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

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NSF Grantees Poster Session

understanding.In this work the research team is seeking to develop ways to safely allow students to make moreauthentic safety decisions. To this end, the team has developed and implemented twoinstruments: (1) an analog or “paper” instrument to assess levels of moral development withrespect to process safety, and (2) a virtual process safety decision making environment [10-13].Project ObjectivesTo assess the effectiveness of these two different interventions on process safety education, theteam asked the following research questions: 1) Is there a change in students’ process safetydecision making skills based on their use of the virtual environment? 2) Does the use of thevirtual environment increase students’ motivation to learn about process safety? 3

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leda Lunardi, North Carolina State University; Cheryl Cass, North Carolina State University; Katherine Cimorelli, North Carolina State University

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Diversity, NSF Grantees Poster Session

, scholars havereported that the interactions with like-minded peers helped them achieve success in theirundergraduate career at NC State University.AcknowledgementsThis program was supported by the National Science Foundation under grant DUE# 1259630.The authors thank all the students and mentors that have participated in this project, the input inthe early phase of the project with Dr. M. Fuentes, Dr. A. Mitchell, Dr. J. Picart, Dr. C. Zelnar,and Dr. M. Stimpson. We are thankful for the support and assistance of the Dean of the Collegeof Engineering, NCSU College of Engineering Minority Engineering Program, NCSUEngineering Place and the local Society of Women Engineering (SWE) Chapter.References 1. NC State STEM Scholars https://www.ece.ncsu.edu

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shawn S. Jordan, Arizona State University, Polytechnic campus; Kalvin White, Department of Dine Education, Navajo Nation; Ieshya K Anderson, Arizona State University; Courtney A Betoney, Arizona State University, Polytechnic campus; Tyrine Jamella Pangan, Arizona State University (Polytechnic Campus); Chrissy Hobson Foster, Arizona State University

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Diversity, NSF Grantees Poster Session

several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?,” and is a Co-PI on the NSF Revolutionizing Engineering Departments grant ”Additive Innovation: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017. Dr. Jordan co-developed the STEAM LabsTM program to engage middle and high school students in learning science, technology, engineering, arts, and math concepts through designing and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center; Mustapha Alao Animashaun, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

Thermodynamics, Thermal Fluids Laboratory, and Guided Missiles Systems, as well as serving as a Senior Design Project Advisor for Mechanical Engineering Students. Her research interests include energy and thermodynamic related topics. Since 2007 she has been actively involved in recruiting and outreach for the Statler College, as part of this involvement Dr. Morris frequently makes presentations to groups of K-12 students, as well as perspective WVU students and their families. Dr. Morris was selected as a Statler College Outstanding Teacher for 2012, the WVU Honors College John R. Williams Outstanding Teacher for 2012, and the 2012 Statler College Teacher of the Year. ©American Society for

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

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NSF Grantees Poster Session

Paper ID #25514Board 26: What Features of the Problem Solving Studio Most Impact theStudents’ Experience?Miss Carmen Angelica Carrion, Georgia Institue of Technology Doctoral studies in Science Education. Specifically in informal settings and through the application of problem based and project based learning.Prof. Joseph M LeDoux, Georgia Institute of Technology Joe Le Doux is the Associate Chair for Undergraduate Learning and Experience in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux’s research interests in engineering education focus on problem-solving, diagrammatic reasoning

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida; Lorelie Imperial; Chang-Yu Wu, University of Florida; Philip J. Brucat, University of Florida; Maria Korolev, University of Florida

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NSF Grantees Poster Session

(t(25)= 1.54, p=0.07). The Out-of-Sequence group was also not different(t(20)= 1.50, p=0.076). As shown in Figure 4, this result shows that students not using the newcurriculum had a lower commitment to engineering at the end of the semester. This suggests thatthe new curriculum for both In- and Out-of-Sequence students may provide needed careersupport. This may be attributable to the design of the laboratories themselves, which focus onauthentic problems and require deliverables which are specific to the professional career contextof engineering.References[1] Crippen, K. J., Boyer, T. H., Wu, C.-Y., de Torres, T., Korolev, M., & Brucat, P. (2016). A Pilot Study of Project-Based Learning in General Chemistry for Engineers. Paper

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Randall S. Jones, Loyola University Maryland; Ann M. Ernst, Loyola University Maryland Physics ; Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

Roughani is professor of physics and Associate Dean for the Natural and Applied Sciences at Loy- ola University Maryland. He is the PI on an NSF supported collaborative project, ”The PIPLINE Project”, aiming at enhancing Physics Innovation and Entrepreneurship (PIE) education. He also is leading the ”Pathways to Innovation” initiative at Loyola University Maryland. His expertise is on experimental con- densed matter physicist with emphasis on optical spectroscopy and Electron Microscopy of electronics and advanced materials. He established the very first ABET accredited Applied Physics program in the country while serving as department head the full co-op physics program at Kettering University prior to 2013

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

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NSF Grantees Poster Session

low dimensions materials and the characterization and modeling of their material properties. c American Society for Engineering Education, 2019Research Initiation: A Study on the Intersection of Race and Gender on LeadershipFormation of Engineering StudentsThis NSF sponsored research initiation project explores the leadership beliefs, experiences, andknowledge/skills of undergraduate engineering students who have self-identified as havingleadership experience and that a Research I minority serving institution for Asian Americans andNative Americans, as well as a Hispanic Serving Institution. Undergraduate engineering studentswith self-identified leadership experience were recruited from the college of engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University; Nichole Ramirez, Purdue University; Trina L. Fletcher, Purdue University, West Lafayette; Jake Davis, Purdue University

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NSF Grantees Poster Session

interested in research around recruiting and retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management.Jake Davis, Purdue University Jake Davis is an undergraduate student studying Accounting and Management in the Krannert School of Management at Purdue University. He is also a research assistant in the Social Policy and Higher Education Research in Engineering (SPHERE) laboratory

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

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Diversity, NSF Grantees Poster Session

mentoring.Dr. Melissa Danforth, California State University, Bakersfield Dr. Melissa Danforth is an Associate Professor and the Chair of the Department of Computer and Electri- cal Engineering and Computer Science at California State University, Bakersfield (CSUB). Dr. Danforth is the PI for a NSF Federal Cyber Service grant (NSF-DUE1241636) to create models for information assurance education and outreach. Dr. Danforth is the Project Director for a U.S. Department of Educa- tion grant (P031S100081) to create engineering pathways for students in the CSUB service area. She is also the co-PI for an NSF IUSE grant (NSF-DUE1430398) to improve STEM retention and graduation, the Activities Director for a U.S. Department of

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Katherine Elmore, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Anastasia Nicole Doty, Ohio State University

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Diversity, NSF Grantees Poster Session

toprovide engineering students with the basic skills needed to succeed in higher level courses andan early introduction to the engineering discipline [2], [3]. Institutions with FYE courses orprograms (i.e., multiple FYE courses in a sequence) create these courses in the way they best seefit to help their students succeed. However, this means that programs vary significantly in bothcontent [4] and in matriculation patterns [1]. These FYE courses are some of the earliestexposures that students have to their engineering disciplines; however, their impact on students’engineering identity and community development is not well understood.This project seeks to answer the question, “How do students who are pursuing engineeringdegrees through pathways that

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah M. Ryan, Iowa State University; Michelle L. Soupir, Iowa State University; Amy Kaleita, Iowa State University; Sergio Horacio Lence, Iowa State University; Robert Brown, Iowa State University

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Diversity, NSF Grantees Poster Session

for FEWS. Figure 1. Project objectives mapped to components of the Traineeship under the Stewardship framework.The key components of theTraineeship are: 1) Dissertation research on a FEWS issue for the generation of new knowledge; 2) A graduate certificate in Data-Driven Food, Energy and Water Decision Making, which consists of 3.5 credits of core courses and 9 credits of electives as described in Table 1 that represents conservation of knowledge; 3) A Graduate Learning Community [3] for transformation of knowledge that includes a two-year series of monthly workshops and weekly small-group activities designed to enhance the trainees’ interdisciplinary

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

honored as a promising new engineering education researcher when she was selected as an ASEE Educational Research and Methods Division Apprentice Faculty. c American Society for Engineering Education, 2020 Recruiting More U.S. Women into Engineering Based on Stories from MoroccoIntroductionThe objective of this project is to examine the differences between Moroccan and Americancultures with regards to prevalent messaging about engineering. This examination will help usdetermine the factors that contribute to women's decisions to pursue engineering degrees athigher rates in Morocco and similar non-western cultures. Due to a partnership between ouruniversity and the International

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; William Schleter, University of Tennessee, Knoxville; Taimi Olsen, Tennessee Teaching and Learning Center; Stan Guffey, University of Tennessee Teaching and Learning Center; Wenshu Li

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NSF Grantees Poster Session

pass rate for students who completedat least 80% of the homework was 96.9%. The pass rate for the 22.5% of the class who did lessthan 80% of the homework was 33.3%. We are interested in why 22.5% of the students do notcomplete at least 80% of the homework. The goal of identifying the characteristics of studentswho do not do homework is to enable appropriate intervention techniques to be developed. Thispaper presents a work in progress, describing the research process and giving preliminary results.There is debate over the role of homework, its usefulness, and its role in learning [e.g Vatterott(2009) and a current NSF project reported by Kaw and Yalcin (2010) examining whethercollecting homework improves exam performance]. This research does

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Karen V. Reynolds, Wichita State University

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NSF Grantees Poster Session

Page 25.683.1 c American Society for Engineering Education, 2012   Great Expectations: Engineering Kansas ScholarsAbstractThe GEEKS Program (Great Expectations: Engineering Kansas Scholars) is a National ScienceFoundation (NSF) Scholarships for STEM students (S-STEM) project that awards scholarshipsof $5,000 per year for 2 years to academically talented low-income, full-time students (in threeseparate cohorts) to obtain degrees in engineering at Wichita State University (WSU). Therecruitment efforts specifically target low-income students in three populations: women,minorities, and students from underserved urban schools. The objectives are: to increase thegraduation success among low-income

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Flowchart depicting the courses in which nanotechnology modules will be incorporated.In Fall 2013, a group of students in ECIV 303 researched the incorporation of nanomaterials incement composites for their course project. This was done, in part, to identify core concepts forthe development of an EFFECT that will be implemented in Fall 2014. Students reported to theclass on several nanotechnology-related concepts, such as how nanomaterials are incorporatedwithin these materials, how they improve/modify material properties, and potential end-of-lifedisposal issues. All of these topics/concepts align well with the material currently covered inECIV 303.ECIV 555: Principles of Municipal Solid Waste EngineeringIn Spring 2014, an EFFECT was developed and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE). Page 24.484.1 c American Society for Engineering Education, 2014 Engaged in Thermodynamics – Learning What We Don’t Know AbstractThis paper will discuss a near completion NSF-CCLI (TUES) grant that addresses improvementsin student pedagogy and educational materials for the engineering thermodynamics curriculum.The project is developing the concept of an “Engineering Scenario”. Engineering Scenarios aretextbook supplements based on actual engineering facilities and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Dianna L. Newman, University at Albany/SUNY; Deborah Walter, Rose-Hulman Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

students. Until recently, this effort has beenfaced with a major limitation. While we can easily incorporate traditional paper and pencil andnumerical analysis, synthesis, and simulation in our classrooms, the remaining key aspect ofdoing the job of an engineer – experimentation – has only been included through the use ofexpensive and limited-access lab facilities. Small, low-cost Mobile Hands-On STEM (MHOS)learning platforms (e.g., myDAQ, Analog Discovery, and Circuit Gear Mini) provide almostunlimited opportunities to solve this remaining problem in engineering courses. Pedagogy basedon these tools has been implemented and studied in several NSF funded projects and has beensuccessful transferred to other institutions in the US and in other

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Steven D. Hart, U.S. Military Academy; Michael Keith Thompson, University of Wisconsin, Platteville; Matthew W. Roberts, University of Wisconsin, Platteville

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

Paper ID #9177Creating an Infrastructure Education Community of PracticeDr. Philip J. Parker P.E., University of Wisconsin, PlattevilleDr. Carol Haden, Magnolia Consulting, LLC Carol Haden is s Senior Evaluator with Magnolia Consulting, LLC. She holds a doctorate in Curriculum and Instruction with an emphasis on program evaluation from Northern Arizona University. Dr. Haden has extensive experience in the evaluation of formal STEM education projects across the K-20 spectrum and the evaluation of informal STEM Education and Public Outreach (E/PO) programs. She has designed and implemented evaluations of programs

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Nora Siewiorek, University of Pittsburgh

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NSF Grantees Poster Session

Corporation. She teaches undergraduate courses in engineering economics, engineering management, and probability and statistics in industrial engineering as well as engineering computing in the freshman engineering program. Bursic has done research and published work in the areas of engineering and project management and en- gineering education. She is a member of IIE and ASEE and is a registered Professional Engineer in the state of Pennsylvania.Dr. Natasa S. Vidic, University of PittsburghMs. Nora Siewiorek, University of Pittsburgh Nora Siewiorek is a graduate student in the Administrative and Policy Studies Department in the School of Education at the University of Pittsburgh where she also received her M.S. in

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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NSF Grantees Poster Session

AC 2012-3380: EDUCATIONAL EFFECTIVENESS OF VIRTUAL REAL-ITY GAMES PROMOTING METACOGNITION AND PROBLEM-SOLVINGDr. Ying Tang, Rowan University Ying Tang received the B.S. and M.S. degrees from the Northeastern University, P. R. China, in 1996 and 1998, respectively, and Ph.D degree from New Jersey Institute of Technology, Newark, N.J., in 2001. She is currently an Associate Professor of electrical and computer engineering at Rowan University. Her research interests include virtual reality, artificial intelligence, and modeling and scheduling of computer- integrated systems. Tang has led or participated in several research and education projects funded by National Science Foundation, U.S. Department of Transportation

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yi Guo, Stevens Institute of Technology; Shubo Zhang, Stevens Institute of Technology; Arthur B. Ritter FAIMBE, Stevens Institute of Technology; Hong Man, Stevens Institute of Technology

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NSF Grantees Poster Session

inSpring 2011. The course is a graduate ECE course, and can also be chosen by undergraduatestudents as a technical elective. In Spring 2011, we have 15 enrolment, of which there are 3undergraduate students. The course discusses advanced topics in autonomous and intelligentmobile robots, and we introduced the micro-robots as a special topic during the second half ofthe semester. We used a modified challenge-based pedagogy.In a typical challenge-based implementation, a complex problem (the challenge) is presentedto the students. Students then generate ideas based on what they already know and what theywill need to know to solve the problem. This step can be materialized using the case studiesdeveloped under the project. In the second step, students

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

Louis [11], was68 used to measure the affective, behavioral, and cognitive components of a student's level of69 engagement. Three components are measured in the Engaged Learning Index: meaningful70 processing, focused attention, and active participation.71 In terms of the subject arrangement, Calculus I, General Physics I, and Engineering72 Mechanics I were chosen as AFL subjects. Calculus and Physics courses are core courses73 for all STEM students in most North American colleges and universities in first-year74 students' year. All assessment tools were developed and utilized to assure that the activities75 conducted were well aligned with the project goals, determining if AFL-guided learning76 design helped improve

Conference Session

NSF Grantees Poster Session

Collection

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

, (2) implement, test, and study through research and project evaluation strategies forsystematically supporting student academic and career pathways in STEM, includingdevelopment of STEM identity, (3) contribute to the knowledge base through investigation of theproject's four-year multi-modal program so that other colleges may successfully implementsimilar programs, and (4) disseminate outcomes and findings related to the supports andinterventions that promote student success to other institutions working to support low-incomeSTEM students.The purpose of this paper is to analyze data from a repeated-measures design to provide aholistic narrative about the effects that the academic and support activities offered to LIONSTEM Scholars have on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

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NSF Grantees Poster Session

University of Pittsburgh (Pitt), Purdue University, and the University of California, Irvine(UCI) collaborate on the project entitled “Collaborative Research: Course-based Adaptations ofan Ecological Belonging Intervention to Transform Engineering Representation at Scale.” Thebrief ecological intervention implementation uses one class meeting and has erased gender andrace-associated inequity in academic achievement in introductory STEM courses [1]. Theintervention is contextualized [2] for each course at each university and has been successfullytested with enthusiastic faculty involvement in the first and second years of the grant project. Inour current year (third year), we have focused further on implementation processes (i.e., materials,training

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Ivy Chin, University of Nevada, Reno; Joseph Bozsik, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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NSF Grantees Poster Session

Vollstedt, Ivy Chin, Joseph Bozsik, Julia Williams,Adam KirnIntroduction: The National Science Foundation S-STEM project entitled “Creating Retention andEngagement for Academically Talented Engineers (CREATE)” was designed to support low-income, high achieving engineering students achieve academic success, persist to graduation, buildself-efficacy, and develop engineering identity. The scholarship-based cohort program is locatedwithin the College of Engineering at a large western land-grant university and recruited twocohorts of 16 based on academic talent and demonstrated financial need [1 – 8]. The program hasretained 25 of the original 32 students (referred to as scholars) with six new scholars fillingvacancies, leading to a current total of 31

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janeth Martinez-Cortes, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

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Diversity, NSF Grantees Poster Session

engineering faculty engagedwith the LR-LS framework. Our findings indicated moderate to high implementation of the LR-LS framework in lesson study meetings and classroom observations. Figure 1 illustrates themean composite scores per LR-LS component by engineering faculty engaged in lesson studymeetings across time. Average scores ranged from 1.28 to 2.90, showing moderate to highimplementation among engineering faculty. Faculty 1 demonstrated moderate levels ofimplementation with a mean score clustered at 1.60. Faculty 2 demonstrated higher levels ofimplementation across time, with a mean score of 2.38. Of note here is that each componentscore had at least a 2.5 average by the final implementation of the project, suggesting thatsustained engagement

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Monica E. Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

disciplinary choice, performance, and persistence? Does the effect vary across different demographic groups?Project PlanThese questions will be answered through an exploratory mixed methods research design, asshown in Figure 1. Exploratory mixed methods designs are appropriate when measures orinstruments are not available to measure the phenomenon of interest, the potential variables areunknown, or there is no framework or theory to guide the research3. The instrument developmentmodel chosen for this research begins with the collection and analysis of qualitative data. We aretrying to capture the breadth of student experiences’ of the effects of precollege engineering, andto accomplish this chose a phenomenographic approach for our qualitative data

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr, University of North Carolina Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette; Eduardo Salas, University of Central Florida; Kyle Heyne, University of Central Florida

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

better raters: Raising the quality of self and peer evaluations using a new feature of the CATME system. Workshop conducted at the Proceedings of the Frontiers in Education Conference, Seattle, WA.  Loughry, M. L., Ohland, M. W., Woehr, D. J., Bedwell, W. L, & Lyons, R. (2012, August). Effective Management of Student Teams Using the CATME System: Practice Informed by Research. Professional Development Workshop (PDW) presented at the Annual Meeting of the Academy of Management (co-sponsored by the Management Education and Development and Organizational Behavior divisions), Boston, MA.  Loughry, M. L. (2012, August). Types of Projects: Implications for Teaching Teamwork. In R. Piccolo & W

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State Univeristy; Inanc Senocak, Boise State University

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NSF Grantees Poster Session

students, 1 a more rational way for us to treat them is to prevent them by trainingstudents before they take relevant coursework.The nationwide trend to reduce the number of credit hours in engineering education haveresulted in a compact and refined curriculum, leaving less time for remedy interventions. Webelieve a foundational understanding of core science and engineering concepts early in thecurriculum is more critical than ever for students to succeed in upper level engineering coursesand improve their problem-solving abilities for multidisciplinary projects. Therefore, we believepreventing and eliminating student misconceptions can be a key strategy to increase retentionrates in engineering degrees.AcknowledgementWe thank the National Science