Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xumin Liu, Rochester Institute of Technology; Erik Golen

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NSF Grantees Poster Session

thank the anonymousreviewers for their feedback.References[1] Austin Cory Bart, Dennis G. Kafura, Clifford A. Shaffer, and Eli Tilevich. Reconciling the promise and pragmatics of enhancing computing pedagogy with data science. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018, pages 1029–1034, 2018.[2] Lillian N. Cassel, Michael Posner, Darina Dicheva, Don Goelman, Heikki Topi, and Christo Dichev. Advancing data science for students of all majors (abstract only). In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017, page 722, 2017.[3] Jeffrey S. Saltz, Neil I. Dewar, and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

funded in 2014-2018 under grant EEC-1359137, in 2010-2013 under grant EEC-1004915 and in 2006-2008 under grant EEC-0552737.References1. E. Seymour, A.-B Hunter, S. Laursen, and T. DeAntoni, T. "Establishing the benefits of research experiences for undergraduates: first findings from a three-year study," Sci. Educ., 88, pp. 493-594, 2004.2. A.W. Astin, What matters in college? Four critical years revisited. San Francisco: Jossey- Bass., 1993.3. Pascarella, E. T., & Terenzini, P. T., How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass., 1991.4. Boyer Commission on Educating Undergraduates in the Research University, Reinventing Undergraduate Education: A Blueprint for

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

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

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

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

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

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

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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