Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lesley M Berhan, The University of Toledo; Anne M Lucietto, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

: a generalprofessional category and a scientific professional category. The former would focus on morepractical applications to meet the needs of industry and the latter would be centered on mathand science geared towards careers in design, research, and development. The engineeringfaculty who reviewed the preliminary report rejected this proposal, and the consensus was thatall engineering curricula should incorporate strengthened basic science content. Despite therejection of this proposed bifurcation by the engineering community, many universities beganexpanding their existing two-year technology programs into four year engineering technologydegree programs in the mid-1950’s in response to a need for more practically trained graduateswho

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Paper ID #41350Board 382: Social and Cultural Activities Integrated into International ResearchExperiences for an Undergraduates Program in the Czech RepublicDr. Todd Jeffrey Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineering at The University of Alabama with an active interest in engineering education. He has been the PI of multiple education/research focused grants from the REU, RET, IRES, DUE, and S-STEM programs of the National Science Foundation (NSF). Beyond the education focused efforts, his research explores techniques to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park; Christine Haas, Engineering Ambassadors Network; Karen A. Thole, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Engineering from the University of Illinois, and a Doctorate from the University of Texas at Austin. After receiving her PhD, she spent two years as a post-doctoral researcher at the Karlsruhe Institute of Technology in Germany. Her academic career began in 1994 when she became an Assistant Professor at the University of Wisconsin-Madison. In 1999, she accepted a position in the Mechanical Engineering Department at Virginia Tech where she was promoted to Professor in 2003 and was recognized as the William S. Cross Professor of Mechanical Engineering in 2005. In 2006, she was appointed and continues to hold the position of Head of the Department of Mechanical and Nuclear Engineering at The Pennsylvania State University

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University; Joseph Lee Gutenson, University of Alabama

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NSF Grantees Poster Session

Association 104(6), 44-57.11 Water and wastewater treatment plant and system operators. (2012, March 29). Retrieved from Page 23.1360.11http://www.bls.gov/ooh/production/water-and-wastewater-treatment-plant-and-system-operators.htm12 Frangione, C. S., & Good, J. (2007). Survey finds that lack of operator certification reciprocity hinders the staffingof operations. Weftec. Retrieved from http://www.workforwater.org/WorkArea/linkit.aspx?LinkIdentifier=id

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Erik N Dunmire, College of Marin; Tom Rebold, Monterey Peninsula College; Nicholas Langhoff, Cañada College; Eva Schiorring, EduData4Action

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NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Snyder, Vanderbilt University; Dawit M. Asamen, North Carolina Agricultural and Technical State University; Mohammad Yunus Naseri, Virginia Polytechnic Institute and State University; Niroj Aryal, North Carolina Agricultural and Technical State University; Gautam Biswas, Vanderbilt University; Abhishek Dubey, Vanderbilt University; Erin Henrick, Vanderbilt University; Erin R. Hotchkiss, Virginia Polytechnic Institute and State University; Manoj K. Jha, North Carolina Agricultural and Technical State University; Steven X. Jiang, North Carolina Agricultural and Technical State University; Emily C. Kern; Vinod K. Lohani, Virginia Polytechnic Institute and State University; Landon Todd Marston, Virginia Polytechnic Institute and State University; Christopher P. Vanags, Vanderbilt University; Kang Xia, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

students to perform statistical analysisand data visualization and to use EXCEL spreadsheets for data representation and calculations.While Module 2 does not cover errors in measured data, the other two modules do address thistopic. In the next stage of the module development process, we plan to compare how each course-specific module covered topics such as errors in measured data.Table 6. Example Teaching Modules Module Module 1 (Monitoring Module 2 (Engineering Module 3 (Engineering Tool Topic and Analysis of the Hydrology) Hydrology) Environment) Module Errors in measured Visualization and Errors in measured data, Topic(s) data, Statistical

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University

Tagged Topics

NSF Grantees Poster Session

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

-generation students (LIFGs) can contribute to US engineering problem definition and solving”.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.Bibliography 1. Strutz, M. L., Orr, M. K., & Ohland, M. W. 2012. “Low Socioeconomic Status Individuals: An Invisible Minority in Engineering.” In C. Baillie (Ed.), Engineering and Social Justice: In the University and Beyond (pp. 143-156). Purdue University Press. 2. Ohland, M. et al. 2012. Viewing Access and Persistence in Engineering Through a Socioeconomic Lens. In C. Baillie (Ed.), Engineering and Social Justice: In the University and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

Tagged Topics

NSF Grantees Poster Session

Academy of Engineering Distinguished Visiting Fellow at Loughborough University (UK), as a Nokia-Fulbright Fellow at the Helsinki University of Technology, and as an Erskine Fellow at the University of Canterbury (NZ). Other positions have included periods at Delphi Engineering (NZ) and IBM-Endicott (NY), industrial consulting, and as a Senior Technician at the U of S. Jim is an IEEE Life Fellow and an IEEE Components, Packaging, & Manufacturing (CPMT) Society Distinguished Lecturer. He has served as CPMT Treasurer (1991-1997) and Vice-President for Conferences (1998-2003), and cur- rently sits on the CPMT Board of Governors (1996-1998, 2011-2016) and the Oregon joint CPMT/CAS Chapter Exec and chairs the CPMT

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Zongnan Wang, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Xuan emily Gedney; Alex M. Phan, University of California, San Diego; Nathan Delson, eGrove Education; Maziar Ghazinejad, University of California, San Diego

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help. In addition, in versions of the oral exams that wereintended to give the students extra credit, students found that having a second chance to provetheir knowledge increased their motivation to learn. This highlighted to them that the class wasabout increasing their knowledge rather than penalizing them for their mistakes. D. Did oral exams increase students' understanding of the subject matter?In the end-of-quarter survey, students were asked whether they believe the oral exams increasedtheir understanding of the subject matter. Overall, the majority of students found the oralassessment(s) increased their understanding of the subject matter. 72.1% of the valid responsesanswered “agree/strongly agree” to the prompt, while nearly 21.4

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katrina J. Donovan, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Stuart D. Kellogg P.E., South Dakota School of Mines and Technology; William Cross, South Dakota School of Mines and Technology; Cassandra M. Birrenkott, South Dakota School of Mines and Technology

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NSF Grantees Poster Session

course, theprimary source for the students was the text Science for Potters [3].The open-ended nature of the problem statement provides the teams of students the opportunity tocreate a diverse array of products that can be created from the local minerals. These can be seenby the wide range of products created by the MET 352 teams in the Spring of 2022. In Figure 1,the design competition winners can be seen, a metric based on scientific merit and creativity wasutilized to determine the winner(s), see Table 2. Table 2: MET 352 Principles of Metallurgical Design Project Competition Rubric Creativity and Originality Score Comments Proper labeling: type of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahraa Krayem Stuart, Stony Brook University; Monica Bugallo, Stony Brook University; Kathleen Dinota, Stony Brook University; Hechuan Wang, Stony Brook University; Amanda Esposito, Stony Brook University

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NSF Grantees Poster Session

, no. 1, pp. 1–12, 2013.[9] S. Douglas, “The infinity project: Digital signal processing and digital music in high school engineeringeducation,” in Proceedings of the 2001 IEEE Workshop on the Applications of Signal Processing to Audio andAcoustics (Cat. No. 01TH8575). IEEE, 2001, pp. 1–6.[10] B. Britsch, K. Peterson, and R. Marra, “The national girls collaborative project: Building capacitythrough collaboration,” Women in Engineering ProActive Network, 2008.[11] Z. Krayem, A. Kelly, M. Bugallo, D. Westerfeld, R. Gearns, and K. Westervelt, “Precollege electricalengineering outreach: The design of a home security system,” in Proceedings of the 2018 American Societyfor Engineering Education Annual Conference & Exposition (ASEE), 2018.[12] Z

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

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NSF Grantees Poster Session

in the classroom to more stable levels. Future research should investigate these effectsin a broader range of classrooms within engineering and across related STEM disciplines.Evaluating engagement at a fine-grained level (by TA and by course) provides an opportunity toreduce confounding effects and illuminate distinct effects of faculty vs. TA support in largecourses.AcknowledgmentsThe author would like to gratefully acknowledge the National Science Foundation for theirsupport of this work (DUE grant number 1504618). 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. The author would also like to thank

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; Deirdre-Annaliese Nicole Hunter, La Gran Familia De Gregory; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

determine word relevance in document queries. In Proceedings of the first instructional conference on machine learning.Schellings, G., & Van Hout-Wolters, B. (2011). Measuring strategy use with self-report instruments: theoretical and empirical considerations. Metacognition and Learning, 6(2), pp. 83-90.Sultana, F., Charles, S., & Govardhan, A. (2012). Spam comment detection in blog comments from blog rss feed by modified TF-IDF algorithm. International Journal of Engineering Science and Technology, 4(3).Tarricone, P. (2011) The Taxonomy of Metacognition. New York, NY: Psychology Press.Van Hout-Wolters, B. (2000). Assessing active self-directed learning. In R. Simons, J. van der Linden, & T. Duffy (Eds

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James P Becker, Montana State University; Carolyn Plumb, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

second choices, nearly a fourth of the students ranked it theirlast choice.A second question asked: When you do not understand a concept in one of your math, science orengineering courses, what reason(s) would cause you not to seek assistance? (For example: Areyou too busy? Are you uncomfortable in asking questions of the instructor? Do you figure it isan unimportant question?) The responses to this question were reviewed to find the frequencyof various themes. Table 2 collects the common themes and counts their frequency. A givenresponse from a student could contain multiple themes. Theme Counts Time / Too busy 16

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen H. Edwards, Virginia Tech; Zhiyi Li, Virginia Tech/Department of Computer Science

Tagged Topics

NSF Grantees Poster Session

hoc analysis of the results obtained when applyingthis strategy to existing student submission data. This allows us to investigate what feedback orboosters would have been earned by individual students in a real-life situation to validate thefeedback design before live deployment.Related WorkRewards, Operant Conditioning, and Intrinsic MotivationApplying rewards to increase student motivation has been widely researched in areas includingpsychology, education, and video games 1 2 17 . In 1940’s, Skinner formed the theory of operantconditioning to explain how a behavior can be shaped by its resulting consequences 15 . Bystudying the behavior of animals in experiments, Skinner formulated the underlying ideas ofpositive and negative reinforcement

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Autar K. Kaw, University of South Florida; Yingyan Lou, Arizona State University; Andrew Scott, Alabama A&M University; Ronald L. Miller, Colorado School of Mines

Tagged Topics

NSF Grantees Poster Session

Conference on Mathematics Education in a Global Community, Palermo, Italy, 2007.11. Allen, K., The Statistics Concept Inventory: Development and analysis of a cognitive assessment instrument instatistics (Doctoral dissertation), SSRN Electronic Journal, 2006, doi:10.2139/ssrn.213014312. Wilcox, B., Caballero, M., Baily, C., Sadaghiani, H., Chasteen, S., Ryan, Q., and Pollock, S., “Development anduses of upper-division conceptual assessments”, Phys. Rev. ST Phys. Educ. Res. 11, 020115 – Published 23September 2015, http://journals.aps.org/prstper/pdf/10.1103/PhysRevSTPER.11.02011513. Streveler, R., Miller, R., Santiago-Roman, A., Nelson, M., Geist, M., and Olds, B., “Rigorous Methodology forConcept Inventory Development: Using the 'Assessment Triangle

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Maria Antoun Henri, Texas A&M University ; Norma Perez, Houston Community College; Madeline Burillo, Houston Community College; Roberto Sanchez, Houston Community College

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Diversity, NSF Grantees Poster Session

, "Competency assessment: methods for development and implementation in Nursing education," The Online Journal of Issues in Nursing, September 30, pp. 1-7.10. Voorhees, R. A., 2001, "Competency-based learning models: a necessary future," New Directions for Institutional Research, No. 110, Summer, pp. 5-13. 11  11. Jiang, M., Parent, S., and Eastmond, D., 2006, "Effectiveness of web-based learning opportunities in a competency-based program," International Journal of E-learning, 5(3), pp. 353-360.12. Wood, D., Bruner, J. S., and Ross, G., 1976, "The Role of Tutoring in Problem Solving*," Journal of Child Psychology and Psychiatry, 17(2), pp. 89-100.13. Jones, E.A., and Voorhees, R.A., 2002

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan Munson, University of Wisconsin, Milwaukee

Tagged Topics

NSF Grantees Poster Session

Group LogisticsAs described elsewhere6, students arrive at PLTL groups to find that the mentor hasorganized the seating in the room to be in a U-shape with all chairs and desks facing thewhite board. The mentor takes a seat as if s/he is a part of the group. The mentorfacilitates collaborative group work by opening communication and asking aboutproblem areas from the lecture or homework. Once a problem is stated, the mentor willopen up the discussion of the solution to the whole group. Students begin to work on theproblem which is often chosen from their assigned homework problems. In thebeginning, students may need assistance finding procedures to solve problems in thetextbook, at which point mentors will use some tutoring skills. As the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur Ornelas Jr., Arizona State University; John Sadauskas, Arizona State University; Sandra Houston, Arizona State University; Wilhelmina C. Savenye Ph.D., Arizona State University; Eddy Ramirez; Claudia E. Zapata, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Engineering Courses: Cross-Curricular Coordination & Working Outside of Your Comfort Zone by A. Ornelas, W. Savenye, J. Sadauskas, S. Houston, C. Zapata and E. Ramirez Arizona State University Page 23.161.2 2Abstract: The undergraduate geotechnical engineering introductory course has not beensignificantly modified in decades in U.S. universities, and to date, there is no significantcoverage of unsaturated soil mechanics. Meanwhile, 74% of U.S. geotechnical facultyrespondents to a recent survey indicated that unsaturated soils

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Elif Ozturk, Texas A&M University; Joshua Johnson, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Xiaobo Peng, Prairie View A&M University

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NSF Grantees Poster Session

educational objectives, Complete ed. New York: Longman.   [7] Feltovich, P.J., Prietula, M.J. & Ericsson, K.A., (2006). Studies of expertise from psychological perspectives. In Ericsson, K.A. ed. The cambridge handbook of expertise and expert performance. Cambridge ; New York: Cambridge University Press, xv, 901 p.[8] Chi, M.T.H., (2006). Two approaches to the study of experts’ characteristics. In Ericsson, K.A. ed. The cambridge handbook of expertise and expert performance. Cambridge ; New York: Cambridge University Press, xv, 901 p.[9] Brand-Gruwel, S., Wopereis, I. & Vermetten, Y., (2005). Information problem solving by experts and novices

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

, Oh, s***[sic]. There's like, other ways to go.” ● “like before this lesson, like, I didn't realize that, like, I guess in this, like, never thought about how, like, electric fields point, like, in every single direction. I thought there was space in between each one.” ● “Yeah, I was, I was a little bit confused about like, how it all jutted out of, like, objects. This made it more clear exactly how it's happening.” Q3: What types of properties or rules did students ascribe to the unique representations in thefield they experienced? One of the challenges of creating novel AR environments

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi, P.E., National Science Foundation; Alexander T. Grey, University of Connecticut

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Diversity, NSF Grantees Poster Session

by its inclusion in the 2017-2018 biennial report of the NSF’s Committee on Equal Opportunities in Science and Engineering(13) presented to the U.S. Congress, which states that: “[s]upported by NSF’s Division ofEngineering Education and Centers, this REU site is directed by NSF Faculty Early CareerDevelopment Program awardee […] to provide undergraduate students with Attention DeficitHyperactivity Disorder (ADHD) with interdisciplinary research experience in the cyber andphysical security aspects of critical infrastructure resilience. […] This effort is changing theeducation paradigm from deficit–based to strength–based and make engineering education moreinclusive of diverse learning and thinking styles.”The impact of the program on the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xumin Liu, Rochester Institute of Technology; Erik Golen

Tagged Topics

NSF Grantees Poster Session

thank the anonymousreviewers for their feedback.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] Lillian N. Cassel, Michael Posner, Darina Dicheva, Don Goelman, Heikki Topi, and Christo Dichev. Advancing data science for students of all majors (abstract only). In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017, page 722, 2017.[3] Jeffrey S. Saltz, Neil I. Dewar, and

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dan DelVescovo, Oakland University; Darlene Groomes, Oakland University; Bianca Bryant; Laila Guessous, Oakland University

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funded in 2014-2018 under grant EEC-1359137, in 2010-2013 under grant EEC-1004915 and in 2006-2008 under grant EEC-0552737.References1. 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, 2004.2. A.W. Astin, What matters in college? Four critical years revisited. San Francisco: Jossey- Bass., 1993.3. Pascarella, E. T., & Terenzini, P. T., How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass., 1991.4. Boyer Commission on Educating Undergraduates in the Research University, Reinventing Undergraduate Education: A Blueprint for

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sadan Kulturel-Konak, Pennsylvania State University, Berks ; Abdullah Konak, Pennsylvania State University, Berks ; Chithra Adams, VentureWell; Alexa Joelle Prince; David Robert Schneider; Khanjan Mehta

Tagged Topics

NSF Grantees Poster Session

behavior. Thesituational leadership lens will also be shown to provide a mental model to understand why adirective or supportive practice is appropriate for a particular context. Finally, it will be shownthat mentees can use the mental model beyond STEM innovation and have a framework to use intheir professional careers.AcknowledgmentThis research is sponsored by the National Science Foundation (NSF) Grant (DUE 2120936). Anyopinions and findings expressed in this material are of the authors and do not necessarily reflectthe views of the NSF.References[1] S. Kulturel-Konak, “Overview of Student Innovation Competitions and Their Roles in Stem Education,” in Proceedings of Fall ASEE Middle Atlantic Section Meeting, Virtual, Nov 12-13

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Autar Kaw, University of South Florida; Ali Yalcin, University of Montana; Renee M. Clark, University of Pittsburgh

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Diversity, NSF Grantees Poster Session

Classroom in the Online Environment of Covid? Computer Applications in Engineering Education, 2022. 30(2): p. 517-531.5. Morgan, J., E. Lindsay, C. Howlin, and M. Bogaard, Pathways of Students' Progress through an on-Demand Online Curriculum, in ASEE Conference and Exposition. 2019: Tampa, FL.6. Tsai, Y.-S., D. Rates, P.M. Moreno-Marcos, P.J. Muñoz-Merino, I. Jivet, M. Scheffel, H. Drachsler, C.D. Kloos, and D. Gašević, Learning Analytics in European Higher Education—Trends and Barriers. Computers & Education, 2020. 155: p. 103933.7. Mavroudi, A., M. Giannakos, and J. Krogstie, Supporting Adaptive Learning Pathways through the Use of Learning Analytics: Developments, Challenges and Future

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

written reflection. Still, discussions were robust and useful. As a co-PI team, wediscussed how Year 1’s focus on self-inquiry could have made faculty feel more vulnerable toshare their reflections in writing. We learned from the evaluation reports that some memberswere concerned that, with the small community size, their work would be easily re-identified. Asan alternative data source, we have turned to materials collected during the workshops: Reportsby participants, reflections written by the PI team shortly after each meeting, and the evaluationteam’s reports, which share insightful summaries of focus group data. The research plancontinues to develop.Aim #4: Spread the impact of the FLC beyond the members of the FLC, to create a ripple

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chris Venters, East Carolina University; Saryn Goldberg, Hofstra University; Amy Masnick, Hofstra University; Kaelyn Marks, Hofstra University; Kareem Panton, Hofstra University

Tagged Topics

NSF Grantees Poster Session

, and Z. S. Hazlett, “Relationships betweenPrediction Accuracy, Metacognitive Reflection, and Performance in Introductory GeneticsStudents,” LSE, vol. 21, no. 3, p. ar45, Sep. 2022, doi: 10.1187/cbe.21-12-0341.[11] N. V. Dang, J. C. Chiang, H. M. Brown, and K. K. McDonald, “Curricular Activities thatPromote Metacognitive Skills Impact Lower-Performing Students in an Introductory BiologyCourse,” J Microbiol Biol Educ., vol. 19, no. 1, p. 19.1.10, Mar. 2018, doi:10.1128/jmbe.v19i1.1324.[12] M. J. Hawker, L. Dysleski, and D. Rickey, “Investigating General Chemistry Students’Metacognitive Monitoring of Their Exam Performance by Measuring Postdiction Accuraciesover Time,” J. Chem. Educ., vol. 93, no. 5, pp. 832–840, May 2016, doi:10.1021/acs.jchemed

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley, P.E. , Texas State University; Jeron Tyler Rogers; Justin Keeper; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

all.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumbers 1726306, 1725423, 1725659, 1726047, and 1725785. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. We would also like toacknowledge the collaborating faculty and students on the project, Dr. Julie Linsey, Dr. TracyHammond, Matthew Runyon, Dr. Vimal Viswanathan, and Dr. Ben Caldwell, for their assistancewith data collection and the development of the software.References[1] E. Odekirk-Hash and J. L. Zachary, “Automated Feedback on Programs Means Students Need Less Help From Teachers,” in ACM SIGCSE