Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey A Nason, Oregon State University; Samuel B Gavitte, Tufts University; Milo D. Koretsky, Tufts University

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NSF Grantees Poster Session

, doi: 10.1109/te.2007.906894.[5] M. D. Koretsky, C. Kelly, and E. Gummer, "Student Perceptions of Learning in the Laboratory: Comparison of Industrially Situated Virtual Laboratories to Capstone Physical Laboratories," Journal of Engineering Education, Article vol. 100, no. 3, pp. 540-573, 2011, doi: 10.1002/j.2168-9830.2011.tb00026.x.[6] C. M. Cunningham and G. J. Kelly, "Epistemic practices of engineering for education," Science Education, vol. 101, no. 3, pp. 486-505, 2017, doi: 10.1002/sce.21271.[7] M. D. Koretsky, E. J. Nefcy, S. B. Nolen, and A. B. Champagne, "Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G. Belu, Drexel University (Tech.)

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

important objective is to improve and re-develop seven currentindustrial training modules covering prototyping, machine tool calibration, precision metrology,offline and online quality control, remote monitoring and supervision of machining and roboticassembly processes, and quality assurance. This activity is currently undergoing, its progressbeing highlighted in the sections below. We will develop industry-supplied and coordinatedprojects, as well as capstone projects for collaborative student teams. The newly-equippedlaboratories will be networked for cross-institutional use between Drexel University andaffiliated community colleges. The heart of this project is the hardware and software described inthe following sections of the report. The

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Deborah Silver, Rutgers, The State University of New Jersey; Elizabeth Friedman, The University of Illinois, Chicago

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NSF Grantees Poster Session

) master’s degrees, there isa need for students to assume control of their personalized educational journeys from programselection to becoming lifelong learners. Acquisition of transferable professional skills andexploration of careers through experiential learning are widely promoted among many master’s(and undergraduate) programs as desirable features of IDPs. In practice, transferable skills havesector specific definitions and delivery of training is variable in quality and modes. Experientiallearning has a wide range of manifestations from individual internships/apprenticeships atcompanies, capstone projects which are common in engineering, and group industrial projects thatmay be done at the university. Inclusion of transferable skills

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

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NSF Grantees Poster Session

administrative positions at one large private university in In- donesia. He has developed and delivered numerous international workshops on student-centered learning and online learning-related topics during his service. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.Prof. Kurt Henry Becker, Utah State University - Engineering Education Kurt Becker is the current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on National Science Foundation (NSF) funded projects exploring engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

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NSF Grantees Poster Session

yet to disambiguate the impactof design education from persistence behaviors. For instance, a survey study linked participatingin capstone design to stronger engineering identity, but without accounting for the differencesthat might be due to comparing seniors to students earlier in their educational careers [3].To address this gap, we extend typical models of persistence intentions to examine the effects ofengagement in a core engineering practice—design problem framing—across first-year andsenior students. We conjectured that framing agency—the capacity to make decisionsconsequential to design problem framing [4]—relates to engineering identity and engineeringdesign self-efficacy, which in turn predicts persistence intentions. We sought to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

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NSF Grantees Poster Session

 Three elective junior courses, (e.g. PH 382U, BI 372U and ECE 383U,) from a single cluster, (e.g. Science & Liberal Arts or Design Thinking/Innovation/Entrepreneurship,) which includes courses from multiple departments, grouped around a single theme.  An integrating two-quarter senior capstone experience, including some form of community service. (In engineering, this requirement is satisfied by the traditional capstone design project, performed in groups with participation and supervision by local industry. A future goal is the introduction of nanotechnology capstone projects which will integrate non-STE “graduates” of the nanotechnology courses into some of these industrial projects.)The four

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Jennifer E LeBeau, Washington State University; Michael S. Trevisan, Washington State University; Howard P Davis, Washington State University; Shane A. Brown P.E., Washington State University; Brian F French, Washington State University

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NSF Grantees Poster Session

Paper ID #5948Growing Assessment Capacity of Engineering Educators through ASSESSDr. Denny C. Davis P.E., Washington State University Dr. Davis is emeritus professor of Chemical Engineering and Bioengineering at Washington State Uni- versity. He is project leader for the National Science Foundation grant supporting the development, implementation, and testing of ASSESS. He has led numerous projects focused on the development of assessment instruments for engineering design learning. He is a Fellow of ASEE.Dr. Jennifer E LeBeau, Washington State University Dr. Jennifer E. LeBeau is a research associate in the Learning and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; James Franklin Wysong Jr., Hillsborough Community College; Peter Stiling, University of South Florida; Gerry G. Meisels, University of South Florida; Robert L. Potter, University of South Florida

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NSF Grantees Poster Session

this grant, he advised over 500 individual calculus students on their course projects. He was given an Outstanding Advising Award by USF and has been the recipient of numerous teaching awards at the department, college, university (Jerome Krivanek Distinguished Teaching Award) and state (TIP award) levels. Scott is also a co-PI of a Helios-funded Middle School Residency Program for Science and Math (for which he teaches the capstone course) and is on the leadership committee for an NSF IUSE grant to transform STEM Education at USF. His research is in the areas of solution thermodynamics and environmental monitoring and modeling.Dr. James Franklin Wysong Jr, Hillsborough Community College Dr. James Wysong has

Conference Session

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

rankings and one second-place rankings from its peer assessors. At theother end of the chart, someone who received all last-place rankings has the shortest compositebar. The service can also display self-assessment rankings on the same scale as peer-assessmentrankings.6. Team formationDesign projects are frequently assigned in courses (often capstone courses) where a limitednumber of student teams can pick each project topic. While many criteria can be used to formteams, one of the most important is that students are assigned topics that they have an interest in,and background for, a specific topic. The problem involves both aggregating students into teamsand assigning teams to topics. The design space is very large, and an optimal solution

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

Page 26.1144.3graduate robotics course. This paper presents the initial implementation of mechatronics instruction in the under-graduate robotics course. The effect of this instruction is assessed by examining whetherstudents who take the course use the knowledge gained in later courses or student com-petitions. The assessment for this project is the year-long Mechanical Engineering (ME)senior capstone design course. In the senior design course, students give midway and finaldesign presentations, which are open to the public. The authors attend these presentationsto determine whether their cohort of students use the mechatronics knowledge gained inlater courses. In addition, Dr. Bowling is still faculty advisor for the student competitions

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas C Williams, University of Louisiana; Aimee Barber, University of Louisiana at Lafayette; Peter Sheppard, University of Louisiana at Lafayette

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NSF Grantees Poster Session

excellence. c American Society for Engineering Education, 2019 Making Inspired by Nature: Engaging Preservice Elementary Teachers and Children in Maker-centered Learning and BiomimicryIntroductionMakerspaces, innovation labs, and creativity spaces are gaining traction in K-12 schools andcommunity centers. This exploratory project, ​Making Inspired by Nature​ , brings together the artof making, the disciplined practices of design thinking, and the creative practices of biomimicryto engage preservice teachers and children in building innovative solutions to real worldproblems. To achieve this, this project is (a) building and evaluating digital resources andhands-on activities for engaging elementary children in

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

. L. Chen, S. Sheppard, L. Ludlow, C. Rosca, “Outcomes of a Longitudinal Administration of the Persistence in Engineering Survey,” Journal of Engineering Education, pp. 371-395, 2010.[9] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, R. A. Layton, “Persistence, Engagement, and Migration in Engineering Programs,” Journal of Engineering Education, pp. 259-278, 2008.[10] D. Kotys-Schwartz, D. Knight, G. Pawlas, “First-Year and Capstone Design Projects: Is the Bookend Curriculum Approach Effective for Skill Gain?”, in Proceedings of the 2010 ASEE Annual Conference & Exposition. Louisville, KY: American Society for Engineering Education, 2010.[11] S. Sheppard, R. Jenison, “Examples of Freshman Design

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Ruth E. H. Wertz, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Self-Assessment. in ASEE Annu. Conf. Expo. AC 2011–1275 (2011). Page 24.748.69. Novick, M. R. The axioms and principle results of classical test theory. J. Math. Psychol. 3, 1–18 (1966).10. Brown, C., Murphy, T. J. & Nanny, M. Turning Techno-Savvy into Info-Savvy : into the College Curriculum. J. Acad. Librariansh. 29, 386 –398 (2003).11. Kotys-Schwartz, D., Knight, D. & Pawlas, G. First-year and capstone design projects: Is the bookend curriculum approach effective for skill gain? in ASEE Annu. Conf. Expo. (2010).12. Fabrigar, L. R., Wegener, D. T., MacCallum, R. C. & Strahan, E. J. Evaluating the use

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

Engineering Education, 2024 Enabling In-Class Hands-On Electronics Opportunities through Flipped Classroom using Openly Available VideosAbstractThis discussion reports on our efforts to utilize open classroom time for hands-on experimentalmeasurements as well as other hands-on engineering (ECE) projects. These in-class interactionsincrease student confidence with hands-on tools, where class time becomes time for grouphardware discussions. This discussion will describe our efforts utilizing hardware-based classprojects throughout the undergraduate and graduate ECE curriculum. Revolutionary integratedcircuit platforms are part of these efforts, and a history of these efforts will be described in thispaper. These efforts improves the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luisa Guillemard, University of Puerto Rico, Mayaguez; Maryliz Soto, University of Puerto Rico, Mayaguez ; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras

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NSF Grantees Poster Session

capstone course of the RISE-UP curriculum and requires theintegration of concepts and skills learned throughout previous courses on the design of a resilientand sustainable structure. For this group, the project consisted of designing a module that couldbe easily constructed or assembled to temporarily substitute a school building or classroomdamaged by a natural disaster. The general instructions for this project were the following: The exercise requires each team to design a modular classroom unit, which when joined with one or more of other similar units will function as a system that operates as a microgrid under the premise of operating in a net-zero manner. As a group, you will select the School or Schools in Southern

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Patberg Morin, North Carolina State University; Elena Nicolescu Veety, North Carolina State University; Pam Page Carpenter

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Diversity, NSF Grantees Poster Session

adjunct associate professor in the Technology, Engineering, and Design department at NC State and earned her doctorate in Technology, Engineering, and Design in the College of Education at NC State University. c American Society for Engineering Education, 2019 Evaluation of collaborative REU exploring the energy spectrum from body-heat harvesting to smart grid technologyEngaging in research is one of the few and critical project-based learning experiences of theundergraduate engineering career. Typical students are rarely exposed to authentic applicationsof engineering design, research, and/or multidisciplinary content until the capstone course at theend of their undergraduate curriculum

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #7863Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiT-TIFFF or JTF) for Cyber Learning in Core Materials CoursesProf. Stephen J Krause, Arizona State University Stephen J. Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of engineering education design, capstone design, and introductory materials engineering. His research interests include evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept In- ventory for assessing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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Diversity, NSF Grantees Poster Session

schedules in fall and spring semesters. More details on creating theSTEP Cohorts can be found elsewhere [3].We survey students placed in cohorts at the end of each fall semester. A significant majority ofthe students reports in the survey that they have studied with other students in their cohortsoutside the classroom. Our graduating seniors have told us that the relationship they developedwith others students in the study groups which they formed during the first-year, carry over tosenior capstone design project.Factors Supporting Institutionalizing STEP at Western Michigan UniversityIn order to make lasting impacts to support student success in engineering, the best practicesidentified by projects supported by the National Science Foundation need

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Tancy J. Vandecar-Burdin, Old Dominion University

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Diversity, NSF Grantees Poster Session

characterization methods for composites and additivelymanufactured materials. SCS participants are engaged in project-based learning activities,including MAM hands-on outreach workshops on various manufacturing technologies,educational seminars, as well as capstone and research projects in partnership with industrial andgovernment research labs. Figure 1. Proposed network of interventions for supporting SCS students in MAM programBy introducing students to various career opportunities through series of educational MAMseminars and workshops, the current program prepares SCS students for the path they will needto take upon graduation in joining the engineering work force. The proposed support networkalso includes curricular, research, and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University; Olusola Adesope, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Muhammad Asghar P.E., Utah State University

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Diversity, NSF Grantees Poster Session

, attrition rates in engineering remain at 57% [9]despite investments in student retention research and translation of findings. High impact practices that promote student engagement among undergraduate studentsacross the country in all disciplines have been examined [1]. Such high impact practices includedfirst-year seminars, learning communities, writing-intensive courses, collaborative projects andassignments, service learning, internships, capstone courses and projects, and undergraduateresearch. This work examines the role of HIEP on student outcomes specifically in engineeringand computer science programs at two western, rural, land-grant universities. This study will address the following research questions: 1. To what extent do

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg L. Saylor, University of Cincinnati; Anant R. Kukreti, University of Cincinnati

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Diversity, NSF Grantees Poster Session

. The S-STEM program offers four separate tracks: Bachelor’s degree with a Master of Science,Bachelor’s degree with a Master of Business Administration and Graduate Certificate inEntrepreneurship, Bachelor’s degree with a Minor in Entrepreneurship, and a Bachelor’s degreewith Advanced Graduate School Preparation. Thus, each track students complete all standard BSdegree requirements, and a research- and team-based senior capstone experience that meetsABET standards for integration of technical knowledge: safety, environmental, and healthcompliance; economics and business considerations; teamwork; and project management. Thebiomedical, chemical and environmental programs offer both a research-based and the regulardesign-based senior capstone

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farhan Azhar, University of Massachusetts Lowell; Kristofer Tite, University of Massachusetts, Lowell; Stephen Johnston, University of Massachusetts, Lowell; Christopher Hansen, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; Alaina M Schiano; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

include process monitoring and control for injection molding, plastic prod- uct design, and injection mold design. He is an inventor on three patents and author of over thirty publi- cations.Dr. Christopher Hansen, University of Massachusetts, LowellDr. Sammy G. Shina, University of Massachusetts, Lowell Sammy G. Shina, P.h.D., P.E., is the professor of Mechanical Engineering at the University of Mas- sachusetts Lowell and has previously lectured at University of Pennsylvania’s EXMSE Program and at the University of California Irvine. He is the coordinator of the Design and Manufacturing Certificate, the Quality Engineering Certificate, the ME senior Capstone Projects and COOP education at UML. He is a past chairman of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia

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Diversity, NSF Grantees Poster Session

projects and buildingparticipants’ confidence as educational researchers. This project was funded based on impactrather than knowledge generation; thus, this paper will report on the impacts of the ProQualInstitute in terms of participants served and evaluated outcomes and project team observations.The key evaluation questions we answered were: 1. To what extent did the project design and implement a high-quality and culturally responsive training program? 2. What knowledge and skills did participants gain because of participation in the ProQual Institute? 3. How could the ProQual Institute be built upon to improve participant outcomes?Background & Conceptual FrameworkThe target audiences for the ProQual Institute were STEM

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Jenna Wong, San Francisco State University; David Quintero, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

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Diversity, NSF Grantees Poster Session

Professional Engineers (SHPE), National Society of Black Engineers (NSBE), andSociety of Women Engineers (SWE) to reach out to URM students in engineering through peermentoring, tutoring, and networking. Also, the ESC will promote engagement and a sense ofbelonging by connecting URMs with successful alumni and industry experts through paneldiscussions, workshops, networking, seminars, career fairs, and other forums. The ESC directorwill establish partnerships with local Bay Area companies to seek internship opportunities for ourdiverse student body, sponsor our Capstone Design Projects, and organize semiannual career fairsand interviews on campus. Industry partnership in senior design projects will provide a year-longculminating hands-on experience on

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L Peters, Kettering University; Shanna R. Daly, University of Michigan; Stacy Lynn Mann, Kettering University

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NSF Grantees Poster Session

ability to discern best fit is gained by experience with successin this area. In regard to safety, safety concerns are paramount in industry, while they may not beextensively covered in engineering coursework. Certainly, safety is emphasized in lab classes,and a capstone design project may include safety as a criterion; but the issues of meetingindustry-specific safety standards, machine guarding, and OSHA requirements are much moreprevalent in industry than in any undergraduate courses.ImplicationsReturners and direct pathway students do not differ in their self-perception of their ability toutilize computer applications. Since it is a commonly held belief that there is a great differencebetween older and younger students—“digital natives and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Rosaurelis Marín Ramírez, University of Puerto Rico, Mayaguez; Paola Pacheco Roldan, University of Puerto Rico, Mayaguez

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NSF Grantees Poster Session

”.Engineers and non-engineers alike widely characterize engineering as a discipline whose purposeis to “solve problems”, and this is often framed as “design”1. Despite movements since at leastthe 1990’s to reform engineering education to integrate design throughout the curriculum,including during the freshman year, engineering curricula remain dominated by “linear” and “topdown” models that postpone the introduction of design. In this standard model, basic math andscience (“analysis”) courses are given during the first two years, followed by application of thisknowledge to conduct basic engineering analysis during the second and third years, andculminating in engineering design (e.g., capstone design projects) during the last year2, 3. Theinherent

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alfreda Samira James, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Catherine A Scott

Tagged Topics

Diversity, NSF Grantees Poster Session

development programs and mentoring activities. She developed, sheReadstoEarn, a semester-long project to connect female F1 visa holders to career education related to salary negotiation and networking. SBU awarded her with a Student Affairs Distinguished Service Award for Student Development. She also received the SUNY CDO Award for Excellence in Programming. She previously served as communications chair for the Graduate Career Consortium and contributed to InsideHigherEd’s Carpe Careers blog. She is currently a member of the Life Design Studio for University Educators. Dr. James has a Phd in American History as well as a masters degree in Higher Education Administration.Dr. Marianna Savoca, Stony Brook University

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Paper ID #22005A Multidisciplinary Professional Development Program that Shifts FacultyAttitudes and Practice Toward Evidence-Based Instructional Strategies (EBIS)for Teaching and LearningProf. Stephen J. Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton Schools of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include faculty development, evaluating con- ceptual knowledge change, misconceptions, and technologies to promote conceptual change. He

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Tripp Shealy, Virginia Polytechnic Institute and State University; Felicity Bilow, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

) monitorchanges in mental models of SETS as students transition from college to industry. To accomplishthese objectives, the research study will take place in three phases. Phase 1 is focused ondeveloping an instrument that measures engineering students’ mental models of SETS and howthese models relate to their design decisions. Phase 2 is not presented here but will involvesurveying a national sample of fourth-year civil and chemical engineering students about theirmental models of SETS when designing their senior capstone projects. The final phase willfollow students from Phase 2 as they transition into the engineering industry to investigate howtheir mental models change during the first six months of employment.This paper is a part of the project’s

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veronica M. Catete, North Carolina State University, Raleigh; Isabella Gransbury; Marnie Hill; Devin Jean; Brian Broll; Akos Ledeczi, Vanderbilt University; Tiffany Michelle Barnes; Shuchi Grover

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Diversity, NSF Grantees Poster Session

. The modulefollows an entrepreneurship approach, modeled after the successful Engineering Projects inCommunity Service (EPICS) engineering design process, where students research an issue intheir own community and design a program to help people solve it [6]. Through these activities,students learn many valuable lessons including the role of community service in society, thesignificant impact that their engineering skills can have on their community, and that assistingothers leads to their own substantial growth. The module teaches design, planning, codeversioning, collaboration, and aspects of human-computer interaction (HCI) and usability. Thefinal product serves as a capstone project for the course. Industry volunteers and local