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NSF Grantees Poster Session II

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2025 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Matt Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Jin Ho Jo

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an additional group of undergraduate STEM majors werealso involved in the design and pilot of all activities. Four goals frame this project and research.These are to learn how (1) high school students’ knowledge of STEM careers and STEMdomains change across their participation; (2) the high school students improve their interest inSTEM career attainment and their self-efficacy for career relevant skills; (3) the undergraduateSTEM majors’ views about Communities of Learners of Underrepresented Discoverers developacross their participation; and (4) teachers’ knowledge of current STEM domains, skills, andcareers change. To examine the impact of the programming on each stakeholder group, PEAR’sCIS-S and CIS-E surveys, interviews, activity

Conference Session

NSF Grantees Poster Session I

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2025 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Texas Tech University; Xiong Yu

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Diversity, NSF Grantees Poster Session

connections, and ongoingengagement with REU alumni. Results and mentoring frameworks will be disseminated through theASEE annual conference to benefit the broader engineering community.AcknowledgementsWe acknowledge the support from the National Science Foundation (NSF) through grant #2150000.ReferencesGielen, D., Gorini, R., Wagner, N., Leme, R., Gutierrez, L., Prakash, G., Asmelash, E., Janeiro, L.,Gallina, G., Vale, G., et al. (2019). Global energy transformation: a roadmap to 2050.Veers, P., Dykes, K., Lantz, E., Barth, S., Bottasso, C. L., Carlson, O., Clifton, A., Green, J., Green, P.,Holttinen, H., et al. (2019). Grand challenges in the science of wind energy. Science, 366(6464).Wiser, R., Bolinger, M., et al. (2008). Wind technologies market

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NSF Grantees Poster Session I

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2025 ASEE Annual Conference & Exposition

Authors

Xumin Liu, Rochester Institute of Technology

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NSF Grantees Poster Session

conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] Austin Cory Bart, Dennis G. Kafura, Clifford A. Shaffer, and Eli Tilevich. Reconciling the promise and pragmatics of enhancing computing pedagogy with data science. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018, pages 1029–1034, 2018.[2] Jeffrey S. Saltz, Neil I. Dewar, and Robert Heckman. Key concepts for a data science ethics curriculum. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018, pages

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Weiling Cai, Rowan University; Chenchen Huang, Rowan University; Cheng Zhu, Rowan University; LuoBin Cui

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NSF Grantees Poster Session

. The story-based and task-driven gameplay engages students with fundamentalgeotechnical concepts in a pleasant way. This newly developed educational game can helpthe lecture instructors to expose students to a systematic geotechnical design framework,including laboratory testing, field investigation, structural design and analysis.Acknowledgement: This work was supported by the National Science Foundation under grant number2121277. We also gratefully acknowledge the financial support provided by the Center forResearch and Education in Advanced Transportation Engineering Systems (CREATEs) atRowan University.References:[1] S. López-Querol, S. Sánchez-Cambronero, A. Rivas, and M. Garmendia, "Improving civil engineering education

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

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Safety and Hazard Investigation Board (CSB), “Investigation Report: E.I. DuPont de Nemours & Co., Inc,” Washington, DC, 2011.[6] E. Biddle and S. Afanuh, “Supporting Prevention through Design ( PtD ) Using Business Value Concepts,” Cincinnati, 2015.[7] R. J. Willey, T. Carter, J. Price, and B. Zhang, “Instruction of hazard analysis of methods for chemical process safety at the university level,” J. Loss Prev. Process Ind., vol. 63, no. November 2018, pp. 1–9, 2020, doi: 10.1016/j.jlp.2019.103961.[8] United States Chemical Safety and Hazard Investigation Board (CSB), “Final Investigation Report: Chevron Richmond Refinery #4 Crude Unit,” 2015.[9] S. A. Sloman and P. Fernbach, Knowledge illusion : why

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2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University, Logan; Angela Minichiello, Utah State University, Logan; Zain ul Abideen, Utah State University, Logan ; Talha Naqash, Utah State University, Logan; Assad Iqbal, Arizona State University

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, anddissemination) with three distinct objectives.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No. 1234567.Any opinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] A. Febrian and O. Lawanto, “Do Computer Science Students Understand Their Programming Task? –A Case Study of Solving the Josephus Variant Problem,” Int. Educ. Stud., vol. 11, no. 12, 2018.[2] T. Garcia, and R. R. Pintrich, "Regulating motivation and cognition in the classroom: The role of self- schemas and self-regulatory strategies," in Self-regulation of learning and performance

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Catherine Berdanier, Pennsylvania State University

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from our perspective is that the criticalevents identified as participants may not seem important, urgent, or critical from a faculty memberperspective, but are highly impactful from the student perspective. Therefore, stakeholders(faculty advisors, grad chairs, administrators) handling graduate student issues should be sensitiveof the positionality of the graduate students.Publications:Zerbe, E., Sallai, G., Shanachilubwa, K., & Berdanier, C. G. P. (2022). Engineering graduatestudents’ critical events as catalysts of attrition. Journal of Engineering Education.https://doi.org/10.1002/jee.20481O’Brien, S. and Berdanier, C. G. P. (2022). How ‘returner’ and ‘direct-pathway’ graduate students’experiences may lead to attrition from doctoral

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2023 ASEE Annual Conference & Exposition

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Renata A. Revelo, The University of Illinois, Chicago; Angela Beatrice Warren Lichauco, University of Illinois, Chicago; Anastasiia Rozhkova; Diana Diaz

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to the mentoring aspect of student-professor relationships. For faculty mentors, we willask to describe, in addition to their research projects, their expectations from ERSP scholars andhow they work with undergraduate students. For students, we will add questions about student –mentor relationships to the reflection prompts.AcknowledgementsThe adoption of ERSP at UIC was enabled by a larger project supported by an NSF Grant(#1821501). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] M. Barrow, S. Thomas, and C. Alvarado, “Ersp: A structured cs research program for early- college students

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2023 ASEE Annual Conference & Exposition

Authors

Corey E. Brady, Vanderbilt University; Hyunyi Jung, University of Florida; JOSE DAVID DE LEON ALEJANDRO, University of Florida; Chonika C Coleman-King, University of Florida; Zandra de Araujo, University of Florida; Kayla Sutcliffe, University of Florida

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. She currently serves as a Department Editor for one of the National Council of Teachers of Mathematics (NCTM)’s journals, Mathematics Teachers: Learning and Teacher PK-12 in its Ear to the Ground Department. She served as the president of the Graduate Student Education Council at Purdue University (2012-2013) and a director of mathematical modeling summer camps and after-school programs (2018-2020).JOSE DAVID DE LEON ALEJANDRO, University of FloridaDr. Chonika C Coleman-King, University of Florida Dr. Chonika Coleman-King is currently Assistant Professor of Teachers, Schools, and Society at the University of Florida where she also serves as the Coordinator for Curriculum and Research of the new equity-centered

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

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Todd Freeborn, The University of Alabama; Debra Moehle McCallum, The University of Alabama; Sarah T Dunlap, The University of Alabama

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Paper ID #37261Board 293: First Cohort Experiences During an International ResearchExperiences for Undergraduates Program Focused on Fractional-OrderCircuits and SystemsDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineer- ing at The University of Alabama. He has been supported by the NSF through the REU, IRES, IUSE, and S-STEM programs. As part of this support, he has coordinated REU Sites for engineering students to explore renewable resources and speech pathology, coordinated international research experiences in the Czech

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Omar Ochoa, Embry-Riddle Aeronautical University; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

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continues to evolve,we hope to better understand issues in bringing Agile practices into the academic enterprise.References[1] “Manifesto for Agile Software Development.” 2001. Accessed on 12 Feb. 2021. [Online] https://agilemanifesto.org/[2] M. Lemay. Agile for Everybody: Creating Fast, Flexible, and Customer-First Organizations. Sebastopol, CA: O'Reilly, 2019,[3] S. Denning. The Age of Agile: How Smart Companies Are Transforming the Way Work Gets Done. New York: AMACOM, 2018.[4] “eduScrum” 2021. Accessed on 12 Feb. 2021. [Online] https://www.eduscrum.nl/[5] “Agile methods in software development" in A Journey of Change in the Aircraft Industry. 2016. Accessed 12 Feb. 2021. [Online] https://saabaircraftindustry.com/en/roads-to-new

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2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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. Cegielski, L. A. Jones-Farmer, and C. S. Sankar, “What makeseducational innovations stick? A Delphi Approach,” Proc. of the 2014 ASEE Southeast SectionConference, Macon, GA, USA, March 30 - April 1, 2014. [Online]. Available:http://se.asee.org/proceedings/ASEE2014/ASEE2014SE%20frame.htm[3] E. Rogers, Diffusion of Innovations (5th ed.), New York: Free Press, 2003.[4] A.J. Martin, H.G. Nejad, S. Colmar, and G.A.D Liem, “Adaptability: Conceptual andempirical perspectives on responses to change, novelty and uncertainty,” Australian Journalof Guidance and Counselling, vol. 22, no. 1, pp. 58-81, 2012.http://dx.doi.org/10.1017/jgc.2012.8[5] J. W. Creswell and V. L. Plano Clark, Designing and Conducting Mixed Methods Research

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2021 ASEE Virtual Annual Conference Content Access

Authors

Aldo A. Ferri, Georgia Institute of Technology; James I. Craig, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology

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2 -135 1 -180 10 1 10 2 10 3 0 Frequency (rad/s)   0 5 10 15 20 25 30 frequency (Hz) 35 40 45 50 (a

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Authors

Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University

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maintain a relationship with them and to support their engineering activities aspossible. We plan to continue working with our industry and school partners in each of the fourdiscussion areas listed above. As part of our work we are assessing what “next steps” look likepost this NSF funded ITEST project.AcknowledgementsThis material is based upon work supported by the National Science Foundation’s InnovativeTechnology Experiences for Students and Teachers (ITEST) program under Grant No. 1657263.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. References [1] P. G

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2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

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differences (and similarities) across pathways. Futurelongitudinal analysis will also consider how the participants’ beliefs and identities may havechanged over time. Finally, as a preliminary finding of this work is that smartness can functionas an identity, we also are developing a conceptual model for how to integrate smartness intoengineering identity work based on our data and extant identity literature.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1920421. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] National Science Board

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

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andmodel behaviors that promote a successful college career. Connecting Mentor Partners forAcademic Success in STEM (CoMPASS) is an NSF S-STEM scholarship program developed tocreate a pathway to guide first generation students from the X Public School District to developtheir social capital through intentional mentoring throughout their first year experience at XUniversity and beyond. The multilayered mentoring approach introduced distinctive campusmentors embedded within scheduled programming to align with the student’s first yearexperience. The CoMPASS program began with virtual sessions in spring 2020 as students’ firstinteraction with the campus support network after CoMPASS scholars were accepted into theinstitution, but before they

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

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1 shows asample of an interdisciplinary team composition. Student teams were asked to write a reportwhich consisted of the outline structure shown in Table 2. Table 1: Sample interdisciplinary student team for case study development. Student Team by Discipline Student´s Program of Study Environmental Design Environmental Design Civil Engineering Civil Engineering Surveying Electrical Engineering Table 2: Case study outline. Case Study Outline Title Description Actors involved Location

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tiago R. Forin, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Sarah K. Bauer, Rowan University; Stephanie Lezotte, Rowan University

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funding will aid inthe development of broader institutional change. A major development being undertaken in theproject’s fifth year will be the development of greater connections between our institution andother similar RED grant institutions. The collaboration with other RED institutes will allow theRevED team to have deeper connections with colleagues who wish to change their institutionsand enable broader research in diversity and inclusion.AcknowledgmentsThis material is based upon work supported by the National Science Foundation underIUSE/PFE:RED Grant No. 1623053. 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

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

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extent, a large extent, or a very large extent.ReferencesAmerican Psychology Association Dictionary, American Psychology Association. https://dictionary.apa.org/impostor-phenomenon. Accessed March 15, 2021Bailey, T. Jeong, D. W., & Cho, S. W. (2010) Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29 (2), 255-270Bauer-Wolf, Jeff. “Feeling Like Impostors”. Inside Higher Ed. April 6, 2017. https://www.insidehighered.com/news/2017/04/06/study-shows-impostor-syndromes-effect- minority-students-mental-health (retrieved March 15, 2020).Hansen, Michele, et al. (2013) “Assessing the Effectiveness of a Learning Community Course

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming; Mason Johnson, University of Wyoming

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based upon work supported by the National Science Foundation under DRLGrant #1923542 ”CS For All:RPP - Booting Up Computer Science in Wyoming.” Any opinions,findings, and conclusions or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.References [1] U.S.Census Bureau. National and state population estimates. URL https://www.census.gov/newsroom/press-kits/2017/estimates-demographics.html. Retrieved from. [2] A.C. Burrows. Secondary teacher and university partnerships: Does being in a partnership create teacher partners?, . [3] A. Burrows, G. Wickizer, H. Meyer, and M. Borowczak. Enhancing pedagogy with context and partnerships: Science

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2017 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Polytechnic Institute and State University

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transportationeducation. They are now available to the public. Before-and-after studies showed that theeducational games can improve students’ understanding of the targeted concepts significantly.Updates were made to encounter the issues faced when the games opened to larger scale ofaudiences.For the future work, the team will keep collecting feedback for the games and make updates andrevisions to meet the requirements from the broader user group.AcknowledgementThis work was funded by NSF- TUES-Type 1 grant: Game-Aided Pedagogy to ImproveStudents' Learning Outcomes and Engagement in Transportation Engineering. Grant number1245728.Reference:1. Gwee, S., Y.-S. Chee, and E.-M. Tan. Assessment of student outcomes of mobile game- based learning. in

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2017 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Aran W Glancy, Purdue University, West Lafayette (College of Engineering); Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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between STEMcontent fields and an interdisciplinary approach to learning. This project advances pedagogicalunderstanding about how to teach, assess, and evaluate engineering and STEM in aninterdisciplinary manner and how to translate these evidence-based research findings into broadclassroom practice through the framework and through curricular units.ReferencesClements, D. H. (2007). Curriculum research: Toward a framework for "research-based curricula". Journal for Research in Mathematics Education, 38(1), 35-70.Farmer, S., Moore, T. J., & Tank, K. M. (2015). Using STEM to reinforce measurement skills. Teaching Children Mathematics, 22(3), 196-199. doi: 10.5703/1288284314653Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A

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2017 ASEE Annual Conference & Exposition

Authors

Erica Winterer, University of Texas, Austin; Jeffrey E. Froyd, Texas A&M University; Maura J. Borrego, University of Texas, Austin; Julie P Martin, Clemson University; Nathan Hyungsok Choe, The University of Texas, Austin; jared michael halter, Clemson University; Margaret J. Foster, Texas A&M University

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Student Transfer. Community College Review, 1993. 20(4): p. 27-37.3. Hagedorn, L.S., et al., Transfer between community colleges and 4-year colleges: The all-American game. Community College Journal of Research and Practice, 2006. 30(3): p. 223-242.4. National Academies, Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Diverse Student Pathways, S. Malcom and M. Feder, Editors. 2016, The National Academies Press: Washington, DC.5. National Academy of Engineering, Workshop on Effective Practices in Supporting Transfer Students. 2015.6. National Science Foundation, Women, Minorities, and Persons with Disabilities in Science and Engineering: 2015. 2015, National

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2017 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University

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#P120A140064. Opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding agency.ReferencesAbel, J. & Deitz, R. (2014). Do the Benefits of College Still Outweigh the Costs? Current Issues in Economics and Finance, Federal Reserve Bank of New York, 20(3), 2014.American Psychological Association, (2012). Ethnic and Racial Disparities in Education: Psychology’s Contributions to Understanding and Reducing Disparities, American Psychological Association, 2012.Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125–145.Baum, S

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2017 ASEE Annual Conference & Exposition

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R. Alan Cheville, Bucknell University

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the overall individual ecosystems developed by working groups wereanalyzed by the project evaluators to produce an initial engineering education ecosystem map,Figure 4. Figure 4: Engineering education ecosystem map.CitationsAtman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N. , Stevens, R, . . . Lund , D. (2010). Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. San Rafael, CA.Augustine, Norman R. (2013). No Place Like Home. Innovation America, 11(1).Board, National Science. (2012). Science and Engineering Indicators 2012. Arlington VA: National Science Foundation.Carlson, C. R., & Wilmot, W. W. (2006

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2018 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

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, 31(1):21–32, 1961. [6] A. Collins. Cognitive apprenticeship. In R. Sawyer, editor, Cambridge Handbook of the Learning Sciences, pages 47–60. Cambridge University Press, 2006. [7] D. Jackson. Software Abstractions: Logic, Language and Analysis. MIT Press, 2012. [8] D. Jonassen, M. Davidson, M. Collins, J. Campbell, and B. B. Haag. Constructivism and computer-mediated communication in distance education. American Journal of Distance Education, 9, 1995. [9] S. Kumar and C. Wallace. Instruction in software project communication through guided inquiry and reflection. In Frontiers in Education (FIE). IEEE, 2014.[10] C. McDowell, L. Werner, H. E. Bullock, and J. Fernald. The impact of pair programming on student performance, perception

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2018 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology

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University of Washington and the Making Academic Change Happenpractitioners from Rose-Hulman Institute of Technology. The origin of our partnership occurredin the mid-2000’s when one individual from MACH and one individual from CERSE metthrough a different national project, and subsequently maintained a loose professionalconnection. When NSF encouraged MACH to submit a proposal focused on supporting changefor the RED program, MACH contacted CERSE and a joint proposal resulted. These first stagesof developing the partnership brought to light the expertise contributed by both groups: MACHas experts in change strategies, and CERSE as experts in qualitative research. Our initialexperiences suggested that we would work semi-collaboratively, with major

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2018 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Jing Yan, Nanjing Forestry University; Justin R. Allison, Jackson State University; Zhenbu Zhang, Jackson State University; Huiru Shih P.E., Jackson State University

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level of the learner.Cognition and Instruction, I, 451-463.14. Palincsar, A, S., & Herrenkohl, L. R. (1999). Designing collaborative contexts: Lessons fromthree research programs. In A. O'Donnell & A. King (Eds.), Cognitive Perspectives on PeerLearning (pp. 151-177). Mahwah, NJ: Erlbaum. 15. King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O’Donnell & A.King (Eds.), Cognitive perspectives on peer learning (pp. 87-115). Mahwah, NJ: Erlbaum.16. King, A. (1992). Faciliating elaborative learning through guided student-generatedquestioning. Educational Psychologist, 27, 111-126.17. Swan, M., & Pead, D

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Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R. Hamlen, Cleveland State University

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.[10]. P. Chu, FPGA Design by VHDL Examples: MicroBlaze MCS SoC edition, Wiley & Sons, 2017.[11]. P. Chu, FPGA Design by SystemVerilog Examples: MicroBlaze MCS SoC edition, Wiley & Sons, to be published in September 2018.[12]. J. Corbet, A. Rubini, and G. Kroah-Hartman, Linux Device Drivers: Where the Kernel Meets the Hardware, O'Reilly Media, 2005.[13]. Digilent, Arty FPGA Board Reference Manual, Digilent, 2017.[14]. S. Monk, Programming Arduino: Getting Started with Sketches, McGraw-Hill, 2011.[15]. R. Sass and A. G. Schmidt, Embedded Systems Design with Platform FPGAs: Principles and Practices, Morgan Kaufmann, 2010.[16]. S. Sheppard, et al., Educating Engineers: Designing for the Future of the Field. Jossey

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Authors

Amir Elzawawy , Vaughn College of Aeronautics & Technology; Hossein Rahemi, Vaughn College of Aeronautics & Technology; Yougashwar Budhoo; Shouling He, Vaughn College of Aeronautics & Technology; Margaret Ducharme, Vaughn College

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experiences focused on improving retention and graduation rate.Dr. Hossein Rahemi, Vaughn College of Aeronautics & Technology Dr. Hossein Rahemi is a professor and department chair of Engineering and Technology at Vaughn Col- lege of Aeronautics & Technology. He is the author of two books, Vaughn College Journal of Engineering and Technology (VCJET), numerous conference papers in the areas of solid mechanics, computational mechanics, vibration analysis, fracture mechanics and reliability analysis. He is also a principle investi- gator for the NSF S-STEM grant and the HIS-STEM grant and a student adviser for a number of technical papers in the areas of mechanics, robotics and industrial automation.Dr. Yougashwar