Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Arash Kialashaki P.E., University of Wisconsin-Milwaukee; Ethan V. Dupe-Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

. (www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf)2. Augustine, N. “Rising Above the Gathering Storm: Energizing and Employing America for a BrighterEconomic Future”, Committee on Science, Engineering, and Public Policy (COSEPUP), 2007.3. Bochis, C., Hsia, S., Johnson, P., Boykin, K., Wood, S., Bowen, L, and Whitaker, K. “IntegratedEngineering Math-Based Summer Bridge Program for Student Retention”, Proceedings of the 2007American Society for Engineering Education Annual Conference & Exposition.4. Fletcher, S. L., Newell, D.C., Newton, L.D., and Anderson-Rowland, M. “The WISE Summer BridgeProgram: Assessing Student Attrition, Retention, and Program Effectiveness”, Proceedings of theAmerican Society for Engineering Education Annual Conference

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University; Punit Prakash, Kansas State University; Ed Brokesh, Dept. of Bio and Agricultural Engineering, Kansas State University; Gary William Singleton Ph.D., Heartspring; Kim Fowler

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Division Experimentation & Lab-Oriented Studies

channels, 250 kS/s) willcollate these data and upload them through a wired or wireless link to the central station VI. Thecentral station will present these data in summary form on a ‘dashboard’ that can take variousforms, including a display as indicated in Figure 1 that simply indicates whether all is well,versus a complicated display that depicts current signals/data, sleep-quality metrics, and trends.Raw and processed data will be uploaded and stored in the central Heartspring database that alsoholds data entered by Heartspring paras through their iPod Touch units.Note that the standard Heartspring bed in Figure 1 is a heavy, enclosed wooden structure. Theempty space underneath the bed, inaccessible to the child, can hold the electronic

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny Ph.D., Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; William Joseph Stuart P.E., Oregon Institute of Technology; Sean Maass; Candace K. Chan, Arizona State University

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Division Experimentation & Lab-Oriented Studies

of the web-based teaching and learning strategies from theworkshop into their course(s). A final highlight regarding dissemination is that Wiley Publishingis using four types of JTF student learning resources in their Wiley Plus e-Learning web platformin the next edition of two materials textbooks. They include: 35 Muddiest Point Tutorial andExample Problem videos; a Muddiest Point data collection tool; a visual glossary vocabulary Page 24.833.4building web flash card resource; and a vocabulary definition-term, multiple-choice set of quickquestions. The body of the paper will discuss the results of the JTF project in more

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Leah Rineck; Ethan V. Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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NSF Grantees Poster Session

Tina Tang, Cindy Walker, Todd Johnson, TinaCurrent, Sharon Kaempfer, and Jennie Klumpp (all at UWM) for their assistance with thisproject.Bibliography1. National Science Board. 2003. The Science and Engineering Workforce: Realizing America’s Potential.Publication NSB 03-69. (www.nsf.gov/nsb/documents/2003/nsb0369/nsb0369.pdf)2. Augustine, N. “Rising Above the Gathering Storm: Energizing and Employing America for a BrighterEconomic Future”, Committee on Science, Engineering, and Public Policy (COSEPUP), 2007.3. Bochis, C., Hsia, S., Johnson, P., Boykin, K., Wood, S., Bowen, L, and Whitaker, K. “Integrated EngineeringMath-Based Summer Bridge Program for Student Retention”, Proceedings of the 2007 American Society for

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohsen Ayoobi, Wayne State University; Mukasa E. Ssemakula, Wayne State University; David Merolla, Wayne State University; Ece Yaprak, Wayne State University; Mark A Jager, Wayne State University

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NSF Grantees Poster Session

are eager toanalyze the preliminary results for the continuous improvement of the project. It is noted that PIswere able to have three scholars accepted for participating in the AAAS S-STEM ScholarsMeeting that was held on September 14-16, 2023, in Washington, DC. In the following, some ofthe activities implemented in this project along with the lessons learned are described:Recruitment. PIs examined different recruitment strategies and learned important lessons:• The full-time enrollment requirement was changed to a minimum of 8 credit hours per semester to allow students more flexibility as most of them already have other work and familial responsivities.• The minimum number of credit hours to transfer at the time of application was

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; James L. Huff, University of Georgia; Shane A. Brown P.E., Oregon State University

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NSF Grantees Poster Session

and contribute to the credibility of our future findings. By continuing ourongoing study, we hope to gain a better understanding of patterns between students’ identity andtheir engagement within capstone design and improve student’s experiences within capstonedesign courses.AcknowledgementsThis work was supported through funding by the National Science Foundation (Awards No.2138019 and No. 2138106). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

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NSF Grantees Poster Session

. M. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.[4] L. Prendergast and E. Etkina, "Review of a First-Year Engineering Design Course," in ASEE Annual Conference, Indianapolis, IN, 2014.[5] A. W. Johnson and J. E. Swenson, "Open-Ended Modeling Problems in a Sophomore-Level Aerospace Mechanics of Materials Courses," in ASEE Annual Conference, Tampa, FL, 2019.[6] J. E. S. Swenson, A. W. Johnson, T. G. Chambers and L. Hirshfield, "Exhibiting Productive Beginnings of Engineering Judgment during Open-Ended Modeling Problems in an Introductory Mechanics of Materials Course," in ASEE Annual Conference, Tampa, FL, 2019.[7] R.V. Vitali, N. Ramo, M. Bel, E. Treadway, A

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Claire Major, The University of Alabama; Miriam E. Sweeney, The University of Alabama

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Paper ID #41558Board 285: First-Year Electrical and Computer Engineering UndergraduatePerformance at Identifying Ethical Concerns in IEEE Case StudiesDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineering at The University of Alabama. Through NSF funding, he has coordinated REU Sites for engineering students to explore renewable resources and speech pathology. He is also the coordinator for an NSF S-STEM program to prepare students for gateway courses across different disciplines of engineering to support and retain students in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raquel Perez Castillejos, New Jersey Institute of Technology

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Division Experimentation & Lab-Oriented Studies

Paper ID #10224NSF-NUE: Using Nanotechnology to Engage Students from High School throughGraduate SchoolDr. Raquel Perez Castillejos, New Jersey Institute of Technology Dr. Raquel Perez-Castillejos is an assistant professor of Biomedical Engineering at the New Jersey Insti- tute of Technology (NJIT). Her research (www.tissuemodels.net) focuses on the development of tools for cell and tissue biology using micro- and nanotechnologies. Raquel obtained her Ph.D. with the National Center of Microelectronics in Barcelona. She was a postdoctoral fellow at the Laboratory of Miniaturized Systems (Univ. S˜ao Paulo, Brasil) and later

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Weiling Cai, Rowan University; Chenchen Huang, Rowan University; Cheng Zhu, Rowan University; LuoBin Cui

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. The story-based and task-driven gameplay engages students with fundamentalgeotechnical concepts in a pleasant way. This newly developed educational game can helpthe lecture instructors to expose students to a systematic geotechnical design framework,including laboratory testing, field investigation, structural design and analysis.Acknowledgement: This work was supported by the National Science Foundation under grant number2121277. We also gratefully acknowledge the financial support provided by the Center forResearch and Education in Advanced Transportation Engineering Systems (CREATEs) atRowan University.References:[1] S. López-Querol, S. Sánchez-Cambronero, A. Rivas, and M. Garmendia, "Improving civil engineering education

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

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NSF Grantees Poster Session

Safety and Hazard Investigation Board (CSB), “Investigation Report: E.I. DuPont de Nemours & Co., Inc,” Washington, DC, 2011.[6] E. Biddle and S. Afanuh, “Supporting Prevention through Design ( PtD ) Using Business Value Concepts,” Cincinnati, 2015.[7] R. J. Willey, T. Carter, J. Price, and B. Zhang, “Instruction of hazard analysis of methods for chemical process safety at the university level,” J. Loss Prev. Process Ind., vol. 63, no. November 2018, pp. 1–9, 2020, doi: 10.1016/j.jlp.2019.103961.[8] United States Chemical Safety and Hazard Investigation Board (CSB), “Final Investigation Report: Chevron Richmond Refinery #4 Crude Unit,” 2015.[9] S. A. Sloman and P. Fernbach, Knowledge illusion : why

Conference Session

NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University, Logan; Angela Minichiello, Utah State University, Logan; Zain ul Abideen, Utah State University, Logan ; Talha Naqash, Utah State University, Logan; Assad Iqbal, Arizona State University

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, anddissemination) with three distinct objectives.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No. 1234567.Any opinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] A. Febrian and O. Lawanto, “Do Computer Science Students Understand Their Programming Task? –A Case Study of Solving the Josephus Variant Problem,” Int. Educ. Stud., vol. 11, no. 12, 2018.[2] T. Garcia, and R. R. Pintrich, "Regulating motivation and cognition in the classroom: The role of self- schemas and self-regulatory strategies," in Self-regulation of learning and performance

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Catherine Berdanier, Pennsylvania State University

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NSF Grantees Poster Session

from our perspective is that the criticalevents identified as participants may not seem important, urgent, or critical from a faculty memberperspective, but are highly impactful from the student perspective. Therefore, stakeholders(faculty advisors, grad chairs, administrators) handling graduate student issues should be sensitiveof the positionality of the graduate students.Publications:Zerbe, E., Sallai, G., Shanachilubwa, K., & Berdanier, C. G. P. (2022). Engineering graduatestudents’ critical events as catalysts of attrition. Journal of Engineering Education.https://doi.org/10.1002/jee.20481O’Brien, S. and Berdanier, C. G. P. (2022). How ‘returner’ and ‘direct-pathway’ graduate students’experiences may lead to attrition from doctoral

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renata A. Revelo, The University of Illinois, Chicago; Angela Beatrice Warren Lichauco, University of Illinois, Chicago; Anastasiia Rozhkova; Diana Diaz

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Diversity, NSF Grantees Poster Session

to the mentoring aspect of student-professor relationships. For faculty mentors, we willask to describe, in addition to their research projects, their expectations from ERSP scholars andhow they work with undergraduate students. For students, we will add questions about student –mentor relationships to the reflection prompts.AcknowledgementsThe adoption of ERSP at UIC was enabled by a larger project supported by an NSF Grant(#1821501). 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] M. Barrow, S. Thomas, and C. Alvarado, “Ersp: A structured cs research program for early- college students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey E. Brady, Vanderbilt University; Hyunyi Jung, University of Florida; JOSE DAVID DE LEON ALEJANDRO, University of Florida; Chonika C Coleman-King, University of Florida; Zandra de Araujo, University of Florida; Kayla Sutcliffe, University of Florida

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. She currently serves as a Department Editor for one of the National Council of Teachers of Mathematics (NCTM)’s journals, Mathematics Teachers: Learning and Teacher PK-12 in its Ear to the Ground Department. She served as the president of the Graduate Student Education Council at Purdue University (2012-2013) and a director of mathematical modeling summer camps and after-school programs (2018-2020).JOSE DAVID DE LEON ALEJANDRO, University of FloridaDr. Chonika C Coleman-King, University of Florida Dr. Chonika Coleman-King is currently Assistant Professor of Teachers, Schools, and Society at the University of Florida where she also serves as the Coordinator for Curriculum and Research of the new equity-centered

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Debra Moehle McCallum, The University of Alabama; Sarah T Dunlap, The University of Alabama

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Paper ID #37261Board 293: First Cohort Experiences During an International ResearchExperiences for Undergraduates Program Focused on Fractional-OrderCircuits and SystemsDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineer- ing at The University of Alabama. He has been supported by the NSF through the REU, IRES, IUSE, and S-STEM programs. As part of this support, he has coordinated REU Sites for engineering students to explore renewable resources and speech pathology, coordinated international research experiences in the Czech

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Omar Ochoa, Embry-Riddle Aeronautical University; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

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continues to evolve,we hope to better understand issues in bringing Agile practices into the academic enterprise.References[1] “Manifesto for Agile Software Development.” 2001. Accessed on 12 Feb. 2021. [Online] https://agilemanifesto.org/[2] M. Lemay. Agile for Everybody: Creating Fast, Flexible, and Customer-First Organizations. Sebastopol, CA: O'Reilly, 2019,[3] S. Denning. The Age of Agile: How Smart Companies Are Transforming the Way Work Gets Done. New York: AMACOM, 2018.[4] “eduScrum” 2021. Accessed on 12 Feb. 2021. [Online] https://www.eduscrum.nl/[5] “Agile methods in software development" in A Journey of Change in the Aircraft Industry. 2016. Accessed 12 Feb. 2021. [Online] https://saabaircraftindustry.com/en/roads-to-new

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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. Cegielski, L. A. Jones-Farmer, and C. S. Sankar, “What makeseducational innovations stick? A Delphi Approach,” Proc. of the 2014 ASEE Southeast SectionConference, Macon, GA, USA, March 30 - April 1, 2014. [Online]. Available:http://se.asee.org/proceedings/ASEE2014/ASEE2014SE%20frame.htm[3] E. Rogers, Diffusion of Innovations (5th ed.), New York: Free Press, 2003.[4] A.J. Martin, H.G. Nejad, S. Colmar, and G.A.D Liem, “Adaptability: Conceptual andempirical perspectives on responses to change, novelty and uncertainty,” Australian Journalof Guidance and Counselling, vol. 22, no. 1, pp. 58-81, 2012.http://dx.doi.org/10.1017/jgc.2012.8[5] J. W. Creswell and V. L. Plano Clark, Designing and Conducting Mixed Methods Research

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NSF Grantees Poster Session

Collection

2021 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

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2 -135 1 -180 10 1 10 2 10 3 0 Frequency (rad/s)   0 5 10 15 20 25 30 frequency (Hz) 35 40 45 50 (a

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University

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maintain a relationship with them and to support their engineering activities aspossible. We plan to continue working with our industry and school partners in each of the fourdiscussion areas listed above. As part of our work we are assessing what “next steps” look likepost this NSF funded ITEST project.AcknowledgementsThis material is based upon work supported by the National Science Foundation’s InnovativeTechnology Experiences for Students and Teachers (ITEST) program under Grant No. 1657263.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. References [1] P. G

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

differences (and similarities) across pathways. Futurelongitudinal analysis will also consider how the participants’ beliefs and identities may havechanged over time. Finally, as a preliminary finding of this work is that smartness can functionas an identity, we also are developing a conceptual model for how to integrate smartness intoengineering identity work based on our data and extant identity literature.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1920421. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] National Science Board

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

andmodel behaviors that promote a successful college career. Connecting Mentor Partners forAcademic Success in STEM (CoMPASS) is an NSF S-STEM scholarship program developed tocreate a pathway to guide first generation students from the X Public School District to developtheir social capital through intentional mentoring throughout their first year experience at XUniversity and beyond. The multilayered mentoring approach introduced distinctive campusmentors embedded within scheduled programming to align with the student’s first yearexperience. The CoMPASS program began with virtual sessions in spring 2020 as students’ firstinteraction with the campus support network after CoMPASS scholars were accepted into theinstitution, but before they

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

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1 shows asample of an interdisciplinary team composition. Student teams were asked to write a reportwhich consisted of the outline structure shown in Table 2. Table 1: Sample interdisciplinary student team for case study development. Student Team by Discipline Student´s Program of Study Environmental Design Environmental Design Civil Engineering Civil Engineering Surveying Electrical Engineering Table 2: Case study outline. Case Study Outline Title Description Actors involved Location

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tiago R. Forin, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Sarah K. Bauer, Rowan University; Stephanie Lezotte, Rowan University

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funding will aid inthe development of broader institutional change. A major development being undertaken in theproject’s fifth year will be the development of greater connections between our institution andother similar RED grant institutions. The collaboration with other RED institutes will allow theRevED team to have deeper connections with colleagues who wish to change their institutionsand enable broader research in diversity and inclusion.AcknowledgmentsThis material is based upon work supported by the National Science Foundation underIUSE/PFE:RED Grant No. 1623053. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

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extent, a large extent, or a very large extent.ReferencesAmerican Psychology Association Dictionary, American Psychology Association. https://dictionary.apa.org/impostor-phenomenon. Accessed March 15, 2021Bailey, T. Jeong, D. W., & Cho, S. W. (2010) Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29 (2), 255-270Bauer-Wolf, Jeff. “Feeling Like Impostors”. Inside Higher Ed. April 6, 2017. https://www.insidehighered.com/news/2017/04/06/study-shows-impostor-syndromes-effect- minority-students-mental-health (retrieved March 15, 2020).Hansen, Michele, et al. (2013) “Assessing the Effectiveness of a Learning Community Course

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming; Mason Johnson, University of Wyoming

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based upon work supported by the National Science Foundation under DRLGrant #1923542 ”CS For All:RPP - Booting Up Computer Science in Wyoming.” Any opinions,findings, and conclusions or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.References [1] U.S.Census Bureau. National and state population estimates. URL https://www.census.gov/newsroom/press-kits/2017/estimates-demographics.html. Retrieved from. [2] A.C. Burrows. Secondary teacher and university partnerships: Does being in a partnership create teacher partners?, . [3] A. Burrows, G. Wickizer, H. Meyer, and M. Borowczak. Enhancing pedagogy with context and partnerships: Science

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

transportationeducation. They are now available to the public. Before-and-after studies showed that theeducational games can improve students’ understanding of the targeted concepts significantly.Updates were made to encounter the issues faced when the games opened to larger scale ofaudiences.For the future work, the team will keep collecting feedback for the games and make updates andrevisions to meet the requirements from the broader user group.AcknowledgementThis work was funded by NSF- TUES-Type 1 grant: Game-Aided Pedagogy to ImproveStudents' Learning Outcomes and Engagement in Transportation Engineering. Grant number1245728.Reference:1. Gwee, S., Y.-S. Chee, and E.-M. Tan. Assessment of student outcomes of mobile game- based learning. in

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Aran W Glancy, Purdue University, West Lafayette (College of Engineering); Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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between STEMcontent fields and an interdisciplinary approach to learning. This project advances pedagogicalunderstanding about how to teach, assess, and evaluate engineering and STEM in aninterdisciplinary manner and how to translate these evidence-based research findings into broadclassroom practice through the framework and through curricular units.ReferencesClements, D. H. (2007). Curriculum research: Toward a framework for "research-based curricula". Journal for Research in Mathematics Education, 38(1), 35-70.Farmer, S., Moore, T. J., & Tank, K. M. (2015). Using STEM to reinforce measurement skills. Teaching Children Mathematics, 22(3), 196-199. doi: 10.5703/1288284314653Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erica Winterer, University of Texas, Austin; Jeffrey E. Froyd, Texas A&M University; Maura J. Borrego, University of Texas, Austin; Julie P Martin, Clemson University; Nathan Hyungsok Choe, The University of Texas, Austin; jared michael halter, Clemson University; Margaret J. Foster, Texas A&M University

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Student Transfer. Community College Review, 1993. 20(4): p. 27-37.3. Hagedorn, L.S., et al., Transfer between community colleges and 4-year colleges: The all-American game. Community College Journal of Research and Practice, 2006. 30(3): p. 223-242.4. National Academies, Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Diverse Student Pathways, S. Malcom and M. Feder, Editors. 2016, The National Academies Press: Washington, DC.5. National Academy of Engineering, Workshop on Effective Practices in Supporting Transfer Students. 2015.6. National Science Foundation, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2015. 2015, National

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Collection

2017 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University

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#P120A140064. Opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding agency.ReferencesAbel, J. & Deitz, R. (2014). Do the Benefits of College Still Outweigh the Costs? Current Issues in Economics and Finance, Federal Reserve Bank of New York, 20(3), 2014.American Psychological Association, (2012). Ethnic and Racial Disparities in Education: Psychology’s Contributions to Understanding and Reducing Disparities, American Psychological Association, 2012.Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125–145.Baum, S