Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Noemi V. Mendoza Diaz, Texas A&M University; Russ Meier, Milwaukee School of Engineering; Deborah Anne Trytten, University of Oklahoma; So Yoon Yoon, University of Cincinnati; Janie M. Moore, Texas A&M University; Andrea M. Ogilvie P.E., Texas A&M University; Mark Weichold, Texas A&M University

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NSF Grantees Poster Session

University. Her work centers on engineering education research as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativ- ity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co-authored more than 50 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daina Briedis, Michigan State University; Theodore Demetrius Caldwell, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; Emily A. Bovee, Marquette University; Harrison Douglas Lawson, Michigan State University; Mark Urban-Lurain, Michigan State University; Alexandra Anderson Lee, Michigan State University; Amalia Krystal Lira, Michigan State University; Kristy A. Robinson, McGill University; S. Patrick Walton, Michigan State University

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NSF Grantees Poster Session

research interest are student learning and persistence in higher education. Her current projects explore student motivation and success in STEM disciplines at the undergraduate and professional education levels.Mr. Harrison Douglas Lawson, Michigan State University Graduate Student at Michigan State University pursuing a M.S. in Chemical Engineering. After graduat- ing, I plan to pursue doctoral studies at Carnegie Mellon University. My research focuses are biology and education. After graduating I aspire to continue working with education programs and join a university as teaching faculty.Dr. Mark Urban-Lurain, Michigan State University Mark Urban-Lurain is retired as an Associate Professor and Associate Director for

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

future professionaldevelopment directed more towards faculty needs.Activities and Findings:Activity 1: Students Conceptual Understanding of Fundamental Mechanics of Materials TopicsDetailed analysis of all data collected in this, and previous projects related to mechanics ofmaterials (MoM), has been completed and student misconceptions identified. We have about 100interviews with students about their understanding of MoM.FindingsIt was found that students oversimplify the relationship between applied loads and resultinginternal stresses in two primary ways:(1)  They assume that stresses are greatest nearest to the applied load because the effect of the load is less far away from its point of application. This is an oversimplification because

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical Univ., Daytona Beach

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NSF Grantees Poster Session

what they needed toknow in the subject, helped them make a realistic assessment of their own abilities, and providedthem with skills that would be valuable in the future.”In addition to the immediate skills provided by participating in peer review, many researchersrecognize the long-term benefits provided to reviewers. Boud (2000) posited that the focus ofassessment as a whole must be rethought to promote lifelong learning skills. Learning toperform and to respond to formative feedback given by both peer- and self-review are essentialskills for succeeding in a continuous working world that doesn’t assign an end-of-project grade.Teaching students how to perform peer review and how to utilize constructive criticism forimprovement is essential

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala, George Mason University; Jaime Lester, George Mason University

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NSF Grantees Poster Session

distinct feature other than the similarity in the above findings. Thegraph is more connected in the H group, particularly in the last two years. It may suggest thatstudents in CEIE (H group) have formed their cohort and are enrolling in classes together. On theother hand, we watch enormous repetitions of the courses taken in different semesters for the Lgroup, which may propose a split in the group; some students may fail a prerequisite course thathindered them from advancing with the rest of the group.6. ConclusionIn this paper, we present the importance of tracing students’ course taking patterns in pursuanceof understanding the appropriate sequential courses that could improve students’ performanceand education quality. We project the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

over the fiveyear duration of the project. Eligible applicants are evaluated based on financial need, academictalent, and interest in the field. ASPIRE Fellows receive a $2,500 per semester award for up toeight semesters. The Fellows’ progress is monitored from both an academic standpoint (i.e.,GPA) and a personal development standpoint (i.e., relationship with mentors). The ASPIREprogram success is determined by retention and graduation rates, combined with surveys thatcollect information about ASPIRE students’ external employment and perceptions of theprogram.This paper presents details of the ASPIRE program including descriptions of the recruitment andselection process, mentoring program, networking events, and academic design

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Krishna Kumar V. Nedunuri, Central State University; Edison Perdomo, Central State University

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Diversity, NSF Grantees Poster Session

and 25 EnvironmentalEngineering Majors in DoWRM. USE4WRM plans to recruit students through scholarships andincrease enrollment by 32% in ENE and 40% in WRM during the grant period. This will directlyincrease the enrollments in ENE and WRM to 33 and 21 at the end of the project period.USE4WRM will also attempt to maintain an even distribution of 7 male and 7 female studentsthrough the grant. This will increase the number of female students to 20 and that of malestudents to 34, and raise the male to female student ratio from 1:2 to 1:1.7. We will also raiseminimum qualifications for a USE4WRM scholar. The minimum GPA requirement will be 3.0and/or the minimum ACT requirement for the freshmen of 22. Table 1 provides a summary ofthe proposed

Conference Session

NSF Grantees: Diversity 1

Collection

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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Diversity, NSF Grantees Poster Session

postsecondaryeducation choices [2, 3]. Given the unique geographic and cultural factors, it is critical to studyrural students’ college and career choice in context. Thus, this project focuses on ruralcommunities to understand how key stakeholders and organizations support engineering as amajor choice and addresses the following questions:RQ1. What do current undergraduate engineering students who graduated from rural high schools describe as influences on their choice to attend college and pursue engineering as a post-secondary major?RQ2. How does the college choice process differ for rural students who enrolled in a 4-year university immediately after graduating from high school and those who transferred from a 2-year institution?RQ3. How do

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

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Diversity, NSF Grantees Poster Session

related to culture, curriculum, and community to achieve adaptability, innovation, and shared vision. Alongside her research, Dr. Ogle has been active in the development of engaged learning and has led two interdisciplinary undergraduate translational research and education courses - Clemson Engineers for Developing Countries (CEDC) and Clemson Engage. Both courses include trips to developing countries, international internships and sig- nificant fund-raising to support projects with community partners. As a result of her efforts, the CEDC program grew from 25 students to over 100 from 30 different departments and was recognized by the Institute for International Education (IIE) with the Andrew Heiskell Award. As a

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ali Mehrizi-Sani , Washington State University; Robert G. Olsen, Washington State University

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NSF Grantees Poster Session

requires mastery and simultaneous applicationof concepts from several earlier courses. To address this educational challenge, based on thisNSF-supported project, we have designed and developed a software tutor to help students in thiscourse by providing a scaffold to translate visual information (circuit diagrams) to writteninformation (equations) and analyze a power electronic converter circuit. The developedweb-based software tool uses scaffolding as an interactive well-established pedagogical approachto improve students’ learning and problem solving skills. Scaffolding provides students with atemplate and dynamic feedback to assist them in their early stages of learning. In our case, thedeveloped software tutor assists students by scaffolding

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matt R. Bohm, Florida Polytechnic University; Hannah Ingram, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

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NSF Grantees Poster Session

ability to explore the solution spaceduring design, 2.) the ability to generate quality designs, and 3.) the ability represent andunderstand engineered systems. While the funded project work formally began in 2015, the PIsconducted initial studies on teaching functional modeling as early as 2011 [1], and in that workstated one of the research goals was to “… determine the value that functional modeling bringsto the design process.” This paper, and the accompanying poster aim to not only summarize andreport on work done during the NSF funding period, but to also provide the relative backgroundand context of the work and to foreshadow future design modeling research efforts.1 Introduction and MotivationTwo of the PIs became interested in the value

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Rowan University; Stephanie Farrell, Rowan University; Kauser Jahan P.E., Rowan University; Harriet Hartman, Rowan University; Beena Sukumaran, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Sarah K. Bauer, Rowan University; Theresa F. S. Bruckerhoff, Curriculum Research & Evaluation, Inc.; Danilo Zeppilli, Rowan University; Stephanie Lezotte, Rowan University; Danielle Macey

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Diversity, NSF Grantees Poster Session

Hartman, Rowan University Professor of Sociology, Chair of Sociology and Anthropology Department and IRB Chair, Rowan Uni- versity. Co-p.i. of RED NSF RevED project at Rowan University. Editor-in-chief, Contemporary Jewry.Dr. Beena Sukumaran, Rowan University Beena Sukumaran has been on the faculty at Rowan University since 1998 and is currently Vice President for Research and Professor of Civil and Environmental Engineering. She served as Department Head for 7 years. Under her leadership, the Civil and Environmental Engineering Program saw considerable growth in student and faculty numbers. Her area of expertise is in micro-geomechanics and has published over 100 peer reviewed conference and journal papers including

Conference Session

NSF Grantees Poster Session

Collection

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

of theory, inter- and trans-disciplinary and inter-professional education and practice, and professional so- cialization. She has experience teaching across the social work education continuum, with an emphasis on theory, practice, and the relationship between theory, research, and practice. She is engaged in an ongoing collaborative research program with colleagues from engineering to develop inter-disciplinary approaches to education for reflective inter-professional practice in a global society. She also collaborates with colleagues from multiple disciplines on community engaged projects focused on sustainability. c American Society for Engineering Education, 2019 Shame in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

as a direct prerequisite or corequisite.We chose this criterion because these courses are expected to be the most directly impacted bythe calculus sequence. We narrowed the sample pool by selecting only those faculty memberswho taught these courses during the Fall 2014 or Spring 2015 terms (a pool of 60 faculty). Thisensured that these faculty members remembered their experiences teaching the selected courses.On occasion participants encouraged us to interview another faculty member who failed to meetour criteria but were considered to be important voices in our campus’s dialogue about this topic.Two such faculty were added to the sampling pool. By the end of the project, we plan tointerview at least two faculty members from each of the 12

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vasiliki Ikonomidou, George Mason University; Anastasia P Samaras, George Mason University, VA USA; Vikas Kotari, George Mason University

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NSF Grantees Poster Session

project, two steps are planned to helpbetter assess this point: (a) introduce a self-grading step for the first homework assignment, toavoid students ignoring its results based on a good grade given for effort only, and (b) refine ourquestions to probe specifically for the rubric and the effect of the first homework assignment.The main trend that emerged from our results is that confidence in their ability to solve theassignment problems was the main factor for student choice. Given that most students perceivedthe homework as “difficult” or “challenging”, as indicated by answers to the question “How doyou think the level of this assignment compares to the level expected of the class, as specified inthe rubrics provided,” this indicates that

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

M. J. Klopfstein, Oklahoma State University; Lisa Cota, Oklahoma State University; Don A. Lucca, Oklahoma State University; Xiaoliang Jin, Oklahoma State University; Prabhakar R Pagilla, Texas A&M University

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NSF Grantees Poster Session

) sometimes/occasionally, (D)very little, (E) not at all/never.What is your exposure to nanotechnology? I have: 24) Heard the term nanotechnology. 25) Read [something] about nanotechnology. 26) Watched a program about nanotechnology. 27) Had one [or more] instructors/teachers talk about nanotechnology in class. 28) Participated in an activity involving nanotechnology [lab, project….]. 29) Taken a class about nanotechnology.30) When you hear the term nanotechnology, what length scale “typically” comes to mind? (1) 109 m (2) 106 m (3) 103 m (4) 101 m (5) 10-1 m (6) 10-3 m (7) 10-6 m (8) 10-9 m (9) None of the above

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

developed to date. However, time andphysical space have shown to be a challenge to implementation. Initially, it was envisioned thateach ENGR 1110 section would eventually teach two Grand Challenges a semester. In order toretain other important class features such as the design project, one grand challenge per semesteris more realistic. Now that initial module development and testing has been performed by the PIsand evaluator, the goal is to engage more faculty in implementation and evaluation. This willfacilitate institutionalization and provide more information on the effect of the modules onnanotechnology knowledge, perceptions of engineering as an altruistic profession, and intent topersist in major. The existing modules will be incorporated

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

; demonstrating a positiveattitude toward injury prevention and environmental protection; and regulatory and specialinterests.Desired skill sets or knowledgeParticipants were asked to identify skill sets or knowledge they wish new technicians orengineers had that they don't currently have. The most commonly mentioned needs included:  Programmable logic controller (PLC) and robot controller programming  Soft skills, such as work ethics, customer service, effective communication, conflict resolution, time management, project management  Troubleshooting  Safe working practices  Electrical knowledge - basic single and three phase electrical knowledge; higher voltage power; electric motors and drivesAlso mentioned were CNC

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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Diversity, NSF Grantees Poster Session

the subsequent groups. Transfer-GEMS cohortparticipation for the 2014-2015 academic year (AY) is further illustrated in Figure 1. From thispoint will we refer to those participating in the program as “Transfer-GEMS” and all otherCEFNS transfer students as “Transfers”.   AY 2014-2015 Figure 1. Transfer-GEMS Cohort 1 participation diagram.Theoretical FrameworkThe overarching theoretical framework of this project is linked to Bourdieu’s29 cultural capitalframework, that the “relevant knowledge, information, skills, and resources that individuals cangain that are as valuable as monetary resources” and his theory of social capital, made up ofsocial ‘connections’.30 Bourdieu’s framework

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexander Vincent Struck Jannini, Rowan University; C. Stewart Slater, Rowan University

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NSF Grantees Poster Session

Industry, Occupation, and Percent Distribution, 2012 and Projected 2022," United States Department of Labor, Washington D.C., 2014.[5] C. Rosas, "Process Development," in Active Pharmaceutical Ingredients: Development, Manufacturing, and Regulation, New York, Taylor and Francis, 2005, pp. 9-90.[6] H. Leuenberger, N. Menshutina, G. Betz and M. N. Puchkov, "E-Learning and Development of New Courses and Scientific Work in the Field of Pharmaceutical Technology," Chimia, no. 60, pp. 80-82, 2006.[7] The University of Iowa, "Chemical Engineering - Major Pharmaceuticals," The University of Iowa, August 2012. [Online]. Available: https://www.engineering.uiowa.edu/sites/default/files/cbe/CBE%20Pharmaceuticals%20Maj

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amjad Aman, Department of Mechanical and Aerospace Engineering, University of Central Florida; Yunjun Xu, University of Central Florida; Haiyan Bai, University of Central Florida; Nina Orlovskaya, University of Central Florida

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NSF Grantees Poster Session

, University of Central Florida Haiyan Bai, PhD., is an Associate Professor of Quantitative Research Methodology in the College of Education and Human Performance at the University of Central Florida. Her interests include resampling method, propensity score analysis, research design, measurement and evaluation, and the applications of statistical methods in educational research and behavioral sciences. She has been involved in several large projects of instructional technology use in educational settings. She has published books and many professional articles in refereed national and international journals. She has won several competitive awards at the University of Central Florida for her excellent teaching and research

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson

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NSF Grantees Poster Session

withthe assistance of an NSF grant (# ). A primary activity of this project was to visit the CCs andhold “Be An Engineer” Days. Through working with liaisons at each CC and with mathematicsand engineering professors who would let their students out of class to attend the hour event. Theevent included engineering student role models and industry representatives. We would usuallydraw audiences of 50-100 students. Through these events we were also able to advertise our NSFscholarship program funded by NSF. Even after the grant ran out, we continue to work withthese CCs and attend engineering events on invitation.4When this program ended, we looked for another way to work with CCs. We wanted to know ifwe could use what we had learned with the

Conference Session

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

with a variety of federal, state, local, and corporate education initiatives. Current projects include evaluations of school/community and school/university grants focused on STEM education. Page 26.1523.1 c American Society for Engineering Education, 2015 The Effectiveness of An Adaptive Serious Game for Digital Logic DesignABSTRACTMost students benefit more deeply from guided learning than discovery learning. Even so, not allstudents are alike. Our research contention is that offering differentiated instructions that betterfit students’ educational needs in a narrative virtual reality

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

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NSF Grantees Poster Session

some results of an ongoing engineering education project funded by the NSFTUES-Type 1 program. Research has shown that conceptual understanding plays a critical rolein students’ problem-solving performance. Assessing conceptual understanding is important inorder to design the most appropriate pedagogy to improve students’ problem-solvingperformance. The conventional way to assess conceptual understanding is to conduct assessmenttests (such as the Concept Inventory Test) and/or interviews. In the present study, whichinvolves student learning in a foundational engineering dynamics course, conceptualunderstanding was assessed through student-generated concept maps. Guided by active learningtheory, students developed their own concept maps after

Conference Session

NSF Grantees’ Poster Session

Collection

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

Paper ID #11553Reflection and Evaluation Data from e-Learning Modules on Learning Stylesand MotivationDr. Michele Miller, Michigan Technological University Dr. Michele Miller is a Professor of Mechanical Engineering at Michigan Technological University. She teaches classes on manufacturing and does research in engineering education with particular interest in hands-on ability, lifelong learning, and project-based learning.Parijata Prabhakara, Michigan Technological University Graduate student in Mechanical Engineering Peace Corps Masters International Program at Michigan Technological University; currently serving as a

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Firdous Saleheen, Temple University; ZIcong Wang, Temple University; William Moser, Temple University; Vira Oleksyuk, Temple University; Joseph Picone, Temple University; Chang-Hee Won, Temple University

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NSF Grantees Poster Session

Electron- ics and Telecommunications Research Institute as a senior research engineer. Currently, he is actively guiding various research projects funded by National Science Foundation, Pennsylvania Department of Health, and Department of Defense. His research interests include stochastic optimal control theory, sensing systems, and virtual laboratory assistant. c American Society for Engineering Education, 2016 Effectiveness of a Virtual Open Laboratory Teaching Assistant for Circuits Laboratories Firdous Saleheen, Zicong Wang, William Moser, Vira Oleksyuk, Joseph Picone, Chang-Hee Won Department of Electrical and Computer Engineering

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Christine Tetrick, Washington State Univeristy; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington

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Diversity, NSF Grantees Poster Session

example, 15 million people use the Starbucks mobile phone application whichgenerates 5 millions transactions a week, thus making Starbucks “one of the most successfulsoftware companies on the planet2.” As another example of a company with headquarters inSeattle, Nordstrom’s has nearly 1,000 employees working in their tech unit. Similar storiesabound, resulting in the Puget Sound region being one of the most vibrant in the country forSTEM-related employment. Nevertheless, growth is often accompanied by challenges and thecurrent gap between the number of job openings and qualified employees is projected to increaseto 50,000 positions by 20171.Several large companies have the resources to seek talent from around the world, but this is morethe

Conference Session

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

has conducted over $2,400,000 worth of funded research, with a credit share of more than $1,750,000. Dr. Abbas is an award recipient of $600,000 of the Federal Highway Administration Exploratory and Advanced Research (FHWA EAR). The objective of the FHWA EAR is to ”research and develop projects that could lead to transformational changes and truly revolutionary advances in highway engineering and intermodal surface transportation in the United States.” The award funded multidisciplinary research that utilizes traffic simulation and advanced artificial intelligence techniques. He has also conducted research for the National Cooperative Highway Research Program on developing ”Traffic Control Strategies for

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremi S. London, Virginia Tech; Brooke Charae Coley, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Tech; Natali Huggins, Virginia Tech ; Karen Gilbert, Virginia Tech

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Diversity, NSF Grantees Poster Session

project with three aims:1) advance our understanding of the experiences of successful Black engineering graduates andthe outcomes of engagement with identity-related professional organizations; 2) identifymechanisms that support student success via engagement in these organizations; and 3) producea video series entitled, “The Wisdom Files”, to disseminate stories of engagement andpersistence among Black engineering graduate students. This paper will focus on highlights thatemerged from the systematic literature review conducted during the first phase of the study. Asystematic literature review (SLR) was used to explore and synthesize findings from existingscholarship on the role of professional organizations in supporting Black engineering