Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence); Marie A. Boyette, FLATE; Nina C. Stokes, Florida Advanced Technological Education Center

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

school, 27 middle school, and 16 high school teachers as well as 3 university and 6college faculty members, 5 “other,” and 2 school district administrators from 2 counties. The fullday session included FLATE-guided brainstorming sessions, presentations, and a panelshowcasing exemplary women in STEM careers. Major themes of collaboration, encouragement,and leadership by example emerged from the qualitative data collected in an online survey fromteachers. Fifty one percent of participants responded; this paper reflects a collection of theirideas.Collaborate Participants were encouraged during collaboration sessions to learn new ways to collectdata to determine if female enrollment increases at their schools. The majority reported accessonly

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

of Engineering Education and Centers undergrant number EEC-0343214 (Department-Level Reform Program), by the NSF Division ofUndergraduate Education under grant numbers DUE-0618571 (CCLI Phase 2), DUE-0622466(STEP Type 1) and DUE-0817332 (CCLI Phase 3), and by a Teaching Enhancement Fund grantat Wright State University. Any opinions, findings, conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation or Wright State University.Bibliography1. McKenna, A., McMartin, F. and Agogino, A., 2000, "What Students Say About Learning Physics, Math and Engineering," Proceedings - Frontiers in Education Conference, Vol. 1, T1F-9.2. Sathianathan, D

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mohammad Rabiul Islam, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

for Traffic Signal Engineering. 120th ASEE Annual Conference & Exposition Conference Compendium.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1235896. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Page 24.1270.9References1. Antonucci, N.D., K.K. Hardy, K.L. Slack, R. Pfefer and T.R. Neuman, "Nchrp Report 500 Volume 12: A Guide for Addressing Collisions at Signalized Intersections." Transportation Research Board

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

conclusions we have drawn are of particular interest, sincethese affect persistence studies in all disciplines.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant 1129383 in the Research on Engineering Education (REE) program. The opinionsexpressed in this article are those of the authors and do not necessarily reflect the views of NSF.References1 M. W. Ohland, C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long, S. M. Lord, and M. H. Wasburn, (2011). “Race, Gender, and Measures of Success in Engineering Education,” Journal of Engineering Education, 100(2), 225-252. Won Wickenden Award as Best Paper in the Journal for 20112 S. M. Lord, R. A. Layton, and M. W. Ohland, (2011

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amod A. Ogale, Clemson University and Hoowaki LLC; Sarah Kelley Hulseman, Hoowaki LLC; Andrew Hampton Cannon, Hoowaki LLC; Byron S. Villacorta, Clemson University; Ralph Allen Hulseman, Hoowaki LLC

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NSF Grantees Poster Session

large base,providing a large cross-sectional area to overcome material draw down and shrinkage in order tocreate extrudate that results in more straight walled structures. The films were extruded at 220°Cin a custom-built cast-film line consisting of a 25-mm single screw extruder to the micro-textured dies. The films were produced at a constant throughput of 0.8 cc/min by using a gear-pump and a take-up speed of 100 mm/min.Microstructural CharacterizationTo obtain sharp cross-section samples, the films were mildly cooled in liquid N2 and cut withspecial scissors (Kevlar® cutter grade). The resulting profile was analyzed by reflective opticalmicroscopy (Olympus BX 60) and scanning electron microscopy (SEM, Hitachi S-4800 FieldEmission Scanning

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A Disney, Mission College

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NSF Grantees Poster Session

Page 23.1160.10the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. Pearson G., and A. T. Young, Technically Speaking: Why All Americans Need to Know More about Technology. National Academies Press (2002). 2. Pearson G., and E. Garmire, Tech Tally: Approaches to Assessing Technological Literacy. National Academies Press, (2006). 3. Bransford, J.D., A.L. Brown, and R.R. Cocking, (Editors). How People Learn: Brain, Mind, Experience, and School, Washington D.C.: National Academy Press, (1999). Page 279. 4. National Assessment of Educational Progress (NAEP), U.S. Department of Education, Institute of Education Sciences, National Center for Education

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pnina Ari-Gur, Western Michigan University; Pavel Ikonomov, Western Michigan University; Roman Rabiej, Western Michigan University; Peter Thannhauser, Western Michigan University; Marwa M Hassan, Louisiana State University; Daniel M. Litynski, Western Michigan University; Renee Schwartz, Western Michigan University

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NSF Grantees Poster Session

completion rate is less than half5,6. Oneof the primary reasons undergraduates choose to leave science and engineering majors is the lossof interest in the field5 prompted by inadequate motivation and background knowledge fromschool level. Among our sophomore engineering students, only about 50% are passing with therequired C or better. Many of the unsuccessful students could become successful if teachingmethods would better fit their different learning styles7,8.Students have different preferred learning styles7-9. These styles relate to the type of informationaccessed, the manner in which information is accessed (e.g., visual, verbal), the processesinvolved in accessing information (e.g. active, passive, reflective), and the sequence in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Mark Allen Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Jacqueline Faith Sullivan, University of Central Florida; Maimuna Begum Kali, Florida International University; Bailey Bond-Trittipo, Florida International University

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NSF Grantees Poster Session

, orentrepreneurship, which reflects their interest in pursuing either a career in industry/government, attendinggraduate school, or working with a small business/start-up upon graduation. Unlike Flit-Path, Flit-GAPpathway selections are a collaborative effort coordinated among the three institutions. The collaborationworks on multiple fronts (1) sharing internship opportunities between institutions located in metropolitanareas with a strong presence of industry, government entities, where remote opportunities are enhanced,due to COVID, and expected to continue being enhanced after COVID; (2) offering opportunities to researchpathway students to be co-advised by research mentors located in more than one institution; 3) offeringentrepreneurship pathway

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Kristine Marie Peterson, Utah State University - Engineering Education; Le Tram Huong Dang, Utah State University - Engineering Education

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Diversity, NSF Grantees Poster Session

insightsgained from this analysis will be used to inform the development of future data collectionprotocols aimed at conducting interviews with university students, faculty, and administrators inthe subsequent phases of the project.AcknowledgementsThis material is based upon work supported by the National Science Foundation through AwardNo. 2340778. Any opinions, findings, and conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] AIR, “Broadening participation in STEM (science, technology, engineering, and mathematics),” American Institutes for Research. Accessed: Jul. 21, 2022. [Online]. Available: https://www.air.org/project

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zifeng Liu, University of Florida; Shan Zhang, University of Florida; Wanli Xing, University of Florida; Victor Minces*, University of California, San Diego; Maya Israel, University of Florida; Alec Barron, University of California, San Diego

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Diversity, NSF Grantees Poster Session

this workshop and M-flow curriculum to other teachers.4.4, significantly exceeding the neutral midpoint (p < 0.001). For teachers’ interest, thepre-survey results for question #5 showed a significant difference compared to the neutralmidpoint value of 3.0 (p = 0.001), indicating that teachers were already interested inprogramming prior to the workshop. For pre-survey question #6, no responses were recorded,likely due to participants’ lack of prior experience in teaching programming. Post-workshop,question #4 continued to demonstrate a significant difference from the neutral value (p = 0.001),reflecting sustained interest. For the post-only questions (#5 and #6), the mean scores were bothsignificantly higher than the neutral midpoint of 3.0

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Wayne Li, Texas Southern University; Desirée Jackson Ph.D., Texas Southern University; Mahesh Vanjani, Texas Southern University; Yvette E. Pearson P.E., University of Texas at Dallas; Lila Ghemri; Shishir Shishodia, Texas Southern University; Huan Xie, Texas Southern University; Linda Michelle Gardiner, Texas Southern University

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Diversity, NSF Grantees Poster Session

University of Houston. The opinions, findings, conclusions, orrecommendations expressed are those of the author(s) and do not necessarily reflect the viewsof the National Science Foundation.REFERENCES[1] National Science Foundation, “Alliances for Graduate Education and the Professoriate (AGEP) Program Solicitation,” Alexandria, VA: NSF 21-576, 2021.[2] E. M. Bensimon, “The Diversity Scorecard: A Learning Approach to Institutional Change”, Change: The Magazine of Higher Learning, vol. 36, no.1, pp.44-52, 2004.[3] F. Harris III and E. M. Bensimon, “The Equity Scorecard: A Collaborative Approach to Assess and Respond to Racial/Ethnic Disparities in Student Outcomes", New Directions for Institutional Research, pp. 77-84, 06

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa A. Giacumo, George Mason University; Arvin Farid, Boise State University; Mojtaba Sadegh, Boise State University; Rafael Leonardo da Silva, Boise State University

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Diversity, NSF Grantees Poster Session

responsibilities. Seven themes arose when stakeholders reflected upon the support structures andprograms, which they saw as facilitating their work to support low-income, first-generation,and/or rural graduate students. These included the SEnS-GPS program; graduate college and 4university resources (e.g., various awards, scholarships, and financial support provided by thegraduate college and university); student clubs and organizations for rural populations inengineering; which provide mentorship and information about financial resources and graduateschool; undergraduate research opportunities that help retain students in the academicpipeline; learning

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Cross, Texas Tech University; Jason Tham, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University; Diego Alejandro Polanco-Lahoz, Texas Tech University; Madison Hanson, Texas Tech University

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NSF Grantees Poster Session

additional programs and universities within the next few years. AcknowledgmentThis material is based upon work supported by the National Science Foundation under Award No.2205033. Any opinions, findings conclusions, or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation. References1. Choe, N., Borrego, M., 2019, “Prediction of engineering identity in engineering graduate students”. IEEE Transactions on Education, Vol. 62 No. 3, pp. 181-187. https://ieeexplore.ieee.org/abstract/document/86670452. Bahnson, M., Perkins, H., Tsugawa, M., Satterfield, D

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sheryl A. Sorby, University of Cincinnati; Muhammad Asghar P.E., University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeremy Michael Olivar Hill, University of Cincinnati; Jeff Kastner, University of Cincinnati; Teri J Murphy, University of Cincinnati; David Reeping, University of Cincinnati

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NSF Grantees Poster Session

year. Ultimately, we plan to have ourentire FYE program modularized for the benefit of students and faculty. Stay tuned.AcknowledgementThis work was made possible by a grant from the National Science Foundation (NSF#2337003). Any opinions, findings, and conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Chen, X., Brawner, C. E., Ohland, M. W., & Orr, M. K. (2013). A taxonomy of engineering matriculation practices. American Society for Engineering Education Annual Conference, Atlanta, GA. https://peer.asee.org/a-taxonomy-of-engineering-matriculation-practices2. Reid, K., Reeping, D., & Spingola, E. (2018). A

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph Richard Midiri, Rowan University; Cassandra Sue Ellen Jamison, Rowan University; Smitesh Bakrania, Rowan University; Wei Xue, Rowan University; Mitja Trkov, Rowan University

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NSF Grantees Poster Session

. Furthermore, as the modules developed in the clinic begin to be implementedin courses, further study will be completed on the impacts on students involved in the learningtargeted by the modules developed by our clinic teams. Two courses at our institution have beenselected for student module implementation in the Spring 2025 semester, starting the integrationof the first soft robotic education modules into the curriculum.AcknowledgmentsThis material is based upon work partially supported by the National Science Foundation (NSF)under Grant No. 2235647. Any opinions, findings, conclusions or recommendations expressed arethose of the author(s) and do not necessarily reflect the views of the NSF.References[1] Y. Zhou and H. Li, “A Scientometric Review of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Matthew W. Ohland, Purdue University at West Lafayette (PWL) (COE); Kenneth Reid, University of Indianapolis; Hossein EbrahimNejad, Drexel University; NAHAL RASHEDI, University of Cincinnati; Yunmeng Han, University of Cincinnati

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NSF Grantees Poster Session

the National Science Foundation under Grant No.EEC-2152441. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. References[1] S. M. Lord et al., “MIDFIELD: A Resource for Longitudinal Student Record Research,” IEEE Trans. Educ., vol. 65, no. 3, pp. 245–256, Aug. 2022, doi: 10.1109/TE.2021.3137086.[2] G. L. Heileman, C. T. Abdallah, A. Slim, and M. Hickman, “Curricular Analytics: A Framework for Quantifying the Impact of Curricular Reforms and Pedagogical Innovations,” ArXiv181109676 Phys., Nov. 2018, Accessed: Aug. 04, 2021. [Online]. Available: http

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Penn State University Berks Campus; Rungun Nathan, Pennsylvania State University, Berks Campus; Marietta Scanlon, Pennsylvania State University, Berks Campus; Catherine L. Cohan, The Pennsylvania State University

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NSF Grantees Poster Session

reflect the views of the NationalScience Foundation.

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter D Kazarinoff, Portland Community College; Tanya Faltens, Purdue University at West Lafayette (PPI); Karen Leung, City College of San Francisco; Candiya Mann; Janet Pinhorn

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Diversity, NSF Grantees Poster Session

National Science Foundation under AwardNo. DUE ATE 2325500. Any opinions, findings and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] C. Harrington, D. Lyken‐Segosebe, J. M. Braxton, and L. A. Nespoli, “Community college faculty engagement in the scholarship of teaching and learning,” New Drctns Community Coll, vol. 2021, no. 195, pp. 157–173, Sep. 2021, doi: 10.1002/cc.20474.[2] C. Kelly-Kleese, “UCLA Community College Review: Community College Scholarship and Discourse,” Community College Review, vol. 32, no. 1, pp. 52–68, Jul. 2004, doi: 10.1177/009155210403200104.[3] “Mentor Connect - Home.” Accessed: Jan. 15

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Miguel Velez-Reyes, University of Texas at El Paso; John C. Kelly, North Carolina A&T State University; Pamela Leigh-Mack, Virginia State University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Assn; Elizabeth Hibbler, Conference for Industry and Education Collaboration (CIEC); Stephen M Goodnick, Arizona State University; Shiny Abraham, Seattle University; Michelle Klein, Electrical and Computer Engineering Dept. Heads Assoc. (ECEDHA)

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Diversity, NSF Grantees Poster Session

principles of ADEP work. People listen to one another. They develop ideastogether. The build relationships that can last for many years. Some of the authors of this paperhave been collaborating for decades.Acknowledgement This work is supported by the National Science Foundation under GrantNumber 2317076. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. NSF EDA-Eng Diversity Activities: IEC Asset Driven Equitable Partnerships (ADEP) Workshops – Sharing What WorksAppendix: Asset Driven Equitable Partnerships (ADEP) Equity RubricThis rubric has been developed by IEC to

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinyu Zhang, Purdue University at West Lafayette (COE); Lynnette Michaluk, West Virginia University; N’Diya Harris, Wright State University; Ansley Lynn Shamblin, West Virginia University

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NSF Grantees Poster Session

from prospective students of the engineering bridgeand success programs on recruitment) and the third stage (comparison of perspectives fromstudents and program leaders) is under revision. Additional professional development activitiesinclude more training on qualitative and quantitative data analysis, presentations at conferences,and mentoring undergraduates and graduates in STEM education research.AcknowledgementThis work was funded by the U.S. National Science Foundation under grant EES-2320120 andEES-2450295. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect those of the National ScienceFoundation. We are grateful to mentor Dr. Walter Lee, advisory

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jen-Mei Chang, California State University, Long Beach; Jelena Trajkovic, California State University Long Beach; Gino Galvez, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

community, high perceivedconnections with faculty, peers, and campus organizations, and confidence in their leadershipand collaboration skills, all of which are essential for success in the STEM fields. The program's success is further demonstrated by the strong science and math identityreported by scholars, which has increased their commitment to STEM disciplines. The academicsuccess of the scholars, reflected in their sustained GPA and high graduation rates, suggests thatstructured support programs like ours can significantly improve outcomes for URM students inSTEM. Additionally, the program has been successful in guiding students toward postgraduateeducation and careers in STEM-related industries, highlighting the importance of early

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Yao Wang; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai, New York University Tandon School of Engineering; Neetha Khan, Carnegie Mellon University; Stacey J Marks, The Johns Hopkins University; Lisa A. Porter, Carnegie Mellon University; William Harry Sanders, Carnegie Mellon University; Tuviah E. Schlesinger, The Johns Hopkins University; Charlie Díaz, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Prisca Collins; Katharine Phelps Walsh, Carnegie Mellon University, College of Engineering

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construction of professional development have also been helpful to bring in newperspectives. Lastly, each institution has a sustainability plan to continue these initiatives after the project.6. Acknowledgements This material is based upon work supported by the National Science Foundation under GrantNo.#2149995, #2149798, #2149899 from the Division of Equity for Excellence in STEM in theDirectorate for STEM Education. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.7. References[1] Cooke, N.J. and Hilton, M.L., Eds. (2015) Enhancing the Effectiveness of Team Science. The National Academies Press

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Karim Heinz Muci-Kuchler, Texas State University; Damian Valles, Texas State University; Felipe Gutierrez, Texas State University; Jitendra S. Tate, Texas State University

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Diversity, NSF Grantees Poster Session

courseregistration and housing issues and have developed a relationship with a faculty member who isin their corner. It would be amazing if every university had the resources for each student to bepaired with a faculty mentor, at least during their first year on campus.AcknowledgementsThis material is based upon work supported by NSF under Award No. 2322557. Any opinions,findings, conclusions, or recommendations expressed in this material are those of the authors anddo not necessarily reflect the views of the National Science Foundation.The authors wish to thank Felipe Gutierrez, Christine Hailey, Michelle Londa, and StaceyKulesza for their contributions to this research project.References[1] Stephens, N.M., Fryberg, S.A., Markus, H.R., Johnson, C.S., and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

) adversity in the course is common andnormal and b) these struggles tend to be temporary and surmountable with time and effort. It doesso with five parts, delivered in the following order: 1) The instructor verbalizes the normalcy and surmountability of adversity in college and in the course more specifically. 2) Students are asked to complete a writing exercise in which they reflect on the challenges they have already experienced in college and how those challenges might change with time. 3) Students are then presented with stories written in the first-person and attributed to more senior students. These stories are tailored to the classroom environment following focus group input from prior students in the course. The

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

fivedistinct sections: an introduction to the module, followed by a prior knowledge review, the corecontent, a knowledge check, an application task, and then a reflection activity. For moreinformation about the structure of the learning block modules see [16], [25].Each interview consisted of two engineering scenarios such that participants engaged with a totalof four distinct scenarios. Within each interview the scenarios were presented sequentially.Participants were first shown a problem statement that included information on the background,goal, and requirements for the problem. After reviewing the problem statement, they were askeda series of questions broadly centered around gauging participants initial impressions of theproblem, how they would

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Milord, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Sarah Lynn Orton P.E., University of Missouri - Columbia; Lisa Y. Flores, University of Missouri - Columbia; Rose M. Marra, University of Missouri - Columbia

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NSF Grantees Poster Session

of:performance accomplishments, vicarious learning, social or verbal persuasion, and emotionalarousal [4, 11]. Performance accomplishments or “mastery of experiences” are believed to be amajor source of self-efficacy beliefs. They are past direct experiences that demonstrate to aperson that they are able to successfully perform a future task (i.e., if you have done it before andperformed well, you can do it again). High self-efficacy evolves from success in pastexperiences and low self-efficacy from failures at activities within the given domain. Vicariousexperiences are observations of others successfully completing a task (i.e., if they can do it, socan I). However, since observing is not a direct reflection on one’s one skill it is believed tohave a

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 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

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Diversity, NSF Grantees Poster Session

our third funding cycle. The crucial information for our SURGE program is providedin Table 1 below, where the figures reflect the status quo [2] as of February 2020. We supported123 students; 2 of whom quit without getting a bachelor’s degree, 101 have obtained theirbachelor’s degrees, and 20 making timely progress toward their bachelor’s degrees. About 32%of the supported students have been URMs. 123 scholars supported 101 degree recipients 20 continuing 45% women 43% women 55% women 55% men 57% men 45% men 32% URMs 30% URMs 45% URMs Table 1. The supported student

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University - Daytona Beach; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach; Farshid Marbouti, San Jose State University

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Diversity, NSF Grantees Poster Session

) demonstrated – 1 point; or not – 0 points 3 options (levels) fully – 2 points; partially – 1 point; or not demonstrated – 0 points 4 options (levels) fully – 3 points; some – 2 points; less – 1 point; or not demonstrated – 0 pointsIn the development of this rubric, reflection on the previous implementation of a similar problemwere considered – findings discussed by Rodgers et al. [28]. The two biggest changes were: (1)rubric items related to the shareability dimension were incorporated in and (2) some rubric itemshad more levels rather than having as many dichotomous rubric items. The first change was toadd another dimension of analysis in the study. The second change was primarily based on thedifferent context of the problem aligned better with

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Lauren Summers, University of Washington; Joanna Wright, University of Washington

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Diversity, NSF Grantees Poster Session

forlongitudinal studies, or for educators who want to enact timely interventions to support currentstudents.In addition to studying engagement because it provides a window into the present academicsituation for students, this study also chooses engagement metrics which are all motivational innature, as opposed to engagement variables commonly used in other studies such as time on taskand time spent in specific learning activities [30]. Motivational measures are important becausethey reflect not only how engaged a student is in the present, but also how likely they are toremain engaged and persist with their studies in the future. Research has shown that beingintrinsically or self-motivated predicts a student’s desire to learn and achieve better than

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

Environmentalengineering by Fall in spite of her FoK in mechanics. She was extremely frustrated with the step-by-step formulaic process that her teacher taught in statics as it removed all creativity and desirefor understanding of the physical phenomena. Realizing that most of her 18-yr old classmates areaccustomed to this process and “just listen and do it” [her tone of voice actually hints that theydo this uncritically], in contrast, she says: “I actually stop and wonder if this is the right thingthat I should be doing [amazing sense of ethical responsibility towards her knowledge] or if thisprocess is actually going to teach me what the professor wants to teach me [amazing sense ofmeta-cognition].” Realizing that her critical reflection takes more time and