Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame

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Diversity, NSF Grantees Poster Session

inside of this framework and the ongoingcollaboration fosters contribution toward larger, complex community issues – broader impacts.By working to develop a faculty and professional network of diverse mentors and leveraging thisfor targeted recruitment, institutions build a supportive and diverse learning environment todeliver an immersive internship that provided connection to the community while contributingto important change.Replication in the Second YearIn the first year of replication, the University of Notre Dame shared their orientation materials,and project planning strategies. Despite this aspect to facilitate the launch and alignment of thedifferent sites, each site was recognized as having a unique approach. Differences in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jitendra S. Tate, Texas State University, San Marcos; Dominick Esperanza Fazarro, University of Texas at Tyler; J. Craig Hanks, Texas State University, San Marcos; Walt Trybula, Texas State University & Trybula Foundation, Inc.; Satyajit Dutta, Texas State University; Robert McLean, Texas State University; Fritz Allhoff, Western Michigan University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

their students, whereas Texas State willinsert appropriate modules in existing courses. UT at Tyler also plans to offer these coursesonline to their students as well as industry professionals and community leaders. At Texas State,these modules will be taught face-to-face.Introductory Course: “Introduction to Nanotechnology Safety” introduces students tonanotechnology, nanomaterials and manufacturing, national security implications, and societaland ethical issues of nanotechnology. This course will be a freshman/sophomore level course.After completing this course, students will be able to: (a) understand the ethical and societalimpact of nanotechnology,(b) understand fundamental concepts in sustainable nanotechnology,and (c) understand the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Debra M. Gilbuena, Oregon State University; Erno Lehtinen, University of Turku; Marja Vauras, Centre for Learning Research, University of Turku; Gavin Tierney, University of Washington; Simone E. Volet, Murdoch University, Perth, Australia

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

and our future plans. During the first year of thecollaboration each team has invested effort into building research capacity, coordinating thecollaboration, creating working relationships and an understanding of working habits betweenteams, and exploring the theoretical underpinnings of productive disciplinary engagement. Page 24.1137.3We begin by discussing our overarching theoretical framework, productive disciplinaryengagement. Next we describe the four contexts of the four different research teams represented(Washington - high school students, Oregon - undergraduate engineering students, Finland - highschool science students, Australia

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan ; Shanna R. Daly, University of Michigan; Jesse Austin-Breneman

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Diversity, NSF Grantees Poster Session

sampling approach waschosen for this study because of the ability to easily access participants for the study. The smallsample size limited the generalizability of the findings for this work. The sample size, however,allowed us to dive deeper into the lived experiences of the participants to understand their senseof belonging. In future work, we plan to continue understanding the sense of belonging ofwomen and other minoritized students in the academic makerspace environment with a largersample size. We hope, in future work, to create interventions that create a culture that encouragesstudent belonging in the makerspace environment.References[1] E. Pines, P. A. Sullivan, and L. Nogales, “Broadening Participation Through Engagement in the Maker

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

tina Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University

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Diversity, NSF Grantees Poster Session

classes with first-year students and was upset at how Marshall Universityhandled her transfer credits. The second student who left the program was a White male student.In an email to the program director, he noted that he enjoyed the program, but it was taking toomuch of his time. This student noted he is pretty happy with his choice of STEM and plans onbecoming a software engineer to make money. In addition, he has had an exceptional mentorexperience that resulted in him getting a research project in the summer between his first andsecond years. He decided to leave the program after securing a job related to his major after hisfirst year in college.Interestingly, we have found that two of our female students who have the highest perseveranceGrit

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra M Birrenkott, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jesse Herrera

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Diversity, NSF Grantees Poster Session

studentsuccess.ConclusionsBased on the results from the first semester of the program, the team has made a few changes tothe SD-FIRST program to benefit students. Monthly workshops and events will continue as inthe Fall 2021 semester, with a heavier focus on hands-on, confidence in STEM building eventsand social events to build relationships within the 2021-2022 cohort. Planned activities includeprofessional development and career fair preparation, a panel of faculty to discuss summerresearch opportunities, a hands-on design challenge and competition, and a tour of a localengineering facility. Weekly tutoring at any existing campus tutoring session is now required forall SD-FIRST students (two hours per week) and to-date has been met with enthusiasm from thescholars. To

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University; Sharona Krinsky, California State University, Los Angeles; David Raymond P.E., California State University, Los Angeles; Eva Schiorring, STEMEVAL; Emily L. Allen, California State University, Los Angeles; Carlos Luis Perez

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Diversity, NSF Grantees Poster Session

faculty engaged in the CLIMB-UP project have joineda single faculty-learning community to share efforts and challenges. The faculty include six at ourinstitution and two additional faculty who teach at feeder community colleges. The implementation plan involves three phases: (1) Course Redesign by project team, (2) Development of hybrid training course for future MBG adopters, and (3) Course Adoption by additional instructors. Table 1. Timeline and Activities for CLIMB Project Implementation Summer (August) Fall Spring Year 1 ● Project Team attended MBG 4-day 2021- interactive

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Benjamin Franklin Cummings Institute of Technology; Nicole P. Pitterson, Virginia Tech; Helen Zhang, Boston College

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Diversity, NSF Grantees Poster Session

including a model ofFDR’s plan to generate electricity from tidal power and the 100+ years old Raye’s Mustard Factory, and ahike to learn about the ecology of Shackford State Park. Additional activities included measuring currentvelocities in Cobscook Bay and wind velocities in order to understand the energy content of the runningthat could be harnessed to generate electricity; experiments on photovoltaics, and performing solarthermal experiments involving light and dark cups as well as liquids of different heat capacities. Studentsmay also hike in West Quoddy Head State Park Bog and the spruce-moose/forest rocky coast of Maine.Upon their return home, students complete surveys and write essays detailing their experiences.Project-Based Freshman

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

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Diversity, NSF Grantees Poster Session

labs for each course by giving two weeks to complete each open-ended lab. We intentionally planned for an extended lab learning time for online labs than theones in person due to the inherent communication difficulties for students in online learningsettings. Below are two O-E lab samples taken from Electronics II and Circuits I courses (only aportion of each lab is shown): 1) MOSFET Common Source (CS) Amplifier Design (Open-ended Design Lab- Electronics II) a. Based on the CS amplifier shown in Fig. 1, derive formulas for -3dB frequencies fL and fH. Assume that the load capacitor is very large compared to parasitic transistor capacitance. b. Design the amplifier shown in Fig. 1 using

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

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NSF Grantees Poster Session

the many disciplinary contexts of STEM. Findings derivedfrom this study are nongeneralizable beyond the classrooms studied and the relevance of theimplications derived from these findings will depend on the nature of the discipline-specificcurricula offered at a given institution.References[1] Office of Science and Technology Policy, Summary of the White House Release Event for the 2018 STEM Education Strategic Plan. Washington, DC: The White House, U.S. Government Printing Office, 2018.[2] National Research Council, “Convergence is informed by research areas with broad scope,” in Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond, Washington, DC

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University Bloomington; Jing Yang, Indiana University Bloomington ; Jungsun Kim, Indiana University Bloomington; Peter N. Knox, Binghamton University (State University of New York); Soo Hyeon Kim, Indiana University-Purdue University Indianapolis; Nikeetha Farfan D'Souza, Indiana University Bloomington

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NSF Grantees Poster Session

remixes an old toy. The prototype should change the look and feel of the toy, or the toy’s role in our life, using new materials.The kits also included all required materials and tools, open-ended questions, images ofexamples, and career awareness information. Families were guided through an engineeringdesign process – research, plan, create, test, improve, and communicate.ParticipantsThe first year of the project included three families and the second year of the project included18 families. These families lived in the Midwest and Northeast regions of the United States.Across the two years, there were 16 female and 14 male child participants between 6-12 years ofage and 14 female and 10 male caregiver participants. The self-identified

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Shannon M. Clancy, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

teamwork and the desire toapply their engineering knowledge to have a positive social impact aligns with recent calls forgreater attention to the social dimensions and impact of engineering work [6], [9].Engineering training often underemphasizes social, contextual aspects of engineering [1], yetstudents in the study demonstrated that these social aspects of engineering were important totheir plans for being engineers. Moveover, the literature suggests that an underemphasis on morecomprehensive skills, like social considerations, may alienate students from continuing to pursueengineering [4], [11]. In particular, women and minority students who are normally moreengaged in social aspects and communal goals of engineering would be put into a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University

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Diversity, NSF Grantees Poster Session

furtheruse their perspectives for more informed intervention design.In this work in progress paper, the findings that are presented are a part of an ongoing NSFfunded project to understand how to get more Black male engineers to pursue advanced degreesin engineering and go into the engineering professoriate. Of the research questions that are a partof the ongoing work: 1) What factors influenced Black males to pursue graduate degrees inengineering? 2) What assets/strengths do Black males possess who persist or plan to continue inengineering beyond undergraduate studies? Only research question 1 will be explored in thispaper. This manuscript provides a brief review of the literature and overview of the study’smethodology. Findings are then presented

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tuncay Aktosun, University of Texas at Arlington; Yolanda Parker, Tarrant County College; Jianzhong Su, University of Texas at Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

taking the Linear Algebra course or the Introduction to Proofs course present some risk whether they will obtain their bachelor’s degrees and do so in a timely manner. • The S-STEM Program Director collaborates very closely with the UTA Undergraduate Mathematics Advisor to assess each undergraduate mathematics major’s academic progress, mathematical preparation, academic resilience, expected date for obtaining the undergraduate degree, effort spent by the student on academic studies, etc. The UTA Undergraduate Mathematics Advisor knows each of the mathematics majors very well as she is directly involved in the student’s degree plan and she interacts with each student at least several times during

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

Tagged Topics

NSF Grantees Poster Session

of workplace activities. Figure 1 identifies items included in the shortsurvey:Please check all of the activities you’ve been involved with over the past week Team meetings within your unit or project team Project planning Writing reports Making formal presentations Performing engineering calculations Generating or refining design concepts Prototyping and testing designs Modeling Meeting with clients Other (please provide a short description)Figure 1: Short Survey Items 6Because this work is in the pilot phase, we have also included an option for participants todiscuss activities

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

Tagged Topics

Diversity, NSF Grantees Poster Session

underpressure” [20]. Research participants stated that professional skills have an impact not only insuccess in industry, but also with studies. This notion is supported in other research [21]. Timemanagement, teamwork, and prioritization were explicitly cited as skills learned at work andapplied in school. It seems from this research that even minimal work experience helps studentswith their ability to plan and produce. In other words, internships have an impact on thesestudents’ ability to learn. Experience at work seems to have taught students how they focus bestand how to prioritize as well as concentrate on the work. They seemed to have learned how tolearn in order to best understand the material to suit their own particular needs.Specific

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C. Newstetter, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

members and supervisors, how to planevents, how to reach out and network, and how to maintain organization in a makerspace. Now,Glen learns to build efficient and effective forms of communication to other board members,supervisors, and other student workers. She develops a voice that allows herself to be heard andclearly understood. This aids in her ability to plan events for the space where she must networkand go beyond her current contacts so as to provide for the needs of the community. So for me it’s a lot of administrative stuff. It’s -- okay, so someone wants to do a workshop, let me make sure that the resources for that – let me get them a room, and pick a time, let me put it on Facebook and email people. Or like say we

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

Tagged Topics

Diversity, NSF Grantees Poster Session

. Reasons for attending included the need for motivation and addressingstruggles they were facing in their programs. These reasons point to challenges students facetransitioning to graduate school (e.g. balancing act). Students were reassured after attending thisworkshop that they possessed or could enhance the skills needed to persist and achieve successin graduate school.For the second PEGS21 cohort (entering Fall 2017), we applied first cohort feedback byencouraging the students to attend GradPathways workshops in pairs or groups as a means tofurther build community within the group. Time during seminar was also dedicated to eachparticipant sharing the two workshops they planned to attend. A list of these workshops andplanned attendees was

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Carolyn Plumb, Montana State University

Tagged Topics

NSF Grantees Poster Session

the attention to the entire class todiscuss the problem collectively. Such a plan is that of one of the authors going forward. It isbelieved that the first part, in which each student attempts the problem not only via equations,but more importantly through written elaboration, is vital and that the instructor emphasize that astudent’s thought process is what will be given most weight in grading. Typically, there is greatdisparity in student preparation and ability upon arrival in EELE 201, and allowing each studenttime to digest and attempt the problem on his/her own is justified. There is evidence thatcooperative learning combined with metacognitve training is effective in promotingmathematical reasoning and metacognitive knowledge [23] and

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

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Diversity, NSF Grantees Poster Session

. Developing astrategy to approach this problem involves several aspects that need to be carefully considered ifwe are to understand, plan, and successfully achieve our goal.Such a journey is a call to us to explore what we know and what we need to know about climbingthe mountain. We have our preconceived notions and prior knowledge of climbing mountains, butwe are challenged to increase our consciousness about the problem so that we may take ownershipof the problem. We need to decide on how we will comprehend what we don’t know. Once, ourqualitative mindset can recall the references of our prior experiences in our structures ofassumptions. Then, we begin listing our ideas of possible ways to reach our goal.As the journey is set to be time-sensitive

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aldo A. Ferri, Georgia Institute of Technology; James I. Craig, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Benjamin Klein, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from a multi-level evalua- tion plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. She received her Ph.D. in Research, Measurement and Statistics from the Depart- ment of Education Policy at Georgia State University (GSU).Benjamin Klein, Georgia Institute of Technology Benjamin Klein received his B.S.E.E. and M.S.E.E. degrees from the University of Wisconsin, Madison in 1994 and 1995, respectively, and his Ph.D. from the University of Illinois, Urbana-Champaign in 2000. From 2000-2003, Dr. Klein served as a postdoctoral fellow at the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christian Enmanuel Lopez, The Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

. System architecture directions for networked sensors. In: ACM SIGOPS Operating Systems Review. Vol 34. ACM; 2000:93-104.30. Jakoby B, Vellekoop MJ. Physical sensors for water-in-oil emulsions. Sensors Actuators A Phys. 2004;110(1):28-32.31. Riek LD. The social co-robotics problem space: Six key challenges. Robot Challenges Vis. 2014.32. Casper J, Yanco H. AAAI/Robocup-2001 robot rescue. AI Mag. 2002;23(1):43.33. Galbraith B V., Guenther FH, Versace M. A neural network-based exploratory learning and motor planning system for co-robots. Front Neurorobot. 2015;9.34. Kok JR, Spaan MT, Vlassis N. Multi-robot decision making using coordination graphs. In: Proceedings of the 11th International Conference on Advanced

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Aaron Lee Adams, Alabama A&M University; Willie Lewis McKether; Revathy Kumar, University of Toledo

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Diversity, NSF Grantees Poster Session

that.Male Speaker: Yes, especially if it's just a TA thatis put in professor status but that does not know how Interviewer: Okay. Lets talk about academicto properly deliver a lesson like the way a professor support and help seeking?who has been teaching a long time does. Male Speaker: I have a few. For one, Dr. X, Dr. Y. Especially Dr. Y because he's really good inFaculty support for students with disabilities propulsion. I plan to stay close to him to learn as 7Interviewer: I see that. Have there been any much as I

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Catherine Mobley, Clemson University

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Diversity, NSF Grantees Poster Session

University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Catherine Mobley, Clemson University Catherine Mobley, Ph.D., is a Professor of Sociology at Clemson University. She has over 30 years experience in project and program evaluation and has worked for a variety of consulting firms, non-profit agencies, and government organizations, including the Rand Corporation, the American Association of Retired Persons, the U.S. Department of Education, and the Walter Reed Army Institute of Research. Since 2004, she been a member of the NSF-funded MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Matt Robert Bohm, University of Louisville; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

coding for higher level and lower level functions in Questions 2 and 3 had very poor inter-rate agreement (less than 0.5), and as such cannot provide statistically meaningful results. Toremedy the poor inter-rater agreement, the investigators plan to independently generatefunctional models of the products in question (finger nail clippers and dorm hand wash station)and then integrate the models into an agreeable representation of each system similar to theprocess used in Nagel et al.28 when calibrating for functional modeling scoring. Each functionwithin the agreed upon models will then be discussed and classified as either high or low-levelby the investigators such that they can be used as guiding examples for scoring future data

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois at Urbana-Champaign

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NSF Grantees Poster Session

Rockett and Geoffrey Herman. Her research is a mixture between understanding defect behavior in solar cells and student learning in Materials Science. Outside of research she helps plan the Girls Learning About Materials (GLAM) summer camp for high school girls at UIUC. c American Society for Engineering Education, 2016 Studying Students' Understanding of Engineering Concepts Through Their Sketches1. IntroductionSketches and other forms of graphical communication are central to both the practice andlearning of engineering1-4. Visual representations play a critical role in helping students learnengineering concepts, socialize them into the engineering discipline, and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Fleming Ph.D., National Action Council for Minorities in Engineering

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Diversity, NSF Grantees Poster Session

Project/Problem Based 2.35* R = .271 F = 4.84** Courses R2 = .074With Longevity:Interest Robotics -2.06* R = .172 F = 4.25* R2 = .030All (n= 142) Organization -What it Takes 3.33*** Use Resources 2.022* R = .322 8.09*** R2 = .102All (n= 98) Plan Ahead CW -2.39* R

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Mary E. Besterfield-Sacre, University of Pittsburgh; Andrew Scott, Alabama A&M University

Tagged Topics

NSF Grantees Poster Session

] .To assess and evaluate progress and outcomes, we developed a comprehensive plan consisting ofdirect and indirect assessment. These assessments included course-specific assessments (i.e.,exam questions), interviews and discussions with the instructor, student perception surveys, anda student demographics survey. For the summer semester containing some flipped instruction, aformative course evaluation survey was administered. Our course evaluation survey wasmodeled upon the work of Leicht, Zappe, and colleagues in their flipped classroom research andwas expanded upon based on our own research questions and interests [12,14].2. MethodsIn this section, we discuss in greater detail the assessment methods we utilized. We distributedour various

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

asthe Academic Motivations Scale (AMS), Metacognitive Awareness Inventory (MAI), andLearning Orientation Grade Orientation (LOGO II).The ultimate goal for investigating the development of self-directed learning is to foster lifelonglearning for students’ well being in the long run. Being aware of one’s self and the choices onemakes with regard to learning goals and processes are thought to be valuable beyond the workplace. Understanding when and how one develops SDL might assist instructors tailor courses andtheir interactions with students.As this paper will reveal, despite having a well thought-out research plan, the results weresomewhat unexpected in their lack of substantive measured changes in SDL outcomes, andadditional measures were

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

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NSF Grantees Poster Session

that were observed, interviewed, and completed the social analysisnetwork (SNA) survey during the Fall, 2014 semester. A third data collection is planned for Fall,2015. Data analyses and integration of the interviews, SNA surveys, and observation areongoing.SummaryThis study builds on prior NSF-funded work and a broad literature from engineering educationand the social sciences to address the compelling issue of ethical awareness and ethical reasoningwithin diverse design teams. Design is a central function of engineering and ethics is oftenlearned within undergraduate design courses where many ethical decisions are made throughsmaller more frequent design decisions and involve interactions with team members. Thisproject fills a gap in ethics