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

and its variations. Case studies involve, among others, the transportation problem, the assignment problem, and the allocation problem. Through mathematical modeling, it seeks to design, improve, and operate complex systems in the best possible way. Manufacturing Process Engineering EIN3398 (3 Credit Hours) This course will address the planning, development, and optimizing production system processes. It will also discuss the methods and techniques used to improve manufacturing productivity in assembly, testing, and fabrication areas, including advanced topics in networking and the protection of those systems from cybersecurity attacks. Probability and Statistics for Engineers EGN3440 (3 hours) This course applies

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Andrew Scott, Alabama A&M University; Saurav Kumar, Arizona State University; Ali Yalcin, Montana State University, Bozeman

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Diversity, NSF Grantees Poster Session

. This dimension relates toorganization and clarity of activities. For example, Activities in this class are clearly andcarefully planned. This positive effect aligns with the nature of adaptive lessons, particularly theorganization of the online resources and assessments. The second largest classroom environmenteffect with the adaptive lessons was Satisfaction (d = 0.36; padj = 0.007). Thus, the adaptivelessons may be associated with enhanced student satisfaction, such as The students look forwardto coming to classes. The Individualization dimension did not exhibit a shift with adaptivelearning, as expected (d = -0.01). This dimension relates to individual and differential treatment,which is a key goal of adaptive learning. However, several of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Karen T. Klebbe, Centennial High School, Champaign IL; Thomas Tran, University of Chicago; Elizabeth Ann McNeela, University of Illinois Urbana-Champaign

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NSF Grantees Poster Session

, public high school of study. We havepublished on the teacher-informed curriculum to the K12 teacher community [15]. The school ofstudy also now has a section of the library dedicated to stories of diverse scientists and engineersto support inquiry and provide resources for students outside of the science classroom in thelibrary which also houses a maker space and supports student research and projects. In addition to implementing our curriculum at the planned high school of study, we’vehad the opportunity to use the intervention developed for this project in outreach contexts [9],[10], [14], [25], and as part of an undergraduate soft robotics course [26]. We also delivered aworkshop for a broad community of teachers at the ASEE Pre

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Philip J. Parker P.E., University of Wisconsin, Platteville

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Diversity, NSF Grantees Poster Session

. https://doi.org/10.17226/19007.[2] D. Stokols, (2013). “Methods and Tools for Strategic Team Science.” Presented at the Planning Meeting on Interdisciplinary Science Teams, January 11, National Research Council, Washington, DC. Available: http://tvworldwide.com/events/nas/130111/[3] M. Bennett and H. Gadlin. (2012) "Collaboration and Team Science: From Theory to Practice." J. of Investigative Medicine, 60 (5):768-75. doi:10.2310/JIM.0b013e318250871d.[4] H.B. Love, B.K. Fosdick, J.E. Cross et al. “Towards Understanding the Characteristics of Successful and Unsuccessful Collaborations: A Case-based Team Science Study.” Humanities and Social Sciences Communications, 9, 371 (2022). https://doi.org/10.1057/s41599-022-01388-x[5] G

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia M.Sc, Rowan University; Cheryl A Bodnar, Rowan University; Yusuf Mehta, Rowan University; Kaitlin Mallouk, Rowan University

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NSF Grantees Poster Session

examined as we continue to monitor students’ motivation towards degreecompletion to ensure that students have the best possible experience and do not feel pressuredtowards degree completion.Current Status and Future WorkBy the end of the Fall 2023 semester, all CEE graduate students had met with an industrymember and were in the process of appointing graduate committees that explicitly included anindustry member. Moving forward, we plan on continuing to monitor CEE graduate studentprofessional identity development through periodic written assignments and will measurechanges in students’ motivation and perceptions of the cognitive apprenticeship components oftheir program on an annual basis. Consent forms will be distributed again to students based

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sabina Anne Schill, Colorado School of Mines

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NSF Grantees Poster Session

Mines (Mines) using pre,post, and delayed-post Perceptions of Teaching as a Profession (PTaP) surveys with control(2021 n=103; 2022 n=163) and treatment groups (2021 n=210; 2022 n=380). For each year, weran paired t-tests and determined Cohen’s D effect sizes in R on pre/post, post/delayed, andpre/delayed data sets for both groups.Outcomes: Across both years, the post-test and delayed post-test results for the treatment groupshowed that many student perceptions of the teaching profession became significantly morepositive (pre/post p<0.001) and remained more positive throughout the semester (pre/delayedand post/delayed p<0.001), regardless of their plans to pursue teaching. “Medium” and “large”effect sizes showed the practical significance

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Francisco Granizo, Embry-Riddle Aeronautical University, Daytona Beach; Lorraine M Acevedo, Embry-Riddle Aeronautical University, Daytona Beach; Magesh Chandramouli, Purdue University Northwest; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Lulu Sun, Embry-Riddle Aeronautical University, Daytona Beach

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Diversity, NSF Grantees Poster Session

the object to learn about the different parts of theobject. The current supplemental videos provide a high-level view of the concepts, but theycould be split into smaller chunks or more targeted concepts/misconceptions to help the students.For future work, our team is focusing on developing the baseline VR/AR tool on normalsurfaces, as illustrated in this paper, the supplemental video, and the next integration of theenvironment and the video. We plan to pilot the tool in summer and fall classes this year.References[1] S. A. Sorby, N. Veurink, and S. Streiner, “Does spatial skills instruction improve STEM outcomes? The answer is ‘yes,’” Learn Individ Differ, vol. 67, pp. 209–222, Oct. 2018, doi: 10.1016/j.lindif.2018.09.001.[2] S

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Antonius Ynalvez, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Ruby Ynalvez, Texas A&M International University; Deepak Ganta, Texas A&M International University; Runchang Lin, Texas A&M International University; Marcela Moran, Texas A&M International University; Leonela Preciado, Texas A&M International University; Mayra Alejandra Garza, Texas A&M International University; Rene Rangel Jr., Texas A&M International University; Veronica Judith Prado, Texas A&M International University

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NSF Grantees Poster Session

: 1) a biography of a STEM scientist (CVP1; e.g., “TheLife of Lise Meitner”); 2) a position statement on a STEM controversy (CVP2e.g., “Should theU.S. continue manned space exploration?”); 3) a tutorial on a STEM technique (CVP3; “What areorthogonal contrasts and degrees of freedom?”); and 4) a methodological critique of a STEM peer-reviewed research article (CVP4; e.g., critiquing the experimental plan of a research article inScience Magazine).USTEM1 and USTEM2 engage in PCSC, RM-I, RM-II, and URE. In addition, USTEM2 alsoengages in CVP1, CVP2, CVP3, and CVP4. These activities are arranged in a timeline as follows:During the summer before college, USTEM1 does PCSC, while USTEM2 does PCSC and CVP1.In the fall semester of freshman year, USTEM1

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mafruhatul Jannat, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

key points summarize the overall workshop activity.  During the workshop, nationally recognized experts presented mini-lectures to Page 24.1022.3 participants to provide evidence of the efficacy of active and conceptual learning. 2  Those mini-lectures were interspersed between working sessions in which participants formed small teams to develop ranking tasks and learning activities. Teams focused on the content areas of transportation planning, design, operations, and safety. The purpose of those working session was to provide participants with the opportunity

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zhiqiang Wu, Wright State University; Bin Wang, Wright State University; Chi-Hao Cheng, Miami University; Deng Cao, Central State University; Ashraf Yaseen

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

papers at the 2010 ASEE conference[15][16]. 4. Development of Evolvable SDR based Communication & Networking Laboratory PlatformBased on our successful experiences and lessons learned in the type I project, we plan to extendand expand our CCLI type I project to create an affordable and evolvable SDR-basedCommunication & Networking Laboratory Platform which will serve a large number of coursesranging from freshman year to senior year and will be portable and transferable to otherinstitutions. Some courses may not require a full-scale laboratory, but a few SDR-based projectswill benefit the students tremendously. The software nature of the SDR-based laboratoryplatform makes it possible to build the laboratories in modules, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy Kingma, Washington State University; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Robert G. Olsen, Washington State University; Sonya Cunningham, University of Washington; Dawn Wiggin, University of Washington ; Kirk A. Reinkens, Washington State University; Scott Winter, University of Washington

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

universities to advance STARS students’ academic preparation, primarily in mathematics; develop their learning skills; and help them complete some required coursework. The specific curriculum for each university is described separately below. • Academic Advising: Each STARS student is required to meet with an academic adviser at least six times per year for academic planning and to address any academic or personal challenges the student may be facing. Each university has a team of culturally competent advisers with extensive experience working with students from diverse backgrounds and socio-economic levels. • Residential Living-Learning Community: Research at WSU shows that living in a Living

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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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

)will provide explicit evidence of what is important for students to know, how much they knowabout these important concepts, and how and where to focus transportation engineering designcourses.The specific aims of the research include the following elements: 1. To determine engineering student and practicing engineer misconceptions related to traffic signal operation and design, 2. To explain patterns in misconceptions across novice student, expert student, and practicing engineer categories, and 3. To demonstrate data driven curriculum design through the application of misconceptions to conceptual exercises.Project Activities and OutcomesThe planned activities for this study were focused around achieving the specific

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; Richard A. Layton, Rose-Hulman Institute of Technology; rebecca lyons; Daniel M. Ferguson, Purdue University, West Lafayette; Kyle Heyne; Tripp Driskell, Institute of Simulation and Training; David Jonathan Woehr, University of North Carolina Charlotte; Hal R Pomeranz; Eduardo Salas, University of Central Florida; Andrew Caleb Loignon, UNC - Charlotte; Shirley C Sonesh, UCF

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NSF Grantees Poster Session

. TEAMWORK TRAINING: The educator training begins with the introductory module. This module explains what constitutes good training and how we are going to follow the information, demonstration, practice, and feedback framework throughout all of the educator and student training modules. It also lists the modules that are planned. All training will be accessed via a web browser. A draft has been developed and is under review by the team. TECHNICAL TRAINING: The technical training will consist of a series of mini training videos that demonstrate how to perform each teamwork task. Researchers at UCF are identifying tasks that are available to each user and organizing these tasks hierarchically based on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaowen Gong, Auburn University; Daniela Marghitu, Auburn University; Thaddeus A. Roppel, Auburn University; Chih-hsuan Wang; Melody L Russell

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NSF Grantees Poster Session

Design and Development: Framing Engineering as Community Activism for Values-Driven Engineering”; Co-PI of NSF CISE ”EAGER: An Accessible Coding Curriculum for Engaging Underserved Students with Special Needs in Afterschool Programs”; co-PI of NSF INCLUDES: South East Alliance for Persons with Disabilities in STEM, Co-PI of NSF CE 21 Collaborative Research: Planning Grant: Computer Science for All (CS4ALL)). Dr. Marghitu was also PI of grants from Center for Woman in Information Technology, Daniel F. Breeden Endowment for Faculty Enhancement, AccessComputing Alliance, Computer Science Collaboration Project, Microsoft Fuse Research, Altova Co., and Pearson Education Publishing Co. Dr. Marghitu has mentored over one

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

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

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Diversity, NSF Grantees Poster Session

the I-Course activities and coursemodifications reduced your stress and helped your learning?” Among 62 respondents, 59reported yes and 3 reported no, suggesting that the implementation of the I-Course standard waspositively accepted for that semester. This course is planned to be offered as an I-Course inSpring 2021 as a second iteration. More detailed interventions and SET results are reported inanother publication [34].Case Study 2: Mechanics of MaterialsThe Mechanics of Materials course is a major requirement for many engineering disciplinesincluding Civil, Mechanical, Biomedical, Material Science, Management and ManufacturingEngineering, and Engineering physics. The class has large enrollments of 100 to 120 studentsper section and an

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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Diversity, NSF Grantees Poster Session

, expected graduation date,academic performance in the previous semester, the list of the current semester courses, thefuture plan, and any additional relevant information the student would like to provide. TheSURGE faculty have access to student records and it is usually the case that at least some of theSURGE faculty have had the applicants in the classes they have taught. The e-mail responses by 4the students are gathered by the SURGE Director and passes to the program faculty and theUndergraduate Mathematics Advisor. The SURGE faculty and the Undergraduate Advisorprovide comments, and the SURGE Director, based on the comments, invites the applicants to abrief interview in person. We feel that this

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

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Diversity, NSF Grantees Poster Session

, engineering17–22 . These dimensions richly capture theformation of a student’s role identity and can be used to study the creation of an engineeringidentity. Additionally, the study of identity formation has proven useful in understandingpersistence in other domains23. This framework for measuring identity has been establishedthrough large scale studies in physics and mathematics18,22.Traditional roles for students create patterns for access to engineering professions and identity.While non-normative students bring many skills to engineering disciplines such as managing,planning, organizing, coordinating communications, and being cognizant of differentperspectives in group decision-making, these features are not always recognized as

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Michael E. Gorman, University of Virginia

Tagged Topics

NSF Grantees Poster Session

Dan’s lab for the summer complained that she’d beentold that “paid lunches were a thing in this lab, but they’re not.” Dan laughed and said, “I guessyou’re volunteering,” implying that she should organize one. The undergraduate lookeduncomfortable, but grad students eagerly picked up the idea and started planning a catered lunch.The undergraduate’s time-limited visit to the lab created an occasion for a special event, an ideathat had not occurred to the PI and grad students who work in the lab long-term. The presence ofundergraduates who are younger than the legal drinking age also shapes how groups interactoutside the lab. Kate’s group wanted to visit a bar to celebrate the start of the academic year, butthey didn’t want to exclude Jessie and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

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NSF Grantees Poster Session

activities.Admission to the minor: requires a minimum grade point average of 3.0 in the three introductorycourses. Courses must be planned with in consultation with the Minor program advisor ordirector. Any course substitution must be approved in advance by the director of the Minor. 7 Curriculum: 1. Introductory courses (required – each 3 cr.) CME 201: Sustainable Energy GEO 105: Energy Resources for the 21st Century ESG 201: Learning from Engineering Disaster (online beginning in 2016) 2. Technical electives (choose 3 – vary 3 to 4 cr. each): Science/Technology focused: ESE 350: Electrical Power Systems ESE

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

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NSF Grantees Poster Session

, whethergeneral or more specific, in terms of ecological impacts. Socially-oriented definitions ofsustainability were few and far between. Few of Burian’s10 civil engineering seniors (19%) andgraduate students (50%) could identify the Triple Bottom line, defined by John Elkington11 as anaccounting framework to consider social, environmental, and economic “pillars” of sustainabilityfor project planning. The Brundtland Report similarly bases true sustainability on threedimensions; eco-, techno- and socio-centric dimensions.1 Other studies show that engineering Page 26.118.4students struggle to consider ethics at a society-level. Referencing the frequent use

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

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Diversity, NSF Grantees Poster Session

preparation or work done and decisions made by the facultyadvisor. This is because students have control over their design and technology choices, butcannot do much about the MAE curriculum and have difficulty countermanding the adviceof the faculty advisor. Thus the authors embarked on a plan to remedy two issues with this situation: • the reliance on faculty to bridge students’ skill gap, • the inaccessibility of a pathway through the curriculum that allows students to build their skills to the level these competitions require.Addressing the first issue requires the faculty to download their knowledge to the students ina more formal way, other than individual coaching. Although it is reasonable to individuallycoach a student or students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

interaction, questions, and general classroombehaviors of the students. Each RA splits their observational time between origination andremote sites so as to capture the breadth of student experience. Instructor Reflection. Sometime after the midpoint of the course, the project evaluatorconducts a structured interview with the calculus course instructor. The purpose of this interviewis to document the current perceptions and attitudes of the instructor as he is involved in teachingthe course. While it is planned that the same instructor will teach all calculus courses involved inthis study to reduce significant threats to validity, we anticipate a small amount of instructionalvariability as part of the natural evolution of teaching. We expect

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

structural, vibrational, electromagnetic,biomedical electromagnetics, computational fluid dynamics, and heat transfer is a noted problem Page 24.212.5for some engineering graduates [16-17]. The Accreditation Board for Engineering and 2  Technology, Inc. (ABET, Inc.) expects engineering graduates to have "an ability to use thetechniques, skills, and modern engineering tools necessary for engineering practice"[18] such asFE analysis. Hence, engineering schools have, or are planning to add FE analysis to theircurricula [19-25], but these plans are not

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

- sign Experiences for Mechanical EngineersAbstractThis paper reports our current progress towards introducing hands-on machining, analysis anddesign experiences in freshman, sophomore, and capstone design courses in the Department ofMechanical Engineering at the University of Massachusetts Lowell. The selection, assembly, anddeployment of two low-cost, desktop computer-numerical-control (CNC) platforms is describedalong with our current plans for deploying desktop CNCs throughout a sequence of undergradu-ate engineering design courses. Finally, we present our proposed approach to evaluate the impactof curricular enhancement on our mechanical engineering students’ cognition, motivation andattitudes toward the profession.1.0 IntroductionThe

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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NSF Grantees Poster Session

improvetechnician assembly and transportation time as well as reduce bulk on the system.During her initial work on the project, the plan was for her to design, develop, and test a newsensor enclosure. However, she found an issue with overheating of the sensor that wasunexpected both by her and her mentor. Her mentor then encouraged her to explore this issuefurther. This prompt to explore the unexpected problem provided Evelyn an opportunity to applydivergent thinking in troubleshooting the problem: “I remember when some of these issues started, specifically when the printed circuit board (PCB) started overheating, I immediately turned off the equipment and I had written down all my observations to see what exactly was going on, if there

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

aninstitution. Among the data, participants most saliently discussed pedagogies in engineeringclassrooms, curriculum and student workload, and cultural expectations. Most common wereopinions on Teaching Methods and Mindsets, meaning participants frequently discussed howinstructors approach education, course content, and various pedagogies and assessment methods.One idea was to provide students with realistic advice on planning and studying, as Liladescribed offering “little tips on how to do school, how to manage projects, how to be a person inthe class. And that took like five, maybe ten minutes.” Others mentioned how some standards inacademia can create tension between students, with Audrey providing further context: “I don'tthink it's something like

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Zongnan Wang, University of California, San Diego; Nathan Delson, eGrove Education

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NSF Grantees Poster Session

) immediatelyfollowing the midterm so that students could prepare for the oral exam.The controlled trial allowed for comparison of performance on written midterm 1 and midterm 2.The original research plan was to compare performance on midterm 2, with one group havingtaken an oral exam after midterm 1, and the control group not having taken an oral exam aftermidterm 1. However, using this grouping, there was not a large difference between the controland the intervention group. Since the research is exploratory at this stage, another grouping wasexplored to see if who administered the oral exam made a difference. The new grouping includedthe control group that did not take an oral exam (No OE1), the group that took the oral examwith the TA (TA OE1), and the group

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Zongnan Wang, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Xuan emily Gedney; Alex M. Phan, University of California, San Diego; Nathan Delson, eGrove Education; Maziar Ghazinejad, University of California, San Diego

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Diversity, NSF Grantees Poster Session

instructionalguidance on preparing for an oral exam for both examiners and examinees, need to be consideredand carefully planned. Our StudyThe full project aims at developing oral exams that maximize their formative benefits to ourstudents and addresses the design challenges associated with their scalability and adoption forhigh-enrollment classes. In this paper, we focus on understanding the full picture of oral exams:connecting students’ psychological and learning experiences with their academic performancesacross several courses. We specifically aim at addressing three components of oral exams. First,we examine the overall psychological experience on the student’s end in preparing for, during,and after the oral exam. Specifically, we asked students

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

objective and the summary of the lab processes and significantresults. The laboratory experiment demonstrated the steps and materials required to successfully construct and use binary adder and subtractor circuits. The observations and calculations made in the laboratory experiment demonstrated that both manual and circuit addition and subtraction are effective and accurate when it comes to adding and subtracting 4-bit binary numbers. The laboratory experiment showed that circuits can be utilized to simplify and decrease the time needed to perform each individual binary addition and subtraction calculation. The experiment went as planned except for an issue encountered with the construction of the