College; Sam Ajlani; Mori Toosi; Sidney E Martin III, Saint Petersburg Junior College; Richard Gilbert, University of South Florida; Susan Frandsen

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NSF Grantees Poster Session

advisory board need to be recruited.AcknowledgmentThis work was funded in part by the National Science Foundation award 2148138. Any findings, conclusions, orrecommendations expressed in this material are those of the authors and do not necessarily reflect those of theNational Science Foundation.Bibliography[1.] Barger, M, Gilbert, R; Centonze, P; Ajlani, Sam; What’s Next? The Future of Work for Manufacturing Technicians, 2021 ASEE Annual Conference Proceedings (Virtual) (https://peer.asee.org/38053)[2.] Barger, M, M Boyette, R Gilbert - Florida’s Engineering Technology Associate of Science Degree Program: A Model for Technical Workforce STEM Based Education, Journal of Engineering Technology, Spring (2014). - See more at: http

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jaejin Hwang, Northern Illinois University; Mohammad Faizan Sohail, Northern Illinois University

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NSF Grantees Poster Session

afterexperiencing the AR educational tool. 3.2.Number of rest and achievementsFollowing the AR educational tool experience, there was a substantial reduction in the averagenumber of resets for path-finding layouts among students who gave up on solving the path andattempted new layouts. The average number of resets decreased from 7 to 1.4, reflecting asignificant improvement. Four students notably decreased their number of resets by 10, asillustrated in Figure 2. Additionally, there was an increase in the average number of achievements,rising from 5 to 9 gems. The number of achievements represents the gems students were able tocollect, and all five students achieved more gems, with an increase of up to 4 compared to the pre-test, as shown in Figure 2

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

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journeys.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.1107015, 1153250, 1643869 (past three grants), and 2221052 (active grant). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] Vernaza, K. M., Vitolo, T. M., Steinbrink, S., Brinkman, B. J. (2011). Scholars of Excellence inEngineering and Computer Science Program Phase I: Development and Implementation. Proceedings ofthe 2011 American Society of Engineering Education Annual Conference, June 26-29, Vancouver, BritishColumbia, Canada.[2] Vernaza, K. M., Steinbrink, S., Brinkman, B. J., Vitolo, T. M. (2014

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker; Petra Shea McDonnell-Ingoglia, Whatcom Community College; Pat Burnett, Whatcom Community College

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presented the results ofyear 1 work, the background and theoretical underpinning and motivation for the project, and ourresearch and assessment plan in 2023 [3]. This current paper reflects on our experience recruitingand piloting the learning community courses for the first time in Fall 2023 and Winter 2024. Wepresent the demographics of the first cohort in comparison to students in a non-linked version ofour Introduction to Engineering course (ENGR 101). We also describe a few examples ofinterdisciplinary curriculum and projects that we have developed and share some studentfeedback on their experience.Student Recruitment, Demographics, and RetentionWe took the following steps to recruit students for the new learning community. A new page onthe

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York

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NSF Grantees Poster Session

authors and do not necessarily reflect the views of the National ScienceFoundation.Bibliography[1] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017, doi: 10.1080/03043797.2017.1287664.[2] A. Godwin, “The Development of a Measure of Engineering Identity,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26122. doi: 10.18260/p.26122.[3] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Kow Quainoo, North Park University

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Diversity, NSF Grantees Poster Session

data, making direct comparisons at each time point more difficult.However, quantitative data and qualitative data demonstrate gains in program objectives forcohort members. Students, despite a pandemic, showed growth in professional skills and careernetworks through the support of their S-STEM mentor, program guidance, tutoring, andinternship opportunities.IV AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1833769. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to acknowledge Eric Brown, Yoojin Choi, ReneeCox

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Joseph Francis Mirabelli, University of Michigan

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conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors thank our project evaluator, Dr. Liz Litzler. We thank advisory boardmember Diana Gonzalez for her support with recruitment on this project. The authors also thankthe year 2 and year 3 participants for supporting this work by sharing their experiences in oursurveys. References[1] T. M. Evans, L. Bira, J. Beltran-Gastelum, L. T. Weiss, and N. L. Vanderford, Evidence for a mental health crisis in graduate education, The FASEB Journal, vol. 36, pp. 282- 284, 2018.[2] J. L. Lott, S. Gardner, and D. A. Powers, Doctoral student

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Adam Kirn, University of Nevada, Reno; Kaitlyn Anne Thomas, University of Nevada, Reno; Mais Kayyali, Florida International University; Kelsey Scalaro, University of Nevada, Reno

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the GPDs to reflect on thelived experiences of graduate students in their program. As part of these questions, we inquiredabout the extent to which students were experiencing trauma during the time in graduate schooland the actions taken by the GPD when a student was experiencing trauma. The interview alsoincluded questions about the role of the department and institution in handling traumatic events.All the interview audio was transcribed by Rev.com for analysis purposes.Preliminary Data AnalysisLeveraging trauma-informed frameworks of care and systems analysis techniques, the dataanalysis has focused on the first two research questions noted in the Project Overview section.To this end, the initial data analysis process involved examining

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro P.E., University of Miami; Aaron Heller, University of Miami

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analyzedalong with data from the other survey instruments to explore the relationships between cognitive,motivational, and emotional processes on self-efficacy as it relates to academic persistence.6. AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2204892. 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.7. References[1] H. N. Haron and A. M. Shaharoun, "Self-regulated learning, students' understanding and performance in engineering statics," presented at the IEEE

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Polytechnic Institute and State University; Natali Huggins, Virginia Polytechnic Institute and State University; Andres Nieto Leal, Virginia Polytechnic Institute and State University

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recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] I. Direito et al., “Diversity, Equity, and Inclusion in Engineering Education: an Exploration of European Higher Education Institutions’ Strategic Frameworks, Resources, and Initiatives,” in SEFI 49th Annual Conference Proceedings 2021, SEFI - European Society for Engineering Education; Brussels, Dec. 2021, pp. 189–193. Accessed: Feb. 08, 2024. [Online]. Available: https://lirias.kuleuven.be/3635850[2] K. Fu et al., “Broadening participation: A report on a series of workshops aimed at building community and increasing the number of women and minorities in engineering design,” in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence); Marie A. Boyette, FLATE; Nina C. Stokes, Florida Advanced Technological Education Center

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school, 27 middle school, and 16 high school teachers as well as 3 university and 6college faculty members, 5 “other,” and 2 school district administrators from 2 counties. The fullday session included FLATE-guided brainstorming sessions, presentations, and a panelshowcasing exemplary women in STEM careers. Major themes of collaboration, encouragement,and leadership by example emerged from the qualitative data collected in an online survey fromteachers. Fifty one percent of participants responded; this paper reflects a collection of theirideas.Collaborate Participants were encouraged during collaboration sessions to learn new ways to collectdata to determine if female enrollment increases at their schools. The majority reported accessonly

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

of Engineering Education and Centers undergrant number EEC-0343214 (Department-Level Reform Program), by the NSF Division ofUndergraduate Education under grant numbers DUE-0618571 (CCLI Phase 2), DUE-0622466(STEP Type 1) and DUE-0817332 (CCLI Phase 3), and by a Teaching Enhancement Fund grantat Wright State University. Any opinions, findings, conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation or Wright State University.Bibliography1. McKenna, A., McMartin, F. and Agogino, A., 2000, "What Students Say About Learning Physics, Math and Engineering," Proceedings - Frontiers in Education Conference, Vol. 1, T1F-9.2. Sathianathan, D

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mohammad Rabiul Islam, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

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Tagged Divisions

Division Experimentation & Lab-Oriented Studies

for Traffic Signal Engineering. 120th ASEE Annual Conference & Exposition Conference Compendium.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1235896. 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. Page 24.1270.9References1. Antonucci, N.D., K.K. Hardy, K.L. Slack, R. Pfefer and T.R. Neuman, "Nchrp Report 500 Volume 12: A Guide for Addressing Collisions at Signalized Intersections." Transportation Research Board

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

conclusions we have drawn are of particular interest, sincethese affect persistence studies in all disciplines.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant 1129383 in the Research on Engineering Education (REE) program. The opinionsexpressed in this article are those of the authors and do not necessarily reflect the views of NSF.References1 M. W. Ohland, C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, and M. H. Wasburn, (2011). “Race, Gender, and Measures of Success in Engineering Education,” Journal of Engineering Education, 100(2), 225-252. Won Wickenden Award as Best Paper in the Journal for 20112 S. M. Lord, R. A. Layton, and M. W. Ohland, (2011

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amod A. Ogale, Clemson University and Hoowaki LLC; Sarah Kelley Hulseman, Hoowaki LLC; Andrew Hampton Cannon, Hoowaki LLC; Byron S. Villacorta, Clemson University; Ralph Allen Hulseman, Hoowaki LLC

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NSF Grantees Poster Session

large base,providing a large cross-sectional area to overcome material draw down and shrinkage in order tocreate extrudate that results in more straight walled structures. The films were extruded at 220°Cin a custom-built cast-film line consisting of a 25-mm single screw extruder to the micro-textured dies. The films were produced at a constant throughput of 0.8 cc/min by using a gear-pump and a take-up speed of 100 mm/min.Microstructural CharacterizationTo obtain sharp cross-section samples, the films were mildly cooled in liquid N2 and cut withspecial scissors (Kevlar® cutter grade). The resulting profile was analyzed by reflective opticalmicroscopy (Olympus BX 60) and scanning electron microscopy (SEM, Hitachi S-4800 FieldEmission Scanning

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A Disney, Mission College

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NSF Grantees Poster Session

Page 23.1160.10the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. Pearson G., and A. T. Young, Technically Speaking: Why All Americans Need to Know More about Technology. National Academies Press (2002). 2. Pearson G., and E. Garmire, Tech Tally: Approaches to Assessing Technological Literacy. National Academies Press, (2006). 3. Bransford, J.D., A.L. Brown, and R.R. Cocking, (Editors). How People Learn: Brain, Mind, Experience, and School, Washington D.C.: National Academy Press, (1999). Page 279. 4. National Assessment of Educational Progress (NAEP), U.S. Department of Education, Institute of Education Sciences, National Center for Education

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pnina Ari-Gur, Western Michigan University; Pavel Ikonomov, Western Michigan University; Roman Rabiej, Western Michigan University; Peter Thannhauser, Western Michigan University; Marwa M Hassan, Louisiana State University; Daniel M. Litynski, Western Michigan University; Renee Schwartz, Western Michigan University

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NSF Grantees Poster Session

completion rate is less than half5,6. Oneof the primary reasons undergraduates choose to leave science and engineering majors is the lossof interest in the field5 prompted by inadequate motivation and background knowledge fromschool level. Among our sophomore engineering students, only about 50% are passing with therequired C or better. Many of the unsuccessful students could become successful if teachingmethods would better fit their different learning styles7,8.Students have different preferred learning styles7-9. These styles relate to the type of informationaccessed, the manner in which information is accessed (e.g., visual, verbal), the processesinvolved in accessing information (e.g. active, passive, reflective), and the sequence in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Mark Allen Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Jacqueline Faith Sullivan, University of Central Florida; Maimuna Begum Kali, Florida International University; Bailey Bond-Trittipo, Florida International University

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, orentrepreneurship, which reflects their interest in pursuing either a career in industry/government, attendinggraduate school, or working with a small business/start-up upon graduation. Unlike Flit-Path, Flit-GAPpathway selections are a collaborative effort coordinated among the three institutions. The collaborationworks on multiple fronts (1) sharing internship opportunities between institutions located in metropolitanareas with a strong presence of industry, government entities, where remote opportunities are enhanced,due to COVID, and expected to continue being enhanced after COVID; (2) offering opportunities to researchpathway students to be co-advised by research mentors located in more than one institution; 3) offeringentrepreneurship pathway

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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) adversity in the course is common andnormal and b) these struggles tend to be temporary and surmountable with time and effort. It doesso with five parts, delivered in the following order: 1) The instructor verbalizes the normalcy and surmountability of adversity in college and in the course more specifically. 2) Students are asked to complete a writing exercise in which they reflect on the challenges they have already experienced in college and how those challenges might change with time. 3) Students are then presented with stories written in the first-person and attributed to more senior students. These stories are tailored to the classroom environment following focus group input from prior students in the course. The

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

fivedistinct sections: an introduction to the module, followed by a prior knowledge review, the corecontent, a knowledge check, an application task, and then a reflection activity. For moreinformation about the structure of the learning block modules see [16], [25].Each interview consisted of two engineering scenarios such that participants engaged with a totalof four distinct scenarios. Within each interview the scenarios were presented sequentially.Participants were first shown a problem statement that included information on the background,goal, and requirements for the problem. After reviewing the problem statement, they were askeda series of questions broadly centered around gauging participants initial impressions of theproblem, how they would

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Milord, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Sarah Lynn Orton P.E., University of Missouri - Columbia; Lisa Y. Flores, University of Missouri - Columbia; Rose M. Marra, University of Missouri - Columbia

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NSF Grantees Poster Session

of:performance accomplishments, vicarious learning, social or verbal persuasion, and emotionalarousal [4, 11]. Performance accomplishments or “mastery of experiences” are believed to be amajor source of self-efficacy beliefs. They are past direct experiences that demonstrate to aperson that they are able to successfully perform a future task (i.e., if you have done it before andperformed well, you can do it again). High self-efficacy evolves from success in pastexperiences and low self-efficacy from failures at activities within the given domain. Vicariousexperiences are observations of others successfully completing a task (i.e., if they can do it, socan I). However, since observing is not a direct reflection on one’s one skill it is believed tohave a

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tuncay Aktosun, University of Texas at Arlington; Yolanda Parker, Tarrant County College; Jianzhong Su, University of Texas at Arlington

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our third funding cycle. The crucial information for our SURGE program is providedin Table 1 below, where the figures reflect the status quo [2] as of February 2020. We supported123 students; 2 of whom quit without getting a bachelor’s degree, 101 have obtained theirbachelor’s degrees, and 20 making timely progress toward their bachelor’s degrees. About 32%of the supported students have been URMs. 123 scholars supported 101 degree recipients 20 continuing 45% women 43% women 55% women 55% men 57% men 45% men 32% URMs 30% URMs 45% URMs Table 1. The supported student

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University - Daytona Beach; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach; Farshid Marbouti, San Jose State University

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) demonstrated – 1 point; or not – 0 points 3 options (levels) fully – 2 points; partially – 1 point; or not demonstrated – 0 points 4 options (levels) fully – 3 points; some – 2 points; less – 1 point; or not demonstrated – 0 pointsIn the development of this rubric, reflection on the previous implementation of a similar problemwere considered – findings discussed by Rodgers et al. [28]. The two biggest changes were: (1)rubric items related to the shareability dimension were incorporated in and (2) some rubric itemshad more levels rather than having as many dichotomous rubric items. The first change was toadd another dimension of analysis in the study. The second change was primarily based on thedifferent context of the problem aligned better with

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Lauren Summers, University of Washington; Joanna Wright, University of Washington

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Diversity, NSF Grantees Poster Session

forlongitudinal studies, or for educators who want to enact timely interventions to support currentstudents.In addition to studying engagement because it provides a window into the present academicsituation for students, this study also chooses engagement metrics which are all motivational innature, as opposed to engagement variables commonly used in other studies such as time on taskand time spent in specific learning activities [30]. Motivational measures are important becausethey reflect not only how engaged a student is in the present, but also how likely they are toremain engaged and persist with their studies in the future. Research has shown that beingintrinsically or self-motivated predicts a student’s desire to learn and achieve better than

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Environmentalengineering by Fall in spite of her FoK in mechanics. She was extremely frustrated with the step-by-step formulaic process that her teacher taught in statics as it removed all creativity and desirefor understanding of the physical phenomena. Realizing that most of her 18-yr old classmates areaccustomed to this process and “just listen and do it” [her tone of voice actually hints that theydo this uncritically], in contrast, she says: “I actually stop and wonder if this is the right thingthat I should be doing [amazing sense of ethical responsibility towards her knowledge] or if thisprocess is actually going to teach me what the professor wants to teach me [amazing sense ofmeta-cognition].” Realizing that her critical reflection takes more time and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy K Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H Yong, Harvey Mudd College; Rebecca M Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

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NSF Grantees Poster Session

experiences.MethodDesignThe quasi-experimental study design was developed to compare students from inverted sectionswith those in control sections (i.e., traditional course model). Treatment and control students Page 26.1253.2completed the same measures (e.g., content assessments and student attitude surveys) and facultymembers, who taught in both conditions, also completed reflection papers related to theirexperiences. The guiding research questions for the study and an overview of the assessmentmeasures are shown in Table 1 below (more details on assessment measures are included in asubsequent section of this paper).  Table  1.  Evaluation  Questions  and  Outcome

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Jiancheng Liu, University of the Pacific; Kyle A. Watson, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Paul Henry Schimpf, Eastern Washington University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Ismail I Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J Wood, U.S. Air Force Academy; Brock U Dunlap, University of Texas, Austin; Ella R. Sargent, University of the Pacific

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. Page 23.224.7 4  Figure 1. Kolb Learning CycleLearning StylesEach FE ALM developed in this work is designed to span a spectrum of different characteristicsin which students learn. The Felder-Soloman Index of Learning Styles25 is composed of fourdimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global [Table 1].Active learning tools are designed to meet the needs of students with a range of learning styles.Particular approaches to teaching often favor a certain learning preference. Therefore it isimportant to incorporate a variety of teaching approaches This index can assist instructors increating active learning modules

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

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NSF Grantees Poster Session

professor and chairperson of the Childhood Education Department at SSU,works to ensure that the students from Dr. Bade’s course are later placed in practicumexperiences with teachers who have been trained in engineering and technology content andproblem-based pedagogy. There are many players involved in an elementary teacher’s preservicepreparation, but when there is fluid communication and collaboration between them all, newteachers enter the classroom confident that they can teach engineering and technology to theirstudents, and committed to the importance of doing so.How do we measure success?Measurement of the BEST project’s success has centered on two main areas that reflect theoverarching goals of the grant: • How helpful does the faculty

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

instructor's reflection on the overall EEE 4423 course experience.Student Exit Survey: The fundamental purpose of the exit survey was to record students’perspectives on lecture content, homework assignments, overall course experience, and thechallenges they encountered during the EEE 4423 course. The survey also aimed to assess theperceived difficulty of the workload and homework assignments. In the end, students self-assessed their current level of understanding of the 9 key concepts introduced in the course.Additionally, the survey aimed to identify any barriers that might have posed challenges tounderstanding these 9 key concepts of QIS.Student Exit Interview: Following this student exit survey, a 45-minute semi-structured interviewwas conducted