Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Furse, University of Utah; Donna Harp Ziegenfuss, University of Utah; Alyson L. Froehlich, University of Utah

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NSF Grantees Poster Session

flipped instruction.  Module 2: Online Engagement – Creating Videos Introduction to different types of videos. By the end of this module, faculty will have decided what type of video they want to create; selected and mastered technology to write or create videos for examples, record videos, post videos online; posted and received student feedback on one example video.  Module 3: Engaging Students Actively in the Classroom Introduction to active learning including peer discussion, sharing and problem solving, case studies, etc. By the end of this module, faculty will have articulated active learning strategies that work in their discipline; tested out new

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

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Diversity, NSF Grantees Poster Session

your (professional development or personal growth), 1 through 7 with 7 as most effective.”All questions were to be answered on the same 7-point scale. An option to mark NA (notapplicable) was also provided. In addition, students were invited to write in personal perceptionsor clarifying or additive remarks. In total, 17 questions were asked, with 12 of those related toprofessional development activities, and 5 related to personal growth. Results are summarized inTable 1 (professional development) and Table 2 (personal growth).Results: Professional DevelopmentSEECS activities related to professional development have been chosen and tested over the yearsto address retention, employment potential and bolster enthusiasm for careers

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine R. McCance, The University of Texas at San Antonio; Vanessa Ann Sansone, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Arturo Montoya, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

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Diversity, NSF Grantees Poster Session

is underway, with plans to expand to the College of Sciences.Outcomes will be measured using interviews, surveys, reflective writings, and peer teachingobservations. Educational Research This poster will highlight an IRB-approved qualitative study that is being conducted aspart of the grant project. The research is guided by the HSI servingness framework [7]. Theoverall purpose of the research is to understand the ways in which the university is serving itsSTEM students, using a mirror approach [13] to study and self-reflect on the institution, herebyfocusing on the organization as the main unit of analysis. Findings from this research willdirectly inform plans and actions to revise policies and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Musabbiha Zaheer; Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity, NSF Grantees Poster Session

or writing on aboard, while active-learning classes were characterized by student-peer interactions and student-instructor interactions through group work or collaborative problem solving. Across both classtypes, participants discussed exam formats, attendance policies, and homework flexibility.Instructor responsiveness and ability to create engagement were key factors discussed in bothclass types as well.Four subcategories emerged in the theme of student responses: students’ attitudes and feelings,student engagement, classroom interactions (with the professor and with their peers), andstudents’ understanding of instructors’ expectations. Students felt lecture-based classes, whichrelied on slideshows, were unhelpful, and favored classes

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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Diversity, NSF Grantees Poster Session

of Arizona Amee Hennig has her B.S. in physics and creative writing from the University of Arkansas as well as her M.A. in professional writing from Northern Arizona University. She oversees the education and outreach activities for the Center for Integrated Access Networks based out of the College of Optical Sciences at the University of Arizona. At the University of Arizona she manages a number of summer programs for Native American students and educators.Daniel Lamoreaux M.A., University of Arizona Daniel Lamoreaux is a current doctoral candidate in the University of Arizona’s School Psychology pro- gram. While working as a graduate assistant for the education office of the Center for Integrated Access

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amro El Badawy, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller, Global Waste Research Institute, California Polytechnic State University; Gregg L. Fiegel, California Polytechnic State University; Kevin Brian Kopp, California Polytechnic State University

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NSF Grantees Poster Session

have assessed various programand participant activities with an emphasis on participant communication skills (oral, written,and graphical modes) throughout various phases of the summer research experience. Tools usedfor assessment included: learning style and communication style surveys; incremental and finalperception surveys; review of weekly journal entries; peer reviews; review of communication-focused assignments (i.e., mid-program and final oral presentations, poster presentations, andvoicemail reports); and documentation of experimental procedures and results in a summaryreport. Several activities in the program involved the use of different learning styles such asgraphics-only and rapid, oral-only communication exercises. The learning

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

opportunities while reducing the need for external employment. • Increase students’ engineering self-efficacy. • Increase recruitment of aerospace and industrial engineering students. • Encourage students to pursue advanced degrees. • Increase student retention in engineering.The ASPIRE program strengthens and supports students through a program of mentoring,networking, and academic design. The primary features of the program include continuousmentoring of all ASPIRE students by peers, faculty, and industry representatives; four face-to-face interactions with all ASPIRE students, mentors, and faculty per semester; and enrollment incommon courses.A total of 36 undergraduate ASPIRE Fellows will have been directly supported

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; Craig O. Stewart, University of Memphis; Shani O'Brien, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

populations, i.e. students who tend to be first generation, minorities, and/orcommuters. These universities encounter similar challenges in first-year retention and graduationrates, especially in the STEM disciplines. As they strive to improve the first year engineeringand/or mathematics student experience at their campuses, they have engaged in differentapproaches; including Peer Led Team Learning (PLTL), formation of an Engineering LearningCommunity (ELC), and engaging students in outreach as STEM Ambassadors. Incorporatingthese individual strengths with new activities that will be shared across institutions, the team iscurrently embarking on a multi-year research project to uncover how students develop STEMidentity in an urban context, identify

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Palmyra Catravas, Union College; Michael E Hagerman, Union College; Brian D. Cohen, Department of Biological Sciences, Union College; Samuel Amanuel, Union College; Rebecca Cortez, Union College; Kevin Bubriski, Green Mountain College; Amin Meyghani; Seyfollah Maleki, Union College

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NSF Grantees Poster Session

. The images shown in this paper were acquired with a Zeiss EVO-50 scanningelectron microscope and an Asylum Research MFP-3D atomic force microscope.Bridges between the classroom and undergraduate researchBridge 1 – Students learn to read and comprehend technical papers from theprimary literature through a novel writing assignment – the NanoTracts paperThe process of reading and acquiring an in-depth understanding of peer-reviewed articlesfrom the scientific literature is an essential research skill that is out of the comfort zone ofmost undergraduate students. These skills are developed with time and practice, andproficiency ameliorates potential for success with research endeavors over their futurecareers. A term project has been incorporated

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

Tagged Topics

NSF Grantees Poster Session

with PH382U Introduction to Nanoscience andNanotechnology, followed by BI372U Nanotechnology, Society and Sustainability, andECE383U Nanotechnology: Modeling & Simulation, (where the “U” suffixes indicate GEeligibility,) but each course can stand alone. These courses are tailored to support interactionbetween STE (science, technology and engineering) and non-STE students, who will take them Page 26.1182.2together. Two function as writing intensive courses (WIC), and there are no college-levelprerequisites for any of them. There is also a supporting follow-on 2-credit NanotechnologyLaboratory course, (currently listed as ECE410/510.)General

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Virginia Tech; Scott T. Huxtable, Virginia Tech; Sathyanarayanan Subramanian, Virginia Tech; Zahed Siddique, University of Oklahoma

Tagged Topics

NSF Grantees Poster Session

objects.Dr. Scott T. Huxtable, Virginia TechMr. Sathyanarayanan Subramanian, Virginia Tech I am a Graduate Mechanical Engineer at Virginia Tech, specializing in Thermal-Fluid Sciences.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston-Downtown; Henry Clyde Foust, University of Houston - Downtown; Dvijesh J Shastri, University of Houston - Downtown; Emre Yilmaz; Arash Rahmatian, University of Houston - Downtown; Mahmud Hasan, University of Houston - Downtown

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Diversity, NSF Grantees Poster Session

areascompared to their peers in other REU programs. For instance, students reported significantlygreater familiarity with the graduate school application process, averaging a rating of 4.0,compared to 2.6 in the comparison group. Additionally, students showed a strongerunderstanding of the research career pathway, with an average rating of 4.57, surpassing thecomparison group's average of 3.43. These findings underscore the program’s effectiveness inpreparing students for future academic and research careers.Figures 1 and 2 illustrate the knowledge gained by participants regarding the graduate schoolapplication process and the experience of being a graduate student, respectively.Fig. 1: Knowledge gained during the REU Fig. 2: Knowledge

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Julie S Linsey, Georgia Institute of Technology; Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Eric Holloway, Purdue University at West Lafayette (COE)

Tagged Topics

NSF Grantees Poster Session

. instrument V: Validation of Establishing guidelines Not started Instrument scoring guide. instrument scores for instrument scoring for fairness and group comparisons Following from our definition of constructs, we proceeded into the second phase, “Itemgeneration and judgment”. The focus of this phase was on creating a set of items theoreticallyaligned with the constructs, and on gathering evidences of content validity to refine the writingof the items. We initially wrote the items as a team and reviewed them for consistency, writing,and content. Next, we shared the items with the experts detailed in Phase I for additionalfeedback. We then iterated on our items once more, and subsequently used the first

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

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Diversity, NSF Grantees Poster Session

] V. Sampson, P. Enderle, J. Grooms and S. Witte, “Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as they Learn Core Ideas,” Science Education, vol. 97, pp. 643-670, Sept., 2013. doi: 10.1002/sce.21069[31] L. Martin, “The Promise of the Maker Movement for Education,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 5, pp. 30-39, Jan.-June, 2015. https://doi.org/10.7771/2157-9288.1099[32] S. Sheppard, K. Macatangay, A. Colby and W. Sullivan, Educating Engineers: Designing for the Future of the Field, Book Highlights. Stanford, C.A.: Carnegie Foundation for the Advancement of Teaching, 2008

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

of this NRT, the main goalof which is to generate an innovative model for STEM graduate student training by identifyingand implementing the most effective tools for the training of STEM professionals. In futurecontributions, we intend to showcase data from the NRT, focusing on the evaluation of itsconstituent parts.Briefly, this multi-year academy includes two required courses (one focused on research-relatedcontent and another on transferrable skills) and two elective courses, which together constitutethe basis of a graduate certification. Other features include two summer internships (one inter-departmental and one at an external institution), peer mentoring of subsequent trainee cohorts,and initiatives including collaborative research

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karen L. Webber, University of Georgia; Amy Stich, University of Georgia; Matthew Grandstaff, University of Georgia; Collin Case, University of Georgia

Tagged Topics

NSF Grantees Poster Session

gains in career competencies by gender, race/ethnicity, and financial aid status.Analyses revealed no significant differences by financial aid status (student receiving need-basedaid = yes/no), and only one item showed significant difference by race/ethnicity. On the itemlearning how to write better, Asian students reported higher value than all others (ANOVAF=4.018, p=.018). Analyses by gender revealed three items with statistically significantdifferences. As shown in Table III, women reported that their WREAs helped them withdeveloping their skills as a leader, learning how to write better, and learning how to work withpeople from diverse backgrounds more than their male peers. Table III

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University, Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University, Worldwide; Emily Faulconer, University of Florida; Kelly A George, Embry-Riddle Aeronautical University, Worldwide

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NSF Grantees Poster Session

from Northcentral University (2012), as well as a Master’s of Aeronautical Science (2005) and B.S. in Aerospace Studies (2000) from ERAU. He has more than 10 years of experience in defense contracting, supporting several federal-level customers, including the U.S. Postal Service for automated sortation tech- nologies and the U.S. Air Force, Army, and Navy on a wide variety of simulation and training programs. As a tenured faculty member at ERAU, Dr. Terwilliger has authored more than 25 peer-reviewed pub- lications, presented research findings at international venues, and provided unmanned systems expertise across a variety of televised, print, and digital media. He currently serves as a board member of the Asso

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

element is the change in the course form fromdeductive to inductive practice. The second element of our project tests ICT devices(iPod Touches) to facilitate collaborative, conceptual, and peer learning, along with basicknowledge acquisition for individual learners.In the new class format, students complete conceptually targeted problem sets each classmeeting and term-long research papers in collaborative groups. Additionally, there areample opportunities for concept questions, peer learning, case studies, and low stakesquizzes. MSE education applications for the iPod Touch have been built to supportcollaborative as well as peer learning and self-evaluation quizzing. In-class conceptquizzes, mini-lectures, and just-in-time reading assignments are

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Neda, University of Nevada, Las Vegas; Jacimaria Ramos Batista, University of Nevada, Las Vegas; Jorge Fonseca Cacho, University of Nevada, Las Vegas; Vanessa W. Vongkulluksn Ph.D., University of Nevada, Las Vegas; Mei Yang, University of Nevada, Las Vegas

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Diversity, NSF Grantees Poster Session

is insufficient to address Latinx student needs, especially atHSIs[10], [11], [12]. A 2017 paper [13] outlines a literature review of innovations and interventionsthat intend to improve the outcomes for areas of study based in mathematics. The pedagogicalapproaches discussed in the reviewed literature included active learning, hands-on projects,mentoring programs, use of technology, one-to-one help, and peer study groups. The paper notedthat there is relatively little literature on rigorous evaluations of the interventions. There is a need todevise innovative math remediation methods that are more engaging, effective, and less costly tostudents. In this National Science Foundation funded project, engineering and math faculty from thelarge R1

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Angela Minichiello PE, Utah State University; Eric Jankowski, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby; Jelena Pokimica, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

thestorytelling process. Writing stories enabled participants to reflect deeply on their STEMjourneys and develop communication skills, while listening to peers’ narratives fostered empathyand a sense of shared experiences. Many participants noted that performing their stories publiclysignificantly bolstered their self-confidence and self-efficacy, helping to counter feelings ofimpostorism. However, challenges such as public speaking and language barriers led someparticipants to experience heightened impostor feelings. These findings highlight the need fortailored coaching and practice opportunities to enhance the performance phase of theintervention.Audience measures from public storytelling performances revealed significant changes inaudience

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Agnieszka Miguel, Seattle University

Tagged Topics

NSF Grantees Poster Session

Bachelor of Science in Electrical Engineering (BSEE) degree.The main objective of the ECE Scholars program was to increase the number of electricalengineering students graduating from Seattle University and entering the engineeringworkforce. Seattle ECE scholars received financial, academic, professional development, andcommunity building support to ensure their successful progression toward the BSEE degree.Student support services included peer tutoring, informal study partners, industry mentorshipprogram, professional development seminars, and social activities.In this paper, we discuss both the qualitative and quantitative results of this grant. We reporton the academic achievement of the scholars and their career choices after graduation. We

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dick Apronti, Angelo State University; William A Kitch P.E., Angelo State University; Elaine Stribling, Angelo State University; Stephanie Solis, Angelo State University

Tagged Topics

NSF Grantees Poster Session

in the fall of 2022, the inauguralcohort comprised eight students, including new first time (NFT) students and transfer students.The following year saw the addition of a second group of 15 students, increasing the totalnumber of students enrolled into the program to 23. Beyond offering financial aid, ASESsupports its participants with academic resources, such as a credit-bearing course on engineeringleadership and career development, and access to faculty and peer mentorship in a mentorshipprogram. Throughout its first three semesters, spanning from Fall 2022 to Fall 2023, the programsuccessfully retained a significant number of its students.The literature suggests that bolstering student support systems and fostering faculty

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts Lowell; Anna Rumshisky, University of Massachusetts Lowell; Milo Koretsky, Tufts University

Tagged Topics

NSF Grantees Poster Session

studentthinking within short-answer justifications to concept questions collected through an educationaltechnology tool.BackgroundConcept Questions and Short-Answer JustificationsConcept questions [1], [2] are single-right-answer multiple-choice questions that assess students’understanding of recently learned challenging concepts. Questions are designed to helpinstructors enact social, cognitive, and epistemological goals around teaching and learning [8].Researchers have observed that using concept questions within active learning pedagogies hasimproved student outcomes, promoted conceptual understanding, and encouraged engagement inthe classroom [2]. Instructors sometimes pair concept questions with a short-answer justification,a low-stakes writing task

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

ADHD and the shortcomings of the current education system that puts thispopulation of students with significant potential for innovation at a substantial risk of academicfailure and disinterest in pursuing higher education. Overall, the major observations from thisREU were that: given the right environment, i.e. niche, students with ADHD can thrive;engineering research can be a stimulating and ideal environment for students with ADHD; andthe opportunity to learn and interact with peers with ADHD can provide a rich and meaningfulexperience and help their confidence and ability as learners. It was noted that the educationsystem needs to move from the idea of ‘accommodating’ for some, to differentiating for all.Dissemination of these impactful

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Ghasem Shahbazi, North Carolina A&T State University; Shamsuddin Ilias, North Carolina A&T State University; Lijun Wang, North Carolina Agricultural and Technical State University

Tagged Topics

NSF Grantees Poster Session

Center significantly “improves” technical writing andpresentation skills. Suggestions students provided for improving their research experiencesincluded increasing their access to instruments and equipment, ensuring more opportunities topresent at conferences, emphasizing the need for students obtaining work or teaching experience,and providing more mentoring by faculty.Mentoring was recognized by both faculty and students as a critical way to develop graduatestudents' research knowledge and skills. Benefits noted by students and faculty on meetingwithin and across thrust areas include "cross-pollination" of ideas, general awareness of research,feedback and group discussion, and peer pressure to produce work, as well as an opportunity forthem to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University

Tagged Topics

Diversity, NSF Grantees Poster Session

8.8 8.8% Q2_8 Engage in effective team practices. 83.5 88.0 4.5 4.5% Q2_9 Discuss research ideas with peers. 80.5 81.3 0.8 0.8% Q2_10 Consult senior researchers for ideas. 85.3 94.8 9.5 9.5% Q2_11 Decide when to quit searching for related 56.7 66.2 9.5 9.5% research/writing. Q2_12 Decide when to quit generating ideas based on 61.3 73.3 12.0 12.0% your literature review. Q2_13 Synthesize current literature. 68.2 85.5 17.3 17.3% Q2_14 Identify areas of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Ph. D. in Materials Engineering (1998) and Graduate Diploma in Computer Science (1999) from Uni- versity of Wollongong, Australia and holds Bachelor of Engineering (Metallurgical Engineering) degree from Pune University, India (1985). He has worked as a post-doctoral fellow at Carnegie Mellon Uni- versity, Pittsburgh (2001 – 2003) and BHP Institute for Steel Processing and Products, Australia (1998 – 2001). Dr. Manohar held the position of Chief Materials Scientist at Modern Industries, Pittsburgh (2003 – 2004) and Assistant Manager (Metallurgy Group), Engineering Research Center, Telco, India (1985 – 1993). He has published over 55 papers in peer-reviewed journals and conferences including a 2007 Best Paper Award

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; J. Reid Schwebach, George Mason University

Tagged Topics

NSF Grantees Poster Session

following topics: assessment of GTApreparation to grade writing assignments, determining the relationship between studentmathematics placement scores and their achievement in core classes in their major, andinvestigating effects of a peer review component in laboratory reports. After the first year, one ofthe GTAs finished his/her project and presented the results at a conference. Other students wereat the stage of data collection and data analysis.During the second year of the SIMPLE group, much of the meeting time was dedicated todiscussing curriculum development for a new concentration in the department. The GTAs tookpart in those discussions, though the level of their involvement varied. One of the students choseto conduct another educational

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Eric Jankowski, Boise State University; Sara Hagenah; Anne Hamby, Boise State University; Brooke Ward, Boise State University

Tagged Topics

NSF Grantees Poster Session

highlighted the increased sense of communitythey felt with their peers. Interviews highlighted how students reconsidered their professionalidentity within the major when they spoke about their feelings relating to imposter syndrome andhailed this as a unique opportunity in their engineering education to reflect on their engineeringidentity and purpose in the field. Students indicated it influenced their sense of belonging asthey talked about how participation in this workshop and story performance challengedstereotypes and broadened their perspective of what it means to be an engineer and whichtypes of people get to become engineers. Students experienced a boost in confidence in boththeir writing and public speaking abilities and a result of sharing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

; Measurement, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 40 peer-reviewed journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne