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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

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Diversity, NSF Grantees Poster Session

college: Creating conditions that matter”. San Francisco: Jossey-Bass, 2005.. [3] S. A. Ambrose, M. W. Bridges, M. DiPietro, M. C. Lovett, & M.K. Norman, “How Learning Works: Seven Research-Based Principles for Smart Teaching,” San Francisco: Jossey-Bass, 2010. [4] National Research Council, “Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering.” Washington, DC: The National Academies Press, 2012. [5] Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds). “How People Learn. Brain, Mind, Experience and School.” Washington DC: National Academy Press, 2008. [6] N. Kober, “Reaching Students

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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can be less ubiquitous than they are represented as being in academic settings andby exposing students to some of the ways concepts are represented in professional practice theymay become more aware of the tools and resources engineers use to represent these concepts andtheir role in design efforts.References:[1] Bornasal, F., Brown, S., Perova-Mello, N., & Beddoes, K. (2018). Conceptual Growth in Engineering Practice. Journal of Engineering Education, 107 (2).[2] Johri, A. (2014). Conducting Interpretive Research in Engineering Education Using Qualitative and Ethnographic Methods. Cambridge Handbook of Engineering Education Research. (pp. 551-570).[3] Johri, A, Olds, B.M., & O’Connor, K. (2014). Situative

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Tim Robinson, University of Nevada Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign

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computerprogramming and stuff like that”, “Yeah, I definitely think I need to take a different angle onclasses I choose in high school”. Another theme that emerged is that some campers were morefocused on hands-on activities and wanted to pursue that aspect in the future. Also, we noticedthat they were not quite making the connection between activities and a particular field/s ofengineering. Campers’ comments indicated that they enjoyed the camp and they spoke abouthow they learnt about how many different types of engineering fields existed.DiscussionThree main themes related to research question (2) Which specific activities in the camps lead toa change in identity and interest in engineering? have emerged after analysis to date: 1. Feelingsabout autonomy

Conference Session

NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Pradip K. Bandyopadhyay, Pennsylvania State University, Berks Campus; Ryan Scott Hassler; Mark William Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Abington Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Peter J. Butler, Pennsylvania State University, University Park; Helen Edson, Pennsylvania State University

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American community college (4th ed.). San Francisco Jossey-Bass.Engstrom, C., & Tinto, V. (2008). Access without support is not opportunity. Change: The Magazine of Higher Learning, 40(1), 46–50.Graham, S. W., & Hughes, J. A. (1994). Moving down the road: Community college students’ academic performance at the university. Community College Journal of Research and Practice, 18(5), 449-464.National Center for Education Statistics (2008). Community colleges: Special supplement to The Condition of Education 2008. NCES 2008-033, U.S. Department of Education. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008033.Tinto, V. (1975). Drop-out from higher education: A theoretical perspective on recent

Conference Session

NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Maeve Drummond Oakes, CISTAR at Purdue University; Monica E Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Maryanne Sydlik, Western Michigan University; Kristin M. Everett, Western Michigan University

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has been the lead external evaluator for a number of STEM and NSF-funded projects, including an ERC education project, an NSF TUES III, a WIDER project, an NSF EEC project through WGBH Boston, two NSF RET projects, an S-STEM project, a CPATH project, and a CCLI Phase II project. She also currently serves as the internal evaluator for WMU’s Howard Hughes Medical project, and has contributed to other current and completed evaluations of NSF-funded projects.Kristin M. Everett, Western Michigan University Kristin Everett is a research associate at the Center for Research on Instructional Change in Postsecondary Education (CRICPE) at Western Michigan University and conducts program evaluations and provides

Conference Session

NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Brittany Lynn Butler; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University; Cheryl A. Bodnar, Rowan University

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NSF Grantees Poster Session

Safety Progress,​ vol. 18no. 4, pp. 195–200, 1999.[9] Y. Luo et al. “Chemical Engineering Academia-Industry Alignment: Expectations about NewGraduates.” ​American Institute of Chemical Engineers (AIChE)-National Science Foundation(NSF)​. Internet:www.aiche.org/sites/default/files/docs/conferences/2015che_academicindustryalignmentstudy.compressed.pdf, 2015[10] M.J. Pitt. “Teaching Safety in Chemical Engineering: What, How, and Who?” ​ChemicalEngineering & Technology,​ vol. 35, no. 8, pp. 1341-1345, 2012.[11] D.L. Silverstein, L.G Bullard, W.D. Seider, & M.A. Vigeant. “How We Teach: CapstoneDesign.”​ i​ n ​Proceedings of the 2013​ ​ASEE Annual Conference & Exposition, Atlanta, GA​, 2013.[12] J. Rest, D. Narvaez, M. Bebeau, & S

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Laura R. Ray, Dartmouth College

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NSF Grantees Poster Session

FidgetCars,” 2018 Annual Control Conference (ACC), Milwaukee, WI, June 27-29, 2018.[3] L. Springer, M. Stanne, S. Donovan, “Effects of Small-Group Learning on Undergraduates inScience Mathematics, Engineering, and Technology: A Meta-Analysis,” in Sage Publications,Review of Educational Research, 69(1), 21-51, 1999.[4] National Academies, “Discipline-Based Education Research: Understanding and ImprovingLearning in Undergraduate Science and Engineering,” National Academies Press, 2012.[5] D. Brown, Tracker Video Analysis and Modeling Tool, https://physlets.org/tracker/,accessed February 2, 2018.[6] M. Bristow et al, “A Control Systems Concept Inventory Test Design and Assessment,”IEEE Transactions on Education, vol. 35, no. 2, pp. 203-212, May 2012.

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering); Mackenzie Beckmon Sharbine, Harding University; Jeremiah Sullins, Harding University; Shari E. Miller, University of Georgia

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NSF Grantees Poster Session

processes that individuals might enact in order to meet their own emotionalneeds. By understanding how students maladaptively repair their identities in experiencingshame, we might gain better insight into mechanisms that lead to harmful processes whichmarginalize others. Additionally, by understanding students’ latent capacity to process shame inways that are healthy for them (and others), we might strategically promote templates forstudents to recognize and reframe shame as they develop in their identities.AcknowledgementsThis work was supported through funding by the National Science Foundation (NSF EEC1752897). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

conference and exposition of American Society for Engineering Education, 2007.[6] S. M. Kolb, "Grounded theory and the constant comparative method: Valid research strategies for educators," Journal of Emerging Trends in Educational Research and Policy Studies, vol. 3, p. 83, 2012.[7] H. Boeije, "A purposeful approach to the constant comparative method in the analysis of qualitative interviews," Quality and quantity, vol. 36, pp. 391-409, 2002.[8] V. Schwartz and J. Kay, "The crisis in college and university mental health," Psychiatric Times, vol. 26, pp. 32-32, 2009.

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M Lakin, Auburn University; P.K. Raju, Auburn University; Virginia A. Davis, Auburn University

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Diversity, NSF Grantees Poster Session

of 2020 Adapting Engineering Education to a New Century; National Academies Press: Washington D.C., 2005.(3) Ambrose, S. Undergraduate Engineering Curriculum The Ultimate Design Challenge. The Bridge 2013, Summer 2013, 16-23.(4) Stephens, R. Adapting Engineering Education and Experience to Meet the Needs of Industry and Society. The Bridge 2013, Summer 2013, 31-34.(5) NNI Vision, Goals, and Objectives. http://www.nano.gov/about-nni/what/vision-goals.(6) Resources: Courses Browse Visually. https://nanohub.org/resources/courses (accessed May 25, 2014.(7) Introduction to Nanotechnology. http://www.nanotechproject.org/topics/nano101/introduction_to_nanotechnology/ 2013).(8) Industry Study: Nanotechnology. http

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

.  Meeting as a group to discuss specific action items based on the survey results, such as curriculum changes and development of instructional materials and technologies.AcknowledgementsThis material is based upon work supported by the National Science Foundation’s AdvancedTechnology Education Program under Grant No. 1304843. 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.References1. Bureau of the Census, Statistical Brief: Advanced Manufacturing Technology SB-13-90, U.S. Department of Commerce, Washington, D.C., 1990.2. Online resource available at: http://www.census.gov/foreign- trade

Conference Session

NSF Grantees Poster Session I

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2016 ASEE Annual Conference & Exposition

Authors

Mohamed Elzomor, Arizona State University; Kristen Parrish, Arizona State University; Chelsea Mann, Arizona State University

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NSF Grantees Poster Session

develop solutions. Consistent communication between the twocourses supports professional skill development in both upper- and lower-division studentpopulations.VI. AcknowledgmentsThis research is funded by grant DUE-1245205 from the National Science Foundation (NSF).This support is gratefully acknowledged. Any opinions, findings, conclusions, orrecommendations expressed in this paper are those of the writers and do not necessarily reflectthe views if the NSF.VII. References [1] Hung, I. W., Choi, A. C., & Chan, J. S. (2003). An integrated problem-based learning model for engineering education. International Journal of Engineering Education, 19(5), 734-737. [2] Back, W. E. (2008). “CII Research Needs: An Academic Perspective.” RTC2008-AC1

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Marie Duis, Northern Arizona University; Nena E. Bloom, Center for Science Teaching and Learning, Northern Arizona University; Alexander R Ollerton, Northern Arizona University; Derek L Sonderegger, Northern Arizona University; Vanessa Fitz-Kesler, Northern Arizona University; Pauline L Entin, Northern Arizona University

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program called2NAU, which allows a student to be admitted to NAU while completing an associate's degree ata partner community college. Transfer students are starting to be recognized by NAU as one withspecialized needs. To meet these needs, NAU implemented Transfer and CommuterConnections, a program committed to providing support and services for students who commuteto campus and transfer students that have switched to the Flagstaff campus, in 2014.Transfer GEMSIn 2013 NAU was awarded a National Science Foundation Scholars to Graduates in Science,Technology, Engineering, or Mathematics (S-STEM) grant #1260138 to develop Transfers toGraduates in Engineering, Mathematics and Science (Transfer-GEMS), a program for incomingtransfer students with

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A Atadero, Colorado State University; Christina Paguyo, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Heather Lysbeth Henderson, West Virginia University

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Diversity, NSF Grantees Poster Session

feedback from the courseinstructors. The activities are arranged roughly in the chronological order in which they werepresented to the classes.Student Trading Cards. The work of Barker, O’Neill, & Kazim1 inspired this activity. Theinstructor has a set of cards with each student’s name on a card and when the instructor posesquestions to the class, s/he uses cards to select the student to answer. Using the cards allowsinstructors to more consistently call on all members of the class. We selected this activitybecause when the instructor looks for a response from any student it can help convey themessage that each individual possesses knowledge and personal experiences that might berelevant to an engineering problem. This activity is meant to

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan J Ely, Ivy Tech Community College

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NSF Grantees Poster Session

technology and given classroom resources thatadequately engage students in the material and promote higher levels of learning andunderstanding through engaging the verbal, auditory and kinesthetic learning styles. Onceprovided with the appropriate resources, teachers feel better equipped to educate their studentsand students demonstrate higher levels of engagement with the material.References1. Frohlich, M., S. Brown, and S.L. Jones. Shortage of Qualified Workers is Indiana Manufacturing's Big Obstacle. Inside Indiana Business - http://www.insideindianabusiness.com/contributors.asp?ID=2368 2012.2. High Wage / High Demand Occupations (Indiana), in http://www.hoosierdata.in.gov/dpage.asp?id=60&page_path=&path_id=&menu_level

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Boulder; Jean Hertzberg, University of Colorado, Boulder; Tim Curran, University of Colorado Boulder; Noah D Finkelstein, University of Colorado Boulder

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NSF Grantees Poster Session

adaptingit for this experiment. Thanks to the professional research assistants who supervised theexperiment: Krystin Corby, Shaina Martis, and Chris Bird. And thanks to the student researchassistants who administered the experiment: William “Bill” Carpenter, Bethany Baker, IlaGoldanloo, Karli Heuer, Ashley Nye, Niesha Smith, Payton Stroh, Rosalyn Wong, and Katherine“Katie” Cording.1. Hertzberg, J., Leppek, B. R. & Gray, K. E. Art for the Sake of Improving Attitudes towards Engineering. in Am. Soc. Eng. Educ. (2012). at 2. Pugh, K. J. Transformative Experience: An Integrative Construct in the Spirit of Deweyan Pragmatism. Educ. Psychol. 46, 107–121 (2011).3. Montfort, D., Brown, S. & Pollock, D. An Investigation of

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

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Page 26.771.8 Figure 4. Model map for a low performing VCVD team.AcknowledgementsThe authors are grateful for support provided by the National Science Foundation grant EEC-1160353. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Koretsky, M.D., D. Amatore, C. Barnes and S. Kimura. (2008). Enhancement of student learning in experimental design using a virtual laboratory, IEEE Transactions on Education, 51(1), 76-85.2. Koretsky, M.D., Kelly, C. & Gummer, E. (2011). Student Perceptions of Learning in the Laboratory: Comparison of Industrially-situated Virtual Laboratories

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Saryn R Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy M. Masnick, Hofstra University

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NSF Grantees Poster Session

written feedback returned to students during the next classperiod, indicating whether students’ understanding of the reason for their error(s) was accurate Page 26.587.4and responding to any unanswered student questions.At the end of the semester, student surveys were administered in class to learn more aboutstudents’ perceptions of the value of the additional writing assignments. Students answered 11multiple-choice questions, such as: Writing out questions that I had about a problem in the first part of the in-class questionnaire made it a) a lot easier to identify concepts/computational steps with which I had trouble. b) somewhat

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph A Daraio, Rowan University; Ralph Alan Dusseau P.E., Rowan University

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NSF Grantees Poster Session

an Infrastructure Education Community of Practice,” Parker, Philip; Hart, Steven;Thompson, Keith; and Roberts, Matthew,” 121st ASEE Annual Conference and Exposition,Indianapolis, IN, June 15-18, 2014.[2] Star, S. L., and Ruhleder, K. (1996). “Steps toward an ecology of infrastructure: Design andaccess for large information spaces.” Information systems research, 7(1), 111–134.[3] Edwards, P. N. (2010). A Vast Machine: Computer Models, Climate Data, and the Politics ofGlobal Warming. The MIT Press, Cambridge, MA.[4] Cooper, M. J. P., Beevers, M. D. and Oppenheimer, M. (2005). Future sea level rise and theNew Jersey coast. Technical report, Princeton University. Available athttps://www.princeton.edu/step/people/faculty/michael-oppenheimer

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G Belu, University of Alaska Anchorage

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Foundation (Grant No. NSF-DUE-1141087) for its financial support of the project.References[1] Carliner, S., An overview of online learning, Minneapolis, MN: Lakewood Publications/HRD Press, 1999.[2] Connick, G. P., 1997, “Issues and trends to take us into the twenty-first century,” In T. E. Cyrs (Ed.) Teaching and Learning at a Distance: What it Takes to Effectively Design, Deliver and Evaluate Programs: No. 71. New Directions for Teaching and Learning, San Francisco: Jossey- Bass, pp. 7-12.[3] Hollandsworth, R., “Toward an Instructional Model for Asynchronous Instruction of Interpersonal Communications,” a paper presented at the 27th Annual EERA Meeting, February[4] Abe, K., Tateoka, T., Suzuki, M., Maeda

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert Smith, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

(when they experienced them) were creative andfun. They often found that the engineering projects may have been interesting but were also rigidto some extent and lacked creativity. Students had mixed thoughts on the mathematics course,where some students explicitly expressed their dissatisfaction with the content and the method bywhich the class was taught.References[1] Jonassen, D., J. Strobel, and C.B. Lee," Everyday problem solving in engineering: Lessons for engineering educators", J. Eng. Educ. Vol. 95, No. 2, 2006, pp. 139-151.[2] Wedelin, D., T. Adawi, T. Jahan, and S. Andersson," Investigating and developing engineering students’ mathematical modelling and problem- solving skills", European Journal of Engineering

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Talbot Bielefeldt, Clearwater Program Evaluation

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NSF Grantees Poster Session

the students’ instruction, sothat educators can focus more on the material and the students who need more individualattention. Intelligent Tutoring Systems (ITS) are such systems that provide instructions to usersof the learning system with little to no intervention from the instructor. The major goal of all ITSis to supplement or replace a human tutor’s interaction with the student, sharing theresponsibility with instructors for the type of modeling, coaching and scaffolding needed forguided learning. Typically, ITS systems seek to identify a student’s strengths and weaknesses,offering help where needed either during questioning or after. Popular ITS systems such asAutotutor (S. D’mello and A. Graesser, 2012) have proven to be highly

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin, University of Washington; Dawn Wiggin, University of Washington; Jeremy Kingma, Washington State University; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington; Scott Winter, University of Washington

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Colorado Boulder’sAssociate Dean of Inclusive Excellence Jacquelyn Sullivan and GoldShirt Program DirectorTanya Ennis for their guidance and encouragement throughout the development of theWashington STARS in Engineering Program.This material is based upon work supported by the National Science Foundation Graduate 10K+STEP Grant under Grant No. 1317246 & 1317349.Any opinion, finding, and conclusion or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.1 Great Jobs Within Our Reach: Solving the Problem of Washington state’s growing job skills gap. The BostonConsultancy Group and the Washington Roundtable. March 2013.2 Brower, Aaron M., and Karen K

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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Parijata Prabhakara, Michigan Technological University ; Sheryl A. Sorby, Ohio State University

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NSF Grantees Poster Session

improved.AcknowledgementsThis material is based upon work supported by the National Science Foundation under grantnumber EEC-1024628.References1. M. Miller, S. Sorby and J. De Clerck, “E-Learning Modules for Improving Lifelong Learning Ability,” Proc. ASEE Annual Conference and Exposition, Seattle, June, 2015.2. J. Barsch, Barsch Learning Style Inventory, New York: Academic Therapy Publications, 1996.3. P. R. Pintrich, D. A. Smith, T. Garcia and W. J. McKeachie, Motivated strategies for learning questionnaire, Ann Arbor, MI: The University of Michigan, NCRIPTAL, 1991.4. R. M. Felder and L. K. Silverman, "Learning and teaching styles in engineering education," Engr. Education, Vol. 78, No. 7, pp. 674-681, 1988

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

. 28, Issue 4 (Summer 2008), pp. 43-50.[5] Laursen, S., et al. Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco: Jossey-Bass, 2010[6] Lopatto, D. Science in Solution: The Impact of Undergraduate Research on Student Learning. Tucson, AZ: Research Corporation for Science Advancement, 2009.[7] Taraban, R., and Blanton, R.L., Eds. Creating Effective Undergraduate Research Programs in Science: The Transformation from Student to Scientist. New York: Teachers College Press, 2008.[8] Russell, S.H., Hancock, M.P. and McCullough, J. "Benefits of Undergraduate Research Experiences" Science, Vol. 316, No. 5824 (27 April 2007), pp. 548-549.[9] Zydney, A.L., Bennett, J.S., Shahid, A. and Bauer, K.W

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Spencer Seung Kim, Rochester Institute of Technology (CAST); Elizabeth Dell, Rochester Institute of Technology (COE)

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Diversity, NSF Grantees Poster Session

Guided Inquiry Learning (POGIL),” 2015 N American Materials Education Symposium, Ohio State U., Columbus, OH, March 25-27, 2015. 6. Kenneth P. King, “Examination of the Science-Technology-Society Approach to the Curriculum,” Northern Illinois University. http://www.cedu.niu.edu/scied/courses/ciee344/course_files_king/sts_reading.htm 7. Glen S. Aikenhead, “Science education for everyday life: evidence-based practice,” Teachers College Press, c2006. 8. Avi Hofstein and Vincent N. Lunetta, “The Laboratory in Science Education: Foundations for the Twenty- First Century,” Sci Ed 88:28 – 54, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). 9. Steve Alsop

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NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Naima Kaabouch, University of North Dakota; Deborah Worley, University of North Dakota; Matthew Cavalli, University of North Dakota; Nuri Oncel, University of North Dakota

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’ 9 (3-7) , pp. 163-166, 2012.3. Müller, F., Guggisberg, M., Burkhart, H., Gyalog, T., “Nano-World: A showcase suite for technology-enhanced learning,” IEEE Education Engineering Conference, EDUCON 2010, art. no. 5492456 , pp. 1075-1080, 2010.4. Singh, K.A., “European nanotechnology masters recognition scheme - supporting technical higher education,” Materials Research Society Symposium Proceedings1105 , pp. 8-17, 2008.5. Jeschke, S., Natho, N., Pfeiffer, O., Thomsen, C., “Networking resources for research and scientific education in nanoscience and nanotechnologies,” Proceedings of the 2008 International Conference on Nanoscience and Nanotechnology, ICONN 2008, art. no. 4639290 , pp. 234-237, 2008.6

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NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Tech

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NSF Grantees Poster Session

students in transportation studies through simulating transportation for realistic engineering education and training (STREET). Transportation Research Record, 2009. 2109: p. 12-21.6. Zhu, S., F. Xie, and D. Levinson, Enhancing transportation education through online simulation using an agent-based demand and assignment model. Journal of Professional Issues in Engineering Education and Practice, 2010. 137(1): p. 38-45.7. Di, X., H.X. Liu, and D.M. Levinson, Multi-agent Route Choice Game for Transportation Engineering. 2012.8. Kasaraneni, Y., M.M. Abbas, and L. McNair. Web-Based Game to Improve Learning of Driver Behavior and Control at Signalized Intersections. in Transportation Research Board 88th

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NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saniya Leblanc, The George Washington University; Steffi A Renninger, George Washington University; Ekundayo Shittu, George Washington University

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NSF Grantees Poster Session

. IEEE Nanotechnol. Mag. 6, 27–28 (2012).3. Mohammad, A. W., Lau, C. H., Zaharim, A. & Omar, M. Z. Elements of Nanotechnology Education in Engineering Curriculum Worldwide. Procedia - Soc. Behav. Sci. 60, 405– 412 (2012).4. Roco, M. C. Nanotechnology A Frontier for Engineering Education. Int. J. Eng. Educ. 18, 488–497 (2002).5. Paull, R., Wolfe, J., Hébert, P. & Sinkula, M. Investing in nanotechnology. Nat. Biotechnol. 21, 1144–7 (2003).6. Bhat, J. S. a. Concerns of new technology based industries—the case of nanotechnology. Technovation 25, 457–462 (2005). 8

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity, NSF Grantees Poster Session

, ofstakeholder needs, of the social and environmental context, and of temporal dimensions [4] - [6],[15] - [17]. Our definition of systems thinking is represented in Figure 1, where the “component”of a problem that an individual may be working on is in the center. The expanding circlesrepresent the contexts that can and should be considered in making decisions about thesolution(s) and their appropriateness. Many times, this component is part of a larger technicalsystem, thus other pieces or components within the system both must be considered and can havean impact on the success of the solution. This technical system exists within another existingstructure, such as infrastructure of the environment or regulations in a particular field of