Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven W Villachica, Boise State University; Anthony Wayne Marker, Boise State University; Donald Plumlee, Boise State University; Linda Huglin; Amy Chegash, Boise State University

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NSF Grantees Poster Session

members of the engineering facultyattended the first meeting of the Sounding Board. One member from the engineering facultyattended the subsequent meeting. Subsequent informal conversations provided anecdotal dataindicating that faculty have other more pressing demands on their time—even when theresearchers buy the first round of appetizers at a local restaurant. The Sounding Board conceptproved inherently unsustainable.After the Sounding Board folded, the researchers continued with the redesign of a senior-levelThermal and Fluids Systems Design (ME 424) course that provides an application-orientedapproach to thermal and fluid science concepts using a systems design format. Evidence-basedredesign efforts included:  A focus on project- and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monika Neda, University of Nevada, Las Vegas; Blanca Rincon; Alok Pandey, College of Southern Nevada; Claudia Mora Bornholdt, College of Southern Nevada; Vanessa W. Vongkulluksn Ph.D., University of Nevada, Las Vegas; Rachidi Salako, University of Nevada, Las Vegas; John William Howard, College of Southern Nevada; Daniel Sahl, University of Nevada, Las Vegas

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Diversity, NSF Grantees Poster Session

engineering and science who have been identified asneeding additional math instruction are placed in a co-requisite section of a pre-calculus course,Math 126E (3 credits) pre-calculus with the co-requisite component Math 26B (2 credits atUNLV and 3-credits at CSN). In 26B students are expected to study concepts that will help themcatch up with the needed math to perform well in Math 126 E (Pre-calculus). Thus, in a co-requisite pre-calculus course, students spend an additional two hours with the instructor with theintent to remediate Algebra. Current literature review of innovations and interventions thatintend to improve the outcomes in mathematics points to active learning, hands-on projects,comic book-like interventions, mentoring programs, use of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Michael E. Gorman, University of Virginia

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NSF Grantees Poster Session

perhaps all grads, earnsimilar benefits. Serving as a mentor may also build grad students’ confidence by remindingthem how much they have learned since they were undergraduates. Undergraduates give gradsopportunities to learn how to communicate with and manage others, a valuable professional skill.Dan’s postdoc James argued that this is the most important reason to include undergraduates in aresearch group: “I think [teaching undergraduates] is not very helpful for the project, but it’svery helpful for grad students to learn how to teach the junior students.” He believes thatundergraduates’ presence benefits grad students’ development more than the lab’s research. Thuseven by doing simple tasks, novices can instigate important learning mechanisms

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University

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NSF Grantees Poster Session

Technology and a B.S. in Civil Engineering from Bucknell University.Dr. Eric C Pappas, James Madison University Eric Pappas is Professor of Integrated Science and Technology at James Madison University and formerly a faculty member in the College of Engineering at Virginia Tech (1993-2003).Dr. Jesse Pappas, James Madison University Jesse Pappas studied self-insight, intentional self-development, and the role of emotion in self-perception at University of Virginia, where he received a Ph.D. in social psychology in 2012. His dissertation project involved adapting established professional development tools to facilitate the personal and academic suc- cess of college students. Jesse currently serves as Assessment Director and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Charles David Whitlatch, Arizona State University; Qiao Wang, Arizona State University; Brian J. Skromme, Arizona State University

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NSF Grantees Poster Session

. Introduction1.1. MotivationBasic linear circuit analysis is frequently a fundamental engineering core course requirement forelectrical engineering nonmajors, as well as for electrical engineering majors, and is therefore avery widely taught subject. For electrical engineering majors, the skills learned in this course areessential for their success in subsequent courses. A bad or unsuccessful learning experience maycause students to change their major or drop out of engineering altogether. Traditional lecture-based instruction uses a “one size fits all” approach that fails to adapt to the widely varyinglearning styles and backgrounds of the students. The goal of this project is to develop computer-aided instruction tools to increase the student success

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

underrepresented in the U.S. CS workforce.They make up 17% and 11 %, respectively, across all occupations, but only 8% and 7% of CSworkforce, respectively. Additionally, women are 51% of the population, but only 19% of the CSworkforce, as of 2018. Similar gender and race/ethnicity breakdowns are shown in ourinstitutional data (Section Institutional Data and Demographics).While existing literature confirms gender and race imbalance in CS [8], there is a limitedinvestigation of institutional, pedagogical, and cultural influences that lead to a lack of studentretention [9]. Our NSF project leverages both qualitative and quantitative studies to provideinsights into the structures that either support or undermine a minoritized student’s ability to excelin

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anthony Weiss, University of Missouri, Kansas City; Darran Cairns, West Virginia University; Tiffani Riggers-Piehl, University of Missouri, Kansas City; Jacob Marszalek, University of Missouri, Kansas City; Michelle Maher, University of Missouri, Kansas City

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NSF Grantees Poster Session

of data, it wasquickly realized that a method to select relevant documents systematically and equitably wasnecessary, so GCM was called upon as a plausible method. As a pilot to the approach, wefocused on the team at a single institution, and we plan to expand this approach to the Hub soon.The GCM approach is made up of six primary steps: (1) Preparation, (2) Generation, (3)Structuring, (4) Analysis, (5) Interpretation, and (6) Usage (Group Concept Mapping). Morespecifically: • Step 1, Preparation, the group project focus is defined. In our case, our defined focus was identification of documents deemed relevant. We defined ‘relevant’ as documents indicating presence/absence of a co-equitable partnership between institutions

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian Chap, University of Washington; Marcos Jose Inonan Moran, University of Washington; Zhiyun Zhang, University of Washington; Pablo Orduna, LabsLand; Payman Arabshahi, University of Washington; Rania Hussein, University of Washington

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NSF Grantees Poster Session

the implemented systems may haveappeared temporary in nature, and were often inadequate in scale, construction, and integration,the potential effectiveness of using such technologies to replicate, and improve, testing andlearning experiences for individuals was noticeable. Such experiences have inspired this workwhich seeks to design and distribute a new generation of environments offering an open-accesssolution to costly hardware platforms unobtainable to many under-served communities andinstitutions with limited resources. This project builds on the success of previously implementedremotely-accessible FPGA systems by expanding scope and incorporating hardware whichintegrates FPGAs and software-defined radios (SDRs), together with new

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Douglas Charles Williams, University of Louisiana, Lafayette; aimee barber

Tagged Topics

NSF Grantees Poster Session

fail to meet the different needs of teachers, families, and students. Additionally, teacherpreparation programs have a hard time producing people who see themselves as innovators withthe drive and skill to affect positive change in their careers and communities.As communities push for rich innovative experiences for K-12 students, some have begun to addmaker spaces, robotics clubs, and/or innovation labs. Even though more states have adopted theNext Generation Science Standards (NGSS) [1], far too many school districts deprioritizeengineering design experiences in classrooms.The ChangeMaker K-12 project was developed to create materials for use in teacher educationprograms that (1) support elementary education undergraduate teacher candidates

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University; Chris Venters, East Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

teaches introductory courses in engineering design and mechanics and upper-level courses in fluid mechanics. He earned his Ph.D. in Engineering Education from Virginia Tech in 2014, and his research primarily focuses on conceptual understanding in engineering mechanics courses. He received his M.S. in Aerospace Engineering from Virginia Tech and his B.S. in Aerospace Engineering from North Carolina State University. ©American Society for Engineering Education, 2023 Tracking the Progress Towards an Engineering Degree of Three Cohorts of Low-income Engineering Students Supported by a Track 3 Multi-Institutional S-STEM GrantWith a project built on the Model of Co-Curricular

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karl W Reid, Northeastern University; Claire Duggan, Northeastern University; Jacqueline A. El-Sayed, American Society for Engineering Education; Richard R Harris, Northeastern University; Michael Silevitch

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Diversity, NSF Grantees Poster Session

. Engineering PLUS is the only INCLUDESAlliance that focuses primarily on engineering. The Engineering PLUS Alliance is built aroundcore strategies including:1. Establish a network of 5 Regional Hubs leveraging the Engineering PLUS partnerships with the American Society for Engineering Education, The GEM Consortium, NACME, NAMEPA, NSBE, SWE, AISES and other stakeholders.2. Create a stEm* PEER Academy to train change agents (stEm PEERs) and accelerate implementation of evidence-based practices within engineering departments.3. stEm PEERS (Practitioners Enhancing Engineering Regionally) will create Implementation Projects to increase admissions, retention, and graduation rates of women and BIPOC engineers in their home

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas, Austin; Emily Violet Landgren

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Diversity, NSF Grantees Poster Session

the original cohort of B2B, six participants have gone on to graduateschool in various STEM disciplines. As of the end of 2020, in the summer research program, 28 studentsfrom FRCC participated in summer research projects on the Colorado State University(CSU) campus. Ofthose 28, 26 enrolled at CSU; two enrolled but later dropped out, leaving their programs at CSU; and thelast is enrolled at UCLA. Of the original eight students in the cohort of 2016, five have completed theirbachelor’s degrees, three are in graduate programs, two are continuing their undergraduate degrees, andone dropped out. In the 2017 cohort, six have completed their degrees and two of these are in graduateprograms, and four others are continuing in their studies. For

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aakash Gautam, San Francisco State University; Shasta Ihorn; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University

Tagged Topics

Diversity, NSF Grantees Poster Session

computing systems, while others are more at ease exploring uncertaintechnological problems.Furthermore, because the content of introductory programming is deemed “simple enough”,many institutions with limited resources, including ours, rely on graduate students to teachcourses. Graduate students frequently teach for a semester or two before they graduate. As aresult, many introductory programming instructors do not have the time or resources to iterate andenhance their pedagogical practice. As student interest in computing grows, introductoryprogramming class sizes are expanding, requiring institutions to provide several sections of thesame course, resulting in variations in instruction quality and student learning gains.Our ANON project is

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robin A.M. Hensel, West Virginia University; David A. Wyrick PE, CPEM, West Virginia University

Tagged Topics

Diversity, NSF Grantees Poster Session

the main engineering building locations, they served as leaders to help groups of incomingfirst-year students find their correct room during “Academic Day” preceding the first day ofclasses. The NSF S-STEM funding was valuable in providing support for students who wouldotherwise not have been able to leave their summer jobs a week early and participate in theSummer Bridge Experience. Currently, the AcES summer bridge component is institutionalizedand supported by the college and industry partners.Fall Professional Development CourseThe fall professional development course, comprised of faculty and guest speaker lectures,design projects, and research laboratory visits, is open only to AcES participants. The courseinstructor teaches goal

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark F. Roll P.E., University of Idaho; Brian K. Johnson P.E., University of Idaho; Michael R. Maughan, University of Idaho; Michael Lowry, University of Idaho; Melinda A. Davis, University of Idaho; Connor J. Hill, University of Idaho

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NSF Grantees Poster Session

the Poly- mers Division, studying polymers in microelectronics applications. His research projects at the University of Idaho center on thin-films based on hybrid materials, including silicates, polyoxometalates, and dia- mondoid polymers with funding from sources including the National Science Foundation, the Office of Naval Research, the Semiconductor Research Corporation, and the Donors of the American Chemical Society Petroleum Research Fund.Dr. Brian K. Johnson P.E., University of Idaho Brian K. Johnson received his Ph.D. in electrical engineering from the University of Wisconsin-Madison in 1992. Currently, he is a Distinguished Professor and Schweitzer Engineering Laboratories Endowed Chair in Power

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John R. Reisel P.E., University of Wisconsin - Milwaukee; Wilkistar Otieno, University of Wisconsin - Milwaukee; Christine Beimborn, University of Wisconsin - Milwaukee

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NSF Grantees Poster Session

those of the authors and do not necessarilyreflect the views of the National Science Foundation.References1. Ononye, L. C. (2011, June), Progress and lmpact of SET: An NSF S-STEM Scholarship Project Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2—190072. Jones, S. C., & Rusch, K. A., & Waggenspack, W. N. (2014, June), S-STEM: ENG2 Scholars for Success 2007-2013 Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2—229963. Minaie, A., & Sanati-Mehrizy, R. (2016, June), Progress and Impact of LEAP: An NSF S-STEM Scholarship Project Paper presented at 2016 ASEE Annual Conference & Exposition

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorelie Imperial, University of Florida; Corey Payne; Kent J. Crippen, University of Florida; Maria Korolev, University of Florida; Philip J. Brucat, University of Florida; Chang-Yu Wu, University of Florida

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Diversity, NSF Grantees Poster Session

Design Experiences for Future Engineers in Chemistry Laboratory AbstractOur approach to general chemistry laboratory for engineers in our NSF-funded IUSE project(DUE-1625378) involves the use of design challenges (DCs), an innovation that uses authenticcontext and practice to transform traditional tasks. These challenges are scaled-down engineeringproblems related to the NAE Grand Challenges that engage students in collaborative, team-basedproblem solving via the modeling process. With features aligned with professional engineeringpractice, DCs are hypothesized to support student motivation for the task as well as for theprofession. As an evaluation of our curriculum design, we use Expectancy Value

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Sara Rose Vohra, University of Illinois at Urbana-Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign; Isabel Miller, University of Illinois at Urbana - Champaign; Thomas Edward Romanchek, University of Illinois at Urbana - Champaign

Tagged Topics

NSF Grantees Poster Session

of proactive trainings andeducational resources to benefit all students. Understanding what institutional and programmaticexperiences engineers indicate as critical to their mental health will allow us to develop targetedinterventions, more inclusive teaching practices, and thoughtful advising guidelines.Furthermore, the study allows us to develop conceptual models about how academic culturedevelops in undergraduate programs. Here we describe the first phase of the project to developnew measures of students’ perceptions of a high stress culture in engineering and to understandfaculty and staff perspectives of undergraduate mental health.Project OverviewThe project CAREER: Supporting Undergraduate Mental Health by Building a Culture

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Todd Freeborn, University of Alabama; Memorie M. Gosa, University of Alabama

Tagged Topics

NSF Grantees Poster Session

/instrumentation related to fluency, speechproduction, language, cognition, voice, resonance, feeding/swallowing, and auditoryhabilitation/rehabilitation [3]. In clinical practice, Speech Language Pathologists (SLPs) andAudiologists (AuDs) utilize a range of technologies including audio recording/acoustic analysis,electromyography, and video imaging/analysis. Research projects for our REU includeassessment of noise levels in mobile audiology clinics, image analysis to identify features ofpediatric dysphagia from videofluoroscopy swallow studies, and assessment of surfaceelectromyography data of oropharyngeal musculature collected during swallowing events.Beyond the research, students participated in professional development sessions and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, North Dakota State University College of Engineering

Tagged Topics

NSF Grantees Poster Session

from theseenhanced educational practices (results). During the first year of the project, data was collectedto assess Level 1- 3 outcomes. Level 4 outcomes will be developed and tracked in subsequentyears to assess changes in student engagement and achievement levels in classes taught byprogram participants. Data collected included the following measures:  Pre-program classroom observation and lesson plan evaluation[10,11]  Pre-program online survey (Adapted from SWEPT and RET NSF Programs)  End-of-program online survey (Adapted from SWEPT and RET NSF Programs)  Post-program individual interview[12]  Mid-academic year interview  Academic year classroom observation and lesson plan evaluation (in progress

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Teri Reed, University of Cincinnati; P.K. Imbrie, University of Cincinnati

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Diversity, NSF Grantees Poster Session

state-of-the-art learning spaces. While at Purdue University, Imbrie co-led the creation of the First-Year Engineering Program’s Ideas to Inno- vation (i2i) Learning Laboratory, a design-oriented facility that engages students in team-based, socially relevant projects. While at Texas A&M University Imbrie co-led the design of a 525,000 square foot state-of-the-art engineering education focused facility; the largest educational building in the state. His expertise in educational pedagogy, student learning, and teaching has impacted thousands of students at the universities for which he has been associated. Imbrie is nationally recognized for his work in ac- tive/collaborative learning pedagogies, teaming and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

2000 to 2010 with 7.9%increase, while non-STEM positions grew just 2.6% over this period. It is projected that STEMjobs will continue growing 17.0% during 2008 - 2018, compared to just 9.8% for non-STEMjobs (Langdon, 2011). Besides, workers in STEM occupations also earn more on average than their counterparts inother fields, regardless of their educational attainment. A regression analysis – which controls fora variety of demographic, geographic, industry, etc – demonstrated the salary premium in STEMfields. In addition to higher earnings, workers in STEM occupations on average experience lowerunemployment rates than those in other fields. Another impressive characteristic of STEMworkers is their educational attainment. More than two-thirds

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Suzanne W. Dietrich, Arizona State University; Don Goelman, Villanova University

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NSF Grantees Poster Session

learningindicates that students find them quite helpful and an important learning component of theanimations. This paper also includes a discussion of techniques for using the formative self-assessment as part of a class setting as well as future research directions.IntroductionThe goal of the “Databases for Many Majors” project (Dietrich & Goelman, 2017) is to introducethe fundamental concepts of database technology to students of many majors through the use ofanimations that provide a visualization of the concepts using an engaging approach. Twoanimations have been developed. The first animation, referred to as IntroDB, introduces studentsto relational databases and their similarities/differences with familiar spreadsheets. Importantdatabase concepts

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Comas Lamar Haynes, Georgia Tech Research Institute; Sylvia L. Mendez, University of Colorado Colorado Springs; Valerie Martin Conley PhD, University of Colorado Colorado Springs; Rosario A. Gerhardt, Georgia Institute of Technology

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NSF Grantees Poster Session

professional relationship. She teaches foundations, research, and supervised practice courses in the Educational Leadership MA Programs and the Leadership, Research, and Policy Ph.D. Program.Valerie Martin Conley PhD, University of Colorado Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Topics

NSF Grantees Poster Session

discoveries from thiscollaborative project. In addition, Bobcat Made makerspace is described in this paper and posteras well as the challenges that were faced/overcome in implementing the best practice ideals. Adiscussion regarding key findings related to programmatic, facilities, personnel, and online-toolswill also be presented.Makerspace design considerations include high visibility both in physical location and in onlinepresence, welcoming environments to help new students engage in the space, the culture of themakerspace and fostering a sense of student co-ownership. Bobcat Made makerspace hasattempted to implement these ideals through furnishing, signage, staff training, special themenights to attract new users, establishment of cross-college

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert P. Van Til, Oakland University; Chris J. Kobus, Oakland University; Michael A. Latcha, Oakland University; Sankar Sengupta, Oakland University

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NSF Grantees Poster Session

Lifecycle Management (PLM). His projects have been supported by the National Science Foundation and the Michigan Economic Development Corp. as well as by companies such as Fiat Chrysler Automobiles, Ford Motor Co., Siemens PLM Inc. and the Crittenton Hospital Med- ical Center. He has served in visiting positions at universities in Hawaii, the Netherlands and Australia.Dr. Chris J. Kobus, Oakland University Associate Professor of Engineering. Director of Outreach, Recruitment and Retention, School of Engi- neering and Computer Science.Dr. Michael A. Latcha, Oakland UniversitySankar Sengupta, Oakland University Currently a Professor of Engineering in the Department of Industrial and Systems Engineering at Oakland

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University; Evelyn C. Brown, North Carolina State University

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NSF Grantees Poster Session

. c American Society for Engineering Education, 2018 Lessons Learned from an S-STEM grantThe engineering department at East Carolina University (ECU) completed a 6-year S-STEMgrant project in 2017. In this poster, the successes and shortcomings of this project are presentedand evaluated. Issues addressed include appropriate levels of funding for incoming freshmenand recommendations of funding levels for upperclassmen, along with incentive bonuses forsignificant academic achievement. Cohort size is discussed, along with the complications ofdrawing significant research conclusions from small cohorts. A job-shadowing experience isdiscussed, along with lessons learned about the selection of appropriate personnel for

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

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NSF Grantees Poster Session

as evaluator of three NSF grants awarded to New York Institute of Technology (NYIT), College of Engineering and Computer Science. She is recently retired as Associate Professor and Chair of Instructional Technology and Ed- ucational Leadership graduate programs at NYIT School of Education. Dr. McPherson has experience in national and international projects, such Social Media in Education in Abu Dhabi, UAE; Develop- ing Learning Objectives and Assessment Strategies in Curriculum for Cleaner Production for a US State Department project in Latin America; Technology Enriched Instruction Microsoft Teacher Education Ini- tiative Faculty Workshop Series at several locations worldwide, UNESCO meeting in Thailand, S. Korea

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Uchenna Asogwa; Amanda Portis Malefyt, Trine University; Charlene M. Czerniak, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation, LLC; T. Ryan Duckett, Acumen Research and Evaluation

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NSF Grantees Poster Session

has authored and co-authored over 50 articles. Her publications have appeared in the Journal of Science Teacher Education, Journal of Research in Sci- ence Teaching, School Science and Mathematics, Science Scope, and Science and Children. Professor Czerniak is co-author of a textbook published by Routledge on project based science teaching. She also has five chapters in books and illustrated 12 children’s science education books. Most recently, Czerniak authored a chapter entitled Interdisciplinary Science Teaching in the Handbook of Research on Science Education, published by Lawrence Erlbaum and Associates. Professor Czerniak has been an author and director of numerous grant funded projects in excess of $30