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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Nathan Lemke, Bethel University; Gabriel Michael Hjelle; Zachary Erickson

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NSF Grantees Poster Session

will better match the Laplace-transform-based theory the students will be learning.There will be opportunities for investigators to study the learning process by looking at quizzesand lab reports related to both the servo motor and the laser power feedback apparatus.ConclusionsWe preparing a suite of optical tools to share with the community for implemented as guidedlabs and projects for teaching engineering. Emphases of this effort include simplicity, low costand 3D printed apparatus wherever possible, and the opportunity for students to exploresomething outside of the traditional lab curriculum.This work is supported by the National Science Foundation IUSE program.References 1. H. A. Hadim and S. K. Esche, “Enhancing the engineering

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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assess whether the factors of chemicalengineering self-efficacy, coping self-efficacy, and student integration have a significant impacton the achievement and persistence of chemical engineering sophomore students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2025035 through the Professional Formation of Engineers: Research Initiation in EngineeringFormation (PFE:RIEF) program. 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] Culberson, O.L. “Attrition of ChE Undergrads,” Chemical Engineering Education, 4(1), 24- 27 (1970)[2

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L. Brooks, Oregon State University; Halle Miller, Harding University; Grant R. Countess, Harding University; Kyle Shanachilubwa, Harding University

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NSF Grantees Poster Session

contribute to a culture of engineering thatdemonstrates compassion, both interpersonally in the practice of engineers and intrapersonallysuch that we collectively value our holistic identities.AcknowledgementsThis work was supported through funding by the National Science Foundation (NSF CAREER#2045392). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Additionally, the authors gratefully acknowledge the anonymous reviewersfor their constructive feedback, which helped us to sharpen the paper.References [1] J. L. Huff, B. Okai, K. Shanachilubwa, N. W. Sochacka, and J. Walther, “Unpacking professional shame

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

eugene leo draine mahmoud, Mt. San Antonio Community College

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-releases/2022/08/09/fact-sheet-chips- and-science-act-will-lower-costs-create-jobs-strengthen-supply-chains-and-counter-china/ (accessed Feb. 22, 2023).[5] G. C. Peters, “All Info - S.3600 - 117th Congress (2021-2022): Strengthening American Cybersecurity Act of 2022,” Mar. 02, 2022. http://www.congress.gov/ (accessed Jan. 14, 2023).[6] S. Brice, “2022 OUTLOOK: No Shortage of Jobs in California,” SoloPoint Solutions, Inc., Nov. 18, 2021. https://www.solopointsolutions.com/2021/11/17/2022-jobs-prediction-california-engineers/ (accessed Jan. 14, 2023).[7] “Summary of the 2018 White House State-Federal STEM Education Summit,” 2018.[8] Committee on Barriers and Opportunities in Completing 2-Year and 4-Year STEM Degrees, Board on

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Debapratim Ghosh, University of Illinois, Urbana - Champaign; Samuel Harford; Houshang Darabi, The University of Illinois, Chicago; Jennifer R. Amos, University of Illinois, Urbana - Champaign

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) and # 2022-0542 (Chicago).References[1] Cuseo, J. (2005). Decided, undecided, and in transition: Implications for academicadvisement, career counseling, and student retention. Improving the first year of college:Research and practice, 27-48.[2] Hartman, R. O., & Betz, N. E. (2007). The five-factor model and career self-efficacy:General and domain-specific relationships. Journal of Career Assessment, 15(2), 145-161.[3] Restubog, S. L. D., Florentino, A. R., & Garcia, P. R. J. M. (2010). The mediating roles ofcareer self-efficacy and career decidedness in the relationship between contextual support andpersistence. Journal of vocational behavior, 77(2), 186-195.[4] Arghode, Vishal, Sarah Heminger, and Gary N. McLean. "Career self

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

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Diversity, NSF Grantees Poster Session

results. In Fall 2023, we plan to offer a revisedversion of this PD program, recruiting a new cohort of engineering instructors. Data collectionwill be expanded to additional courses. We plan to collect data across all levels of theengineering program (e.g., first, second, third, and fourth-year courses) and across alldepartments.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2215003. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology, 2021

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Emilie A. Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Tech

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Diversity, NSF Grantees Poster Session

in Davao City, Philippines, where she previously held appointments as Assistant Professor and Department Chair for Electrical Engineering. She also previously served as Director for Communications and International Engagement at the Department of Engineering Education at Virginia Tech, Lecturer at the Department of Engineering Education at The Ohio State University, and Assistant Professor at the Department of Inte- grated Engineering at Minnesota State University, Mankato. She holds a Ph.D. in Engineering Education from Virginia Tech. ©American Society for Engineering Education, 2023 S-STEM: Iron Range Engineering Academic Scholarships for Co-Op Based

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah M. MacGillivray, Education Development Center; Clara McCurdy-Kirlis, Education Development Center

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. ITEST’s engineering projects provide rich examples of what students know,and are able to do, as they explore engineering in and out of school; and provide both students andteachers with opportunities to use cutting edge methods and technologies used in industry, andwork hand-in-hand with engineers on the edge of innovation.This material is based upon work supported by the National Science Foundation under GrantNumbers DRL-1312022, 1614697, and 1949200. 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.References [1] United States. National Science Foundation, Division on Research and Learning in Formal

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Christy Wheeler West, University of South Alabama; Eric J. Steward, University of South Alabama; Joseph D. Richardson, University of South Alabama

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, primarily from community colleges in the Gulf Coastregion. Supported by the NSF S-STEM program, the project “Linking Community CollegeStudents to Engineering” offers funding to academically talented students of low income andhaving demonstrated financial need. The University of South Alabama is a public institution andhas reciprocity agreements that grant in-state tuition to students from coastal counties inMississippi and the Florida panhandle. While the LINK scholarship is not limited to studentstransferring from specified institutions, the majority of our transfer students come from fourinstitutions in coastal Alabama, Florida, and Mississippi. Award criteria include an assessmentof student academic performance, especially in mathematics

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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Diversity, NSF Grantees Poster Session

racism withininstitutions. Findings from this study highlight individualized experiences within these structureshelp to define how marginalization is practically occurring, and, ways that progress can be madetowards more inclusive institutions.AcknowledgementsThis work was supported through funding by the National Science Foundation (NSF EEC1752897). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Additionally, the authors gratefully acknowledge the anonymous reviewers,whose thoughtful feedback on an earlier draft help to sharpen the quality of the present paper.Lastly, we thank the study participants

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Megan McSpedon, Rice University; Margaret E. Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf, Rice University

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Diversity, NSF Grantees Poster Session

, and motivation.Prof. Michael Wolf, Rice University Michael Wolf is Milton B. Porter Professor in Mathematics at Rice University as well as Faculty Director of the Rice Emerging Scholars Program, an initiative he co-founded in 2012. The Rice Emerging Scholars program is a comprehensive 2-4 year program that begins the summer before matriculation for a group of matriculating Rice students whose preparation for STEM is weaker than those of their peers. American c Society for Engineering Education, 2021Differential Effects of Bridge Program Participation on Perceived Belongingand Peer Support for STEM Degree Seekers During The COVID-19PandemicAbstractThis NSF S-STEM

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

William J. Schell IV P.E., Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman; Brett Tallman P.E., Montana State University - Bozeman; Monika Kwapisz, Montana State University - Bozeman; Tessa Sybesma, Montana State University

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NSF Grantees Poster Session

engineers is fundamentally an identity development process,the framework for this project combined Lave and Wenger’s communities of practice model tounderstand development of an engineering identity with Komives, et al.’s Leadership IdentityDevelopment Model for understanding how engineering students cultivate a self-concept as aleader. Overall, findings helped reveal how the components of engineering identity andleadership identity converge in the development of an engineering leadership identity amongundergraduate students.IntroductionThere are many reasons that developing leadership skills in undergraduate engineering studentsis important. Chief among these is that many of the greatest challenges facing society today, suchas the NAE Grand

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey; Sai Sadhika Veeramachaneni, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

departments, and could potentially increasestudent retention. The results of advancing students in math and improving their critical thinkingskills in student retention and graduation rate in engineering is currently being investigated.AcknowledgementsThis research is supported by a grant received from the National Science Foundation (Grant #DUE-1504730). The opinions expressed are those of the authors and do not necessarily representthose of the NSF. The authors would like to thank Drs. Amy Kuhn and Robin Hensel for theirassistance and recommendations in the project.ReferencesCoolbaugh, A., Veeramachaneeni, S., Morris, M., & Santiago, L. (2017). Promoting Critical Thinking Skills in Non-Calculus Ready First Year Engineering Students. San

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech; Scott W Case, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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NSF Grantees Poster Session

interact and collaborate with instructors from otherdepartments who: 1) teach pre-requisite or prior courses that prepare students for the course/sthat they are currently teaching, and 2) teach succeeding courses where the knowledge and skillsgained in the course/s the participant is currently teaching are important and useful.For example, a participant who teaches mathematics shared: “As a resource that I would like,like from the department, from the university, is maybe to afford us some time to connect withcolleagues outside of the department when we're teaching a class that services otherdepartments, to get some input from those departments on why their students are in my room.”An instructor who teaches engineering mechanics courses expressed

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Rebecca Reichenbach; Mark Hanson, North Dakota State University; Emily A. Berg Berg, North Dakota State University; Jared Ladbury, North Dakota State University; Paul Kelter, North Dakota State University; Lisa Montplaisir; James Nyachwaya, North Dakota State University

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State UniversityProf. Paul Kelter, North Dakota State University Paul Kelter’s 38-year career has focused on the integration and transfer of knowledge among students and teachers at all educational levels. He was the inaugural director of the Science Outreach Office at the University of Wisconsin – Oshkosh in the late 1980’s through early 1990’s. Many of the programs he instituted via external funding are still part of that office. He was the co-PI on the successful, long-term Operation Chemistry literacy program for all levels of teachers, and parlayed that national program into grant-funded summer and year-round workshops in Wisconsin, Nebraska, and North Carolina over a 15- year period. During his 7-year tenure at

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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Diversity, NSF Grantees Poster Session

project, 2017 ASEE AnnualConference & Exposition.[2] Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role ofundergraduate research in students' cognitive, personal, and professional development. Scienceeducation, 91(1), 36-74.[3] Seymour, E., Hunter, A. B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefitsof research experiences for undergraduates in the sciences: First findings from a three‐year study.Science education, 88(4), 493-534.[4] Alpert, C. L., Levine, E., Barry, C. F., Isaacs, J., Fiorentino, A., Hollar, K., & Thate, K.(2009). Tackling Science Communication with REU Students: A Formative Evaluation of aCollaborative Approach. In MRS Proceedings (Vol. 1233, pp. 1233-PP04

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

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product of ongoing team meetings between the VirginiaTech, Purdue, and NSBE teams. Through these meetings, the Virginia Tech, Purdue, and NSBEteam members have become better aware of the components necessary to both hold SEEK campsand assess the impact of these camps.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DRL-1614710. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.ReferencesNtiri, D. W. (2001). Access to higher education for nontraditional students and minorities in a technology-focused society

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2018 ASEE Annual Conference & Exposition

Authors

Leda Lunardi, North Carolina State University; Cheryl Cass, North Carolina State University; Katherine Cimorelli, North Carolina State University

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Paper ID #22466Promoting Academic and Career Success for Raleigh Future Scholars at NCState UniversityProf. Leda Lunardi, North Carolina State University Leda Lunardi received the BS and MS from University of S˜ao Paulo (USP), S˜ao Paulo, Brazil, and Ph.D. degree from Cornell University. Currently she is a professor in the Electrical and Computer Engineering Department at North Carolina State University in Raleigh. Her teaching and research interests include electronics, optoelectronics, and engineering undergraduate student retention and graduation improve- ment. Her research has been mainly sponsored by the National

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Zachary Holman, Arizona State University; Michelle Jordan, Arizona State University; Jenefer Husman, University of Oregon; Kate Fisher; Tiffany Rowlands, QESST

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subsequently received travel funding to present their work at the ArizonaStudent Energy Conference in Flagstaff, AZ, September 15-16, 2016. Others presented at theCrystalline Silicon Solar Cells and Modules: Materials and Processes held in Vail, CO. References1. Smalley, R. E. (2005). Future global energy prosperity: The Terawatt Challenge. MRS Bulletin, 30, 412-417. Available at http://cohesion.rice.edu/NaturalSciences/Smalley/emplibrary/120204%20MRS%20Boston.p df2. Pickett, G., Bowden, S. Husman, J., Ross, K. Shell, D. F., and Nelson, K. G. (2013, June). Student-led solar cell fabrication pilot line: Engaging the next generation of PV engineers. In IEEE 39th Photovoltaic Specialists Conference

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2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Justine Chasmar, Clemson University

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NSF Grantees Poster Session

of the FTP, time orientation of the FTP, etc. with less focus on the context.When context-specific items such as those related to perceived instrumentality are removed, amore accurate characterization of students’ FTP type may be realized from quantitative data.An additional outcome of the work is a novel research method for the study of how FTP isconnected to SRL for engineering students. In particular, during the second interview, a card sortmethod was used to elicit a list of the student’s goals, the order of these goals, goals related toSRL, and other aspects of FTP. Students and/or the interviewer(s) wrote on index cards all thegoals that the student mentioned. The student was then instructed to organize the goals into apath

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Clifton L Kussmaul, Muhlenberg College; Chris Mayfield, James Madison University; Helen H Hu, Westminster College

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Librarianship, 36, 6, 539–542.11. J.J. Farrell, R.S. Moog, J.N. Spencer. 1999. A guided-inquiry general chemistry course. Journal of Chemical Education, 76, 4, 570.12. S.E. Lewis, J.E. Lewis. 2005. Departing from lectures: An evaluation of a peer-led guided inquiry alternative. Journal of Chemical Education, 82, 1, 135.13. H.H. Hu, T.D. Shepherd. 2013. Using POGIL to help students learn to program. ACM Transactions on Computing Education, 13, 3, 13:1-13:23.14. H.H. Hu, B. Avery. 2015. CS Principles with POGIL activities as a learning community. Journal of Computing Sciences in Colleges, 31, 2, 79-86.15. S. Kumar, C. Wallace. 2014. Instruction in software project communication through guided inquiry and reflection. In Proceedings of the

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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the National Science Foundation under Grant No.EEC-1359414. The authors would also like to thank the support from Texas A&M University-Kingsville.References:[1] Prince, M. J., Felder, R. M., & Brent, R. (2007). Does faculty research improve undergraduateteaching? An analysis of existing and potential synergies. Journal of Engineering Education,96(4), 283-294.[2] Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role ofundergraduate research in students' cognitive, personal, and professional development. Scienceeducation, 91(1), 36-74.[3] Seymour, E., Hunter, A. B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefitsof research experiences for undergraduates in the sciences: First

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan K. Boettger, University of North Texas; Stefanie Wulff

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NSF Grantees Poster Session

introductory and advanced technical writing courses.Data-driven learningAs the educational marketplace expands, institutions of higher learning are experimenting withhow active learning increases student success. Freeman et al.’s meta-analysis of STEM educationstudies found that active learning significantly increased course grades over didactic methodsand was particularly effective in classes of 50 or less students. In contrast, students were 1.5times more likely to fail a course that lacked active learning strategies [1].The spectrum of active learning ranges from simple activities, such as writing minute papers orpausing for reflection, to more complex activities, such as hands-on technology and inquirylearning. Active learning is being promoted as

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

John W. Duggan, Wentworth Institute of Technology

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NSF Grantees Poster Session

methods that best fit the metal(s) of interest in the sample matrix. Method development has also provided participating students the ability to learn the importance and relevance of optimizing analytical methodologies in order to confidently measure trace metals in a sample. Each project required unique sample preparation methods. For example, sample preparation in the "Buried Treasure" project (a collaborative project that involved engineering, art and history disciplines) included development of a digestion method as well as a non- destructive method to preserve archeological glass and ceramic artifacts. 2) Training Instrumentation training was an ongoing program throughout this project

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

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NSF Grantees Poster Session

contributed to the overall ranking. The graph is essentially a stacked bar chart.An artifact that received all “1”s would be at one side of the chart, and an artifact that receivedall “5”s would be at the other. Ratings of “1” are shown as taller bars than lower ratings, so thatthe stacked bar for a higher-rated artifact is taller than other bars. We provide the rainbow chartas a web service for ranking-based systems. Here is an example of the visualization. Figure 1. Example of visualization of rankingsThe green bars represent a first-place ranking from one’s peers. They are taller than the (yellow)second-place ranking bars, or the bars for any other rank. In this case, the highest-ranked artifactreceived six first-place

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; Homero Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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National Science Foundation’s Division ofUndergraduate Education: Improving Undergraduate STEM Education (Grant Number: NSF-DUE-1712089). 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.ReferencesMacNell, L. (2015). What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching. Innovative Higher Education, 40(4), 291–303. https://doi.org/10.1007/s10755-014-9313- 4Matz, R. L., Koester, B. P., Fiorini, S., Grom, G., Shepard, L., Stangor, C. G., … McKay, T. A. (2017). Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities. AERA Open, 3(4

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Collection

2019 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Yue Liu, Arizona State University

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steps, was the norm among participants. Figure 5 Example of a student’s circular design process concept mapClassifications and Learning TrajectoriesThe general coding scheme is based on a spectrum of students’ models of the design process.Steps in a student’s design thinking learning trajectory, from novice to expert, is demonstratedby, linear, circular, successive, iterative, interwoven, and affective concept maps, as illustrated inFigure 6 below. ? novice444444444444444444444444444444444444444expert Figure 6: Models of the Design Process as steps in a S Design Thinking Learning Trajectory; from novice to expert, (l-r), linear

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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based upon work supported by the National Science Foundation under GrantsDUE-0536299 and DUE-0920436.Bibliography 1. Tebbe, P., Ross, S., and Pribyl, J., “Work in progress – Engaging students in thermodynamics with Engineering Scenarios”, Proceedings of the Frontiers in Education Conference, Washington D.C., 2010. 2. Tebbe, P., “Engaged in Thermodynamics – Student Engagement in the Classroom”, Paper ID #6566, Proceedings of the 2013 Annual Conference & Exposition, American Society for Engineering Education, Atlanta, 2013. 3. Tebbe, P., “Engaged in Thermodynamics – Learning What We Don’t Know”, Paper ID #9119, Proceedings of the 2014 Annual Conference & Exposition, American Society for Engineering

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Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Temesgen Wondimu Aure, University of Cincinnati

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NSF Grantees Poster Session

national ASEE teaching awards, and is internationally recognized in his primary research field.Dr. Temesgen Wondimu Aure, University of Cincinnati TEMESGEN W. AURE, Ph.D., is the STEM Program Coordinator working under Dr. Kukreti on the NSF Type 1 STEP and S-STEM Projects in the Department of Biomedical, Chemical and Environmen- tal Engineering at the University of Cincinnati (UC), Cincinnati, Ohio, USA. Temesgen joined UC as a graduate student in 2008 Fall and completed his doctoral degree in Civil Engineering in 2013. He started working on his current position at UC in January 2014. He plans, designs, evaluates and modifies pro- grams supported by the NSF Type 1 STEP and S-STEM Grants in the College of Engineering and

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Weizhao Zhao, University of Miami

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NSF Grantees Poster Session

other words, whatwill be the broader impacts of NMIEP on general STEM education?Broader Involvement (Faculty Development): The faculty’s broader involvement is the key toimproving undergraduate STEM education. Educational research is often neglected, downgraded,or placed at a lowered priority in some institutions. Part of the reason is the long-term outcomeof the research. How we can promote a new sustainable teaching/learning strategy to the facultyin STEM fields?Sustainability (Software and Contents): Establishment of an online teaching system is a “one-time” effort (we acknowledge that it is a time-consuming effort). However, the system must besustainable beyond the funding cycle(s). A “live” teaching system must be an upgradeable