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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura Albrant, Michigan Technological University; Mary Benjamin, Michigan Technological University; Daniel Masker, Michigan Technological University; Pradnya Pendse; Joseph Roy Teahen, Michigan Technological University

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NSF Grantees Poster Session

in Student CodeAbstract: The “Rich, Immediate Critique of Antipatterns in Student Code” (RICA) project aimsto provide rich, relevant, and immediate feedback to students learning to program in their first yearof engineering education. This feedback is indispensable in effective student learning, particularlyin introductory computing courses. Conventional classroom feedback mechanisms fall short here,partly because large-scale courses like those in First-Year Engineering (FYE) often strain the in-structional team’s capacity to deliver timely feedback. Our project aims to address this challengeby developing Code Critiquers specifically tailored for First-Year Engineering (FYE).1 The RICA ProjectOur ongoing RICA project is developing a real

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

experiences and lessons learned in the design and development of aprofessional development course designed for first year graduate students in an interdisciplinarycomputational science program, under an NSF S-STEM grant funded project titled "AcademicSupport, Career Training, and Professional Development to Improve Interdisciplinary GraduateEducation for the Next Generation of Computational Scientists and Engineers". Herein wediscuss the development and implementation of this two-semester course sequence (1 credit eachsemester). The course modules included (a) Understanding the academic challenges, goals andtimelines in the interdisciplinary computational science program, (b) Individual DevelopmentPlanning, (c) Career Exploration, (d) Communication

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Monica McGill, Institute for Advancing Computing Education; Isabella Gransbury, North Carolina State University; Leigh Ann DeLyser; Jennifer Rosato, University of Minnesota, Twin Cities; Julie M. Smith

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Diversity, NSF Grantees Poster Session

Creating the Capacity for CS Education Researchers to Produce Research that is High-quality and Equity-Focused Monica M. McGill1 , Isabella Gransbury White2 , Sarah Heckman3 , Leigh Ann DeLyser4 , Jennifer Rosato5 , and Julie M. Smith6 1 Institute for Advancing Computing Education 1 monica@csedresearch.org 6 julie@csedresearch.org 2,3 North Carolina State University 2 igransb@ncsu.edu 3 sarah heckman@ncsu.edu 4 CSforAll

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

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NSF Grantees Poster Session

acrossthe United States capture an alarming trend – only about half of students who start in an engineeringprogram will actually graduate with an engineering degree [1]. Several studies found that the first-yearengineering curricula, which traditionally consist of physics, chemistry, and mathematics courses, areineffective in motivating students to persist in a program [2]. Many students who leave after their first orsecond year explain that they came to dislike engineering or lost interest in the profession altogether [3].Together, these findings suggest a mismatch between what incoming students think engineering is andwhat message they receive during their first two years of a program. To address retention issues in the first year of an

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Michael W. Thompson, Baylor University; Anne Marie Spence, Baylor University; William A Booth, Baylor University; Taylor Wilby, Baylor University

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NSF Grantees Poster Session

parameters of the system. Our objective is tocontribute to the ongoing discourse on educational technology by providing data-driven insightsspecific to our project's scope and context.Project Outcomes and AccomplishmentsThe successes and challenges for the first year of the grant were described in [1]. While apandemic related issues led to the necessity of adapting recruiting and support activities, we havebeen successful in maintaining two cohorts of 11 students with the first cohort matriculating Fall2020 and the second matriculating Fall 2021. A total of 31 students have been supported in theprogram. Five students left the program because of poor academic performance, three studentsleft because of a change of major, and one student left the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jay Bow, Fairmont State University; Sungmin Youn, Marshall University; Sukjoon Na, Marshall University

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Diversity, NSF Grantees Poster Session

and conferences dedicated to materials engineering and fracture mechanics, reflecting his active engagement and expertise in the field. Dr. Na received the Best Paper Award in Failure Analysis and Prevention at the Society of Plastic Engineers (SPE) annual technical conferences in 2013 and 2016. ©American Society for Engineering Education, 2024 Effect of Carbon Nanomaterials on the Compressive Strength of Cement Mortar: Research at Marshall University’s 2023 REU Site 1. AbstractThis paper describes the experience and outcomes of a non-engineering major who participatedin a 10-week Research Experience for Undergraduates (REU) program at

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yue Li, Miami University; Maressa L. Dixon, Miami University; Sarah Woodruff

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NSF Grantees Poster Session

characteristics of innovativetechnology-based STEM education interventions, learning contexts, student demographics, andstudy designs. The purposes of this study were fourfold, to: 1) advance understanding of theeffects of integrating innovative educational technologies and technology-based learningexperiences into K-12 classrooms on students' STEM career outcomes; 2) enable generalizationof the magnitudes and variations of effects on students; 3) specify what settings, technologies,and interventions have been effective for which groups of students; and 4) provide insights abouthow and why such interventions produced positive outcomes. Specifically, this study posed threeresearch questions: 1. What are the magnitudes and variations of effects of

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

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NSF Grantees Poster Session

situations in the workplace.Keywords: equity, ethics, early career engineers, engineering educationIntroductionEvery profession comes with its challenges and the engineering profession is no exception.Navigating the field of engineering, particularly in the early stages of one's career, can bedaunting as uncertainties often arise regarding the expectations associated with the professionaltrajectory of early-career engineers. The difficulties encountered by engineers early in theircareers, in different engineering domains depend on the specific characteristics of theiremployment contexts [1], meaning the nature of these challenges may vary across diverse fieldsand workplaces.An undergraduate degree in engineering provides the foundation for an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

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NSF Grantees Poster Session

theirlearning skills. The use and impact of the ECE-WisCom is evaluated through a mixed-methodsapproach. The collection and analysis of data include surveys, network interactions, journaling,interviews, observations, and focus groups. The analysis considers student community formation,identity development, and academic performance as well as participant intersectionalities.Overall, the ECE-WisCom seeks to improve the college experience of engineering students bysupporting their learning process and socialization, a couple of skills relevant and with lifelongimpact in college and beyond.BackgroundRecent studies show that, while 58% of White students persist in earning a STEM degree, thepercentage of Latinx students who persist is only 43% [1]. This NSF

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Julie S Linsey, Georgia Institute of Technology; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

movement has led to the creation of makerspaces as environments that allow users toengage in making endeavors. Although making can be defined in a multitude of ways, it isgenerally associated with the act of creating a physical or digital object through the strategic useof available resources within a supportive community [1], [2], [3]. Making has been increasinglyassociated with positive learning outcomes, including the promotion of disciplinary knowledge,attitudes, and professional skills [4], [5]. Because of the positive outcomes and the possibility ofengaging students with the design process, makerspaces have attracted the attention of academicinstitutions, which have started creating such spaces on their campuses to serve engineeringstudents

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Damani White-Lewis, University of Pennsylvania; Jennifer Wessel, University of Maryland, College Park; Alexandra Kuvaeva, University of Maryland, College Park; KerryAnn OMeara

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Diversity, NSF Grantees Poster Session

. In this study, we examine if smallchanges to the CV can “nudge” (Thaler & Sunstein, 2009) participants to weigh DEI more intenure-related evaluations. Specifically, we ask:RQ1: Can certain “nudges” result in strong DEI efforts compensating for slightly below-averageresearch accomplishments?RQ2: Do the race and gender of the candidate influence the effect of any nudges?MethodsTo examine our research questions, we conducted a 4 (CV qualification manipulations: (1)control CV with no DEI information, (2) CV with above-average DEI scattered throughout, (3)CV with above-average DEI concentrated in specific section in the CV, and (4) CV with above-average DEI scattered evaluated with a rubric intervention) x 2 (candidate gender

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

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Diversity, NSF Grantees Poster Session

advance linguistic equity by creating space for more multilingual andmultimodal activities in elementary school classrooms.IntroductionThe number of elementary school students designated as English learners has increased and willcontinue to increase in U.S. schools. In schools emergent bilingual students are often subjectedto low-level content and lower expectations than their monolingual English-speaking peers. Forexample, school leaders may believe that multilingual children need to learn basic Englishlanguage skills first before they can engage in science inquiry and engineering design. Incontrast, other approaches position multilingual and emergent bilingual students in light of theirassets [1]. Our project, thus, views multilingual learners

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Garrett Powell Lee, South Florida State College

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NSF Grantees Poster Session

social mobility.Program SummaryProgram NeedSouth Florida State College (SFSC) is located in a rural geographic region, serving a three-county service district in the center of Florida. The average per-capita income of the tri-countyarea is over 36% below the state average. Only 16% of residents (28% of whom areHispanic/Latino) have bachelor’s degrees or higher [1]. The region ranks as one of the higheststatewide for incidence of teenage pregnancy. These and other social factors combine to producea substantial percentage of non-traditional students seeking higher education, the impact ofwhich is seen disproportionately in the tri-county region’s Hispanic families, who along withlow-income students are experiencing significantly lower educational

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pritpal Singh, Villanova University; Henry Louie, Seattle University; Susan M Lord, University of San Diego; Scarleth Vanessa Vasconcelos, Villanova University

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Diversity, NSF Grantees Poster Session

Paper ID #42188Board 251: Electricity Access and Sustainable Business Models Educators’WorkshopDr. Pritpal Singh, Villanova University Dr. Pritpal Singh is Professor of Electrical and Computer Engineering at Villanova University. He received a BSc in Physics from the University of Birmingham, UK in 1978, and Masters and Ph.D. degrees in Applied Sciences/Electrical Engineering from the University of Delaware. He joined Villanova University in 1984 and has been faculty member there ever since. He has served as the Chair of the Middle Atlantic Section of ASEE, Zone 1 Chair, and has organized and hosted three regional ASEE

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

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NSF Grantees Poster Session

individual ECE experiments with low cost components outside of a formal laboratoryenvironment. Courses could be redesigned to where hands-on experiments are central to an ECEcourse.Utilizing recorded lecture nuggets (e.g. [1]) repurposes class time for in-class discussion as wellas other activities [2]. Flipped classrooms research shows multiple new uses for traditionalclassroom lecture time [3, 4, 5, 6] with some effective uses of these capabilities [6, 7, 8, 9]. Thestudent reactions to flipped classrooms vary, although often the additional quizes and tests leadtowards some student concerns [10, 11, 12]. These openly available video nuggets developed (4-8minutes, developed and recorded by the author, >250 nuggets) [2] that could be used to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

Undergraduate Students to Pursue Faculty Positions: Developing Socially Conscious Approaches to PedagogyWomen, First-Generation College Students (FGCS), and students who identify as Black orAfrican American, Hispanic or Latino, and American Indian or Alaskan Native(Underrepresented Minority [URM] students) are all underrepresented in the field ofengineering, across undergraduate, graduate, and professional contexts [1], [2]. For example,though women comprise 50% of the overall population, they received only 24% of engineeringbachelor’s degrees, 29% of master’s degrees, and 25.5% of doctoral degrees conferred in 2021[3]. In addition, despite making up 33.7% of the US population [4], only 16.5% of bachelors’degrees were awarded to URM students

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Clay, University of Texas at Austin; Xingang Li, University of Texas at Austin; Molly H Goldstein, University of Illinois Urbana-Champaign; H. Onan Demirel, Oregon State University; Darya Zabelina; Charles Xie; Zhenghui Sha, University of Texas at Austin

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NSF Grantees Poster Session

Intelligence John Z. Clay1, Xingang Li1, Molly H. Goldstein2, H. Onan Demirel3, Darya L. Zabelina4, Charles Xie5, Zhenghui Sha1*1 Walker Department of Mechanical Engineering, University of Texas at Austin2 Grainger College of Engineering, University of Illinois at Urbana-Champaign3 School of Mechanical, Industrial, and Manufacturing Engineering, Oregon State University4 Department of Psychological Science, University of Arkansas5 Institute for Future IntelligenceIntroductionGenerative artificial intelligence (AI) algorithms have received attention in a wide range ofdisciplines and have been increasingly applied in engineering design, including the introductionof generative features to popular CAD

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Gina Ristani, University of Minnesota, Twin Cities; Keisha Varma, University of Minnesota, Twin Cities; Seth Thompson, University of Minnesota, Twin Cities

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Diversity, NSF Grantees Poster Session

Dr. Thompson is the current Engineering Workforce Development Program Manager for ATP-Bio and has previously held faculty appointments in the Department of Biology Teaching and Learning at the University of Minnesota and on the Faculty of Engineering and Science at the University of Agder in Kristiansand, Norway. His published work includes papers on innovative approaches to undergraduate research, equitable science education, and professional development for early career scientist. ©American Society for Engineering Education, 2024BROADER IMPACTS & SOCIETAL BENEFITS 1 Emphasizing Broader Impacts and Societal

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L Brooks, University of Pittsburgh; Julianna R Beehn, Harding University; Olivia I Bell, Harding University; Chelsei Lasha Arnold, Harding University

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NSF Grantees Poster Session

interviews withengineering faculty (n = 23), we use interpretative phenomenological analysis to examine selectindividual cases (n = 10) that illustrate poignant individual experiences of professional shame. Inthis paper, we summarize three cases to demonstrate the complexity and function of professionalshame in the interior world of faculty members.Overview of ProjectThe purpose of this overarching project is stated below, as reported previously in prior papersconnected to the ASEE NSF Poster Session. We restate it here and then describe the specificpurpose of this paper.In this NSF CAREER project, as we have reported elsewhere, we investigate faculty members’experiences of professional shame [1-6] and then connect how these individual

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deana Lucas, Purdue University, West Lafayette ; Rebecca Martinez, Purdue Polytechnic Graduate Programs

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NSF Grantees Poster Session

undergraduateeducation guided by the following driving philosophy: 1) everyone can be an innovator,regardless of their background or interests, 2) impactful innovation does not happen indisciplinary silos along, and 3) teaching in a different, more collaborative way. Prior researchwithin the M3 project looked at how the transformation was occurring within institutions fromtraditional siloed undergraduate learning experiences into cross-disciplinary learning experiencesand faculty transformation. Which was done through cross-disciplinary collaboration whichbrought individuals who span disciplinary backgrounds together to obtain diverse knowledge.Using various disciplinary expertise, the team analyzed the data. This approach assisted inunderstanding if/how

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xishuang Dong, Prairie View A&M University; Yujian Fu P.E., Alabama A&M University; Ming-Mu Kuo, Prairie View A&M University; Shouvon Sarker, Prairie View A&M University; Lijun Qian; Xiangfang Li, Prairie View A&M University

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Diversity, NSF Grantees Poster Session

at Prairie View A&M University. Her research interests encompass computational biology, computer networking and communications, and machine learning and AI. ©American Society for Engineering Education, 2024 Enhancing Deep Knowledge Tracing via Diffusion Models for Personalized Adaptive LearningMing-Mu Kuo1, Shouvon Sarker1, Xiangfang Li1, Yujian Fu2, Lijun Qian1, Xishuang Dong1 1 Electrical and Computer Engineering Department Roy G. Perry College of Engineering Prairie View A&M University 2 Electrical Engineering and Computer Science Department

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks Campus; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz, The Pennsylvania State University; Sonia Delaquito, Pennsylvania State University; Janelle B Larson, Pennsylvania State University; Rungun Nathan, Pennsylvania State University, Berks Campus

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NSF Grantees Poster Session

Pennsylvania StateUniversity. As part of the program, scholars participate in a four-year comprehensive multi-tiered mentoring program and cohort experience. The LION STEM curricular program includesEngineering Ahead (a 4-week summer residential math-intensive bridge program prior toentering college), a first semester First-Year Seminar, and a second semester STEM-PersistenceSeminar. Co-curricular activities focus on professional communication skills, financial literacy,career readiness, undergraduate research, and community engagement. The program seeks toaccomplish four goals: (1) adapt, implement, and analyze evidence-based curricular and co-curricular activities to support, retain, and graduate a diverse set of the project's engineeringscholars

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A Adams P.E., California Polytechnic State University, San Luis Obispo; Nihal Orfi, Fresno City College; Emily Evans, Magnolia Consulting

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Diversity, NSF Grantees Poster Session

participation and persistence inengineering among economically disadvantaged students, and establishing transfer support to thelocal four-year university. Program evaluation findings have identified several opportunities forsustaining scholar transfer support outside of the financial support provided in the form ofscholarships. These opportunities fell into two major themes: (1) peer-led transfer supportinclusive of connecting transferred students and students preparing for transfer with emphasis onnavigating different university structures, and (2) collaboration across engineering disciplines todevelop and offer interdisciplinary undergraduate research and/or collaborative work on otherprojects. Furthermore, research findings from interviews with

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanny Silvestri, Chandler-Gilbert Community Colleges; Nichole Neal; Erika DeMartini, Chandler Gilbert Community College

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NSF Grantees Poster Session

Page 2- I feel that I am a member of the Chandler-Gilbert Community College campus- I feel comfortable on Chandler-Gilbert Community College campus- I would choose Chandler-Gilbert Community College over again- Chandler-Gilbert Community College is supportive to meResultsSixty-three students opted to complete the survey, comprising five REACH students and 58 oftheir student peers. Students are enrolled in AAS, Engineering Technology (1 REACH, 1 peer),AAS, Artificial Intelligence and Machine Learning (2 REACH, 3 peers), AS, Emphasis inEngineering (2 REACH, 30 peers), and 24 were not enrolled in one of those degrees.Table 1: Academic degrees of the students Students Surveyed

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Deepak Ganta, Texas A&M International University; Marcus Antonius Ynalvez, Texas A&M International University; Maria Lopez, Texas A&M International University; Alan Santos, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Sergio Gonzalez Torres, Texas A&M International University

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. Introduction and BackgroundThe COVID-19 pandemic triggered a seemingly abrupt paradigmatic shift in education fromtraditional face-to-face, classroom-based teaching to fully remote, virtual teaching environments.Even once the initial cause of this shift is no longer a driving force, the younger generations haveexpressed a desire for continued virtual learning options and a shift towards a generation of “digitalnomads [1-3].” Universities for learning must accommodate this desire for flexibility and instantonline learning to remain a desirable and viable option for future generations of students [4-6].This shift immediately presented institutions of higher learning with challenges relating tostudent’s psychosocial (e.g., weak sense of belonging, low

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeong Yang, Texas A&M University, San Antonio; Young Lee, Texas A&M University, San Antonio; Mohammad Abdel-Rahman, Texas A&M University, San Antonio; Zechun Cao, Texas A&M University, San Antonio

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Diversity, NSF Grantees Poster Session

Paper ID #42423Board 267: Enhancing Urban Mobility: SmartSAT’s Impact on Public TransportationServices and Commuting ExperienceDr. Jeong Yang, Texas A&M University, San Antonio Dr. Jeong Yang is an associate professor of computer science and cyber security in the Department of Computational, Engineering, and Mathematical Sciences at Texas A&M University-San Antonio. She is also a director of the Center of Information Technology and Cyber Security. Her current research is focused on the areas: 1) Intelligent applications of cloud-based AI services to discover effective use of AI technologies, 2) AI-powered secure

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahatsham Hayat, University of Nebraska, Lincoln; Sharif Wayne Akil, University of Nebraska, Lincoln; Helen Martinez, University of Nebraska, Lincoln; Bilal Khan, Lehigh University; Mohammad Rashedul Hasan, University of Nebraska, Lincoln

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Diversity, NSF Grantees Poster Session

support.Introduction“There’s Plenty of Room at the Bottom.” Richard Feynman (1960)Artificial intelligence (AI) methods are revolutionizing undergraduate science, technology,engineering, and mathematics (STEM) education through early forecasting of end-of-semesteracademic performance [1, 2, 3, 4, 5, 6]. These methods typically leverage numeric features ofstudents’ academic trajectories to train AI models. The advent of Transformer-based [7] largelanguage models (LLMs) [8, 9, 10, 11] has significantly expanded the potential for cross-domainapplications due to their extensive knowledge bases [12, 13] and complex task-solvingcapabilities through basic reasoning [9, 14, 15] and planning [16]. Fine-tuning these LLMs viatransfer

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narges Norouzi, University of California, Berkeley; Carmen Robinson, University of California, Santa Cruz; Kip Tellez, University of California, Santa Cruz

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Diversity, NSF Grantees Poster Session

. Since then, the outlook has not measurably improved 1 . A strong STEMworkforce sustains a robust U.S. economy and supports our national security 2,3 . Diversity inSTEM generates a variety of perspectives and approaches to scientific and technologicalinnovation, better reflects the global and culturally diverse economies of the 21st century, andproduces diverse science and engineering role models 4 . Because of their racially diverseenrollments, The National Academies of Sciences and Engineering Minority Serving Institutions:America’s Underutilized Resource for Strengthening the STEM Workforce report (2019)identifies that HSIs can contribute diversity to STEM.Of the estimated 569 U.S. HSIs, most are two-year institutions. 68% of HSIs are public

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Jacqueline Gartner Ph.D., Campbell University; David B. Thiessen, Washington State University; MD SHARIFUL ISLAM, Washington State University; Talodabiolorun Anne Oni, Washington State University

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NSF Grantees Poster Session

flexibility intheir schedules.Alignment with ICAP HypothesisStudent participant responses regarding their level of engagement with the various LCDLMswere classified according to the Chi and Wylie (2014) levels of engagement: Interactive,Constructive, Active, and Passive (ICAP) framework. Represented in Figure 1 are data collectedfrom 2,452 participants, dating from fall 2019 through to spring 2023 who had interacted withthe LCDLMs. The distribution shows 69% of the participants agree or strongly agree thatLCDLMs fostered the interactive level of engagement. A moderate number of participants,specifically 47%, agree or strongly agree that the LCDLM helped them to be constructivelyengaged. In addition, 40% of participants claim the LCDLMs helped them to

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

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NSF Grantees Poster Session

• What factors influence students' ability to 1) critique social oppression and/or 2) maintain a motivation for social justice Questions • How are HE academic and experiential learning experiences prompting students to question these career expectations? Questions Four interviews with all 47 students responding to questions like: Four