Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason Morphew, Purdue University at West Lafayette (PPI); Amirreza Mehrabi, Purdue Engineering Education; Ben Van Dusen, Iowa State University of Science and Technology

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Diversity, NSF Grantees Poster Session

5.1 medium 3 19 15.0 easy 1,3 10 8.2 medium 1 20 7.8 easy 3,5To create the set of instructional activities, we simulated a set of 20 learning activities that had anexpected time-on-task between 5 and 15 minutes. In addition, the tasks were defined as easy,medium, or difficult to reflect the diverse student proficiencies, as well as the skill(s) the learningtask covered. The details of the learning activities can be found in Table 1.ResultsIn the student performance simulation, only 49 students demonstrated mastery on all five skills.Both algorithms correctly did not assign any learning activities to these students. For

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer R Amos, University of Illinois at Urbana - Champaign; Houshang Darabi, University of Illinois Chicago; Nikith Rachakonda, The University of Illinois at Chicago

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[1] J. Cuseo, “‘Decided,’ ‘Undecided,’ and ‘In Transition’: Implications for AcademicAdvisement, Career Counseling, and Student Retention,” in Improving the First Year of College,Psychology Press, 2005, pp. 36–56. [Online]. Available:http://dx.doi.org/10.4324/9781410611864-7[2] C. A. Malgwi, M. A. Howe, and P. A. Burnaby, “Influences on Students’ Choice of CollegeMajor,” Journal of Education for Business, vol. 80, no. 5, pp. 275–282, May 2005, doi:10.3200/joeb.80.5.275-282.[3] D. Ghosh, S. Harford, H. Darabi, and J. Amos, “Board 315: Improving Students’ Decision-Making Behavior in Choosing an Engineering Pathway,” in ASEE Annual Conference andExposition, Conference Proceedings, Baltimore, United States, Jun. 2023.[4] Tran, Ashley Y

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pilar Gonzalez, University of Texas at El Paso; Benjamin C. Flores, University of Texas at El Paso; Song An, University of Texas at El Paso; Karime H Smith, University of Texas at El Paso

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Science and Engineering Statistics (NCSES). 2023. Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023. Special Report NSF 23-315. Alexandria, VA: National Science Foundation. Available at https://ncses.nsf.gov/wmpdhttps://ncses.nsf.gov/wmpd.[4] Chen, X. (2013). STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. National Center for Education Statistics.[5] S. R. Herrera and C. A. Medina, "Adelante: Social Mobility at a Hispanic-Serving Institution," Journal of Latinos and Education, pp. 1-18, 2023, doi: 10.1080/15348431.2023.2228603.[6] S. Mendoza, A. N. Armbrister, and A. F. Abraído-Lanza, "Are you better off? Perceptions of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; James L. Huff, University of Georgia; Shane A. Brown P.E., Oregon State University

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NSF Grantees Poster Session

adapting and developing course activities and structurefocused on fostering student design activity engagement. Expansion to different engineeringfields and further considerations of professional engineering engagement will be needed toexpand our understanding of motivation in design activity engagement and reach more fields andsettings.Acknowledgements:This work was supported through funding by the National Science Foundation (Awards No.2138019, No. 2138106 and No. 2514040). 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.

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Gordon D Hoople, University of San Diego; R. Jamaal Downey

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NSF Grantees Poster Session

, Whiteness, and Education. Routledge, 2009.[2]​ P. Freire, Pedagogy of the oppressed. Routledge, 1973.[3]​ D. A. Chen, J. A. Mejia, and S. Breslin, “Navigating equity work in engineering: contradicting messages encountered by minority faculty,” Digital Creativity, vol. 30, no. 4, pp. 329–344, Oct. 2019.[4]​ G. Bachelard, Épistémologie: Textes choisis par Dominique Lecourt. 1980.[5]​ P. Bourdieu, “The specificity of the scientific field and the social conditions of the progress of reason,” Soc. Sci. Inf. , vol. 14, no. 6, pp. 19–47, Dec. 1975.[6]​ D. Swartz, Culture and Power: The Sociology of Pierre Bourdieu. University of Chicago Press, 2012.[7]​ J. A. Mejia, D. A. Chen, O. Dalrymple, and S. M. Lord, “Revealing the Invisible

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinyu Zhang, Purdue University at West Lafayette (COE); Lynnette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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NSF Grantees Poster Session

-generations (first-gen), low socioeconomic status (SES) students, ruralstudents, and more, even though they intend to support those students. Recruitment is critical toreach and convince underserved students to enroll in those programs to broaden participation inengineering. Limited literature focuses on recruitment practices and barriers in those programs[2-3]. Difficulties were reported in identifying effective recruitment strategies. The BCSER PIled an engineering summer bridge program formerly funded by NSF Scholarships in ScienceTechnology Engineering and Math (S-STEM) program and observed the recruitment challengesafter federal grant phased out in her own bridge program and other similar ones that lack federalfunding. The purpose of this BCSER

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Evan Taylor, Clemson University; Makayla Headley, Clemson University

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Diversity, NSF Grantees Poster Session

class.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2306156. 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. (2006). Guide for constructing self-efficacy scales. In: Self-efficacy beliefs of adolescents. Information Age Publishing; pp. 307–337.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.Brown, S. & Burnham, J. (2012). Engineering Student's

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University; Tekla Nicholas, Florida International University

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Diversity, NSF Grantees Poster Session

politicalconstraints remains a crucial area for growth as the program evolves. Despite its success, theprogram is no longer funded, reflecting a shift in the NSF’s stated priorities away from explicitlyjustice-oriented initiatives. As a team deeply committed to equity and systemic change, wedisagree with this shift and remain steadfast in our belief in the necessity of programs like JEDI.AcknowledgmentThis material is based upon work supported by the National Science Foundation under AwardNumber 2318338. Any opinions, findings, and conclusions, or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] B. Geisinger and D. R. Raman, “Why they leave

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Joel Alejandro Mejia, University of Cincinnati; Julio C Mendez, University of Illinois Chicago; Luis E Montero-Moguel, The University of Texas at San Antonio

Tagged Topics

NSF Grantees Poster Session

supported by the National Science Foundation under Grant No.2215408 and 2215788. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] P. Freire, Education for critical consciousness, vol. 1. Bloomsbury Publishing, 1973.[2] P. Gurin, B. R. A. Nagda, and X. Zúñiga, Dialogue across difference: Practice, theory, and research on intergroup dialogue. Russell Sage Foundation, 2013. Accessed: Jul. 22, 2024. [Online]. Available: https://books.google.com/books?hl=en&lr=&id=OAlRAgAAQBAJ&oi=fnd&pg=PR3&dq= gurin+intergroup+dialogue&ots=hTQB0UuxyT&sig

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeff Wolchok, University of Arkansas; Timothy J. Muldoon, University of Arkansas

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NSF Grantees Poster Session

, Özkan DS, Strom HC, editors. Where Do We Meet?Understanding Conference Participation in a Department of Engineering Education. 2019 ASEE AnnualConference & Exposition; 2019.4. Krause SJ, Middleton JA, Judson E, Ernzen J, Beeley KR, Chen Y-C, editors. Factors impactingretention and success of undergraduate engineering students. 2015 ASEE Annual Conference & Exposition;2015.5. Vicente S. Exploring Programmatic Elements, Learning, and Sense of Belonging in an EngineeringInternship Program2024.6. Fluker C, Perez-Felkner L, McCoy K, editors. Students’ Perceptions of their Engineering IdentityDevelopment and REU Summer Program Experiences: An Equity-Centered Analysis. 2022 ASEE AnnualConference & Exposition; 2022.

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ying Wang, FHI 360; Emily Bolger; Rachel L Renbarger; Taylor Boyd, Western Michigan University; Noah D Finkelstein, University of Colorado Boulder; Charles Henderson, Western Michigan University ; Andrea L Beach, Western Michigan University; Scott P. Simkins, North Carolina A&T State University; Marcos Caballero

Tagged Topics

NSF Grantees Poster Session

results, and performing a similar analysis with the full text all of theincluded articles.Acknowledgment and NSF DisclaimerThis material is based upon work supported by the National Science Foundation under GrantNumbers (2201792, 2201793, 2201794, and 2201795). Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science FoundationReferences[1] C. M. Massey and A. Stephens, Eds., Scaling and sustaining Pre-K-12 STEM education innovations: Systemic challenges, systemic responses. Washington, D.C.: National Academies Press, 2024. doi: 10.17226/27950.[2] J. Lachal, A. Revah-Levy, M. Orri, and M. R. Moro, “Metasynthesis: An

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Karin Jensen, University of Michigan; Kailey Nicole Head, University of Michigan; Sowmya Panuganti, Purdue Engineering Education; Ash Quadd, Rowan University

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Diversity, NSF Grantees Poster Session

faculty. Changingthe narrative from a necessity of high stress in engineering to one of well-being will create aninclusive academic environment where all can thrive. Challenging engineering’s culture ofhardship may also help recruit and retain UES and change public opinions of engineering.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant#2400607 and #2400608. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] ​ M. E. P. Seligman, Flourish: A visionary new understanding of happiness and well-being. Free Press, 2011.[2] ​ J. Gesun et al

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University at West Lafayette (COE); Robert P. Loweth, The University of North Carolina at Charlotte; Udeme Idem, Purdue University at West Lafayette (COE)

Tagged Topics

NSF Grantees Poster Session

policy making," PNAS Nexus, vol. 3, no. 6, 2024.[5] E. Ferrara, "Fairness and bias in artificial intelligence: A brief survey of sources, impacts, and mitigation strategies," Sci, vol. 6, no. 1, p. 3, 2023.[6] P. Sahoo, A. K. Singh, S. Saha, V. Jain, S. Mondal, and A. Chadha, "A systematic survey of prompt engineering in large language models: Techniques and applications," arXiv preprint arXiv:2402.07927, 2024.[7] C. Shah, "From Prompt Engineering to Prompt Science With Human in the Loop," arXiv preprint arXiv:2401.04122, 2024.[8] D. A. Norman, The design of everyday things. Basic books, 2002.[9] K. Dugan, S. Daly, C. Michaels, S. Skerlos, and A. Verhey-Henke, "Investigating a socially engaged design

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks ; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz; Janelle B Larson, Pennsylvania State University

Tagged Topics

NSF Grantees Poster Session

©American Society for Engineering Education, 2023 Leveraging Innovation and Optimizing Nurturing in STEM: Investigating role identities of low-income engineering students prior to their first semester of college (NSF S-STEM #2130022)The purpose of the Leveraging Innovation and Optimizing Nurturing in STEM Program (NSF S-STEM #2130022, known locally as LION STEM) is to support the retention and graduation ofhigh-achieving, low-income engineering scholars with demonstrated financial need at Penn StateBerks, a regional campus of The Pennsylvania State University. The LION STEM programbuilds upon the Sustainable Bridges from Campus-to-Campus project (NSF IUSE #1525367)which formed the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin P.E., University of Washington; Jana Milford, University of Colorado, Boulder; Janet Callahan, Boise State University; Pamela Cosman, University of California, San Diego; John B. Schneider, Washington State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann E. Delaney, Boise State University; Beth A. Myers, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Tanya D. Ennis, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Michelle Ferrez, University of California, San Diego; Tiffany D. Pan, University of Washington; Jessica Baldis, University of California, San Diego

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Diversity, NSF Grantees Poster Session

mainprogrammatic components aimed at improving the engagement, retention, and graduation ofstudents underrepresented in engineering. These components include: “intrusive” academicadvising and support services, an intensive first-year academic curriculum, community-building(including pre-matriculation summer programs), career awareness and vision, facultymentorship, NSF S-STEM scholarships, and second-year support. Successful implementation ofthese activities is intended to produce two main long-term outcomes: a six-year graduation rateof 60%-75% for Redshirt students, and increased rates of enrollment and graduation of Pell-eligible, URM, and women students in engineering at participating universities. In the first yearof the grant (AY 16-17), SSPs

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christian Enmanuel Lopez, The Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park

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NSF Grantees Poster Session

laboratory environments.Acknowledgement This research is funded by the National Science Foundation NSF NRI #1527148. Anyopinions, findings, or conclusions found in this paper are those of the authors and do notnecessarily reflect the views of the sponsors.References1. National Robotics Initiative 2.0: Ubiquitous Collaborative Robots (NRI-2.0) (nsf17518) | NSF - National Science Foundation.2. Tucker C, Kumara S. An Automated Object-Task Mining Model for Providing Students with Real Time Performance Feedback. In: ; 2015:26.178.1-26.178.13.3. Hu Q, Bezawada S, Gray A, Tucker C, Brick T. Exploring the Link Between Task Complexity and Students’ Affective States During Engineering Laboratory Activities. In: ASME 2016

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

Tagged Topics

NSF Grantees Poster Session

classrooms.AcknowledgmentThe authors gratefully acknowledge support of this work by the National Science Foundationunder Grant No. 1524527.References[1] Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.[2] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 11(23), 8410-8415.[3] Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. doi: 10.1002/j.2168-9830.2005.tb00829.x.[4] Felder, R. M., & Brent. R. (2016). Teaching & learning STEM: A

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Mary E. Besterfield-Sacre, University of Pittsburgh; Andrew Scott, Alabama A&M University

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NSF Grantees Poster Session

examination data.References[1] Garrison, D., & Vaughan, N. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA: John Wiley & Sons, Inc., 4-8.[2] Bourne, J., Harris, D., & Mayadas, F. (2005). Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education, 94(1), 131-146.[3] Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended Learning Enters the Mainstream, In C. Bonk, & C. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (195-206), San Francisco, CA: John Wiley & Sons, Inc.[4] Twigg, C. (2003). Improving Learning and Reducing Costs: New Models for Online Learning. Educause

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

persistentstructure of the education system even though we were explicitly attempting to behavedifferently. As we, the faculty and students, began to recognize the structure we could let go ofthe problem and the solutions. However, this “letting go” had to occur repeatedly (almostweekly) as the issue continued to be bothersome to many of us.What are the cultural beliefs, values, and paradigms that are causing the problems of intransigentSTEM pedagogies that result in STEM cultures that are exclusive? We first note that “S” refersto the physical, or equivalently, the natural sciences; it excludes all other organized ways ofthinking, or “sciences.” Implicitly, natural sciences are prioritized over other “sciences.”The natural sciences derive knowledge through

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering; Peter Y Wu, Robert Morris University

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NSF Grantees Poster Session

.2.2.1 Development Academic Partner and ActivitiesDistinguished faculty members from the Milwaukee School of Engineering and Virginia StateUniversity (a HBCU partner) have supported this project from the very beginning asDevelopment Academic Partners. Mutual interest is instrumental in this longstandingpartnership. The role of the academic development partner is well defined and involves thefollowing:  Identifying at least one local industry partner involved in software development activities  Working with assigned focus groups to critically review current course  Developing six hours of course modules to address identified gaps in a content area familiar to the university program and its local industry partner(s

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville (TAMUK); Selahattin Ozcelik, Texas A&M University, Kingsville; Nuri Yilmazer, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Works”, IEEE Spectrum, October 2011.[3] E. Ackerman, “CMU Develops Autonomous Car Software That’s Provably Safe”, IEEE Spectrum, July 2011.[4] Humanoid Robotics Group, http://www.ai.mit.edu/projects/humanoid-robotics-group/, Last Accessed onDecember 26, 2011.[5] C. Y. Chen, P. H. Huang, “Review of an Autonomous Humanoid Robot and Its Mechanical Control”, Journal ofVibration and Control, Online, September 2011.[6] E. Guizzo, “These Humanoid Robots Could Kick Your Asimo”, IEEE Spectrum, October 2010.[7] M. Kroh, K. El-Hayek, S. Rosenblatt, B. Chand, P. Escobar, J. Kaouk, S. Chalikonda, “First Human SurgeryWith a Novel Single-Port Robotic System: Cholesystectomy using the Da-Vinci Single-Site Platform”, SurgicalEndoscopy, 25, 11, June 2011, pp

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

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NSF Grantees Poster Session

recognized for her teaching, advising, service, and research and as an Exemplary Faculty Member for Excellence in Diversity, Equity, and Inclusion. ©American Society for Engineering Education, 2024 Supporting students’ success in the cybersecurity field: Accomplishments and lessons learned by the ACCESS projectAbstractThe NSF S-STEM funded project “Attracting and Cultivating Cybersecurity Experts andScholars through Scholarships” (ACCESS) has a goal to increase the number of high-achievingundergraduate students with demonstrated financial need who complete a degree in thecybersecurity field. This goal contributes towards addressing the huge unmet need forcybersecurity experts. This paper

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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also a first-generation college grad- uate, child of immigrants, and a published author. He is a former McNair Scholar, National Academies of Sciences, Engineering, & Medicine-Ford Foundation Fellow, Herman B. Wells Graduate Fellow, Inter- national Counseling Psychologist, former Assistant Professor at the University of Kentucky, and current Post-Doctoral Research Scholar at the University of Pittsburgh. Dr. Z.’s research program focuses on examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being. Within this framework, he studies academic persis- tence and mental wellness to promote holistic healing among BIPOC

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University; Cade Robert Creason, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

, “Entrepreneurship education: A systematic review of the evidence,” International Small Business Journal, vol. 25, no. 5, pp. 479-510, 2007. [2] H. Matlay and C. Carey, “Entrepreneurship education in the UK: a longitudinal perspective,” J. Small Bus. Entrep. Dev. vol. 14, no. 2, pp. 252–263, 2007. [3] N. Duval-Couetil and J. Wheadon, “The value of entrepreneurship to recent engineering graduates: A qualitative perspective,” in Institute of Electrical and Electronics Engineers Frontiers in Education Conference, IEEE 2013, Oklahoma City, OK, USA, October 23-26, 2013, pp. 114-120. [4] N. Duval-Couetil, T. Reed-Rhoads, and S. Haghghi, “Engineering students and entrepreneurship education: Involvement

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

options: A meta-analytic path analysis of the social-cognitive choice model by gender and race/ethnicity,” Journal of Counseling Psychology, vol. 65, no. 1, pp. 17–35, 2018. 2 A. Bandura, “Self-efficacy: toward a unifying theory of behavioral change,” Psychological Review, vol. 84, no. 2, pp. 191–215, 1977. 3 A. Bandura, “The explanatory and predictive scope of self-efficacy theory,” Journal of Clinical and Social Psychology, vol. 4, no. 3, pp. 359–373, 1986. 4 R. W. Lent, S. D. Brown, and G. Hackett, “Toward a unifying social cognitive theory of career and academic interest, choice, and performance,” Journal of Vocational Behavior, vol. 45, no. 1, pp. 79–122, 1994. 5 H.-B. Sheu, R. W. Lent, M

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

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Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray

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NSF Grantees Poster Session

when the next homework assignment is due, he feels like he can easily rely on a TA to bring him back up to speed when that time comes [S-11].Figure 1. Ad-hoc persona with scenario narrative.Reflect on ad-hoc pre-work. The goals of the ad-hoc pre-work were to (1) develop and pilot ourpersona/scenario development processes and to (2) reflect on our assumptions and potentialbiases about STEM students before constructing the data driven usage model. In reviewing ourad-hoc personas and scenarios, our obvious bias toward engineering students was evident. Weagreed that two of our personas, persona 1 and persona 2, might be considered engineeringstereotypes. Persona 3, we felt, represented the more nontraditional engineering student that issomewhat

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

success in their chosen majors. Thisdecision was also a result of the authors’ interest on SVS literature and the successful experienceof offering a pilot face-to-face (FTF) training on campus to improve SVS for 6 talented, low-income students in an NSF S-STEM scholarship program in Spring ’14. Previous studies in theSVS subject [1], [2], [3] report that well-developed SVS lead to students’ success in Engineeringand Technology, Computer Science, Chemistry, Computer Aided Design and Mathematics.Bairaktarova et al. [4] mention that aptitude in spatial skills is gradually becoming a standardassessment of an individual’s likelihood to succeed as an engineer.Support from industry provided the funds needed to acquire training materials created by Sorby

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

DeLean A Tolbert, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

engineering students engaged in an MEA, we were not convinced thatthese activities could elicit the broad range of design thinking activities we were interested inobserving. These activities are heavily dependent on the student(s) developing a mathematicalalgorithm or a mathematical approach to solve the given problem. In order to understand how atask could elicit design thinking, we began to review literature on design thinking and collectedstudio problems from the industrial design program at the college. Studio problems are used tointroduce concepts, vocabulary, and skills applicable to continued study in a variety of visualdisciplines. There are typically used in the introductory design course where students areintroduced to two-dimensional

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karcher Morris, University of California, San Diego; Jaclyn Duerr, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Bill Lin, University of California, San Diego

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NSF Grantees Poster Session

; ReflectionThe results in this section are drawn from ten UCSD EMPOWER scholar responses to the surveyquestionnaire. Summarized responses are categorized into the corresponding survey sections“Transition to a 4-year University”, “Participating in the Program”, “Future Participation in theProgram”, and “Sense of Belonging”. The full, deidentified responses are found in Appendix A.Survey respondents’ demographic information:Figure 3: a) Identified Gender, b) Identified Race or Ethnicity, and c) Highest EducationalDegree Completed by Parent(s)/Guardian(s) for survey respondentsA. Transition to a 4-year UniversityThe first five questions asked to students are intended to gauge their experience transitioning intoa 4-year university. In general, the