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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Adam Kirn, University of Nevada, Reno; Kaitlyn Anne Thomas, University of Nevada, Reno; Mais Kayyali, Florida International University; Kelsey Scalaro, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

stakeholder in aposition of power within graduate programs, the graduate program faculty administrators, orGraduate Program Directors (GPDs). GPDs can shape departmental procedures, enactinstitutional policies, and disrupt power dynamics between faculty and students [1] and as such,are central to improving and sustaining graduate mental health and well-being. Still, as priorwork has shown, little attention is given to and little is known about GPDs [2]. To that end, theproject discussed in this paper is examining the mental health crisis from the perspective ofGPDs and exploring the role of GPDs in integrating frameworks of care into engineeringgraduate programs and learning environments.Through research on those who hold power in the graduate

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

grant, seeks to examine the effectiveness of STEM-ID when implemented indiverse schools within a large school district in STEM-ID. Investigating implementation ofSTEM-ID in diverse settings represents a major priority of our project’s research agenda. To thisend, the project applied the Innovation Implementation framework [1] to launch its fidelity ofimplementation research in the fall of 2022. Over the course of the 2022-23 school year, wegathered data through classroom observations, interviews, surveys and focus groups tounderstand the critical components of the curricula, necessary support factors, and challengesrelated to the successful implementation. This paper highlights illustrative findings from ourresearch exploring the implementation

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Wu, East Carolina University; Sergiu Dascalu, University of Nevada, Reno; Zhen Zhu, East Carolina University; David Feil-Seifer; Marjorie Campo Ringler, East Carolina University; Bryan C. Hutchins; Laura Rosof; Ponkoj Chandra Shill, University of Nevada, Reno; Hossein Jamali, University of Nevada, Reno; Frederick C Harris Jr., University of Nevada, Reno

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NSF Grantees Poster Session

, we can gather and address them through collaboration with the roboticscommunity and course content creators. Our user study results demonstrate the promise of thismethod in delivering undergraduate-level robotics education tailored to individual learningoutcomes and preferences.1 IntroductionUniversity and community college education, aimed at workforce preparation, can sometimesface limitations in course and degree availability. While courses related to robotics and advancedmanufacturing are often listed in catalogs, students may encounter difficulty enrolling due to ashortage of robotics instructors, as observed in our collaborative work with North Carolina andNevada community colleges and universities. This shortage, based on our

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melissa Joan Caserto, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Aaron W. Johnson, University of Michigan

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NSF Grantees Poster Session

prepared for real-world engineering application.IntroductionIn many courses required for the engineering curriculum, students complete “textbook” problemsthat require following a standard procedure to apply relevant equations to solve [1]. Theseproblems are well-defined with one single correct answer that typically can only be reachedthrough one solution path. While these problems regularly fulfill the curriculum requirements,they do not necessarily prepare students for work as an engineer outside of academia [2], [3], [4].Ethnographic studies of engineers in the workplace show that well-defined problems like theseare not encountered in the engineering profession; rather, professional engineers solveill-defined, complex problems in which the core

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

Chapter of the National Society of Black Engineers (NSBE).Dr. Anne M Lucietto, Purdue University, West Lafayette Dr. Lucietto has focused her research in engineering technology education and the understanding of engineering technology students. She teaches in an active learning style which engages and develops practical skills in the students. Currently she is explo ©American Society for Engineering Education, 2024 Understanding why some African American Students Chose Engineering Technology over Engineering and the Implications of this ChoiceA. IntroductionAccording to data from the American Society for Engineering Education (ASEE) [1], theenrollment in both bachelor’s and master’s

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; Athena Wong, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine; Lorenzo Valdevit

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Diversity, NSF Grantees Poster Session

community colleges holds great potential in contributingto the desired diversification of the engineering workforce[1]. However, transfer studentscommonly experience a “transfer shock” when transitioning from community colleges to four-year bachelor-degree awarding institutions. They need to learn to navigate a new environment[2] and often struggle to gain access to departments, people and guidance to help them with thistransition [3,4]. Due to the fact that they are also joining already existing social networks, theyoften also experience a lack of personal relationships with faculty and a lack of social integrationinto their peer group [3,4]. All these extra challenges can affect their academic achievement,retention, and degree attainment

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tamara Floyd Smith, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Kelly J Cunningham

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NSF Grantees Poster Session

an active member of IEEE (senior) and ASEE.Kelly J Cunningham ©American Society for Engineering Education, 2024 What Works: Intra-Institutional Partnerships and Processes for S-STEM Recruitment1 AbstractScholarships in Science Technology Engineering and Math (S-STEM) is a national programadministered by the National Science Foundation (NSF). The purpose of the S-STEM programis to provide scholarships and programming to recruit, retain and graduate low-income scholarsin STEM disciplines. S-STEM offers grants in three tracks: Track 1, Institutional CapacityBuilding; Track 2, Implementation by a Single Institution; and Track 3, Inter-InstitutionalConsortia. Currently, West

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro P.E., University of Miami; Aaron Heller, University of Miami

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NSF Grantees Poster Session

links between student'spsychological state of mind and their academic performance and persistence over the course of asemester in a Statics class. It is well known that students perceive Statics as a "threshold" or"weed out" class due to its low passing rates [1, 2] that are often below 70%. Students who areunable to pass the course may ultimately withdraw from an engineering major. As a result,persistence and retention in engineering is hampered, which is typically magnified inunderrepresented groups.The primary goal of this research is to identify links between students' self-efficacy, motivation,emotional states, and other factors that may serve as early-warning indicators of dropout. Theresearch is based, in part, on the fundamental concept

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University; Cesunica E. Ivey, University of California, Berkeley; Shakira Renee Hobbs, University of California Irvine; Maya A Trotz, University of South Florida; Cliff I. Davidson, Syracuse University; Susan J. Masten P.E., Michigan State University; Sheryl H Ehrman, San Jose State University; Chang-yu Wu, University of Florida

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Diversity, NSF Grantees Poster Session

Alignment of Community Engagement in STEM (SPACES) is acollaborative research effort under the National Science Foundation’s ADVANCE program. Theoverarching goal of SPACES is to build an inclusive academic culture to address intersectionalgender-race-ethnicity inequities in Environmental Engineering (EnvE) via the application ofevidence-based strategies for systemic change. The two main thrusts of the project are to addresssystemic problems that cause: (1) underrepresented minority women faculty (URMWF)experiences of isolation in and/or departures from STEM academia and (2) the devaluation ofresearch conducted by URMWF, especially community-engaged research (CER). SPACES is acollaborative effort of faculty and administrators from 11 universities

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Kristin Kelly Frady, Clemson University

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NSF Grantees Poster Session

centered on manufacturing. 1–4 However, no sites until now have focused on introducing teachers tomanufacturing in the southeastern US and investigated regionally-important questions related to workforcedevelopment, teacher learning and professional development, and post-secondary educational pathways.Therefore a new RET site was nucleated within the southeastern US in South Carolina, where there hasbeen a 17.51% increase in manufacturing establishments between 1990 and 2019.5 A significant increasein the manufacturing in this state has been due to the increase in the manufacturing of transportationequipment.5This RET program was designed to increase teacher participant’s knowledge about the multiple careerpathways in manufacturing and increase

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, University of Colorado Boulder; Lyndsay Rose Ruane, University of Colorado Boulder; Marlene Sulema Palomar, University of Colorado Boulder; Hannah Sanders, University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

? How will we do that - Why didn't it go so CORE COMPONENTS What are the steps? well? OF PALAR 1 Participatory Research: Facilitates deeper engagement and investment by involving participants directly in the research process, enhancing the overall quality and

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Shameeka M Jelenewicz, University of Delaware; Jovan Tatar, University of Delaware

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Diversity, NSF Grantees Poster Session

Participants at the NSF REU Site on Sustainable Resilient Transportation SystemsBackgroundConcepts of sustainability, climate change, and resilience have become increasingly important inundergraduate education across all engineering disciplines. Organizations like the United Nations[1] and the National Academy of Engineers [2] have articulated goals and challenges related tosustainability for the 21st century. Solutions to climate change require interdisciplinary effortsand it is important to engage undergraduate students in these topics to develop a workforce thatis capable of tackling these challenges. There has been a concerted effort to incorporatesustainability topics into the undergraduate engineering curriculum [3]–[8]. In

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Kelly Simmons-Potter, The University of Arizona; Steven J. Zuiker, Arizona State University; Greg Barron-Gafford, The University of Arizona

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NSF Grantees Poster Session

practices,as well as to facilitate students' sharing of citizen science data, lab reports, bestpractices, and their design of garden spaces, PV racking, and irrigation systems.Returning to their campuses in the fall, the SPV Lab teachers engage their students inmeaningful PV engineering, i.e., “real work with real consequences” [1] through citizenscience and community energy engineering across the school year. Students create twomirror garden beds on their campus, one with solar panels over the crops, and onewithout solar panels. Using digital sensors, they collect point-in-time and time seriesdata, which they then analyze, interpret, and share across the SPV Lab network (i.e.,other schools, university researchers, and community partners) to create

Conference Session

NSF Grantees Poster Session

Collection

2024 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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NSF Grantees Poster Session

substantial agreement, and values of 0.81 or above being “almostperfect.” (Landis & Koch, 1977). For the other two semesters, all reflections were independentlycoded by two analysts (i.e., double-coded), with subsequent discussion to reach a consensus onthe final codes. The inter-rater reliability was in the range  = 0.74 to  = 0.93 across all weeks,suggesting substantial (or greater) agreement (Landis & Koch, 1977). A sample of the weeklyquestions (i.e., from a subset of the weeks throughout the semester) is presented next.Weeks 1-3: The week 1 question prompted students to plan (P) an approach for supporting theirin-class problem-solving, while taking into account their pre-requisite knowledge, as shown inTable 1. The week 3 reflection

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

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NSF Grantees Poster Session

Persistence in Engineering via Framing AgencyIntroduction & research purposeThis paper reports results from an NSF CAREER award.With perennial interest in broadening participation in engineering, much focus has been given topredicting persistence. Persistence intentions related to degree completion and pursuance ofengineering career are commonly connected to developing a strong sense of identity in thediscipline and feelings of confidence (or self-efficacy) about disciplinary practices [1, 2]. Whilepsychosocial factors like identity and self-efficacy are often studied in engineering, they are lessoften linked to specific learning experiences, such as design education. Even studiesinvestigating the contributions that design education makes have

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Roy Teahen, Michigan Technological University; Daniel Masker, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University

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NSF Grantees Poster Session

[1–4]. Novice antipatterns are mistakes made in code that seem correct, butcontain logical and structural fallacies. WebTA finds these antipatterns, displays them tothe student, and offers immediate and meaningful, novice-targeted feedback to fix theproblem. WebTA currently supports Java, MATLAB, and Python, with more languages indevelopment [5].ProblemMany of the antipatterns in WebTA are specified using regular expressions. Writing thisregex can be difficult, as consideration needs to be made for both structure of the code andnuances the language ignores, such as whitespace and newlines. Similar antipatternsappear across the different languages, with subtle differences based on the language’srepresentation of logical structures such as if

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

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NSF Grantees Poster Session

Editor for Biological Imaging, Cambridge University Press.Dr. Stephanie S Ivey, The University of Memphis Dr. Stephanie Ivey is the Associate Dean for Research with the Herff College of Engineering and a Professor with the Department of Civil Engineering at the University of Memphis. She directs the U of Mˆa C™s Southeast Transportation Workforce Center and th ©American Society for Engineering Education, 2024 Psychosocial and Skills-Based Outcomes of Participating in Vertically Integrated Projects (VIP)IntroductionVertically Integrated Projects (VIP) is a well-established experiential learning model [1, 2] thatengages undergraduates, from first years to seniors, in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Carissa B. Schutzman Ph.D., University of Cincinnati; Virginia W Lacefield, University of Kentucky; Keren Mabisi

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Diversity, NSF Grantees Poster Session

(NRT) with outstanding demographics1. IntroductionA National Science Foundation Research Traineeship (NRT) that is currently in its fifth year atthe University of Kentucky (UK) aims to enhance graduate education by integrating research andprofessional skill development within a diverse, inclusive, and supportive academy. The first ofseveral previous contributions provides an overall description of the NRT and its evaluation [1].Subsequent contributions have delineated in more detail the description, assessment, andoutcomes of individual NRT components, including i) an onboarding event, a career explorationsymposium, and a multidisciplinary introductory course [2]; ii) a transferable skills course, aninterdisciplinary

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claire Kaat, Georgia Institute of Technology; Pepito Thelly, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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NSF Grantees Poster Session

enables actions suchas effectively removing previously undiscovered hurdles for students who are underutilizingspaces, guiding the design of an effective makerspace from the ground up at locations with fewerresources, and creating effective events or course components that introduce students to thespace in such a way that increases their chances of returning. A deep understanding of thenetwork structure that creates a successful makerspace also provides guidance to educators onthings like the impact of adding learning opportunities through workshop or curriculumintegration and insight into the network-level impacts of the addition of new tools or staff. Thework done over the past 3 years has worked to address the following key objectives: (1

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hrushikesh Godbole, Rochester Institute of Technology; Elizabeth A. Debartolo, Rochester Institute of Technology; Shun Takai, Northern Illinois University

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NSF Grantees Poster Session

team function [1], [2], [3], [4], [5], [6]. In a large capstone courseseveral factors come together to constrain the type of team activity that makes the most sense:the logistics of implementation across many sections and instructors, sustainability, and use ofresources for nearly 500 students per year, and time required of the students relative to theperceived impact of the activity.Williams, et al. [2] evaluated four activities and found that tactile design/construct projects weremore effective than a verbal problem-solving activity at improving a variety of team metrics.They found that while design/construct projects required more consumable resources (e.g., wastegenerated when hundreds of students build paper or balloon towers), they

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Sabina Anne Schill, Colorado School of Mines

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NSF Grantees Poster Session

of these results. After viewing one presentation,student agreement to the statement “I want to become a grade 7-12 teacher.” increased.Implications: Results indicate that using GFO resources can increase student interest in andperceptions of grade 7-12 teaching as a career. Future work includes analyzing the repeated 2023effectiveness study and growing the network of faculty who share these resources to encouragemore students to explore and join the profession and inspire young minds.Introduction & BackgroundState of the Teaching Profession: The Unites States is facing a shortage of qualified middle andhigh school science, technology, engineering, and mathematics (STEM) teachers in nearly everystate [1]. K-12 STEM education forms the

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame

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Diversity, NSF Grantees Poster Session

community development [3-12] with federal support(NSF IUSE Exploration and Design Tier for Engaged Student Learning & Institution andCommunity Transformation). Through examination and refinement, researchers developed theCommunity-Engaged Educational Ecosystem Model (C-EEEM, pronounced ‘seam’) [1, 4, 13].The C-EEEM pilot contributed to our understanding of how to build learning environments thatsupport 1) improvements in student motivation and retention in STEM; 2) changes in placeattachment for participants; and 3) community impacts from project implementation. [4-6, 13,14]. Through support of an NSF IUSE Development and Implementation Tier grant, the C-EEEMis now in its second year for replication in two cities, Youngstown, Ohio and

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Donna Taylor, STEM Education Center at WPI; Erin Solovey, Worcester Polytechnic Institute

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NSF Grantees Poster Session

Board Certification in Early Adolescence Science and has been recognized for her work in the STEM education field for many years.Erin Solovey, Worcester Polytechnic Institute ©American Society for Engineering Education, 2024 Research Experiences for Teachers (RET): Engineering for People and the Planet as Inspiration to Teach Integrated STEMRET Program OverviewThe United Nations Sustainable Development Goals (UN SDGs) are the intellectual focus for aResearch Experience for Teachers (RET) Site in Engineering at Worcester Polytechnic Institute(WPI). The relevant and meaningful contexts of the UN SDGs (Figure 1) allow middle and highschool teachers and their students to make connections

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Ahmad Farooq, Rutgers, The State University of New Jersey

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Diversity, NSF Grantees Poster Session

and ability to teach course content. Instead, the SPVEL connects students’ 1)appreciation for laboratory discipline content and relevance to their career aspirations, 2)engineering role identity development as a function of participation within the lab, and studentsociocultural identities (race, ethnicity, and gender).Research QuestionSPVEL was used to answer two research questions. How do student’s sociocultural identitycharacteristics relate to their perceptions of value in a virtual engineering lab? How are students’perceptions of virtual lab value related to the sociocultural identities and lab report grades?Research Methodology and EnvironmentThis study was conducted in a capstone senior Mechanical and Aerospace engineering

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Boyd, American Institutes for Research; Taylor Lightner, QEM Network; Mercy Mugo

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Reinforcing Retention: Engaging with HBCUs to Identify Best Practices for Graduating Low-Income StudentsAbstract/IntroductionThe purpose of this convergence mixed-method study is to identify factors contributing to STEMdevelopment at HBCUs within the Hub. Obtaining both quantitative and qualitative resultsthrough semi-structured staff interviews, student focus groups, and electronic student surveys atHub institutions enabled the examination of critical factors that influence student experiencesand lead to STEM persistence using the Black cultural student STEM success model [1] as theguiding retention theory. The central research question was: What support structures contributeto student development and persistence at HBCUs within

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

educational practice [1] that provides opportunities forstudents to develop their research and technical skills, network with other students/professors,raise their awareness of graduate studies, and understand the social context of research. Whileundergraduate students are often able to participate in research at their own institution ornationally in the US (through available Research Experiences for Undergraduates sites), it is alsopossible for undergraduates to complete research internationally.In addition to the domestic benefits of research experiences, this provides an opportunity tonetwork with international students/professors, learn about a different country and culture, andlearn new perspectives on how professionals from other countries

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David M. Krum, California State University, Los Angeles; Zoe Wood, California Polytechnic State University; Eun-young Kang, California State University, Los Angeles; Ayaan M. Kazerouni, California Polytechnic State University; Jane L. Lehr, California Polytechnic State University; Sarah Hug, Colorado Evaluation and Research Consulting; Paul Salvador Bernedo Inventado, California State University, Fullerton; Fang Tang; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Yu Sun, California State Polytechnic University; Mohsen Beheshti; Aakash Gautam, University of Pittsburgh; Aleata Hubbard Cheuoua; Sahar Hooshmand; Kevin A Wortman, California State University, Fullerton

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Diversity, NSF Grantees Poster Session

has set four specific objectives. • O1: Designing and bringing curricular and pedagogical changes in the earliest computing courses that integrate considerations of social responsibility into computing assignments (i.e. CS 0, CS 1, CS 2). • O2: Introducing a new intervention in computing courses that focuses on creating a different kind of student experience focused on community driven computing projects. • O3: Building faculty learning communities to help train, orient and support instructors of this curriculum. • O4: Employing a cross site collaboration structure using a collective impact model, allowing variance for each site while working towards a common goal.Our alliance brings together six campuses

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katrina Jolene Donovan, South Dakota Mines; Jon J Kellar, South Dakota School of Mines and Technology; Stuart D. Kellogg P.E., South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Matthew Whitehead, South Dakota School of Mines and Technology; Deborah Jean Mitchell, South Dakota School of Mines and Technology

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Diversity, NSF Grantees Poster Session

critical thinking components, withthe goal of attracting and retaining a more diverse student population.The research hypothesis for this program is that “Positive outcomes can be achieved in anengineering program through strategic curricular and co-curricular modifications that integrateand embrace STEAM program development. Outcomes targeted include innovation, creativity,collegiality, entrepreneurship and broadening of the STEM talent pool [1].”The team has made significant progress in the first and second years of the program [2-3]. TheA+E team has advanced into the third phase (approximately halfway through the three-year award)of the NSF IUSE grant. Notably, the program has reinvigorated the curriculum, including theformation of two new

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

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Diversity, NSF Grantees Poster Session

deconstruct the experience and surface students’ personalvalues among trusted peers.References 1. Planning Committee for the National Summit on Developing a STEM Workforce Strategy, Board on Higher Education and Workforce, Policy and Global Affairs, National Academies of Sciences, Engineering, and Medicine (PC). (2016). Developing a National STEM Workforce Strategy: A Workshop Summary. National Academies Press. 2. The Coalition for Reform of Undergraduate STEM Education (CR). (2014). Achieving Systematic Change: A Source Book for Advancing and Funding Undergraduate STEM Education. Washington, D. C.: The Association of American Colleges and Universities. http://www.aacu.org/pkal/sourcebook3. Kuh, G. D. (2008). High

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2024 ASEE Annual Conference & Exposition

Authors

Juan Francisco Granizo, Embry-Riddle Aeronautical University, Daytona Beach; Lorraine M Acevedo, Embry-Riddle Aeronautical University, Daytona Beach; Magesh Chandramouli, Purdue University Northwest; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Lulu Sun, Embry-Riddle Aeronautical University, Daytona Beach

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Diversity, NSF Grantees Poster Session

. Forour project, we define spatial skills or spatial ability as abilities to mentally manipulate 2D and3D objects that one can acquire through formal training [1], [2]. Research in the past decade hasshown that spatial skills can predict STEM success among students, with findings showing thatspatial skills can have a role in increasing the likelihood of obtaining advanced STEM degrees[3]. Sorby and colleagues have also found that improving spatial skills through interventioncourses can impact the introductory STEM course grade performances of students who take theintervention courses [1]. Specifically, the study has shown such impact on grade performance incourses like Physics and Intro to Engineering, in addition to impact on STEM course GPAs [1