Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Muisener, Stevens Institute of Technology ; Pinar Akcora, Stevens Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

support for students to succeed in research. The students completedweekly reports to keep them on task and allowed them to track their progress during the 10 weeks of theprogram. Questions included in the progress report were: • What did you do this week? • What is/are your research question(s)? • How have your research questions been developed or refined this week? • How is the research methodology being developed and why it is appropriate? • What literature did you find/explore this week and what was the most useful? • What data was collected this week? (Feel free to attach a few pictures or graphs of your data at the end of this document.) • Problems or potential problems this week? • Questions or

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sabrina Lynette Strong-Nasabal, University of Illinois, Urbana-Champaign; Lara Hebert, University of Illinois, Urbana - Champaign; Meagan C Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois, Urbana - Champaign; Luisa-Maria Rosu

Tagged Topics

Diversity, NSF Grantees Poster Session

, and C. Funk. “STEM jobs see uneven progress in increasing gender, racial and ethnic diversity: Higher education pipeline suggests long path ahead for increasing diversity, especially in fields like computing and engineering,” Pew Research Center. 2021 [Online]. Available: https://www.pewresearch.org/science/2021/04/01/stem-jobs-see-uneven-progress-in -increasing-gender-racial-and-ethnic-diversity/[3] P. Baxter and S. Jack (2008). “Qualitative Case study methodology: Study design and implementation for novice researchers,” The Qualitative Report [Online]. 13(4), 544-559. Available: http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf[4] V. Braun and V. Clarke (Dec. 2006). “Using thematic analysis in psychology

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, North Carolina State University, Raleigh; Zackary Tyler Hubbard

Tagged Topics

Diversity, NSF Grantees Poster Session

] T. Hunt, R. Carter, L. Zhang, and S. Yang, “Micro-credentials: the potential of personalizedprofessional development,” Development and Learning in Organizations: An InternationalJournal, vol. 34, no. 2, pp. 33-35, 2020.[2] B. Hoanca, B. and B. Craig,. “Invited Paper: Building a K-16-Industry Partnership to TrainIT Professionals,” Journal of Information Systems Education, vol. 30, no. 4, pp. 232–241, 2019.[3] L. Wheelahan and G. Moodie, “Gig Qualifications for the Gig Economy: Micro-Credentialsand the ‘Hungry Mile’,” Higher Education: The International Journal of Higher EducationResearch, vol. 83, no. 6, pp. 1279–1295, 2022.[4] NIST Computer Security Resource Center. Nice Framework Competencies: AssessingLearners for Cybersecurity Work (2nd

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Gendreau Chakarov, University of Colorado Boulder; Jeffrey Bush, University of Colorado Boulder; Quentin Lee Biddy, University of Colorado Boulder; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; Tamara Sumner, University of Colorado Boulder

Tagged Topics

NSF Grantees Poster Session

., & Sumner, T. (2020, August). Opening the Black Box: Investigating Student Understanding of Data Displays Using Programmable Sensor Technology. In Proceedings of the 2020 ACM Conference on International Computing Education Research (pp. 291-301).4. Hardy, L., Dixon, C., & Hsi, S. (2020). From data collectors to data producers: Shifting students’ relationship to data. Journal of the Learning Sciences, 29(1), 104-126.

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

Tagged Topics

Diversity, NSF Grantees Poster Session

institutions can affect faculty diversity. In L. L. Espinosa, J. M. Turk, M. Taylor, & H. M. Chessman (Eds.), Race and ethnicity in higher education: A status report (pp. 273-279). The American Council for Education.Hokanson, S. C., & Goldberg, B. B. (2018). Proactive postdoc mentoring. In, A. Jaeger & A. Dinin (Eds.), The postdoc landscape: The invisible scholar (pp. 91-120). Elsevier.National Science Foundation. (2018). Building the future: Investing in discovery and innovation– NSF strategic plan for fiscal years 2018-2022. https://www.nsf.gov/pubs/2018/nsf18045/nsf18045.pdfPyhältö, K. (2018). Function of supervisory and researcher community support in PhD and post- PhD trajectories. In E. Bizer, L

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees Poster Session

, provide stakeholders with a clear sense of the ways in whichRED and REDPAR contribute to the transformation of undergraduate engineering education.This material is based upon work supported by the National Science Foundation under GrantNo.’s #1649379, 1649318, 2005244, & 2005307 Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.References[1] London, J. A content analysis of how STEM education researchers discuss the impact oftheir publicly-supported research. International Journal of Engineering Education, 34(3), 1120-1137, 2018.[2] Brewer, J.D. The impact of impact. Research Evaluation, 20(3), 255–256. 2011

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Amber Dyche, Ohio State University

Tagged Topics

NSF Grantees Poster Session

development while evaluatingthe impact of the program more broadly. Future work will include initial coding the data fromthe other cohorts and completing the longitudinal coding for each faculty participant. Based onthe findings, we hope to learn more about how faculty continue to develop their identity asresearchers and their motivation to participate in public outreach events. Overall, we hope toimprove STEAM research communication holistically and advance STEAM literacy in our localcommunity.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1811119. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Wong, Contra Costa College; Sergio Alexander Alvarez, Contra Costa College; Jonathan Alexander Canel, Contra Costa College; Phiroze Jhalman Duggal; Yesenia Rodriguez Moreno ; Daven Ng ; Nathalie Zaldivar; Chao Liu, Contra Costa College; Jeff Kamalian, Contra Costa College; Seti Sidharta, Contra Costa College

Tagged Topics

Diversity, NSF Grantees Poster Session

participants, ten have transferred intoengineering majors at four-year universities (43%), two have transferred into other STEM majors(9%), eight continue to take transfer preparatory courses at CCC (35%), and the educationalstatus of three students is unknown (13%). Anecdotally, several of the transferred students haveindicated that they continued to seek out research opportunities after transferring.AcknowledgementsThis material is based on work supported by the National Science Foundation S-STEM GrantNumber 1564587 and by the University of California at Davis AvenueE program.References[1] L. Fleming, K. Engerman, and D. Williams, “Why Students Leave Engineering: TheUnexpected Bond,” in 2006 Annual Conference & Exposition, Chicago, Illinois, USA

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Eric Meyer Jr., Miami Dade College; Elodie Billionniere, Miami Dade College

Tagged Topics

NSF Grantees Poster Session

which 21 werehigh school students, and 37 Solutions Architects including 10 high school students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations-past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology-engineering-and- mathematics-stem-occupations-past-present-and-future/pdf/science

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Jeanne L. Sanders, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

session: Pathways into engineering education research,"In 2020 IEEE Frontiers in Education Conference (pp. 1-2), 2020.[6] M. Borrego, "Conceptual difficulties experienced by trained engineers learning educational research methods." Journal of Engineering Education, vol. 96(2): pp. 91-102, 2007.[7] R. A. Streveler, K. A. Smith, and R. L. Miller, "Enhancing engineering education research capacity through building a community of practice," in ASEE 2005 Annual Conference and Exposition, 2005.[8] J. S. Brown, "Internet technology in support of the concept of “communities-of-practice”: the case of Xerox." Accounting, management and information technologies, vol. 8(4): pp. 227-236, 1998.

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Lisa D. McNair, Virginia Tech; Adam Stark Masters, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.S Masters, Virginia Polytechnic Institute and State University S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. Masters received a B.S. in Mechanical Engineering from University of Delaware and is currently pursuing a Ph.D. in Engineering Education at Virginia Tech. Masters’ research interests include equity and social justice in engineering with particular attention to the experiences of women & LGBTQ

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Ohio State University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette (College of Engineering); Nikitha Sambamurthy, Purdue University, West Lafayette (College of Engineering); Jung Sook Kim, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

invitation. Thefocus group interviews will coincide with the annual conference American Society forEngineering Education in Columbus, OH for the 124th Annual Conference & Exposition, June24 - 28, 2017.AcknowledgmentThis material is based in part upon work supported by the National Science Foundation underGrant Numbers 1535456 and 1712618. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References1. Hill Collins, P. Toward a new vision: Race, class, and gender as categories of analysis and connection. Race Sex Cl. 1, 25–45 (1993).2. American Society for Engineering Education. Engineering Database System

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Peter Bermel, Purdue University; Krishna Madhavan, Purdue University, West Lafayette (College of Engineering); Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Taylor V. Williams, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

NSF Grantees Poster Session

focus on testing what learner characteristics contribute to MOOC usagethrough predictive models, building a course analytics pipeline for visualizing learnerperformance, mapping of course characteristics, and development of evaluation tools (criteriaand rubrics) useful for MOOC evaluation.Bibliography[1] Davidson, E. J. (2005). Evaluation methodology basics: The nuts and bolts of sound evaluation. Thousand Oaks, CA: Sage.[2] Hicks, N., Zielinski, M., Wang, S. H., Douglas, K. A., Bermel, P., Diefes-Dux, H. A., & Madhavan. Intended Outcomes of Teaching a STEM MOOC. (Abstract submitted). IEEE Frontiers in Education Conference. Indianapolis, IN.[3] Douglas, K. A., Mihalec-Adkins, B., Hicks, N., Diefes-Dux, H. A., Madhavan

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Olga Pierrakos, James Madison University

Tagged Topics

NSF Grantees Poster Session

://github.com/joshpelkey/cmap-parse>. [7] Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. 2003. Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71. [8] Hoffman, B., & Schraw, G. 2010. Conceptions of Efficiency: Applications in Learning and Problem Solving. Educational Psychologist,45(1), 1-14. doi:10.1080/00461520903213618 [9] Antonenko, P., Paas, F., Grabner, R., & van Gog, T. 2010. Using electroencephalography to measure cognitive load. Educational Psychology Review, 22(4), 425-438.[10] Hart, S. G. 2006. NASA-task load index (NASA-TLX); 20 years later. In Proceedings of the human factors and ergonomics society annual meeting, Vol. 50, No. 9, pp

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Richard E Groff, Clemson University; Ian D Walker, Clemson University; Pamela E Mack, Clemson University

Tagged Topics

NSF Grantees Poster Session

driverless car sees the road,” https://www.ted.com/talks/chris_urmson_how_a_driverless_car_sees_the_road, accessed February 12, 2017.2. Richards, Neil M., and William D. Smart. "How should the law think about robots?," https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2263363, accessed February 12, 2017.3. J.G. Ballard, Thousand Dreams of Stellavista, Short Story, 1963.4. Aikenhead, G. S. and Ryan, A. G, “The Development of a New Instrument: Views on Science—Technology— Society (VOSTS)” Sci. Ed., Vol. 76, 1992, pp. 477–491.5. Mack, P.E., Campbell, T. and Abd-Hamid, N.H., “Issues in Survey Assessments of STS courses”, Bulletin of Science, Technology, and Society, October 2008, Vol. 28, pp. 408-413.6. California Critical

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

Tagged Topics

Diversity, NSF Grantees Poster Session

Exposition, San Diego, CA, November 2013. 3. L. Guessous, Q. Zou, B. Sangeorzan, L. Smith, L. Yang, X. Wang, J.D. Schall, G. Barber and M. Latcha,“ AERIM Automotive-themed REU Program : Organization, Activities, Outcomes and Lessons Learned,” Paper AC 2001-1309, 2011 ASEE Annual Conference and Exposition, Vancouver, Canada, June 2011. 4. E. Seymour, A.-B Hunter, S. Laursen, and T. DeAntoni, T. "Establishing the benefits of research experiences for undergraduates: first findings from a three-year study," Sci. Educ., 88, pp. 493-594, 2004. 5. A.W. Astin, What matters in college? Four critical years revisited. San Francisco: Jossey- Bass., 1993. 6. Pascarella, E. T., & Terenzini, P. T., How college

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Shipley, University of Texas, San Antonio; Rena Bizios, University of Texas, San Antonio; Krystel Castillo, University of Texas, San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

mechanicalengineering, civil and environmental engineering, biomedical engineering, and electrical andcomputer engineering created a Scholarship Program for Undergraduate Retention and Success(SPURS) with the support of NSF’s S-STEM initiative. The proposed program consists of anintegrated approach to increase the number and graduation rate of undergraduate students whoenroll in the College of Engineering. As financial constraints are a major disincentive forstudents to enroll and persist in higher education, this project combines scholarships with otherforms of academic and professional support to ensure student persistence and completion of aB.S. Engineering degree. Providing resources and educational opportunities for undergraduateengineering students will

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

engagement.These theories will contribute to our understanding of how community issues can be used as thecontext for mathematically rich authentic problems that enhance and develop students’ level ofcommunity engagement, career exploration, STEM knowledge, literacy, and motivate students topursue STEM disciplines.AcknowledgementsThe authors gratefully acknowledge the participants in this study, including project evaluators,community partners and content experts. Also, this material is based upon work supported by theNational Science Foundation under Grant No. 1513256. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Robert A Linsenmeier, Northwestern University; Timothy Reissman, University of Dayton; Mary Beth Finch, Northwestern University

Tagged Topics

NSF Grantees Poster Session

should reinforce underlying ECEconcepts while providing examples of ECE and BME application. Our 305’s portable modulesfor nScope, strike this balance. Since nScope and Digilent Analog Discovery share manysimilarities, we anticipate the earliest partial implantation of these modules in EEL3111C to takeplace in Spring 2018. The researchers will have then have the opportunity to study the wayinstructors employ new materials, the difficulties they face, and what can be done to overcomethose barriers. Perhaps the most challenging HPL principle to implement in a web-based platform is“assessment-centered,” as it entails optimizing the amount and type of formative feedbackprovided to the students. We will use the results to examine the effectiveness of

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Landon Bassett, University of Connecticut; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University

Tagged Topics

NSF Grantees Poster Session

://www.aiche.org/ccps/chemical-accidents-news 2. “Criteria for accrediting engineering programs, 2016 – 2017,” Accreditation Board for Engineering and Technology, Baltimore, MD, USA, 2016. Accessed: Jun. 2019. [Online]. Available: http://www.abet.org/accreditation/accreditation-criteria/criteria-for- accrediting-engineering-programs-2016-2017/# 3. E. Biddle and S. Afanuh. “NIOSH Workplace Design Solutions: supporting Prevention through Design (PtD) using business value concepts,” U.S. Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, Cincinnati, OH, USA, Rep. 2015-198, 2015. 4. D. Crowl and J. Louvar, "Concepts to Prevent Fires

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Joseph F. Mirabelli, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Allyson Jo Barlow, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] V. P. Dennen and K. J. Burner, "The cognitive apprenticeship model in educational practice," Handbook of research on educational communications and technology, vol. 3, pp. 425-439, 2008.[2] M. Borrego, "Conceptual difficulties experienced by trained engineers learning educational research methods," Journal of Engineering Education, vol. 96, pp. 91-102, 2007.[3] C. J. Finelli, S. R. Daly, and K. M. Richardson, "Bridging the research‐to‐practice gap: Designing an institutional change plan using local evidence," Journal of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

; Measurement, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 40 peer-reviewed journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tandra Tyler-Wood, University of North Texas; Daniella Smith, University of North Texas; Karen R. Johnson, University of North Texas

Tagged Topics

Diversity, NSF Grantees Poster Session

towards subject area.**=significant differenceConclusions and Future StudyClearly, it is important to identify and research factors that impact girls’ decision to participate inSTEM classes and careers. Curriculum needs to be examined to determine if it not only raisesstudents’ test scores but also provides a stimulus to pursue a career in STEM. Researchdocumenting differences in achievement and attitudes towards STEM subjects need continuedstudy. If differences are evident, it is important to determine when those differences occurred.Without an understanding of the differences in attributes of girls and boys in STEM areas, it isdifficult to provide an equal learning opportunity for both groups.ReferencesAud, S., Hussar, W., Johnson, F., Kena, G

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Angelica Carrion, Georgia Institue of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

contexts.References[1] Le Doux, J. M., & Waller, A. A. (2016). The Problem Solving Studio: An Apprenticeship Environment for Aspiring Engineers. Advances in Engineering Education, 5(3), n3.[2] Philips, S. U. (2001). Participant structures and communicative competence: Warm Springs children in community and classroom. na.[3] Gainsburg, J. (2013). Learning to model in engineering. Mathematical Thinking and Learning, 15(4), 259-290[4] Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219-243.

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian E. Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Dong San Choi, University of Illinois at Urbana-Champaign; Nicole Johnson-Glauch

Tagged Topics

NSF Grantees Poster Session

bepresented. Overall, students have moderate views of how relevant their mathematics courseworkis to their engineering studies.Overall, students had moderate to slightly positive views of the relevance of mathematics toengineering. This result appears much like a dampened version of the results from Flegg et al.’swork. There is a majority of students that believe math is relevant, but this majority is not asoverwhelmingly large as in Flegg et al.’s work [15].flegg_chart.pngFigure 1: Student survey responses to Likert scale items copied from Flegg et al.(after inconsistentitems removed).0.4 LimitationsThese studies have many limitations, outlined below: • Studies were conducted at a large, elite, research-intensive American institution. Such

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tim Foutz P.E., University of Georgia; Roger B. Hill, University of Georgia; Barbara Ann Crawford; Sidney A. Thompson, University of Georgia; AnnaMarie Conner; ChanMin Kim, Penn State University; David F. Jackson, University of Georgia

Tagged Topics

NSF Grantees Poster Session

argumentation supports the student’s ability toarticulate the reason for approaching a problem in a particular way, justify her/his approach byusing information and reasoning and provide the principles that establish that justification.When analyzing the students’ collective argument, teachers identify three core elements calledthe claim, data, and warrant. The claim is the statement or statements whose validity is beingestablished. The data are statements provided as support for the claims. The warrants arestatements that connect the data to the claim(s). Collective argumentation supports student-to-student or teacher-to-student discussions and allows one to trace her/his understanding of ideasand concepts as they form. While the content within the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stacey E. Kulesza, Kansas State University; Jia G. Liang, Kansas State University; Eric J. Fitzsimmons, Kansas State University; Jeff Zacharakis, Kansas State University; Jeffrey Chase Hood M.A., Kansas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Foundation for Education, Washington, D.C., 2009.[3] A. Radford, Military service members and veterans in higher education: What the new GI billmay mean for postsecondary institutions, New York: American Council on Education, 2009.[4] K. Meyers and B. Mertz, “A large scale analysis of first-year engineering student essays onengineering interests,” in ASEE Annual Conference and Exposition, Washington, D.C., 2011.[5] N. Canney and A. Bielefeldt, “Validity and reliability evidence of the engineering professionalresponsibility assessment tool,” J. Engineering Education, vol. 105, no. 3, pp. 452-477, 2016.[6] S. Tucker-Kulesza, G. Liang, E. Fitzsimmons, J. Zacharakis, “Work in Progress: Investigatingthe Role of Social Responsibility on Veteran Student

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., Wake Forest University ; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University; Charles McDonald Cowan II, Wake Forest University; Justyn Daniel Girdner, James Madison University

Tagged Topics

NSF Grantees Poster Session

dimensionsBonus Category (consider project holistically)X1. Uses and/or creates innovation(s) in its specific field to achieve sustainabilityX2. Worked with experts from other disciplines to enhance process or final designThe rubric has been tested with students and their projects in order to iteratively completesubstantive validation and begin structural validation of the Sustainable Design construct,following the Benson model [2]. The first structural study was conducted in Spring 2018 with 51engineering student users for formative assessment of their preliminary capstone project work. Inaddition to individually scoring their projects, students also worked with their capstoneteammates to arrive at consensus scores for each criterion and provide

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

NSF Grantees Poster Session

., & Fidell, L. S. (2013). Using Multivariate Statistics.

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

then learn more about the pumps, heat transfer and oxygenation through a series ofhands-on exercises. Finally, students investigate ways to make fluid flow and learn how fluidflow is measured and described quantitatively. Following hands-on exploration, students useonline models and animations to illustrate the “non-visible” mechanism(s) driving many of theobserved macroscopic events. Concepts of molecular motion and heat transfer are stressed,linking the online visualization to the hands-on activities. Computer-based mathematicalsimulations are utilized prior to the final design and build phase allowing students to alter avariety of design parameters and quantify their impact on the system efficiency (STEMPractices). Students then plan, build