Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oludare Adegbola Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Hannah Abedoh, Morgan State University; Mehdi Shokouhian, Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks ; Krishna Bista; Uttam Gaulee; Md Mahmudur Rahman, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University

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Diversity, NSF Grantees Poster Session

Engineer- ing, Morgan State University, Baltimore, Maryland. Pelumi got his BSc and MSc degree in Physics from Obafemi Awolowo University, where he also served as a research assistant at the Environmental Pollu- tion Research unit, in Ile-Ife, Nigeria. As part of his contribution to science and engineering, Pelumi has taught as a teaching assistant both at Morgan State University and Obafemi Awolowo University. With a passion to communicate research findings gleaned from experts in the field as he advances his career, Olaitan has attended several in-person and virtual conferences and workshops, and at some of them, made presentations on findings on air pollution, wastewater reuse, and heavy metal

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University ; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Daniel Lapsley, University of Notre Dame; Kerry Meyers, University of Notre Dame; Emily C. LaPorte; Khalid Oladeji Bello, University of Louisville

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Diversity, NSF Grantees Poster Session

and J. Plaut Eds. Minneapolis: Minneapolis Campus Compact, 2014.[12] M. LaForce, E. Noble, and C. Blackwell, "Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs," Education Sciences, vol. 7, no. 4, p. 92, 2017.[13] D. Wood, A. Gura, J. Brockman, G. Gilot, S. Boukdad, and M. Krug, "The Community- Engaged Educational Ecosystem Model: Learning from the Bowman Creek Experience," presented at the Engaged Scholarship Consortium, Minneapolis, MN, 2018.[14] D. Wood, F. Aqlan, H. Marie, D. Lapsley, J. Brockman, and K. L. Meyers, "Building and Replicating a Community-Engaged Educational Ecosystem - a STEM Learning Commons," presented at the NSF IUSE

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia; Fan Yu, University of Missouri, Columbia; Lisa Y. Flores, University of Missouri, Columbia

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NSF Grantees Poster Session

from China. Fan received her MS in Elementary Education Science and a graduate certificate in Curriculum Instruction.Dr. Lisa Y. Flores, University of Missouri, Columbia Lisa Y. Flores, Ph.D. is a Professor of Counseling Psychology at the University of Missouri. She has expertise in the career development of Latino/as and Latino/a immigrant issues and has 80 peer reviewed journal publications, 19 book chapters, and 1 co-e ©American Society for Engineering Education, 2023 Student perceptions of confidence in learning and teaching before and after teaching improvementsAs part of an overall research program investigating the impact of changes in teachingstrategies on

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

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Diversity, NSF Grantees Poster Session

difference? Diversity constructs asseparation, variety, or disparity in organizations. Academy of Management Review 32: 1199-1228.Hazari, Z., Sonnert, G., Sadler, P. and Shanahan, M.C. (2010) Connecting High School PhysicsExperiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A GenderStudy. Journal of Research in Science Teaching 47(8): 978-1003.Leslei I. (2021) Conflicted: How Productive Disagreements Lead to Better Outcomes. HarperCollins.Loignon A.C., Woehr, D.J., Loughry, M.L., and Ohland, M.W. (2018) Elaborating on Team-Member Disagreement: Examining Patterned Dispersion in Team-Level Constructs. Group &Organization Management 44(1): 165-210. https://doi.org/10.1177/1059601118776750Loignon A.C. (2022) Comments made

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley, University of Illinois, Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois, Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

- Champaign with a focus in Engineering Education. His interests are centered around mentorship, mental health, and retention in STEM students and facultyDr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering edu- cation research at the University of Michigan. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2023 The Stressors for Doctoral Students Questionnaire in Engineering: Year 2 of an RFE project on understanding graduate engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

were any changes over the course of their college academic career. In Spring 2022 wecollected 33 EERI responses from senior engineering students, a subset of which we were able topair with responses from their first year to examine changes. Overall, this subset of students didnot show statistically significant changes in their EERI scores between first year and senior year.While the sample size for this cohort is too small from which to draw a reliable conclusion, it doessuggest that the EERI and DIT-2 measurements may be extremely stable over time and that theyare potentially not well-suited to assess changes in student ethical reasoning as a result ofeducational interventions. The research team is currently re-running this study with a

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eakalak Khan; Sayeda Ummeh Masrura; Bimal P. Nepal, Texas A&M University; Om Prakash Yadav, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

' academic self-efficacy,research skills, research confidence, teamwork confidence, education, and engineering careerintentions are also presented in the paper. In addition, this study also illustrates how the student’sglobal experiences, such as cultural awareness, worldwide perspectives, and interest in globalengineering careers, have changed as a result of this project. Lastly, the lessons learned from theCOVID-19 pandemic and its impact on the project implementation and what changes are beingmade for the next cohort are also discussed.Project backgroundThree public universities in the states of Texas, Nevada, and North Dakota are working togetheron the IRES project. North Carolina Agricultural and Technical State University (NCAT),University of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Tech; Scott Streiner, University of Pittsburgh; Rockwell Franklin Clancy III, Colorado School of Mines; Ryan Thorpe

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NSF Grantees Poster Session

were any changes over the course of their college academic career. In Spring 2022 wecollected 33 EERI responses from senior engineering students, a subset of which we were able topair with responses from their first year to examine changes. Overall, this subset of students didnot show statistically significant changes in their EERI scores between first year and senior year.While the sample size for this cohort is too small from which to draw a reliable conclusion, it doessuggest that the EERI and DIT-2 measurements may be extremely stable over time and that theyare potentially not well-suited to assess changes in student ethical reasoning as a result ofeducational interventions. The research team is currently re-running this study with a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Aldo A. Ferri, Georgia Institute of Technology; Kathy Ann Gullie, Gullie Consultant Services LLC; Dean T. Spaulding , Gullie Consultant Services LLC; James William Brown Ph.D., School of Professional Studies, City University of New York; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University

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Diversity, NSF Grantees Poster Session

City School District Title II B Mathematics and Science Partnership grants, Building Learning Communities to Improve Student Achievement: Albany City School District, Educational Leadership Program Enhancement Project at Syracuse University and the University at Al- bany through the Teacher Leadership Quality Program. She holds an advance degree in Educational Theory and Practice from the University of New York/SUNY Albany, with experience in teaching educa- tional methods at the master’s level as well as an introduction to education courses designed to develop new interest in teaching careers. She has worked as an elementary classroom teacher developing specific curricula for gifted and talented students as well as

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie C. Paretti, Virginia Polytechnic Institute and State University; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Daria A. Kotys-Schwartz, University of Colorado Boulder; Robin Ott, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

Paper ID #32722It’s a Context Gap, Not a Competency Gap: Understanding the Transitionfrom Capstone Design to IndustryDr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J. Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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Diversity, NSF Grantees Poster Session

OverviewThe overall goal of this three year project is to increase awareness and preparedness of rural andindigenous youth to pursue engineering and engineering-related careers. To reach this goal, weare working with elementary pre and in-service teachers in rural and reservation communities touse ethnographic methods to connect local funds of knowledge with classroom curriculum. Morespecifically, the first phase (current phase) is on training participating teachers, whereas thesecond phase will be on supporting their implementation of the engineering curricula. This paperdescribes the first summer professional development, which focused on two items: (1) trainingelementary teachers and pre-service teachers in ethnographic methods and photo

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle Harlow, University of California, Santa Barbara; Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Alexandria Muller, University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

as a learning tool,” while another wrote, “problem solving takes going back and retrying,refitting, over and over again to get it right, or what you want it to be. Along the way you learnregardless.” Teachers especially liked the portion of the lessons where students wereconstructing, testing, and revising their designs, as this both engaged students and helped themlearn through trial and error, like engineers do. Interactive science centers are in a uniqueposition to provide opportunities for engineering education through K-12 field trip programs.Early experiences in engineering and science have been shown to be important for developing aninterest in STEM and motivation for pursuing STEM careers. The Engineering Explorationscurriculum

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Susan Bobbitt Nolen, University of Washington; Devlin Montfort, Oregon State University

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NSF Grantees Poster Session

been fortunate in our unit to have a highly engaged Industry Advisory Board (IAB)that we have enlisted in support of our RED project work. During our fall 2016 meeting severalIAB members expressed interest in engaging with students in support of the RED project goals.During the meeting we developed the concept of “matching” IAB members (and other interestedalumni) as mentors with student Pods. The matching would be based on mentor and Pod-members’ career directions and experiences, and more generally on their life stories, challenges,and accomplishments.The student designers have continued to interact with each other in what they refer to as a“superpod” (both because it is larger than a typical pod and because it includes representativesfrom

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

refer to students’epistemological framing, which Scherr & Hammer define as the “sense of what is taking placewith respect to knowledge” (p. 149) [28]. In other words, students make judgments about whatclass experiences are important and how they should engage with these experiences. Thisjudgment is based on the physical classroom space [10], [18], as well as external factors andstudent characteristics such as their underlying beliefs about learning, career goals, andeducational experiences to date [9], [29]. Based on their prior experiences, students may frame aroom with chairs and front-facing tables as an indication that the class will mostly be lecture, andtheir role will be to listen passively. On the other hand, a studio classroom or

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Rio Grande Valley; Virgil U. Pierce, University of Texas, Rio Grande Valley; Stephen W. Crown, University of Texas, Rio Grande Valley; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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NSF Grantees Poster Session

STEM in the Rio SouthTexas (RST) Region by targeting major barriers to student success and creating opportunities forenhanced student engagement. To attain this goal, the grant is addressing problems such asdiminished college preparedness, in particular, Calculus readiness; subpar standardized examperformance and language barriers; reduced awareness of STEM pathways and careers; lack ofrole models in STEM fields; and decreased achievement in foundation courses. The grant activitieswere selected based on their potential to deal with the challenges RST students face in progressingand persisting in Engineering and Computer Science. Furthermore, the activities are linked topromote precollege pathways, improve transition from the lower to upper

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

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NSF Grantees Poster Session

spanning 6 decades from engineering programs, Geisingeret al. [8] identified five factors that contribute to poor retention rates in engineering nationwide.These factors include classroom and academic climate; grades and conceptual understanding;self-efficacy and self-confidence; interest and career goals; and race and gender. Of primaryconcern are both discipline-specific skills and knowledge (e.g., mathematics), as well as moregeneral, non-discipline-specific self-efficacy and metacognitive knowledge and skills.Metacognition, often defined as “thinking about thinking,” is primarily about knowing,understanding, monitoring, and controlling one’s cognitive processes, leading to altered andideally more productive behaviors [9] – [13]. The study of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Jennifer Blue, Miami University

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NSF Grantees Poster Session

. Epperson, and M. M. Nauta, “Women’s career development: Can theoretically derived variables predict persistence in engineering majors?,” ​J. Couns. Psychol.​, vol. 44, no. 2, pp. 173–183, 1997.[24] R. W. Lent, S. D. Brown, J. Schmidt, B. Brenner, H. Lyons, and D. Treistman, “Relation of contextual supports and barriers to choice behavior in engineering majors: Test of alternative social cognitive models,” ​J. Couns. Psychol.​, vol. 50, no. 4, pp. 458–465, 2003.[25] R. W. Lent ​et al.​, “The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses,” ​J. Couns. Psychol.​, vol. 48, no. 4, pp. 474–483, 2001.[26] Kang Seung Hee and K. S

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

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NSF Grantees Poster Session

Grant No.1741611. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References1. Watson, M.K., K.C. Bower, and W.J. Davis. Advancing diversity initiatives in the civil engineering profession: Impacts of an NSF S-STEM grant at a regional undergraduate teaching institution, in American Society for Engineering Education Annual Conference and Exposition. 2017. Columbus, OH.2. Wenger, E., Communities of practice and social learning systems: The career of a concept, in Social Learning Systems and Communities of Practice. 2010, Springer. p. 179-198.3. Li, L.C., et al., Evolution of

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Lord, University of San Diego; Rick Olson, University of San Diego; Chell A. Roberts, University of San Diego; Caroline Baillie, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Leonard A. Perry, University of San Diego

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Diversity, NSF Grantees Poster Session

included emotionalintelligence, intellectual property, social justice, ethics, negotiations, professionalcommunication, and professional etiquette. In addition, students receive career advisementworkshops in resume writing, interviewing, and internship success skills.An Industry Scholars Mentorship Program has also been developed [19]. The goals of thementorship program were to provide continued industry mentorship for students who hadcompleted the ISP program and to foster organic one-on-one mentorship relationships betweenindustry and students to further their professional skills education. The mentoring programmatches students who have completed the ISP program with mentors from Industry based oncharacteristics of the mentors and mentees and

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Nyree Mason; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

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NSF Grantees Poster Session

understanding of these concepts after learning the developed M3E module. Thus, trainingstudents to establish such a mental model using solid mechanics concepts is a reasonable approach,which can even contribute to students’ engineering career development through their lives. Viaappropriate analysis, fundamental concepts in mechanics can be completely separate in students’mind before they have a firm understanding of their meaning, as shown in Figure 6. The M3Eapproach is expected to help students connect these abstract concepts and develop their mentalmodel to represent a network of such complex concepts. A well-developed concept map,externalization of the mental representation, will show the fundamental understanding of theseconcepts. Once students

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

to their military experience or in engineering; however, their narratives illuminate howthey conceptualize engineering identity as central to their experiences; and (4) althoughparticipants did not indicate that gender was central to their identities and experiences, nearly allof them discussed relational elements, including the significance of relationships and caregivingto their educational experiences. That is, family roles (e.g., daughter, wife, sister) were central totheir identity, even if the women did not say that gender, per se, was salient.Our initial results offer insights into the unique experiences of women who served in the militaryand who then chose to advance their careers and education in engineering. Policies and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Stephanie Farrell, Rowan University; Ying Tang, Rowan University; Cheryl A Bodnar, Rowan University; C. Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; Parth Bhavsar, Rowan University; Angela D Wenger, Center for Aquatic Sciences; Patricia Lynn Hurley, Rowan University; Roisin Breen, Rowan University; DeMond S Miller, Department of Sociology and Anthropology; Kara Ieva Ieva, Rowan University; Megan Casey Mittenzwei

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NSF Grantees Poster Session

American Society for Engineering Education, 2017 Paper ID #20368 Dr. Kara Ieva is currently an Associate Professor in the Counseling in Educational Settings program at Rowan University. Kara’s areas of research interest include counseling children and adolescent of un- derserved populations regarding college and career readiness particularly in STEM and group counseling. Further, she was the principal investigator and project director for the Rowan University Aim High Science and Technology Academies (grant funded; $998,259), that aids first generation and low-income college students access and preparation for post-secondary

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Joseph J. Rencis P.E., Tennessee Technological University; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Mouchumi Bhattacharyya, University of the Pacific; Kevin Leigh Webster Jr.; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University

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NSF Grantees Poster Session

. (Aerospace Engineering Science) from the University of Colorado at Boulder. He has worked for Texas Instruments, Lockheed Martin, NASA, University of the Pacific, Lawrence Berkeley National Lab and MSC Software Corp. His research includes design of Micro Air Vehicles, development of innovative de- sign methodologies and enhancement of engineering education. Dr Jensen has authored over 100 refereed papers and has been awarded over $4 million of research grants.Prof. Paul Henry Schimpf, Eastern Washington University Paul H. Schimpf received the B.S.E.E (summa cum laude), M.S.E.E., and Ph.D. degrees from the Uni- versity of Washington, Seattle, in 1982, 1987, and 1995, respectively. Dr. Schimpf began his academic career in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; John David Ivanovitch, Oregon State university; Julie Risien, Center for Research on Lifelong STEM Learning; Lori J. Kayes, Department of Integrative Biology, Oregon State University; Devon Quick, Oregon State University

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NSF Grantees Poster Session

research universities, in- cluding the interactions of levers (people, organizations, policy, initiatives) of change and documenting the good, hard work required across disciplinary boundaries to achieve meaningful change in STEM ed- ucation.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understand- ings of core engineering concepts.Prof. Thomas Dick, Oregon State University Thomas Dick is a professor of mathematics at

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University; Lori C. Bland, George Mason University; Anastasia P Samaras, George Mason University, VA USA

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NSF Grantees Poster Session

target tracking and physical layer communications. Her work on target detection and tracking is funded by the Office of Naval Research. Dr. Nelson is a 2010 recipient of the NSF CAREER Award. She is a member of Phi Beta Kappa, Tau Beta Pi, Eta Kappa Nu, and the IEEE Signal Processing, Communications, and Education Societies.Dr. Margret Hjalmarson, George Mason University Margret Hjalmarson is an Associate Professor in the Graduate School of Education at George Mason University and currently a Program Officer in the Division of Research on Learning in Formal and Infor- mal Settings at the National Science Foundation. Her research interests include engineering education, mathematics education, faculty development

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Steven H Chin, Rowan University; Kevin D. Dahm, Rowan University; Liang Hong, Tennessee State University; Sachin Shetty, Tennessee State University; Robert M Nickel, Bucknell University; Richard J. Kozick, Bucknell University; Ying Tang, Rowan University; Robi Polikar, Rowan University

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Diversity, NSF Grantees Poster Session

research interests within computational intelligence include ensemble systems, incremental and nonstationary learning, and various applications of pattern recognition in bioinformatics and biomedical engineering. He is a member of IEEE, ASEE, Tau Beta Pi and Eta Kappa Nu. His re- cent and current works are funded primarily through NSF’s CAREER and Energy, Power and Adaptive Systems (EPAS) programs. c American Society for Engineering Education, 2016 PLANNING AND ASSESSMENT OF A WORKSHOP ON UNDERGRADUATE EDUCATION IN BIOMETRIC SYSTEMSABSTRACTBiometrics is the science of recognizing and authenticating people using theirphysiological features. The global biometrics market has a compound annual

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

presentation as for the examples of different types and contents of feedback. Participants were 12 experienced system engineers who attended the regional conference. Although they found the workshop useful, they mentioned that this workshop would be more helpful to early career engineers. • First-year engineering peer teachers (undergraduate teaching assistants) training: About 65 peer teachers were asked to provide feedback on the sample student team design work as a calibration exercise. At the end of each milestone, they were given some samples of educators’ feedback on the same design work. After all peer teachers provided feedback on all of the four milestones, their feedback was analyzed to highlight

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

interests include interdisciplinary collaboration, design education, communication studies, identity theory and re- flective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Page 26.60.2 c American Society for Engineering Education, 2015 A Knowledge-Delivery Gravity Model to Improve Game-Aided

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; Michael Orr, The University of Texas at Austin; Kevin Leigh Webster Jr.; George Turvey, Graduate Research Assistant ; Mouchumi Bhattacharyya

Tagged Topics

NSF Grantees Poster Session

University of Colorado at Boulder. He has worked for Texas Instruments, Lockheed Martin, NASA, University of the Pacific, Lawrence Berkeley National Lab and MSC Software Corp. His research includes design of Micro Air Vehicles, development of innovative de- sign methodologies and enhancement of engineering education. Dr Jensen has authored over 100 refereed papers and has been awarded over $4 million of research grants.Prof. Paul Henry Schimpf, Eastern Washington University Paul H. Schimpf received the B.S.E.E (summa cum laude), M.S.E.E., and Ph.D. degrees from the Uni- versity of Washington, Seattle, in 1982, 1987, and 1995, respectively. Dr. Schimpf began his academic career in 1998, and is currently a Professor in the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lori Sowa P.E., University of Alaska Fairbanks; Denise Thorsen, University of Alaska, Fairbanks

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NSF Grantees Poster Session

indicated that students initially struggled with the new format and that the students feltthat “freshman did not have the academic maturity needed to succeed in an [inverted classroom]setting” (p. 343).A recent study by Love et al.[8] found that students in a linear algebra course employing theflipped classroom approach performed as well as their traditional lecture counterparts on exams,but also reported increased enjoyment of the course and a greater perceived relevance of the Page 26.175.3course material to their career. Students also reported an increase in the strength of their socialnetwork in the flipped section as opposed to the tradition