Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Carol S. Stwalley, Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin, Purdue University at West Lafayette ; Sarah Larose, Purdue University at West Lafayette

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Diversity, NSF Grantees Poster Session

Resources Engineering. She has worked with the Rising Scholars’ Program during the completion of her Master of Science in Agricul- tural and Biological Engineering and into her current Ph.D. program at Purdue University also in ABE. As part of the Rising Scholars’ program, she has helped plan and organize the student recruitment events, align students with summer research experiences and faculty mentors, and conduct student interviews for program analysis and evaluation. Ms. Baldwin has actively contributed to the collection and analysis of data for the Rising Scholars program, as well as the dissemination of information about the progress of the program.Sarah LaRose, Purdue University at West Lafayette

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

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NSF Grantees Poster Session

their educational success. Quantitative methods are used in this study to assess students’ self-efficacy; a baseline ispresented here with plans to measure changes over time during students’ participation asCoMPASS Scholars. We administered a baseline survey to incoming CoMPASS Scholars usingthe Longitudinal Assessment of Engineering Self-Efficacy (LAESE). The LAESE is a validatedinstrument developed by the Assessing Women in Engineering project with NSF support (HRD0120642, HRD 0607081). This instrument has been validated to measure the self-efficacy ofundergraduate students studying engineering, their feelings of inclusion, and outcomesexpectations [4] - [7]. In addition, a satisfaction tracker was used to solicit student feedback

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Omar Ashour, Pennsylvania State University, Behrend College; James Devin Cunningham, Carnegie Mellon University; Christian Enmanuel Lopez, Lafayette College; Conrad Tucker, Carnegie Mellon University

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NSF Grantees Poster Session

distributions for work station assembly times and time to failure Deterministic and stochastic modeling, and system simulation, e.g., queueing theory Figure 1. A virtual system built in SimioWe have developed a drill manufacturing system in Unity. The virtual system was used in thestatics and probability courses and the plan was to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

withstudents about one’s own struggles to forge a stronger connection [13]. Our teaching tips haveoperated as discussion points for the BME department’s action plans to promote more inclusiveteaching and culture.Impact on RQ2. How might we better prepare engineering graduates for practice?The pandemic and attention to racial disparities have illuminated the relationship betweendiversity and inclusion efforts and the broader goals of better preparing students for practice. Forexample, the online/virtual aspect of the pandemic has highlighted the importance of peer socialnetworks to support learning and motivation. It has been a challenge to establish these networksin the online/virtual environment, which has prompted departments to create study

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc.

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Diversity, NSF Grantees Poster Session

to collaborate toaccomplish the research goals by analyzing research and identifying significant results to guideyear 4’s activities.DisseminationIn line with our original dissemination plan, the research team has made presentations to severalcommunities of interest, including researchers interested more broadly in engineering education(presenting our Year 2 grantees’ poster at the ASEE conference) and engineering education in aninternational context (at the Frontiers In Education conference), as well as more specificallythose researchers interested in diversity in engineering education (presented at the CoNECDconference). In Summer 2020, one of our undergraduate researchers disseminated researchfindings by presenting a poster to a group of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas

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Diversity, NSF Grantees Poster Session

with the students. Additional scholarship opportunities wereoffered to AcES scholars to pursue summer school opportunities. Some students used theopportunity to remediate from a difficult spring term and others used the opportunity to getahead on their academic plan.3.0 Results and DiscussionResults from the survey responses of 59 students in the combined 2017, 2018, and 2019 cohortsare presented and discussed below. Of the 59 students in the study, 42 (71.2%) retained and 17(28.8%) left engineering before the beginning of their second year in college, which is slightlyhigher than the retention of non-calculus-ready students in the college during these years.As shown in Figure 1, below, Grit scores of retained students increased 0.12 points

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

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NSF Grantees Poster Session

observed that teams were eager to talk about what brought them together andtwice requested more time before moving on to the next activity. Our aim, however, was tointroduce teams to strategies and activities that they could later replicate on their own with theirlarger teams, whenever they need to. We hoped that this would be just the first time they wouldwork on team and goal formation, and we planned to follow up with the new teams regardingtheir work in this area. For the second session at the workshop, we asked the attendees to list the opportunitiesand challenges they anticipated encountering with their RED projects during the first year. Wehave observed that working on a large and exploratory project like a RED project brings

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava P.E., University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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Diversity, NSF Grantees Poster Session

in undergraduate education.6 Myers, B., Starobin, S. S., Laanan, F. S., & Russell, D. (2012). Examining student engagement and transfer intentions among community college STEM students. The OCCRP Research Brief, 6. Series on STEM Student Success Literacy Project. Ames, IA: Office of Community College Research and Policy.7 Johnson, J. D., Starobin, S. S., Laanan, F. S., & Russell, D. (2012). The influence of self- Efficacy on student academic success, student degree aspirations, and transfer planning. The OCCRP Research Brief, 7. Series on STEM Student Success Literacy Project. Ames, IA: Office of Community College Research and Policy.8 Laanan, F. S., & Hernández, I. (2011). Transfer student

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology; Tania Jarosewich, Censeo Group ; Sheryl A. Sorby, Ohio State University

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Diversity, NSF Grantees Poster Session

fingertips or a stylus instead of pencil and paper. Alpha versions for sketching exercise have been developed.35 Planned enhancements include a feedback mechanism to provide faculty automated feedback regarding students’ sketches. The workbook pages with sketching exercises will also be available as pdf files for students who do not have an iPad. In this project, we will test both methods of delivering sketching exercises and compare the results obtained through each.IV. Implementing Curriculum at Participating InstitutionsBenefits of an online format include the ability to accommodate complex student schedules andimplement the course with a lower level of resources. That said, the study is monitoringoutcomes and assessing whether an

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremy Lewis Rickli, Wayne State University; Yinlun Huang, Wayne State University

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NSF Grantees Poster Session

relationships duringthe summer program.Pre-flection and SURE III survey results indicated that three 2016 participants that had notconsidered graduate education were considering or planning on a Ph.D. in a science field afterthe Summer Academy in Sustainable Manufacturing. All students were mildly to very satisfiedwith the experience, while 80% indicated they were likely to choose another undergraduateresearch experience. The full pre-flection and SURE III survey results are considerably moreextensive and can be discussed upon request from interested parties. The Grinnell Collegeundergraduate research survey for the 2016 site participants is not yet complete and will befinished once the Follow-Up survey is completed. Sample responses from the exit

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky Center for Applied Energy Research; William Henderson III, University of Kentucky

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NSF Grantees Poster Session

educational initiatives designed to increase and broaden participation in STEM fields.Mr. William Henderson III, University of Kentucky Mr. William Henderson III is the co-director of the mentoring program as well as the Director for Di- versity Programs and Diversity/Out-of State recruitment for the University of Kentucky (UK) College of Engineering. Originally from Lexington, Kentucky, William obtained his bachelor’s and master’s degrees in Math Education and Secondary Math Education, respectively, from UK. He has performed a number of functions at UK including: grant writing, strategic planning for the university in general and for diversity in particular, coordinating student affairs, advising, and outreach programming

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Margaret E. Beier, Rice University; Ann Saterbak, Rice University; Megan McSpedon; Michael Wolf, Rice University

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NSF Grantees Poster Session

STEMattrition compared to peers. For example, some Scholars did not have access to calculus in highschool, while many of their non-RESP peers completed rigorous AP BC calculus courses. Thisweak math background creates a challenge for many Scholars whose degree plans requirecalculus and calculus-based physics courses to be taken simultaneously in the first year.As described elsewhere, RESP is not a remedial program [6]. Instead, the summer portion ofRESP prepares Scholars for the pace, rigor, and depth of the STEM curriculum by focusing onthe most challenging concepts covered in the first-year STEM curriculum. Taught almostentirely by Rice faculty, Scholars complete non-credit coursework in calculus, chemistry andphysics. Scholars attend classes five

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University

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NSF Grantees Poster Session

species or actors.   Interaction linked by flows of resources and information   Interactions range widely in outcome (mutualism, commensalism,   predation). Nestedness confers more resiliency.   Specialized and generalized actors or species interact frequently.   Bottom-up interactions drive system.   Top-down interactions drive system.   Planning for the future.   Competition is always harmful

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R Hamlen, Cleveland State University

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NSF Grantees Poster Session

revisedcurriculum is more effective for student learning, student interest, and whether students andinstructors feel it is a more effective method as well as the adequacy of lab materials. Thecontrol group for the evaluation consists of students taking courses in current curriculum and theexperimental group consists of the students taking courses in the enhanced spiral curriculum.The evaluation plan is a mixed-methods approach consisting of a quasi-experimental design withadditional qualitative data to support findings. A student interest and opinion survey was givenat the beginning and end of the semester, in which they reported their level of agreement withseveral items. The survey given in this study was based off the Science Motivation QuestionnaireII

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Bonnie H. Ferri, Georgia Institute of Technology; Aldo A. Ferri, Georgia Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

increases from 300pages to 600 pages.ConclusionsThe online workshop format, with participant-produced videos viewed and commented on beforethe meetings, worked very well and is a cost-efficient method for collaborating anddisseminating ideas. Everyone got a good idea of what other active practitioners were doing anddiscussions were lively and far-ranging. An archive of the participants’ videos and commentsremains accessible on YouTube and can reach a wider audience of educators. More workshopsare being planned for 2017 and will address issues identified by the participants. While theindividual workshops were focused on specific classes of portable learning platforms, nearly allparticipants use more than one type and many use several. There is a

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Suzanne W. Dietrich, Arizona State University; Don Goelman, Villanova University

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NSF Grantees Poster Session

areformative assessment opportunities that both students and instructors appreciate. The preliminaryevaluation of the checkpoints presented in this paper were based on a student’s perspective oftheir usefulness. The anticipation is that the checkpoint feature will support evidence-basedpedagogy, such as a flipped classroom. Future research plans also include the evaluation of pre-and post- assessment data to further examine the effect of the checkpoints on student learning.As stated earlier, this project is ongoing. Since the study presented in this paper, a thirdanimation, DesignDB, has been released. This animation introduces students to the conceptualmodeling of data and how that visual design can be mapped to a relational schema for the storageand

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala, George Mason University; Jaime Lester, George Mason University

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NSF Grantees Poster Session

students whoperformed well academically and graduated in four years and with those of low achievingstudent. The goal of this research is to identify factors related to course-taking choices anddegree planning that can affect students’ academic performance. The data for the study wascollected from three majors within an engineering school at a large public university: civil,environmental, and infrastructure engineering (CEIE), computer science (CS), and informationtechnology (INFT). The data includes more than 13,500 records of 360 students. Analysis showsthat low performers postponed some courses until the latter end of their program, which delayedconsequence courses and their graduation. We also found that low performers enrolled inmultiple

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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NSF Grantees Poster Session

Success program funded by the National Science Foundation, Grant # DUE-1217285. She teaches undergraduate Computer Science courses and serves as department chair . She is currently involved in developing effective retention strategies for computer science and engineering students in the first two years. Her research interests include mobile and web technologies.Ms. Maureen Walsh Sakakeeny PE P.E., Merrimack College Ms. Sakakeeny is an experienced civil engineer and higher education administrator. Her engineering expertise spans transportation infrastructure design, construction management, environmental planning, and sustainability consulting. She supports the Dean of Science and Engineering with student recruitment

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

management system and the second to the introductionof peer mentors through the project. There were more items where 50 percent or more reported“moderate” change. These were all items that had been introduced or reinforced through theproject. Finally, there were many items where half or more reported that they planned to change.These were all related to the use of undergraduate peer mentors, introduced through the project,and the recognition that both graduate TAs and undergradute peer mentors were an essentialcomponent of the ecology of learning, a recognition that had come to the fore during the year.The 50 percent who expected to use peer mentors in the future might have done so earlier—ashad the 50 percent who reported this as a major change—but

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin L. K. Koskey, University of Akron; Wondimu Ahmed, University of Akron; Nidaa Makki, The University of Akron ; Nicholas Garafolo, University of Akron; Benjamin G. Kruggel, University of Akron; Donald P. Visco Jr., The University of Akron

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NSF Grantees Poster Session

increase students’ interest in STEM and expand theiraccess to opportunities to experience integrated STEM activities. Our work focused on middleschool students as research shows that interest in STEM decreases through middle school [1].The planned intervention is based on existing theory and research on motivation, as well as theemerging body of literature on integrated STEM instruction. Research shows that relevance isessential to student engagement in science and mathematics [2]. Research also indicates thatthere is a link between students’ interest and experiences in school and their future educationalcareer choices [3,4] . Therefore, engaging students in engineering activities where they solve realworld problems motivates them to learn science

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

. Theresearcher described key highlights from the research about developing strategic partnerships,and the practitioner translated those highlights into actionable strategies for session attendees.This give-and-take presentation style highlighted our focus on connecting research and practice.The partnership’s orientation toward outreach and dissemination had a positive impact on onemember’s professional advancement. In total, we produced more than 20 professional productsin less than three years.The impact of the work of the partnership has been amplified because of the collaboration. Fromthe research side, one of the recent findings is that many teams utilized informationalcommunication, in which change leaders provide details about plans and goals

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

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Diversity, NSF Grantees Poster Session

undergraduate student at North Carolina State University pursing a Bachelor of Arts degree in Psychology. She plans to attend Graduate School to obtain a Doctorate in Clinical Psychology upon graduating from NC State. c American Society for Engineering Education, 2018 Engineering Doctoral Students’ Motivations and Identities: Findings and ImplicationsProject OverviewThe goal of this project is to improve the understanding of how graduate student experiencesinfluence engineering identity formation and goal setting processes. Engineering identity andmotivational goal setting processes have been shown to be important factors for undergraduatestudent participation in engineering

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caroline Elizabeth Crockett, University of Michigan; Kevin A. Nguyen, University of Texas, Austin; Prateek Shekhar, University of Michigan; Robert Matthew DeMonbrun, University of Michigan; Sneha Tharayil, University of Texas, Austin; Robyn Rosenberg, Harvard University; Cindy Waters, North Carolina A&T State University; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

Conference Proceedings, vol. 1413, no. 1, pp. 163–166, 2012.[3] C. J. Finelli, S. R. Daly, and K. M. Richardon, "Bridging the research-to-practice gap: Designing an institutional change plan using local evidence," Journal of Engineering Education, vol. 103, no. 2, pp. 331-361, Apr. 2014.[4] S. E. Shadle, A. Marker, and B. Earl, "Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments," International Journal of STEM Education, vol.4, no. 8, pp. 1-13, Dec. 2017.[5] R. Thorpe and R. Holt, The SAGE Dictionary of Qualitative Management Research. London: SAGE Publications, 2008.[6] M. Borrego, M.J. Foster, and J.E. Froyd, "Systematic literature reviews in engineering education

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

visibility has impacted the way in which the CEEDepartment approaches diversity. The poster will also illustrate how the RevED team has madechanges since the first year and what future plans are being made.IntroductionThe College of Engineering at Rowan University was established in 1992 through a multimilliondollar gift by an engineering entrepreneur [1]. The engineering college is divided into thefollowing departments: Civil and Environmental, Electrical and Computer, Chemical,Mechanical, Biomedical Engineering and the Engineering Entrepreneurship Program. Throughthe National Science Foundation’s Revolutionizing Engineering and computer scienceDepartments (RED) grant, the Civil and Environmental Engineering (CEE) Department isattempting to change

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie M. Hasenwinkel, Syracuse University; Katie Cadwell, Syracuse University; Joan V. Dannenhoffer, Syracuse University; Frederick J. Carranti P.E., Syracuse University; Can Isik, Syracuse University

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NSF Grantees Poster Session

college at a rate of nearly 100%.ConclusionsWe have had strong participation in faculty development programming offered through our NSFECliPSE grant and this work has supported continuous improvement in teaching, learning, andstudent success within our College. We are continuing this work with the development of a new,comprehensive academic and career advising program in our College and incorporation ofdiversity and inclusion themes in our work. We continue to work to identify the most impactfulfaculty development activities and develop a plan to institutionalize these beyond the support ofthis grant. Above all, we have made great strides towards developing a culture that supportsinnovative teaching, student-active pedagogies, and support of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

,engineering, and mathematics (STEM) research capabilities. The model developed through thisprogram may help to exemplify the establishment of a sustainable collaboration model betweenacademia and industry that helps address the nation's need for mature, independent, informed,and globally competitive STEM professionals and is adapted to other disciplines.In this poster, the details of the program will be described. The challenges and lesson-learned onthe collaboration between the two participating universities, communications with industrialpartners, recruitment of the students, set up of the evaluation plans, and development of theprogram will be discussed.MotivationTo match the demand forecast for skilled STEM professionals, graduating sufficient

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jing Yan, Nanjing Forestry University; Yujing Nie; Lin Li, Jackson State University; Jianjun Yin, Jackson State University

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Diversity, NSF Grantees Poster Session

the average rating in the traditional classroom. The main reason for that is asfollows: Although the conventional teaching module is adopted in the first stage (the first sixweeks), the teaching contents are smaller but with a more comprehensive teaching syllabusthan the flipped one. Therefore, students have better commanding and application of theknowledge taught in the traditional classroom. In the flipped module, teaching chapters cover70% contents of the teaching plan. Because of the flipped module, the video content uses thefragmented form under dispersed teaching, leading to students' relatively weaker mastering ofknowledge than in the first stage, which explains the second phase of the test scores showinga slightly decreasing trend

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

elements. Digitalimage correlation (DIC) techniques have been used in other fields to estimate the straindistribution in materials. DIC uses a random pattern of dots painted in the structure. The goal ofthis project is to determine if other patterns could improve the accuracy of DIC methods inprestressed concrete.One question that is very interesting to the leadership team is if exposing the undergraduatestudents to industrial environment would affect their decision on the future career plan and enterprofessional practice other than graduate school. The results are surprisingly promising. All thepast REU participants in the two years’ program implementation indicated the intention to go tograduate school. As confirmed by the external evaluator

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

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NSF Grantees Poster Session

can be answered usingthe material provided once that particular topic is covered.To incorporate HIPs into the class, we plan to: (1) Ask students to review material before theclass, and identify jargon that they are not familiar with and have them research on this materialto come up with their definitions on the jargon used. (2) Have students research the real-lifequestions added to the syllabus schedule before the class and have discussions in the class. (3)Incorporate mini-projects as part of homework around the real-life questions addressed in theclass.ConclusionIn this paper, we demonstrated the implementation of HIPs in undergraduate engineering andcomputer sciences courses via course redesign. We presented the detailed HIP

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Diversity, NSF Grantees Poster Session

institutionalizedpathways into engineering offered at a large, public Midwestern university. The three pathwaysincluded the main campus-honors program, the main campus-standard program, and a regionalcampus. We selected only three pathways for the pilot because the main goal of the pilot was torefine the protocol, which we felt could be accomplished using a smaller sample of students andpathways then planned for the full study data collection. Further, we chose these three pathwaysbecause we felt it would provide a representative enough sample for the interview protocolrefinement. We recruited participants through an announcement of the study made during theirintroductory engineering course. A follow up email was then sent to the students with a link to