Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

the 6-year graduate rate was 100% (compared to the university averages of 39%and 70%, respectively). For transfer students, the 2-year graduation rate was 36% and the 3-yearrate was 88% (compared to the university averages of 44% and 68%, respectively). Persistence in STEM. Among all scholars, the majority (80.9%) reported interest inpursuing a graduate degree: 34% (16) intend to pursue a Master's (M.S., M.A., professionaldegree), 40.5% (19) want to pursue a doctoral degree (Ph.D.). Only 19.1% of scholars (9)planned on completing just their bachelor's degree (B.A., B.S.), while 6.4% (3) did not respondto the item. As for actual post-graduate achievements: among those who have graduated as ascholar (35) by Summer 2024, 80% (28) have

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Karin Jensen, University of Michigan; Kailey Nicole Head, University of Michigan; Sowmya Panuganti, Purdue Engineering Education; Ash Quadd, Rowan University

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Diversity, NSF Grantees Poster Session

planned interviews, 25 UESare first-year (supporting attrition), the remaining 30 will be split across the second throughfourth years. Participants are being offered a $25 gift card for each interview ($10 additional formember-checking), an extra $100 will be provided to participants who complete all five phases.Data Collection - Our project relies on a 60-120 minute semi-structured video interviewapproach that we repeat each wave. Following Year 1, we will follow a subset of 25 the 55first-year UES longitudinally for another four years (Years/Waves 2-5), into their first workposition, clarifying initial findings, and identifying how their conceptualizations grow andchange in regard to engineering culture. In each interview, we will ask UES about

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kaela M Martin, Embry-Riddle Aeronautical University - Prescott; Elif Miskioglu, Bucknell University; Anu Singh, The Ohio State University; Adam R Carberry, The Ohio State University

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Diversity, NSF Grantees Poster Session

supported by the National Science Foundation under Grant Nos. 2325523,2325525, and 2434698.References[1] S. E. Dreyfus and H. L. Dreyfus, "A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition," Berkeley, CA, No. ORC-80-2, 1980. [Online]. Available: https://apps.dtic.mil/sti/pdfs/ADA084551.pdf[2] C. M. Seifert, A. L. Patalano, K. J. Hammond, and T. M. Converse, "Experience and expertise: The role of memory in planning for opportunities," in Expertise in Context, P. J. Feltovich, K. M. Ford, and R. R. Hoffman Eds. Menlo Park, CA: AAAI Press/ MIT Press, 1997, pp. 101-123.[3] E. E. Miskioğlu and K. M. Martin, "Is it Rocket Science or Brain Science

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas at San Antonio; Nehal I. Abu-Lail, The University of Texas at San Antonio ; Mehdi Shadaram P.E., The University of Texas at San Antonio; Eric M. Brey, The University of Texas at San Antonio

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NSF Grantees Poster Session

/plans after completing your bachelor’s degree?; (7) What motivates youin personal and academic spheres?; (8) What habits or skills helped you to get to where you arenow? Is there anything you would like to change, add, or learn to do better to improve yoursuccess?; (9) Tell us about a recent project or class that you found particularly engaging and why?;and (10) How would this scholarship help you reach your goals? Students will be scored using a two-step approach. First, scholars will be quantitativelyscreened using three-point scale with a point each given to financial need (weighted by need),academic potential (weighted by GPA) and impact of scholarship (discretion of PIs). The secondstep will be a qualitative screening based on the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Vincent Mark Briones Crisostomo, Moorpark College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

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Diversity, NSF Grantees Poster Session

experience and entry into research. I realized that even if I decide to pivot my original career plan, I can still accomplish amazing things.  The opportunity to connect with others who showed me that doing research can be interesting and fun and also helped me understand how research should be done.  Seeing all the Comp[uter] Science posters. It was so fine.  Getting a grasp at what being on a university campus felt like.  Seeing people I knew that transferred succeed at Cal Poly.  Being able to connect with others that are interested in the same field that I am. And also see those who are ahead and what can I do in the future.  Getting to see the workshop areas in which students are able to create just about anything.Another

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

Tagged Topics

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

; Flowers III, 2017). This suggests that merely establishing a support system does notensure positive outcomes; the system's design and interventions require careful planning(Pearson et al., 2022). Further, while the learners and the interventions are key components of this system, weposit that another striking gap exists in the research literature. To date, no empirical researchexists relative to the intentional study and mitigation of barriers that stakeholders face insupporting these students. Thus, our evaluation question was, “What are the facilitators andbarriers that stakeholders face when implementing program interventions within the university

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

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Diversity, NSF Grantees Poster Session

because of adesire to work with and mentor undergraduates. Overall, they were satisfied with theirexperience as mentors and would recommend it to other graduate students. However, they feltthat, from their perspective, the program structure was not always clear. They indicated that, atleast for some teams, there was not a clear plan for the semester early on or they did not havemeetings specifically for VIP (but more general lab meetings). In other cases, they had difficultysetting regular meeting times with their mentees outside of required weekly meetings. Similarly,there was uncertainty about how much time they could ask of undergraduates outside of therequired meeting (given that it is a one-credit hour class). One graduate student

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Rae Jing Han, University of Washington; Selen Güler, University of Washington

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Diversity, NSF Grantees Poster Session

resolution, while developing conflict resolution strategies thatapply to all group members.The overall survey findings were further supported in the examples that working groupsgenerated during the brainstorming part of the session (Activity 4). When asked about strategiesthat RED teams currently utilize to foster psychological safety and enable conflict resolution,ideas generated by the groups were coded by the REDPAR team and grouped into three maincategories: creating an appropriate meeting structure, role of project leader, and building trustand respect by all team members.Teams reflected on the importance of planning and implementing a meeting structure that isgoverned by clear and agreed-upon meeting norms, where the meeting agenda is

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University at West Lafayette (COE); Nicholas D. Fila, Iowa State University of Science and Technology; Andrew O. Brightman, urdue University – West Lafayette (College of Engineering); Alison J Kerr, Colorado School of Mines; Sowmya Panuganti, Purdue Engineering Education; Tyler A Ramsey, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

Science Foundation under Grant Nos. 2124953 and2124907. Any opinions, findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science Foundation or Purdue University.References[1] M. Davis and A. Feinerman, "Assessing graduate student progress in engineering ethics," Science and Engineering Ethics, vol. 18, no. 2, pp. 1-17, 2012.[2] T. Phillips, F. Nestor, G. Beach, and E. Heitman, "America COMPETES at 5 years: An analysis of research- intensive universities’ RCR training plans," Science and Engineering Ethics, vol. 24, pp. 227-249, 2018.[3] N. D. Fila, J. L. Hess, and A. O. Brightman, "What do Biomedical Engineering Faculty Talk About When

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

Tagged Topics

Diversity, NSF Grantees Poster Session

find themselves in. Thus, each formal researchproject that a JEDI ambassador conducts will not be solely research, but we will also ask who thestakeholders are who are most affected by the research project and incorporate their perspectiveinto the research design. Conversely, each educational design or leadership project can be thoughtof as an activity that requires background knowledge, planning, testing of outcomes, andevaluation or improvement.JEDI Cohort Year and Implementation TimelineThe JEDI Ambassador Program spans four years, following an annual cycle of summer recruitmentand training, fall and spring project work, and a spring end-of-year showcase. We anticipate thateach cohort will comprise five JEDI Ambassadors, mentored through

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

-printed mechanism for a Machine Design course.Overall, the performance of each team was satisfactory. Many proposals developed resulted in amodule that could be readily implemented into our engineering curriculum, with the pneumaticclaw and fish tail design teams producing successful prototypes to showcase the module outcomes.Documentation of these modules revealed deep connections to both the soft robotic principleschosen and the proper educational material designs. We plan to implement some of these resultingproposals into their intended courses in the future of this project.Survey OutcomesOut of 9 students participating in the clinic project, 7 completed the post-clinic survey, and 6consented for their data to be used for publication. This

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

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Diversity, NSF Grantees Poster Session

the I-Course activities and coursemodifications reduced your stress and helped your learning?” Among 62 respondents, 59reported yes and 3 reported no, suggesting that the implementation of the I-Course standard waspositively accepted for that semester. This course is planned to be offered as an I-Course inSpring 2021 as a second iteration. More detailed interventions and SET results are reported inanother publication [34].Case Study 2: Mechanics of MaterialsThe Mechanics of Materials course is a major requirement for many engineering disciplinesincluding Civil, Mechanical, Biomedical, Material Science, Management and ManufacturingEngineering, and Engineering physics. The class has large enrollments of 100 to 120 studentsper section and an

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tuncay Aktosun, University of Texas at Arlington; Yolanda Parker, Tarrant County College; Jianzhong Su, University of Texas at Arlington

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Diversity, NSF Grantees Poster Session

, expected graduation date,academic performance in the previous semester, the list of the current semester courses, thefuture plan, and any additional relevant information the student would like to provide. TheSURGE faculty have access to student records and it is usually the case that at least some of theSURGE faculty have had the applicants in the classes they have taught. The e-mail responses by 4the students are gathered by the SURGE Director and passes to the program faculty and theUndergraduate Mathematics Advisor. The SURGE faculty and the Undergraduate Advisorprovide comments, and the SURGE Director, based on the comments, invites the applicants to abrief interview in person. We feel that this

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

, engineering17–22 . These dimensions richly capture theformation of a student’s role identity and can be used to study the creation of an engineeringidentity. Additionally, the study of identity formation has proven useful in understandingpersistence in other domains23. This framework for measuring identity has been establishedthrough large scale studies in physics and mathematics18,22.Traditional roles for students create patterns for access to engineering professions and identity.While non-normative students bring many skills to engineering disciplines such as managing,planning, organizing, coordinating communications, and being cognizant of differentperspectives in group decision-making, these features are not always recognized as

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

Tagged Topics

NSF Grantees Poster Session

Dan’s lab for the summer complained that she’d beentold that “paid lunches were a thing in this lab, but they’re not.” Dan laughed and said, “I guessyou’re volunteering,” implying that she should organize one. The undergraduate lookeduncomfortable, but grad students eagerly picked up the idea and started planning a catered lunch.The undergraduate’s time-limited visit to the lab created an occasion for a special event, an ideathat had not occurred to the PI and grad students who work in the lab long-term. The presence ofundergraduates who are younger than the legal drinking age also shapes how groups interactoutside the lab. Kate’s group wanted to visit a bar to celebrate the start of the academic year, butthey didn’t want to exclude Jessie and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

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NSF Grantees Poster Session

activities.Admission to the minor: requires a minimum grade point average of 3.0 in the three introductorycourses. Courses must be planned with in consultation with the Minor program advisor ordirector. Any course substitution must be approved in advance by the director of the Minor. 7 Curriculum: 1. Introductory courses (required – each 3 cr.) CME 201: Sustainable Energy GEO 105: Energy Resources for the 21st Century ESG 201: Learning from Engineering Disaster (online beginning in 2016) 2. Technical electives (choose 3 – vary 3 to 4 cr. each): Science/Technology focused: ESE 350: Electrical Power Systems ESE

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

Tagged Topics

NSF Grantees Poster Session

, whethergeneral or more specific, in terms of ecological impacts. Socially-oriented definitions ofsustainability were few and far between. Few of Burian’s10 civil engineering seniors (19%) andgraduate students (50%) could identify the Triple Bottom line, defined by John Elkington11 as anaccounting framework to consider social, environmental, and economic “pillars” of sustainabilityfor project planning. The Brundtland Report similarly bases true sustainability on threedimensions; eco-, techno- and socio-centric dimensions.1 Other studies show that engineering Page 26.118.4students struggle to consider ethics at a society-level. Referencing the frequent use

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

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Diversity, NSF Grantees Poster Session

preparation or work done and decisions made by the facultyadvisor. This is because students have control over their design and technology choices, butcannot do much about the MAE curriculum and have difficulty countermanding the adviceof the faculty advisor. Thus the authors embarked on a plan to remedy two issues with this situation: • the reliance on faculty to bridge students’ skill gap, • the inaccessibility of a pathway through the curriculum that allows students to build their skills to the level these competitions require.Addressing the first issue requires the faculty to download their knowledge to the students ina more formal way, other than individual coaching. Although it is reasonable to individuallycoach a student or students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

interaction, questions, and general classroombehaviors of the students. Each RA splits their observational time between origination andremote sites so as to capture the breadth of student experience. Instructor Reflection. Sometime after the midpoint of the course, the project evaluatorconducts a structured interview with the calculus course instructor. The purpose of this interviewis to document the current perceptions and attitudes of the instructor as he is involved in teachingthe course. While it is planned that the same instructor will teach all calculus courses involved inthis study to reduce significant threats to validity, we anticipate a small amount of instructionalvariability as part of the natural evolution of teaching. We expect

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

structural, vibrational, electromagnetic,biomedical electromagnetics, computational fluid dynamics, and heat transfer is a noted problem Page 24.212.5for some engineering graduates [16-17]. The Accreditation Board for Engineering and 2  Technology, Inc. (ABET, Inc.) expects engineering graduates to have "an ability to use thetechniques, skills, and modern engineering tools necessary for engineering practice"[18] such asFE analysis. Hence, engineering schools have, or are planning to add FE analysis to theircurricula [19-25], but these plans are not

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

- sign Experiences for Mechanical EngineersAbstractThis paper reports our current progress towards introducing hands-on machining, analysis anddesign experiences in freshman, sophomore, and capstone design courses in the Department ofMechanical Engineering at the University of Massachusetts Lowell. The selection, assembly, anddeployment of two low-cost, desktop computer-numerical-control (CNC) platforms is describedalong with our current plans for deploying desktop CNCs throughout a sequence of undergradu-ate engineering design courses. Finally, we present our proposed approach to evaluate the impactof curricular enhancement on our mechanical engineering students’ cognition, motivation andattitudes toward the profession.1.0 IntroductionThe

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

improvetechnician assembly and transportation time as well as reduce bulk on the system.During her initial work on the project, the plan was for her to design, develop, and test a newsensor enclosure. However, she found an issue with overheating of the sensor that wasunexpected both by her and her mentor. Her mentor then encouraged her to explore this issuefurther. This prompt to explore the unexpected problem provided Evelyn an opportunity to applydivergent thinking in troubleshooting the problem: “I remember when some of these issues started, specifically when the printed circuit board (PCB) started overheating, I immediately turned off the equipment and I had written down all my observations to see what exactly was going on, if there

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

aninstitution. Among the data, participants most saliently discussed pedagogies in engineeringclassrooms, curriculum and student workload, and cultural expectations. Most common wereopinions on Teaching Methods and Mindsets, meaning participants frequently discussed howinstructors approach education, course content, and various pedagogies and assessment methods.One idea was to provide students with realistic advice on planning and studying, as Liladescribed offering “little tips on how to do school, how to manage projects, how to be a person inthe class. And that took like five, maybe ten minutes.” Others mentioned how some standards inacademia can create tension between students, with Audrey providing further context: “I don'tthink it's something like

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Zongnan Wang, University of California, San Diego; Nathan Delson, eGrove Education

Tagged Topics

NSF Grantees Poster Session

) immediatelyfollowing the midterm so that students could prepare for the oral exam.The controlled trial allowed for comparison of performance on written midterm 1 and midterm 2.The original research plan was to compare performance on midterm 2, with one group havingtaken an oral exam after midterm 1, and the control group not having taken an oral exam aftermidterm 1. However, using this grouping, there was not a large difference between the controland the intervention group. Since the research is exploratory at this stage, another grouping wasexplored to see if who administered the oral exam made a difference. The new grouping includedthe control group that did not take an oral exam (No OE1), the group that took the oral examwith the TA (TA OE1), and the group

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Zongnan Wang, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Xuan emily Gedney; Alex M. Phan, University of California, San Diego; Nathan Delson, eGrove Education; Maziar Ghazinejad, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

instructionalguidance on preparing for an oral exam for both examiners and examinees, need to be consideredand carefully planned. Our StudyThe full project aims at developing oral exams that maximize their formative benefits to ourstudents and addresses the design challenges associated with their scalability and adoption forhigh-enrollment classes. In this paper, we focus on understanding the full picture of oral exams:connecting students’ psychological and learning experiences with their academic performancesacross several courses. We specifically aim at addressing three components of oral exams. First,we examine the overall psychological experience on the student’s end in preparing for, during,and after the oral exam. Specifically, we asked students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Franny Howes, Oregon Institute of Technology

Tagged Topics

NSF Grantees Poster Session

objective and the summary of the lab processes and significantresults. The laboratory experiment demonstrated the steps and materials required to successfully construct and use binary adder and subtractor circuits. The observations and calculations made in the laboratory experiment demonstrated that both manual and circuit addition and subtraction are effective and accurate when it comes to adding and subtracting 4-bit binary numbers. The laboratory experiment showed that circuits can be utilized to simplify and decrease the time needed to perform each individual binary addition and subtraction calculation. The experiment went as planned except for an issue encountered with the construction of the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shawn Y. Stevens, WGBH Educational Foundation; Joshua Littenberg-Tobias, GBH; Ranida McKneally, GBH; Ethan Cayko

Tagged Topics

Diversity, NSF Grantees Poster Session

paved and other impervious surfaces that prevent water from enteringthe soil. Each member of the team becomes an expert on one type of land use, investigating thesources of nutrients and the most effective strategies for managing them. Teams then worktogether to optimize their plans for the entire watershed, encompassing all types of land uses,negotiating tradeoffs, as needed, to optimize management strategies for overall effectiveness.MethodsWe piloted the curriculum in classrooms from May–June 2022. The pilot teachers were theteacher who had advised on the curriculum and her co-teacher who taught the same subject andgrade within the school. The school where the curriculum was piloted is located in a rural regionof the country that is directly

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston

Tagged Topics

Diversity, NSF Grantees Poster Session

had acomplete program experience without a COVID-19 disruption. Moreover, each cohort has beenaffected differently and at different points in the Endeavour Program. Endeavour S-STEM wasdesigned to be an engagement-focused program and was severely limited in how it could engagewith its students. The disruptions have made the originally planned engagement study infeasible.However, COVID-19 was not the only obstacle in collecting engagement data. Initially,engagement data for two of the engagement dimensions (cognitive and affective) were to becollected through a validated survey. However, after conducting the survey multiple times in thefirst two years it was felt that the initial data failed to capture the high levels of engagement thatthe