Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Julie Robinson, University of North Dakota; Tugba Boz, Indiana-Purdue University; Min Jung Lee, University of North Dakota; Ryan G. Summers; Ashley Iveland; Martha Inouye, University of Wyoming; Meghan Macias; Maria Zaman, University of North Dakota; John Galisky, University of California, Santa Barbara; Natalie Johansen, University of Wyoming

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NSF Grantees Poster Session

-dimensionalapproach to STEM instruction described by the NGSS [4], [9]. Engineering education allowsstudents to authentically apply content related to real-world phenomena so they can understandhow the intertwined nature of science and engineering addresses the community and globalissues they are facing today. Engineering education better prepares students to think critically,make decisions, and pursue STEM careers and educational trajectories. Yet many teachers,particularly in elementary grades, lack sufficient professional development and self-efficacy toinclude engineering in their curricula and embed it in meaningful ways that connect to students’lives and communities. This phenomenon is augmented along gender, geographic, andsocioeconomic lines [10-13

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee at Knoxville

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NSF Grantees Poster Session

research focuses on empowering engineering education scholars to be more effective at impacting transformational change in engineering and developing educational experiences that consider epistemic thinking. She develops and uses innovative research methods that allow for deep investigations of constructs such as epistemic thinking, identity, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Foundation CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vellore S. Gopalaratnam, University of Missouri, Columbia; Douglas J Hacker; Sarah Lynn Orton P.E., University of Missouri, Columbia; Rose M Marra, University of Missouri, Columbia

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NSF Grantees Poster Session

PS5 1 Sense of Community, Self-Efficacy of Engineering Students, Grade Point Average 2 3 (Overall and Gateway 8), 4 Success Measures (Various), 5 Program SatisfactionThe Engineering Self-Efficacy survey (Frantz, Siller & Demiranda, 2011) measures students’judgments concerning their academic performance in engineering courses and an engineeringprogram, their expectations about an engineering career, and their persistence in pursuing anengineering education. In addition, at the end of each academic year, students participated in afocus group to discuss their personal experiences in the program and offer suggestions forchange

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

summer and fall of 2023. Research participants were remindedabout confidentiality and the goal to leverage underrepresented students’ voices to reassure themand encourage candid responses. Two interviews were fully conducted in Spanish to supportstudents’ preferences. A 13-question protocol guided the interviews. Interview topics includedstudents’ background information; STEM knowledge and skills; STEM curricular experiences;knowledge and perceptions of career opportunities, campus support services, and campuspolicies; and perceived sense of belonging. Interviews were audio recorded, and notes/memoswere typed after each interview. Interviews lasted 31 to 112 minutes (average 57 minutes). The sample included 23 male students (56%) and 18

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro P.E., University of Miami; Aaron Heller, University of Miami

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NSF Grantees Poster Session

Paper ID #43375Board 426: Work in Progress: Real-Time Ecological Momentary Assessmentof Students’ Emotional State in StaticsDr. Diana Arboleda, University of Miami Diana Arboleda, PhD, is a civil engineering Lecturer at the University of Miami, Florida. She received her B.S. in Computer Engineering from the University of Miami in 1988 and after a full career as a software engineer in corporate America she returned to earn a Ph.D. in Civil Engineering. Her research interests are in engineering education.Dr. James Giancaspro P.E., University of Miami James Giancaspro, Ph.D., P.E. is an associate professor of civil

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Streiner, University of Pittsburgh; Daniel D. Burkey, University of Connecticut; Kevin D. Dahm, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology; Tori Wagner, University of Connecticut

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NSF Grantees Poster Session

current ethics curriculum is effectively fostering moral reasoning development or if the EERImight be insufficient in capturing the subtleties of students' situated understanding and ability toreason and act ethically in authentic scenarios. In response to these findings, we broadened thescope of our study to encompass the full duration of students’ undergraduate careers. Thisexpansion was driven by the hypothesis that a single semester of ethics education within thecurriculum might not be sufficient to effect significant changes in students’ ethical reasoning.However, we speculated that over the entirety of their undergraduate experience, a more notablechange in their ethical reasoning might become evident. The details of the study can be found

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew J. Ash, Oklahoma State University; James E Stine, Oklahoma State University; Erin Dyke, Oklahoma State University; John Hu, Oklahoma State University

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NSF Grantees Poster Session

overwhelmed with information at the beginning of the RET to seeing connections totheir classrooms. A greater mastery of the material led to enough understanding to create lessonstailored to their students. For example, early in the RET experience, teachers in rural schoolcommunities where agriculture is centrally important culturally and economically brainstormedways to engage students in understanding how the semiconductor industry has impactedagricultural technology. Other teachers took it upon themselves to find career statistics so theycould talk with their students about exactly what semiconductor jobs would be available to themin our state with various levels and types of post high school education. The teachers’ effortsduring the first five

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Antonius Ynalvez, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Ruby Ynalvez, Texas A&M International University; Deepak Ganta, Texas A&M International University; Runchang Lin, Texas A&M International University; Marcela Moran, Texas A&M International University; Leonela Preciado, Texas A&M International University; Mayra Alejandra Garza, Texas A&M International University; Rene Rangel Jr., Texas A&M International University; Veronica Judith Prado, Texas A&M International University

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NSF Grantees Poster Session

brief social-belonging intervention improves academic and health outcomes of minority students," Science, vol. 331, no. 6023, pp. 1447-1451, 2011.[12] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, "The role of efficacy and identity in science career commitment among underrepresented minority students," Journal of Social Issues, vol. 67, no. 3, pp. 469-491, 2011.[13] S. M. Aguilar et al., "Research productivity of East Asian scientists: Does cosmopolitanism in professional networking, research collaboration, and scientific conference attendance matter," Asia-Pacific Social Science Review, vol. 13, no. 2, pp. 41-62, 2013

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Noemi V Mendoza Diaz, Texas A&M University; Russ Meier, Milwaukee School of Engineering; Deborah Anne Trytten, University of Oklahoma; Janie M Moore, Texas A&M University; So Yoon Yoon, University of Cincinnati; Harry A. Hogan, Texas A&M University

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Diversity, NSF Grantees Poster Session

artificial intelligence andits impact on their career prospects. Students found to be more confident through position-of-stress surveys administered later in the academic term were found to be more positive about theirfuture in a world more influenced by artificial intelligence. The figures below show this result. Figure 1. Boxplots for the confidence levels. Figure 2. Three groups of confidence levels and their associated ECTD scores (Y axis) and confidence levels (X axis).In short, students who lack confidence see themselves as being impacted and possibly evencontrolled by artificial intelligence. Students who are more confident see themselves controllingartificial intelligence and are

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Andrew Michael Heiman; Matthew Dickens, Arizona State University; Chrissy Hobson Foster, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, Arizona State UniversityDr. Shawn S Jordan, Arizona State University, Polytechnic campus Shawn Jordan, Ph.D.is an Assistant Professor in theDepartment of Engineering atArizona State Univer- sity. He is the PI on three NSF-funded projects: CAREER: Engineering Design Across Navajo Culture, Community, and Society (EEC 1351728), Might Young Makers be the Engineers of the Future?(EEC 1329321), and Broadening the Reach of Engineering through Community Engagement (BRECE)(DUE 1259356). He is also Co-PI on one NSF-funded project: Should Makers be the Engineers of the Fu- ture?(EEC 1232772), and is senior personnel on an NSF-funded grant entitled Workshop: I-Corps for Learning (i-Corps-L). He received his Ph.D. in Engineering

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

background relates totheir chosen degree programs, let alone theirfuture careers. And despite the national call toincrease the number of graduates in engineeringand other STEM disciplines7 , the inability ofincoming students to successfully advance pastthe traditional freshman calculus sequenceremains a primary cause of attrition inengineering programs across the country. Assuch, there is a drastic need for a proven modelwhich eliminates the first-year mathematicsbottleneck in the traditional engineeringcurriculum, yet can be readily adopted byengineering programs across the country. Such Figure 1. The Derivative Labis the focus of this work.The Wright State model begins with the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; Richard A. Layton, Rose-Hulman Institute of Technology; rebecca lyons; Daniel M. Ferguson, Purdue University, West Lafayette; Kyle Heyne; Tripp Driskell, Institute of Simulation and Training; David Jonathan Woehr, University of North Carolina Charlotte; Hal R Pomeranz; Eduardo Salas, University of Central Florida; Andrew Caleb Loignon, UNC - Charlotte; Shirley C Sonesh, UCF

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NSF Grantees Poster Session

the resulting socialization, career capital gains, and knowledge transfer that occur in the international context. Currently, Shirley is continuing to pursue expatriate re- search in addition to working on teamwork and training research in the medical domain. In specific, Dr. Sonesh is working on investigating clinical decision making and developing training for rapid response teams in the obstetrics unit to improve team decision making, team coordination, and ultimately patient safety. Other research interests include reducing medication error in EMS contexts, the use of adaptive team tutoring, responses to organizational change, coaching, and augmented reality for medical training; this work is funded by ARL

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

student Page 23.1269.7comment. The comments were used as part of the feedback used to improve the modules.Impact on pre-college studentsThe VL modules were introduced to students in middle grade level during a campus visit (~age12-13). The students saw a demonstration of the modules and were able to manipulate the labs aswell. At the end of the visit, the students responded to a survey of attitudes toward the use of VLand career goals. The results indicate positive impacts of the experience. Specifically, students:  gained knowledge about engineering from the VL lessons  were able to understand and perform the VL lessons

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder; Joseph Polman; Michael Hannigan

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NSF Grantees Poster Session

college enrollment. Educational Researcher, vol. 50, no. 9, pp. 595–606, DOI: 10.3102/0013189X2110275286. Matusovich, H. M., Carrico, C. A., Paretti, M. C., & Boynton, M. A. (2017). Engineering as a career choice in rural Appalachia: Sparking and sustaining interest, International Journal of Engineering Education, vol. 33, no. 1B, pp. 463-475.7. Shamah, D., & MacTavish, K.A. (2009). Rural research brief: Making room for place-based knowledge in rural classrooms. The Rural Educator, 30 (2), 1-4.8. Bartholomaeus, P. (2006). Some rural examples of place-based education. International Education Journal, 7 (4), 480-489.9. Bielefeldt, A.R., & Rulifson, G. (2018). Environmental considerations in engineering: students’ goals

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Maykish, University at Buffalo, The State University of New York; Oluwakemi Johnson, University of Michigan; Katelyn Churakos, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Aaron W. Johnson, University of Michigan

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NSF Grantees Poster Session

and the developmental networks of early career engineers working in industry inspired by her time working in industry as a mechanical design and analysis engineer.Ms. Oluwakemi Johnson, University of Michigan Oluwakemi (Oh-LOO-wah-keh-me) Johnson is a second-year PhD student in the Engineering Education Research Program at the University of Michigan. She is advised by Dr. Aaron Johnson and works as a research assistant on projects focusing on engineering judgment and open-ended modeling problems.Katelyn Churakos, University at Buffalo, The State University of New York Katelyn Churakos is an undergraduate research assistant in the Department of Engineering Education at the University at Buffalo. She is majoring in

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

Engineering Living Learning Community (LLC) is another unique programfeature to enhance community among the SEED scholars. A general description of the programand preliminary results from the students’ self-reported sense of belonging in engineering,engineering design self-efficacy, and engineering identity are presented in this paper.Description of the SEED ProgramThe main goal of the Scholars of Excellence in Engineering Design (SEED) program at TexasState University (TXST) is to support two cohorts of talented, low-income, first-time-in-college(FTIC) domestic engineering students with unmet financial need by providing them scholarships;individual mentoring by a faculty member in their chosen major; and a suite of academicenrichment, career

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts University; Kristen B Wendell, Tufts University; Greses Perez P.E., Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach; L. Clara Mabour, Tufts Center for Engineering Education and Outreach

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Diversity, NSF Grantees Poster Session

Technological Institute (INTEC) and a M.Eng. in Environmental Engineering from the University of Puerto Rico at Mayag¨uez (UPRM) as well as a M.Ed. degree in School Leadership from Southern Methodist University (SMU). Her current research interests are located at the intersection of science and engineering education, multilingualism and emerging technologies. Prior to starting her career in education, Greses was a project manager for engineering projects and hydrologic and hydraulic studies.Ms. Fatima Rahman, Tufts Center for Engineering Education and Outreach STEM Education graduate student at Tufts UniversityL. Clara Mabour, Tufts Center for Engineering Education and Outreach Clara Mabour is a first year STEM Education

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pilar Gonzalez, University of Texas at El Paso; Benjamin C. Flores, University of Texas at El Paso; Song An, University of Texas at El Paso; Karime H Smith, University of Texas at El Paso

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Diversity, NSF Grantees Poster Session

, severalparticipants mentioned "giving back" to those who helped them excel in their career paths.Interestingly, their "giving back" is achieved by empowering other students like them to keeppursuing their degrees and use all the opportunities LSAMP has provided them. The fact thatLSAMP's structure is based on Tinto's theoretical framework gives us a better understanding ofhow it empowers Hispanic students to complete their STEM studies, thus improving their SES.Future work might consider expanding the population to include other research areas and not belimited to Hispanics in STEM fields.Similarly, in Study 2, quantitative data of student transcripts reported that students that graduatedat or in less than 4 years transferred on average more credit hours

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stacey Forsyth, University of Colorado Boulder; Tim Ogino, University of Colorado Boulder; Jessica Sickler, J. Sickler Consulting; Angelina Ong

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Diversity, NSF Grantees Poster Session

longer-term program impacts with an alumnistudy, surveying program alumni 1-3 years after their participation in the program. This surveywill assess the degree to which the internship experience influenced interns’ interests, plans, andpersistence in pursuing engineering or STEM in higher education and/or their career, as well asany enduring impacts on their awareness and understanding of issues related to accessibility.AcknowledgementsThis paper is based upon work supported by the National Science Foundation, award #2049109.References[1] National Science Board, National Science Foundation, “Science and Engineering Indicators2022: The State of U.S. Science and Engineering,” Alexandria, VA. NSB-2022-1, 2022.[2] M. Hynes, C. Joslyn, A. Hira, J

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

. (2016). Closing the gaps and filling the STEM pipeline: A multidisciplinary approach. Journal of Science Education & Technology, 25(4), 682-695. Retrieved from https://doi-org/10.1007/s10956-016- 9622-8Domingo, M. R. S., Sharp, S., Freeman, A., Freeman, T., Jr., Harmon, K., Wiggs, M., Summers, M. F. (2019). Replicating Meyerhoff for inclusive excellence in STEM. Science, 364(6438), 335-337. Retrieved from https://doi-org/10.1126/science.aar5540Garcia, G. A., Ramirez, J. J., & Patrón, O. E. (2020). Rethinking Weidman’s models of socialization for Latinxs along the postsecondary educational pipeline. In Weidman, J. C., & DeAngelo, L. (Eds.), Socialization in higher education and the early career

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

semester First-Year Seminar, and a second semester STEM-PersistenceSeminar. Co-curricular activities focus on professional communication skills, financial literacy,career readiness, undergraduate research, and community engagement.The purpose of this paper is to describe the impact that two rounds of accelerator grants from theNSF Research Hub on inter- and intra-institutional partnerships at Virginia Tech University havehad on our S-STEM project. These accelerator grants have helped to create Sprouting Researchfrom Year 1, in which each LION STEM Scholars (n=4) was paired with an engineering facultymember who served as their formal research mentor during their first year of college. Whatfollows are the insights and responses to suggestions from

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University; Tekla Nicholas, Florida International University

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Diversity, NSF Grantees Poster Session

Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5 years in both London, UK and Silicon Valley, CA. His research has focused on culture and equity in engineering education, particularly undergraduate contexts, pedagogy, and student support. Through his work he aims to use critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He also leads the Equity Research Group where he mentors graduate and undergraduate students in pursuing critical and action-oriented research.Tekla Nicholas, Florida International University ©American Society for

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Tufts University; Brian P. Self, California Polytechnic State University, San Luis Obispo; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Michael J. Prince, Bucknell University; Dominic J Dal Bello, Allan Hancock College

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Diversity, NSF Grantees Poster Session

Engineering Education, vol. 113, no. 1, pp. 164-194, 2024, doi: 10.1002/jee.20586.[23] J. Thompson, M. Windschitl, and M. Braaten, "Developing a theory of ambitious early- career teacher practice," American Educational Research Journal, vol. 50, no. 3, pp. 574- 615, 2013.[24] M. D. Koretsky, A. C. Emberley, J. Galisky, and B. P. Self, "WIP: Instructors’ Framing of their Instructional Practice," in 2024 ASEE Annual Conference & Exposition, 2024.[25] D. Hammer, A. Elby, R. E. Scherr, and E. F. Redish, "Resources, framing, and transfer," Transfer of learning from a modern multidisciplinary perspective, vol. 89, 2005.[26] A. Elby and D. Hammer, "Epistemological resources and framing: A cognitive framework for helping teachers

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

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NSF Grantees Poster Session

typology. We feelthis research is an important contribution that can: 1) further our understanding of how studentproblem typology may (or may not) change during their undergraduate career; 2) contribute to ourevolving understanding of problem solving among novices and experts; and 3) provide afoundation for negotiating understanding of “good” problem solving among students, faculty, andpractitioners, serving as a feedback loop for engineering curricula.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1830793. 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

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

participants before and after the training were almost constant, apaired t-test indicated that the times to take the pre and post diagnostic went down (from anaverage of 1000.41 seconds or 16.67 minutes to 678.39 seconds or 11.31 minutes) in asignificant way (p-value 0.0002203). This result may indicate that the students felt more familiarwith the type of questions and their level of difficulty during subsequent testing.Analysis of the qualitative results gathered through the ET exit surveys shows that 89% of theparticipants completed them, 50% of them reported that the training improved awareness aboutthe level of applicability of SVS to their careers, but only 21% expressed satisfaction fromimproving SVS vs. the work that was needed for this project

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

DeLean A Tolbert, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

about family engineering is emerging. With the most recent adaptation of theFamily Math and Science modules for Engineering, we expect more literature in relevantforthcoming studies. A not -et published work on the role of parents in engineering educationprovides a detailed review of the literature of parents engagement in engineering and science andframes the literature with four common themes. The parent is viewed as24: Page 23.446.14 • Engineering career motivator • Engineering attitudes builder • Students’ achievement stimulus • Scientific/Engineering thinking guideFamily Engineering was created with the goal of “actively

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

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NSF Grantees Poster Session

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Jiancheng Liu, University of the Pacific; Kyle A. Watson, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Paul Henry Schimpf, Eastern Washington University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Ismail I Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J Wood, U.S. Air Force Academy; Brock U Dunlap, University of Texas, Austin; Ella R. Sargent, University of the Pacific

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NSF Grantees Poster Session

the University of Washington at Seattle in 1982, 1987, and 1995, respectively. He began his academic career in 1998, and is currently the chair of the Department of Com- puter Science at Eastern Washington University in Cheney, Wash. His research interest includes numerical Page 23.224.2 methods for forward and inverse solutions to partial differential equations with biomedical applications. Prior to his academic career, he was employed as a senior principal design engineer in the electronics industry, where he enjoyed fifteen years of experience developing parallel embedded signal and image

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Hassan Tanvir, University of Florida; Gloria J Kim, University of Florida; Jing Guo, University of Florida; Philip Feng, University of Florida; Wanli Xing, University of Florida

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NSF Grantees Poster Session

instructor’sperspective regarding the course content, learning objective of homework assessments, andstudent learning behavior.Student Baseline Survey: The primary objective of the baseline survey was to seek informationabout various aspects of academic background, motivation, programming, and mathematicalabilities before exposure to quantum concepts and activities. For those who encounteredquantum concepts, the survey measured their familiarity with 9 key concepts of QIS. Participantswere asked about their likelihood of pursuing a quantum-related career. The baseline survey alsoexplored, research interest, a listing of three topics that they were most interested in learning inthe EEE 4423 course, inquiring about any specific areas of quantum computing

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Leslie Bondaryk, The Concord Consortium; Jutshi Agarwal, University at Buffalo, The State University of New York; Carolyn S Giroux; Stephanie L. Harmon, PIMSER, Eastern Kentucky University; Enqiao (Annie) Fan, University at Buffalo, The State University of New York; Jacqueline Handley, Purdue University, West Lafayette; A Lynn Stephens, The Concord Consortium

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NSF Grantees Poster Session

has a PhD from Purdue University in Engineering Education.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Associate Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University.Ms. Leslie Bondaryk, The Concord Consortium Leslie Bondaryk received the B.S. degree from the Massachusetts Institute of Technology, and the M.S. degree from the University of California, Santa Barbara, both in electrical engineering. She is currently the Chief Technology Officer with the Concord Consortium, Concord, MA, USA. Over her career, Ms. Bondaryk has introduced new technologies to