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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Luisa Guillemard, University of Puerto Rico, Mayaguez; Maryliz Soto, University of Puerto Rico, Mayaguez ; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras

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and the dedicated students participating in theproject. References[1] H. Pain, “A literature review to evaluate the choice and use of visual methods,”International Journal of Qualitative Methods, vol. 11, no. 4, July 2012. [Online]. Available:https://journals.library.ualberta.ca/ijqm/index.php/IJQM/article/view/10397. [Accessed Oct. 25,2022].[2] S. K. Rockwell, J. A. Albrecht, J. A., G. C. Nugent, & G. M. Kunz, (2012). “Using targetingoutcomes of programs as a framework to target photographic events in nonformal educationalprograms,” American Journal of Evaluation, vol. 33, no. 2, June, 2012. [Online]. Available:http://aje.sagepub.com/content/33/2/179. [Accessed Oct. 25, 2022].[3] RISE-UP Program

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Avinash Danda; Bruce L Tai; Vinayak Krishnamurthy; Mathew Kuttolamadom, Texas A&M University

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projects program," 2011 Frontiers in Education Conference (FIE), Rapid City, SD, USA, 2011, pp. T1F-1-T1F-7, doi: 10.1109/FIE.2011.6143064.[6] R. Abler, E. Coyle, A. Kiopa, J. Melkers, "Team-based software/system development in a vertically- integrated project-based course," 2011 Frontiers in Education Conference (FIE), Rapid City, SD, USA, 2011, pp. T3F-1-T3F-7, doi: 10.1109/FIE.2011.6142974.[7] R. Abler, J. Krogmeier, A. Ault, J. Melkers, T. Clegg, E. Coyle (2010) “Enabling And Evaluating Collaboration Of Distributed Teams With High Definition Collaboration Systems” 2010 ASEE Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2-16987.[8] E.J. Coyle, J.V. Krogmeier, R.T. Abler, A. Johnson, S. Marshall

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Matthew Allan Moss, University of South Florida; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

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. Collins, CO: WAC Clearinghouse, 172.Kolb, A., & Kolb, D. (2006). Learning styles and learning spaces: A review of themultidisciplinary application of experiential learning theory in higher education. In LearningStyles and Learning: A Key to Meeting the Accountability Demands in Education (pp. 45-91).New York, NY: Nova Science Publishers.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NewYork: Cambridge University Press.Law, K., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance ina blended learning environment: The mediating effects of social, teaching, and cognitivepresence. Computers & Education, 136, 1-12.Muenks, K., Yan, V., & Telang, N. (2021). Who is

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lisa Ospitale, Stony Brook University

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research enterprise. This is especially valuable in supporting the academic andprofessional success of scholars from diverse backgrounds and will facilitate the continuedsuccess of our REU site program and other undergraduate research programs at our University.Lessons learned can also support other undergraduate research programs by presenting anddisseminating our site structure and operations.Acknowledgements: We gratefully acknowledge the support of the National ScienceFoundation Division of Engineering Education and Centers REU grants 1062806, 1359167,1659657, and 1950645. We also acknowledge the support of Stony Brook University, and inparticular the Center for Inclusive Education, and Brookhaven National Laboratory.References: (1) Kendra S

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas, Austin; Emily Violet Landgren

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forinclusive mentoring: Inclusive Mentoring is a multifaceted and reciprocal relationship in which a mentorengages a protégé(s) from diverse backgrounds to advance their goals and learn from their professionaldevelopment experiences.In addition to establishing a definition for inclusive mentoring, the Experiential Learning working groupspent the summer and fall of 2022 interviewing Presidential Awards for Excellence in Science,Mathematics, and Engineering Mentoring (PAESMEM) recipients to gather an understanding of thecurrent state of inclusive mentoring. Through these interviews the research team identified no onlysupports, but barriers for inclusive mentoring outside of the academic space. As a result, and inconjunction with seminal research from

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Tech; Philip J. Parker, P.E., University of Wisconsin, Platteville

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teams," Journal of Clinical and Translational Science, vol. 5, no. 1, p. E72, 2021, doi: 10.1017/cts.2020.551.[4] S. Mohammed and D. Schillinger, "Translating time-based research into team interventions: An actionable, evidence-based approach," J. Clin. Transl. Sci., vol. 6, no. 1, p. E2, 2022, doi: 10.1017/cts.2021.874.

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Xiaowen Gong, Auburn University; Daniela Marghitu, Auburn University; Thaddeus A. Roppel, Auburn University; Chih-hsuan Wang; Melody L. Russell

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Science Education Technical Symposium, In- ternational Technology and Persons with Disabilities Conference, International Conference on Software Engineering Advances, EDUCAUSE, Association for Advancement of Computing in Education, Inter- national Society for Technology in Education, Society for Design and Process Science, American Soci- ety for Engineering Education, Human Computer Interaction International Conference, and International Academy, Research, and Industry Association) in USA, Canada, England, France, Germany, Spain, Italy, Portugal and Romania. Her work was also presented by co-authors at conferences in Brazil, Taiwan and S. Korea. Among Dr. Marghitu’s honors and awards are the following: 2011

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Luisa Guillemard, University of Puerto Rico, Mayaguez ; Fabio Andrade Rengifo, University of Puerto Rico, Mayaguez ; Ruben Esteban Leoncio Caban

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, «RISE-UP: Una herramienta educativa interdisciplinaria para la generación de infraestructura sostenible y resiliente,» Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vols. 19-20, nº 17, pp. 202-207, 19, 2, 2021.[2] . American Institute of Architects, Integrated Project Delivery: A Guide, Version 1 ed., vol. 1, The American Institute of Architects, 2007.[3] The Glossary of Education Reform, "Capstone Project," 3 2016. [Online]. Available: https://www.edglossary.org/capstone-project/. [Accessed 27, 1, 2023].[4] National Science Foundation, "PAPPG Chapter III," 2018. [Online]. Available: https://nsf.gov/pubs/policydocs/pappg18_1/pappg_3.jsp. [Accessed 27, 1, 2023].[5] U. S. General Services

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

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styles and learning spaces: A review of themultidisciplinary application of experiential learning theory in higher education. In LearningStyles and Learning: A Key to Meeting the Accountability Demands in Education (pp. 45-91).New York, NY: Nova Science Publishers.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NewYork: Cambridge University Press.Law, K., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance ina blended learning environment: The mediating effects of social, teaching, and cognitivepresence. Computers & Education, 136, 1-12.Muenks, K., Yan, V., & Telang, N. (2021). Who is part of the “mindset context”? The uniqueroles of perceived professor and

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Kaczmarczyk, Lisa Kaczmarczyk PhD Consulting, LLC; Daniel Pinedo, Lisa Kaczmarczyk PhD Consulting, LLC

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Journal of Program Evaluation, vol. 33, no. 2, 2018.[7] S. D. Gest, D. W. Osgood, M. E. Feinberg, K. L. Bierman, and J. Moody. "Strengthening prevention program theories and evaluations: Contributions from social network analysis," Prevention Science, vol. 12, no. 4, pp.349-360, 2011.[8] T. W. Valente. Social networks and health: Models, methods, and applications (vol. 1). New York: Oxford University Press, 2010.[9] B. Hoppe, and C. Reinelt. "Social network analysis and the evaluation of leadership networks." The Leadership Quarterly, vol. 21, no. 4, pp. 600-619, 2010.[10] V. M. Pitts, and J. P. Spillane. "Using social network methods to study school leadership," International Journal of Research &

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kimberly A. Luthi, Embry-Riddle Aeronautical University - Worldwide; Lisa Macon, Valencia College; Mohua Kar, Valencia College

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the study was limited to a single institution type, the use of PLTL in the introductoryengineering courses showed significant change on survey results and participant feedback isoverwhelmingly positive. The investigative team will continue to track participants’ currentmajor, mathematics progression, and overall academic progress during future terms and willdisseminate the results for future researchers to adapt to new studies serving different studentdemographics.AcknowledgementsThis paper is based on the work supported by the National Science Foundation under Grant No.1712008. All opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s).References 1. Bandura, A. (1986). The explanatory

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Saryn R. Goldberg, Hofstra University; Chris Venters, East Carolina University; Amy Masnick, Hofstra University

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, H.-C. Tsai, and H.-L. Wu, “Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students’ question-generation in a science class,” Australas. J. Educ. Technol., vol. 29, no. 3, pp. 416–433, Jun. 2013, doi: 10.14742/ajet.197.[8] A. King, “Effects of self-questioning training on college students’ comprehension of lectures,” Contemp. Educ. Psychol., vol. 14, no. 4, pp. 366–381, 1989, doi: 10.1016/0361- 476X(89)90022-2.[9] A. L. Brown and A. S. Palincsar, “Inducing Strategic Learning from Texts by Means of Informed, Self-Control Training. Technical Report No. 262,” Illinois Univ., Urbana. Center for the Study of Reading & Bolt, Beranek and Newman, Inc., Cambridge, MA

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2021 ASEE Virtual Annual Conference Content Access

Authors

Leen-Kiat Soh, University of Nebraska - Lincoln; Gwen Nugent, University of Nebraska - Lincoln; Wendy Smith, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska - Lincoln; John T. Sutton, ResultED LLC; Kent Steen, Lincoln Public Schools

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the activities was on K-8 curriculum and waysthe CS concepts can be enacted with students via plugged and unplugged lessons. Thecurriculum focus also included numerous discussions about how to adapt provided curriculum tomake it appropriate for students with varied background experiences. During the last twoSaturdays for Cohort 1 (March/April 2020) and then for all of Cohort 2’s Saturdays (fall2020/spring 2021) an additional focus became discussing how to enact CS lessons in remotelearning environments, including asynchronously. Initially workshops were held in person,before COVID-19 pandemic required shifting to the online Zoom conferencing platform. Theworkshops were designed to be very interactive and discussion-based, with only

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 30 journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachael Paige Shemran, Arizona State University ; Renee M Clark, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Clemson University; Kristen Parrish, Arizona State University

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(3), 244-259.Berland, M., and Lee, V. R. (2012). “Collaborative strategic board games as a site for distributed computational thinking.” Developments in Current Game-Based Learning Design and Deployment, 285.Chan, E. H., Chan, M., Scott, D., and Chan, A. T. (2002). “Educating the 21st century construction professionals.” Journal of Professional Issues in Engineering Education and Practice, 128(1), 44-51.Chen, S., and Michael, D. (2005). “Proof of learning: Assessment in serious games.” Retrieved October, 17, 2008.Dewoolkar, M. M., George, L., Hayden, N. J., and Neumann, M. (2009). “Hands-on undergraduate geotechnical engineering modules in the context of effective learning pedagogies, ABET outcomes

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Mohamed Elzomor P.E., Arizona State University; Kristen Parrish, Arizona State University

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to Understand Urban Sustainability Strategies through Vertical Integration: Years 1 through 3. 123rd ASEE Annual Conference, 26-29 June 2016 New Orleans, LA. American Society for Engineering Education, 4 pp. .HUNG, I., CHOI, A. C. & CHAN, J. S. 2003. An integrated problem-based learning model for engineering education. International Journal of Engineering Education, 19, 734-737.MANN, C., PARRISH, K. & CHESTER, M. 2015. Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration. 122nd ASEE Annual Conference, 14-17 June 2015 Seattle, WA. American Society for Engineering Education, 4 pp. .SEAGER, T., SELINGER, E. & WIEK, A. 2012. Sustainable engineering science for

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Earl

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Mathematics. In ASEE AnnualConference.O’Connor, K., Peck, F. A., Cafarella, J., Sullivan, J. F., Ennis, T. D., Myers, B. A., … Louie, B.(2015). Constructing “calculus readiness”: Struggling for legitimacy in a diversity- promotingundergraduate engineering program. 122nd ASEE Annual Conference and Exposition,26.397.1-26.397.17.Habre, S. (2002). Writing in a reformed differential equations class. In International Conferenceon the Teaching of Mathematics.Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and collegemajor: A large-scale longitudinal study on the impact of certainty beliefs. ContemporaryEducational Psychology, 32(3), 348–366.Froyd, J. E., & Ohland, M. W. (2005). Integrated Engineering Curricula

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2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College; David Jonathan Woehr, University of North Carolina, Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants

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Consultant for the National Center for Women in Information Tech-nology (NCWIT) and, in that role, advises computer science and engineering departments on diversifyingtheir undergraduate student population. She remains an active researcher, including studying academicpolicies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well asstudent veterans in engineering. Her evaluation work includes evaluating teamwork models, statewidepre-college math initiatives, teacher and faculty professional development programs, and S-STEM pro-grams. c American Society for Engineering Education, 2018 Optimizing Student Team Skill Development using Evidence‐Based Strategies: Year 3

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2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

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evidence-based practices into theircourse(s), participate in workshops, conduct research on their own practices and share the results.To maximize the impact of changes in teaching practices, the project targets the introductorycore courses of the engineering curriculum (Table 1), currently followed by approximately 70%of undergraduates at the university, about 650 students per year. Students in basic sciences andcomputer science programs, another 15% of the population, take a subset of the courses, so theprogram will impact ~85% of undergraduates at Stevens, of whom 28% are women and 12%underrepresented minorities. For clarification of Table 1, a core thermodynamics requirement ismet through three “flavors’, mechanical (ME 234), chemical (CHE 234

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Ann Saterbak, Duke University; Megan McSpedon, Rice University; Michael Wolf, Rice University; Kristi Kincaid, Rice University

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Director of the Rice Emerging Scholars Program, an initiative he co-founded in 2012. The Rice Emerging Scholars program is a comprehensive 2-4 year program that begins the summer before matriculation for a group of matric- ulating Rice students whose preparation for STEM is weaker than those of their peers.Dr. Kristi Kincaid, Rice University Department of Chemistry c American Society for Engineering Education, 2018 Examining First-Year Chemistry Outcomes of Underprepared STEM Students Who Completed a STEM Summer Academic Bridge ProgramAbstractThis NSF S-STEM Grantee poster examines the results of Rice University's summer science,technology

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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Communities: Creating Connections Among Students, Faculty, and Disciplines, Jossey-Bass, San Francisco: CA.3. Kline, A., Aller, B., and Tsang, E (2011), “Improving Student Retention in STEM Disciplines: A Model That Has Worked,” Proceedings of the American Society for Engineering Education Annual Conference, Vancouver, B.C., Canada, June 26-29, 2011.4. Stanford, C., Cole, R. S., Froyd, J., Henderson, C., Friedrichsen, D., Khatri, R. (2017). “Analysis of Propagation Plans in NSF-Funded Education Development Projects,” Journal of Science Education and Technology, 26 (4), pp.418-437.5. Foote, K., Knaub, A., Henderson, C., Dancy, M., & Beichner, R. J. (2016). Enabling and challenging factors in institutional reform: The case of SCALE-UP

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Dorothy Sisk; Nicholas Andres Brake, Lamar University; Xianchang Li, Lamar University; Xinyu Liu, Lamar University; Jiang Zhou, Lamar University

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participated in the RET program at LUCollege of Engineering. This six-week program, open to all high school teachers in the STEMdisciplines in Texas, sought to advance educators’ knowledge of concepts in design andmanufacturing as a means of enriching high school curriculums and meeting foundationalstandards set by 2013’s Texas House Bill 5. These standards require enhanced STEM contents inhigh school curricula as a prerequisite for graduation, detailed in the Texas Essential Knowledgeand Skills standard. In the mornings, teachers attended daily workshops to enhance theirknowledge of topics in advanced design and manufacturing before embarking on applicableresearch projects in the afternoons. All six LU engineering professors each led one week

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie Ph.D., Gullie Consultant Services; Dianna Newman, University at Albany-SUNY; Mohamed F. Chouikha, Howard University; John D. Kelly, North Carolina A&T State University; Craig J. Scott, Morgan State University; Mandoye Ndoye, Tuskegee University; Ibibia K. Dabipi, University of Maryland, Eastern Shore; Corey A. Graves, North Carolina A&T State University; Lei Zhang, University of Maryland, Eastern Shore; Ali Reza Osareh, North Carolina A&T State University; Sacharia Albin, Norfolk State University; Demetris Geddis, Hampton University; Petru Andrei, Florida A&M University/Florida State University; Fred Lacy, Southern University and A&M College; Hamid R. Majlesein, Southern University and A&M College; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Yacob Astatke, Morgan State University; Shujun Yang, Alabama A&M University; Li Jiang, Tuskegee University; Ben O. Oni, Tuskegee University; Saleh Zein-Sabatto, Tennessee State University

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Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University

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. Latcha,“ AERIM Automotive-themed REU Program : Organization, Activities, Outcomes and Lessons Learned,” Paper AC 2001-1309, 2011 ASEE Annual Conference and Exposition, Vancouver, Canada, June 2011. 4. E. Seymour, A.-B Hunter, S. Laursen, and T. DeAntoni, T. "Establishing the benefits of research experiences for undergraduates: first findings from a three-year study," Sci. Educ., 88, pp. 493-594, 2004. 5. A.W. Astin, What matters in college? Four critical years revisited. San Francisco: Jossey- Bass., 1993. 6. E. T. Pascarella and P. T. Terenzini, How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass., 1991. 7. Boyer Commission on Educating

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2018 ASEE Annual Conference & Exposition

Authors

Audrey Boklage; Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

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disorder o A temporary impairment due to illness or injury (e.g., broken ankle, surgery) o A disability or impairment not listed above ________________________________________________ o I do not identify with a disability or impairmentQ10 Please print your specific disability/ability statuses in the space below. Examples of statusesinclude: Anxiety, Bipolar disorder, Auditory Processing Disorder, Blindness, Colorblindness,Dyslexia, PTSD, Use of a mobility aid (e.g., wheelchair), etc. Note, you may report more thanone. ________________________________________________________________Q11 With which racial and ethnic group(s) do you identify? (Mark all that apply) o American Indian or Alaska Native o Asian

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samuel J. Dickerson, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Nan Jiang

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., 2018). This scheme has several categories in common with thecategories in the coding scheme for the present work, including Remembering and Improvement.Carberry et al. also used three categories to code definitions of reflection that align with Schon’sand Rose’s theories of reflection, namely “reflection on action,” “reflection in action,” or“reflection then action” (Carberry et al., 2018; Csavina et al., 2017). In Carberry et al.’s study,the majority of student responses (79%) identified reflection as a means of looking back on aprevious event (i.e., reflection on action), and 21% of the responses indicated that reflection wasa means to impact the future by directing future choices (reflection then action) (Carberry et al.,2018). Thus, the

Conference Session

NSF Grantees: Diversity 1

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2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Foundation under GrantNumber [redacted]. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank [redacted] and [redacted] for help with datacollection.References[1] C. Carrico, H. M. Matusovich, and M. C. Paretti, "A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students," J​ournal of Career Development,​ 2017.[2] C. A. Carrico, “Voices in the mountains: A qualitative study exploring factors influencing Appalachian high school students’ engineering career goals,” Ph.D. dissertation, Engineering Education, Virginia Polytechnic

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University; Mike Benton, Louisiana State University

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summer all REU studentsparticipated in a poster sessionwhere they were judged by Figure 1. Images of student participants from the 2016 (left) andfaculty members, leadership 2017 (right) program. (Top) Photos of the group from that year.from the entrepreneurship (Middle) Students participating in the faculty/student softball gameinstitutes, and staff that (2016) and swamp tour (2017). (Bottom) Students presenting their posters during the end-of-summer poster session.participated in the weekly seminar series. Students were judged on their ability to present, theresearch findings, and the entrepreneurship potential of their research project. The top student(s)were awarded a travel

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University; John Jackman, Iowa State University; Farshad Niayeshpour, Iowa State University

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NSF Grantees Poster Session

, USA, 2016 [9] Min, K. J., C. Lou, and C. Wang, “An Exit and Entry Study of Renewable Power Producers: A Real Option Approach,” The Engineering Economist, Vol. 57, pp. 55-75. 2012 [10] T. Kratochwill, J. Hitchcock, R. Horner, J. Levin, S. Odom, D. Rindskopf, and W. Shadish, “Single-Case Designs Technical Documentation”. What works clearinghouse, 2010

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, Arizona State University ; Brooke Charae Coley, Arizona State University, Polytechnic campus; Joachim Walther, University of Georgia; Joshua M Cruz

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autonomically to social stimuli.” Behavioral Brain Research, 41, pp. 81–94.4 Damasio, A, Tranel, D and Damasio, H (1991) “Somatic markers and the guidance of behavior: Theory and preliminary testing,” in Levin, H. S., Eisenberg, H. M., and Benton, A. L. (eds.), Frontal lobe function and dysfunction, New York, Oxford University Press, pp. 217–229.5 Felder, Richard M and Brent, Rebecca (2004) “The intellectual development of science and engineering students. Part 2: Teaching to promote growth.” Journal of Engineering Education, 93(4), pp. 279–291.6 Riemer, M J (2003) “Integrating emotional intelligence into engineering education.” World Transactions on Engineering and Technology Education, 2(2), pp. 189