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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan; Jesse Austin-Breneman, University of Michigan

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Diversity, NSF Grantees Poster Session

academic makerspaces are a growing part of the higher educationlandscape. Created to supplement classroom instruction and expose students to experientiallearning opportunities, researchers define academic makerspaces as sites where users learn,share, and create new knowledge through the act of building physical objects supported byexpertise from mentors or staff members [1]. Prior work has found many benefits to makerspaceparticipation. Students engaged in design and fabrication processes enhance their skills increativity [2], prototyping [3], teamwork [4], and other interpersonal skills [4], [5], [6], [7], [8].Barrett suggests these benefits result from building physical objects and participating in informallearning environments and communities

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shouling He, Vaughn College of Aeronautics and Technology; Douglas Jahnke, Vaughn College of Aeronautics and Technology

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Diversity, NSF Grantees Poster Session

©American Society for Engineering Education, 2024Developing PLC and Robotic Automation Technician Certificate Program for Service IndustriesABSTRACTThis project supported by NSF ATE (Award #2202107) aims to serve the national interest byaddressing the shortage of technicians possessing the skills to maintain programmable logiccontrollers (PLCs) and robots in the service industries. Vaughn College program offers a PLCand Robotic Automation (PRA) Technician Certificate, consisting of 13 credits. It preparestechnicians for roles in diverse service industries such as wholesale and retail, pharmaceuticals,food, and beverage, as well as airport baggage and cargo handling [1][2][3]. Additionally, allcredits earned through the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mo Zhang, Educational Testing Service; Amy Jensen Ko, University of Washington; CHEN Li, Educational Testing Service

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NSF Grantees Poster Session

bothresponse process (e.g., key presses, mouse clicks) and product data (i.e., submitted codes).Despite the progress made in understanding the difficulties in learning programming and ininstructional interventions, there has been little progress in assessing programming skills. Theassessment chapter by Fincher and Robins 1 in a recent book surveying the entire field ofComputer Science education highlights this gap by noting a severe lack of research on designingvalid, reliable, and fair measures of programming knowledge. Some recent work includesapplying advanced psychometric methods to evaluate CS concept inventories 2 and applyingmodern validity frameworks 3 to assess specific skills 4 . While this progress is meaningful, priorwork has overlooked

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Christina Belanger, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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NSF Grantees Poster Session

support of a previous National Science Foundationgrant #1937827. Results of Fossilsketch testing in a paleontology course for junior and seniorgeology majors showed that students who used Fossilsketch were able to understand the processof microfossil identification, recognize morphological characteristics, and achieve a correctidentification better than those who did not use it [1–4]. Analysis of Hispanic student surveyresponses showed that their perception of learning micropaleontology improved with theintroduction of FossilSketch, and hybrid learning mode was the most favourable learning modefor Hispanic students, when the flexibility of class mode during 2021-2022 and use ofFossilSketch improved Hispanic students’ attitudes to learning [5

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, National Center for Next Generation Manufacturing; Wendy Robicheau

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NSF Grantees Poster Session

©American Society for Engineering Education, 2024A Hands-On, Dual-Credit Mechatronics Pathway Overview for Secondary & Post-Secondary EducatorsAccording to a study by Deloitte and the Manufacturing Institute [1], “Over the next decade, 4million manufacturing jobs will likely be needed, and 2.1 million are expected to go unfilled ifwe do not inspire more people to pursue modern manufacturing careers.” The mission of theNational Science Foundation Advanced Technological Education (NSF ATE) funded NationalCenter for Next Generation Manufacturing (NCNGM) is to cultivate and nurture partnershipswith advanced manufacturing stakeholders, creating a national network throughout the UnitedStates to further develop a diverse technical

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

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NSF Grantees Poster Session

sharedwith local teachers and the public. Examples course assignments are provided in Table 1.Table 1: Example projects completed by students in EF327/TPTE115 [adapted from 17] Project Description Examples Mini-Teach Students choose a topic and have 5 (1) An explanation of computer minutes to teach the class about their sorting algorithms chosen topic. Each student is provided (2) An overview of the with feedback from peers and instructors. engineering design process Community Students work in small groups to select (1) Think Like a Computer Outreach engineering-focused activities to use to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rahman Tashakkori, Appalachian State University; Jennifer R. McGee, Appalachian State University; Cindy Norris, Appalachian State University

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Diversity, NSF Grantees Poster Session

issues that come with recruiting andretaining a diverse group of students into STEM majors. Financial strain for students, courseworkload, and institutional quality are highlighted in the literature [1], [2], [3], [4]. Our program,The High Achievers in STEM (HAIS), utilizes the concept of a learning community as thecentral nexus for providing services to students in order to recruit and retain students in STEMmajors. Along with full academic scholarships, HAIS scholars are members of a learningcommunity that extends into various aspects of life on campus. The learning community concepthas been shown to facilitate the development of relationships between students by combiningtheir academic and social interests [4], [6]. Learning communities have

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tiana Solis, Florida International University; Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Jacqueline Faith Sullivan, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mark Allen Weiss, Florida International University

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NSF Grantees Poster Session

, internships, research endeavors, or personalundertakings. These presentations allowed students to share their works with the program'sacademic community, comprising faculty, industry mentors, staff, and fellow students.2. Purpose: Reflecting on challenges of practiceWhile the previous section highlights the basic program structure and how the program isintended to work, there are more subtleties and challenges to achieving these programmaticobjectives. We think that more institutional programs should include reflections by those whocarry out the program to help reveal the nuances, challenges, and strategies associated with thepractice. In other work, we have documented student impacts through surveys, interviews, andobservations [1]. In this paper

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

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NSF Grantees Poster Session

investigator or co-principal investigator of more than 17 major research grants.Dr. Lin Li P.E., Tennessee State University Lin ©American Society for Engineering Education, 2024 1 2 A Case Study of AFL Models on Factors of Engaged Learning 3 in STEM education 4 Abstract 5 With Active Flipped Learning (AFL) model, some STEM instructors and education instructors at 6 HBCUs provided instructional video, audio, lecture notes, and reading materials while initiating 7 active learning activities in class to engage students in active flipped learning. By monitoring 8 students’ engagement, instructors formulated a custom-tailored plan to fit each under- 9

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Jennifer E. Holte, University of St. Thomas; Deborah Besser, University of St. Thomas; Kundan Nepal, University of St. Thomas

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NSF Grantees Poster Session

designed toforge accessible pathways into engineering careers for students with high academic potential,who are facing financial constraints by granting annual S-STEM scholarships to a select group ofstudents [1]. This paper describes a layered mentoring approach adopted by our team thatencompasses both pre-application and post-application phases. We explore the pivotal rolesplayed by peers, faculty members, and industry advisors in mentoring aspiring engineers throughtheir educational journey.The paper describes the support structures and strategies implemented before students apply toengineering programs, shedding light on how early mentoring can influence students’preparedness and motivation to pursue engineering degrees. This paper also

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

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Diversity, NSF Grantees Poster Session

Education, 2024“Someone has invested in me to do this”: Supporting Low-Income Students to Persist in STEM through an NSF S-STEM grantThere have been numerous, widespread national efforts to address the challenge of a growingneed for STEM professionals. In a 2012 report, the President’s Council of Advisors on Scienceand Technology suggested that the United States needed to produce one million additionalcollege graduates in STEM fields by 2022 in order to keep up with the expected growth inSTEM positions [1]. Between 1970 and 2018, STEM occupations grew 79% [2] and areexpected to continue to grow 10.8% between 2021 and 2031 [3]. Evidence suggests that thenumber of STEM degrees is increasing, as is the diversity of those obtaining STEM

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Ashour, Pennsylvania State University, Behrend College; Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley

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NSF Grantees Poster Session

significant difference between the two groups on any measure,suggesting that ISBL is equally effective in the two delivery modes.Introduction and BackgroundWhile distance learning and online education offer advantages such as lower cost, increasedflexibility, and accessibility beyond geographical barriers, several challenges remain. In [1], fourmain educational challenges that distance learning presents as compared to in-person instructionare identified which include: reduced social interaction among students, reduced student focus,reduced comprehension and information retention, and limited instructor resources. As a result,online learning is often associated with lower engagement, motivation, and performance [2]. Asthe number of online programs

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University

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Diversity, NSF Grantees Poster Session

knowledge of participating fellows regarding effective teamand research practices. Our project evaluation aimed to determine how the REU site affectedfellow confidence in effective team and research practices.Our site has served a diverse cohort of students, including 13 students who identified as women,six students from minority groups traditionally underrepresented in engineering, and fivestudents from institutions with limited research opportunities, as shown in Table 1.Undergraduate research has been proven to improve retention at the undergraduate level andincrease the likelihood of attaining an advanced degree [1]; this is particularly true for studentstraditionally underrepresented in higher education [2-4]. This site supports REU student

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Flynn, San Diego State University; Molly Horner, San Diego State University; Adrian Larios, San Diego State University; Ryan Thomas Rios; India Elizabeth Wishart, San Diego State University; Janet Bowers, San Diego State University; Dustin B. Thoman, San Diego State University; Matthew E Anderson, San Diego State University

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NSF Grantees Poster Session

present a framework listing current knowledge regarding students'difficulties learning electric fields and how these guided our design of this electric fieldaugmented reality environment. We next present themes that emerged from discussions duringthe experience as well as the post interviews. We conclude with suggestions to inform our secondround of environmental design. Literature ReviewThe abstract nature of electric fields--and their 2-dimensional representations-- makes formingconceptual understandings very difficult. Thus, it seems logical that students might visualizethese ideas using concrete and familiar conceptions. This “confusion by representation,” [1], is acause of student confusion about the characteristics of electric fields. One

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

), American WeldingSociety (AWS) and American Materials Society (ASM) International. ©American Society for Engineering Education, 2024 Assuring Student Success in Engineering Technology ProgramsAbstract. Being more diverse than traditional engineering programs, Engineering Technology(ET) programs offer a significant vehicle for advancing equity and inclusion in STEM educationand workforce. For example, the share of black students in 4-year ET programs is almost threetimes that of black students earning 4-year degrees in engineering (10.7 percent versus 3.8percent) [1]. Also, based on 2020-30 employment projections by US Bureau of Labor Statistics[2], there is a great demand for ET graduates (e.g. mechanical engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University

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Diversity, NSF Grantees Poster Session

positively affect motivation [1]. At the root of the model is that behaviorscongruent with one’s identities are preferred and motivating, whereas behaviors incongruent arenot preferred and viewed as unimportant and meaningless. Moreover, what children and youngadults perceive as congruent for them is heavily influenced by what they see and experience. Assuch, role models (teachers, mentors, peers) who reinforce and share in a given identity make itfeel congruent. It can then be more readily adopted as a part of their identity – who they are.This is why having caring, dedicated and multiple mentors, for example, is at the heart of boththe CISTAR and NSBE SEEK parts of the REM program and is so critical for changing thedemographics of fields such as

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

theuniversity staff supporting makerspaces.ReferencesAndrews and Boklage, under review.Creswell, J.W., & Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed). SAGE Publications.Forest, C. R., Moore, R. A., Jariwala, A. S., Fasse, B. B., Linsey, J., Newstetter, W., & Quintero, C. (2014). The Invention Studio: A University Maker Space and Culture. Advances in Engineering Education, 4(2), n2.Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 4.Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd.Ogle, J. H., Bolding, C. W

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

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NSF Grantees Poster Session

innovativesociotechnological solutions [1]. Common in an engineers’ training is learning mathematical andscientific methods, where there are often specific, detailed processes, and problem sets thatconverge to a “right” answer [2], [3]. Engineering training also includes skills to navigateopen-ended problems, such as a design challenge, where there is not a single right answer.Through these open-ended engineering projects, there are opportunities for engineers to navigateambiguity and consider multiple options. However, there is often little structure and guidance tosupport engineering students in engage in divergent thinking– the exploration of multipleperspectives, options, or alternatives [4]---during this work, for example, to take risks, considermultiple

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kirk Thelen, Michigan Technological University; Timothy Lawrence Perr, Michigan Technological University; Briana C Bettin, Michigan Technological University; Kelly Sheridan Steelman, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

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NSF Grantees Poster Session

Library. Despite its success, the program faces limitations inreaching older adults beyond its local community. An expansion is proposed, introducing the Illu-minated System: a sociotechnical framework integrating digital technology and human interaction.The system employs Illuminated Devices which, when distributed through trusted locations, enableremote access to tutoring. The Illuminated System aims to reach learners anywhere, connectinglearners directly to tutors through digital devices while maintaining the feeling of community-based in-person tutoring.1 IntroductionAlthough the term “Digital Divide” was coined some 25 years ago, most steps to address this prob-lem have focused on inequalities in physical infrastructure or financial

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Li Liu, California State University, Northridge; Andy Lin; Taeyou Jung, California State University, Northridge; Mauro Carassai, California State University, Northridge

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NSF Grantees Poster Session

[1].Experimental Methods/Materials/Project ApproachAssistive technology has an interdisciplinary character because it improves an individual’sindependence, quality of life, and social inclusion. However, discipline-based professionaldevelopment shows its efficacy in STEM fields [2]. Human touch, human feelings, and thehuman experience must be part of the innovation process, along with technology developmentrequiring a deep integration across different disciplines. This project utilizes the resources fromits home institute, California State University Northridge (CSUN), to build a supporting systemfor underrepresented students in STEM and provide them with an authentic learning experiencethrough tailored activities. CSUN is one of 23

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Eva Schiorring, STEMEVAL; Sean Marc Gottlieb, Allan Hancock College; Sarah Hulick, Cabrillo College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula 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

years or older hold a bachelor’sdegree, compared to 47% of the five counties’ White, non-Hispanic population. At C6-LSAMPcolleges, Hispanic/Latinx students transfer at a rate of 34% vs. 50% for White students. Thesuccess rates in key STEM gateway courses in C6 colleges are typically 13% less for Hispanicstudents than for White students, despite several prior and existing HSI projects at the individualinstitutions.The C6-LSAMP project leverages the power of an alliance to support URM STEM students viathree pillars: (1) Research Opportunities: Fall Research Symposium and university and LSAMPpartnerships, (2) Academic Support: Embedded Tutors in gateway STEM courses, and (3)Professional Development/Career Exploration for students and for faculty

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; Tom Altman; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; Marie E. Evans, University of Colorado Denver; David C. Mays, University of Colorado Denver

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Diversity, NSF Grantees Poster Session

porous media and leads the graduate track in Hydrologic, Environmental, and Sustainability Engineering (HESE). ©American Society for Engineering Education, 2024 Building Community for Inclusive Teaching: Can We Bridge the Valley of Neglect?AbstractThis work describes an effort to nudge engineering faculty toward adopting known best practicesfor inclusive teaching through a program called Engineering is Not Neutral: TransformingInstruction via Collaboration and Engagement Faculty (ENNTICE). This monthly facultylearning community (FLC) followed the three-year structure of the Colorado Equity Toolkit:Year 1 (reported in 2022) focused on self-inquiry including reflection

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology; Wendy Robicheau

Tagged Topics

NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University; Nickolas Lambert, Montana State University

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Diversity, NSF Grantees Poster Session

disparities in STEMinclude bias and discrimination, perceptions that LGBTQ people do not adhere to “stereotypes”of professionalism in STEM, and STEM norms around impersonality that require LGBTQpeople to hide or cover their identities [1]. How people experience their LGBTQ identities withinhighly technical STEM higher education settings remains a compelling yet underexplored area.STEM fields are frequently perceived as domains where personal aspects of one’s life do notmatter to the practice of engineering and science. Consequently, these fields harbor rigid societalnorms and expectations regarding the expression of different gender identities and sexualorientations [2]. Our research considers how insights from engineering identity and futurepossible

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

. Design activity engagement within thesocial context of capstone courses can be influenced by a student's identity, but little research hasbeen done on understanding this influence.Our investigation in the overarching study is informed by the concepts of situated cognition [1]and engagement within engineering practice [2], both accounting holistically for the contextwithin which design activities are performed. Additionally, we account for frameworks definingpersonal engagement as a state in which “people employ and express themselves physically,cognitively, emotionally, and mentally during role performances” [3, p. 694] to better understandstudent engagement through a specific role within a capstone team.In this paper, we provide a better

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

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Diversity, NSF Grantees Poster Session

Troops’: Re-storying Student Veteran and Service Member Deficit in Engineering through Professional Formation and Community Advocacy: YEAR 31. IntroductionThere is an urgent need to recruit, retain, train, and sustain a diverse engineering workforce ableto meet the socio-technical and environmental challenges of 21st century society. Together,student veterans and service members (SVSM) are a unique yet understudied group thatcomprises substantial numbers of those historically underrepresented in engineering based ontheir race, ethnicity, gender, and ability [1]. Specifically, post 9/11 veterans, who are morediverse than any previous cohort of U.S. veterans, comprise substantial sub-populations ofveterans who identify as

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Vanderbilt University; Brianna Benedict McIntyre, National Action Council for Minorities in Engineering; Nicole Adia Jefferson, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

andunderserved populations [1]. However, the enrollment and graduation trends of Black and Brownundergraduate engineering students remain dismal compared to their white and Asian peers [2].This disparity has inspired recommendations for federal and philanthropic organizations to investin research aimed to understand the policies, programs, and practices of minority servinginstitutions efforts to translate these insights to predominantly white institutions [1]. Thisrecommendation leans into the premise of this research project where we identify and examinesignature practices and change strategies of exemplars necessary to disrupt the status quo inengineering education.In addition, a critical insight from this year’s research activities is the need to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabella Stuopis, Boston College; Kiana Alexa Ramos; Caitlyn Hancock; Emanuel Joseph Louime; Avneet Hira, Boston College

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Diversity, NSF Grantees Poster Session

of the projectThis project has two primary goals: Goal 1: To support youth in leading explorations of howtechnology use and creation can support a sense of belonging in engineering. Goal 2: To developa framework along with youth that centers preventing harm to people and the environment whenengineering. Our poster will be focused on findings related to the first goal.Current workRelationship Building with Partner SchoolAs we are in the first year of this grant, we are in the preliminary stages of developing arelationship of trust with our partner schools’ teachers and students, especially those who attendthe afterschool STEM club which is the primary site for the research. In the first several monthsof the partnership, the research team met

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

-level skills andguiding informed decisions in terms of student support. Validation of this instrument provides asupporting diagnostic that can be used by engineering programs to identify at-risk students withwhich to apply interventions; broadening and increasing participation of underrepresented groupsin engineering. The diagnostic can also be used in a pre-post manner to help achieve properassessment of effective teaching [1, 2].Moreover, the precursor study on enculturation in engineering, from which this computationalthinking project emerged, gained new momentum, and instrument validation for enculturation isunderway. In this enculturation to engineering model, interestingly enough, computationalthinking was one of the constructs that

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University; Stephanie Adams, Oregon State University

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Diversity, NSF Grantees Poster Session

fundamentals of electrical circuitscourses. The study consists of three primary phases: (1) a screening survey, (2) interviews withfaculty about adoption, (3) a mentoring program, and (4) development of a conceptual modelusing all data sources which describes the decision-making processes of instructors aroundEBIP-implementation or abandonment.Major Activities and AccomplishmentsThe screening survey collected data on participant experience with EBIP-implementation,current use, and abandonment for typical student-focused pedagogical approaches (such as activelearning, collaborative learning, case-based teaching, peer instruction, etc.). Demographicinformation was also gathered about the survey respondents along with their interest regardingfuture