Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell department of Mechanical Engineering; Christopher J Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

millingtools have been considered ranging from inexpensive AC rotary tools to more expensive DCspindles. Off-the-shelf rotary tools are easily integrated in these desktop CNCs by simply fabri-cating an appropriate mount and instrumenting the spindle with an appropriate collet. Of thetools used thus far, the DC spindles offer accurate, quiet, controllable operation while AC toolstend to emit greater noise and can range in their degree of accuracy. However, in the context ofprototyping in the undergraduate curriculum, both AC and DC rotary tools have proven to be ac-ceptable solutions.Figure 1: (a) A Shapeoko II with the University of Massachusetts Lowell modifications shown. (b) A Zentoolworks7” x 12” CNC machine.Nowadays, a wide range of CNC

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

(UK) where he is currently a Professor in the Department of Chemistry and an Associate Director of the Center for Applied Energy Research. At UK he leads a research group focusing on biofuels and environmental catalysis. c American Society for Engineering Education, 2020 Enhancing graduate education by integrating research and professional skill development within a diverse, inclusive and supportive academy1. Background1.1. Challenges faced by graduate education and training in engineering and the sciencesGraduate education and training often take a monodisciplinary approach that is not informed bybest educational practices, ignores the needs and

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of San Diego; Melissa M. Arana ; Mireya Becker Roberto, University of San Diego; Nicole G. Reyes

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Diversity, NSF Grantees Poster Session

Paper ID #30781Integrating Asset-based Practices, Engineering, and NGSS: Lessons fromWorking with Teachers through a Community-focused ApproachDr. Joel Alejandro Mejia, University of San Diego Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frame- works and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and recognition of students and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

between research in a university lab settingto Science, Technology, Engineering, and Math (STEM) concepts and skills in their classroom.Each teacher participating in the RET program develops an “Integrated STEM” 1,2 lesson planinspired by their research experience connected to the UN SDGs.High-quality, “Integrated STEM” education3 (captured by the quote4 below) at the pre-collegelevel is a pressing priority for the United States,5,6 and providing access to all students isparamount for broadening the participation in engineering.7 A high leverage point in this effort isequipping current/future middle and high school teachers8 in underserved areas with knowledge,skills, confidence, and support to provide high-quality STEM education for their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

Paper ID #10689A Preliminary Analysis of the Impact of Geotechnical Concept Tools (GCT)Integrated into a Civil Engineering ClassroomDr. Kimberly Warren, University of North Carolina, Charlotte Dr. Kimberly Warren is an Associate Professor at the University of North Carolina at Charlotte who specializes in the field of Geotechnical Engineering, a discipline of Civil Engineering. She holds her Civil Engineering degrees from Virginia Tech and North Carolina State University. Her disciplinary re- search involves the use of geosynthetic materials (polymeric materials) incorporated into Civil Engineer- ing Structures including

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; John David Ivanovitch, Oregon State university; Julie Risien, Center for Research on Lifelong STEM Learning; Lori J. Kayes, Department of Integrative Biology, Oregon State University; Devon Quick, Oregon State University

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NSF Grantees Poster Session

from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Jana Bouwma-Gearhart, Oregon State University Jana L. Bouwma-Gearhart is an associate professor of STEM education at Oregon State University. Her research widely concerns improving education at research universities. Her earlier research explored en- hancements to faculty motivation to improve undergraduate education. Her more recent research concerns organizational change towards postsecondary STEM education improvement at

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University

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Diversity, NSF Grantees Poster Session

engineering education; design tools; specifically, the cost modeling and analysis of product development and manufacturing systems; and computer-aided design methodology.Dr. Bimal P. Nepal, Texas A&M University Dr. Bimal Nepal is an Associate Professor in the Industrial Distribution Program at Texas A&M Univer- sity. His research interests include integration of supply chain management with new product development decisions, distributor service portfolio optimization, pricing optimization, supply chain risk analysis, lean and six sigma, large scale optimization, and engineering education. He has authored over 100 refereed articles in leading journals and peer reviewed conference proceedings in these areas. He has

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jaqi C. McNeil, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Russell Andrew Long, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE and IEEE.Mr. Russell Andrew Long, Purdue University, West Lafayette Page 26.636.1 c American Society for Engineering Education, 2015 Engineering Pathways of Nontraditional Students—an Update on NSF Award 1361058Major Goals of the ProjectThe

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Washington State University; Mohammad Rabiul Islam, Oregon State Univeristy; Kelvin Daratha, Graduate Student at Washington State University

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NSF Grantees Poster Session

Paper ID #5923Mental Models of Students and Practitioners in the Development of an Au-thentic Assessment Instrument for Traffic Signal EngineeringDr. David S Hurwitz, Oregon State University Dr. David Hurwitz is an assistant professor in the Department of Civil and Construction Engineering at Oregon State University and he serves as the point of contact for the Driving and Bicycling Research Laboratory. He is interested in the integration of user behavior in the design and operation of transporta- tion systems. He teaches classes at the graduate and undergraduate level in highway engineering, traffic operations and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher B. Williams, Virginia Tech; Jacob Preston Moore, Virginia Tech; Aditya Johri, Virginia Tech; Robert Scott Pierce, Sweet Briar College; Chris North, Virginia Tech

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NSF Grantees Poster Session

knowledge changes, as they shifttheir focus, as their motivation changes, the map should adapt to their needs as a learner. Theideal approach would be to adapt the map according to the individual cognitive load needs thatare specific to each learner.As noted in Section 1, alleviating these limitations through the design of a proper visualizationtool that enables the viewing of a large quantity of information and personalizes informationvisualization according to the learner’s cognitive load needs will help learners integrate conceptsacross an entire course and even a curriculum, thus providing a more cohesive and flexible bodyof knowledge and will help students move towards a more adaptive expertise.3. Proposed Approach: The Adaptive Concept MapTo

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine E. Douglas, University of California, Los Angeles; Scott Brandenberg, University of California, Los Angeles; Anabella Gonzalez

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Diversity, NSF Grantees Poster Session

. The program has developed an academic innovation ecosystem in which S-STEMscholars will be embedded in order to benefit from the talents and knowledge of over 300underrepresented engineering peers. However, the NSF scholars will be the strategic focus of theBEATS’ academic and social integration programs that include specialized counseling, mentoring,and professional development but will not exist as a separate S-STEM cohort apart from peers. Tothat end, a collateral project objective is to further develop a more cohesive multiculturalcommunity in which S-STEM low income and “At Risk” scholars can gain a strong sense ofbelonging, self-efficacy, teamwork and collective sense of academic purpose.3) Thirdly, the project team seeks to gain

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Page 24.1251.1 c American Society for Engineering Education, 2014 The use of metacognitive writing-to-learn prompts in an engineering statics class to improve student understanding and performanceIntroductionWriting-across-the-curriculum initiatives tend to focus on the idea of using writing as a means todeepen student understanding of concepts and rhetorical practices in the discipline.1, 2, 3 It iscommon practice in these programs to integrate as much writing as possible in differentdisciplinary contexts.4, 5 , 6 The supposition is that writing naturally enhances learning in most, ifnot all, learning spaces. This notion dates back to Janet Emig’s classic

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Jiancheng Liu, University of the Pacific; Kyle A. Watson, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Paul Henry Schimpf, Eastern Washington University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Ismail I Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J Wood, U.S. Air Force Academy; Brock U Dunlap, University of Texas, Austin; Ella R. Sargent, University of the Pacific

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NSF Grantees Poster Session

firms. It is an essential and powerful analytical tool used to design products withever shorter development cycles. [2-4]. Today this tool is primarily taught at the graduateengineering level due to the fact that FE theory is very mathematics-intensive which in the pasthas made it more suitable for graduate engineering students who have a more rigorousmathematical education. This has changed most recently with the advent of high speedinexpensive computers and workstations and fast algorithms which simplify the FE software.Introducing new material into the already packed 4 year engineering programs poses challengesto most instructors. The need for integrating FE theory and application across the engineeringcurriculum has been established and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Jeffrey E. Froyd, Texas A&M University

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NSF Grantees Poster Session

. Jeffrey E. Froyd, Texas A&M University Dr. Jeffrey E. Froyd is a TEES Research Professor in the Office of Engineering Academic and Student Affairs at Texas A&M University, College Station. He received the B.S. degree in mathematics from Rose-Hulman Institute of Technology and the M.S. and Ph.D. degrees in electrical engineering from the University of Minnesota, Minneapolis. He was an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Gong, Temple University; Saroj K Biswas, Temple University; Li Bai, Temple University; Brian P. Butz, Temple University

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NSF Grantees Poster Session

@temple.edu.Dr. Saroj K Biswas, Temple University Saroj Biswas is a Professor of Electrical and Computer Engineering at Temple University specializing in electrical machines and power systems, multimedia tutoring, and control and optimization of dynamic systems. He has been the principle investigator of a project for the development of an intelligent tutoring shell that allows instructors create their own web-based tutoring system. His current research focuses on security of cyber-physical systems based on multiagent framework with applications to the power grid, and the integration of an intelligent virtual laboratory environment in curriculum. He is an associate editor of Dynamics of Continuous, Discrete and Impulsive

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

Paper ID #33017Successes and Lessons in Year 4 of an S-STEM Summer Sophomore Bridgeduring the COVID-19 PandemicDr. Katie Evans, Louisiana Tech University Dr. Katie Evans is the Associate Dean of Strategic Initiatives in the College of Engineering and Science, Academic Director of Mathematics and Statistics and Online Programs, the Entergy LP and L/NOPSI #3 and #4 Professor of Mathematics, the Director of the Integrated STEM Education Research Center, and the Director of the Office for Women in Science and Engineering and Louisiana Tech University. Dr. Evans also serves as the Chair of the Grand Challenges Scholars Program

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Kevin C Bower P.E., The Citadel; William J. Davis P.E., The Citadel

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Diversity, NSF Grantees Poster Session

, attend Citadel evening courses beginning in their junior year. The curriculum for thesetwo years of the program is exactly the same as the daytime cadet program and is taught by thesame civil engineering faculty.Summary of ExCEL Program Structure and Support ServicesStudents were selected for admission into the ExCEL program based on financial need andacademic performance. Financial need was determined based on students’ submission of theFree Application for Federal Student Aid (FAFSA) and the Federal Methodology formula.Incoming freshmen were required to have a 1250 SAT score and a 3.8 high school GPA. Tofurther assess a student’s potential for success in the program, potential recipients were requiredto participate in an interview and submit a

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Anne Earl, University of Illinois at Urbana-Champaign; Dong San Choi, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

Paper ID #12504Studying the fidelity of implementation of an intrinsic motivation course con-versionDr. Geoffrey L Herman, University of Illinois, Urbana-Champaign Dr. Geoffrey L. Herman is a visiting assistant professor with the Illinois Foundry for Innovation in En- gineering Education at the University of Illinois at Urbana-Champaign and a research assistant professor with the Department of Curriculum & Instruction. He earned his Ph.D. in Electrical and Computer En- gineering from the University of Illinois at Urbana-Champaign as a Mavis Future Faculty Fellow and conducted postdoctoral research with Ruth Streveler in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

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Diversity, NSF Grantees Poster Session

Paper ID #17864Interim Results of an Engineering S-STEM ProgramDr. Tanya Kunberger, Florida Gulf Coast University Dr. Kunberger is an Associate Professor in the Department of Environmental and Civil Engineering in the U. A. Whitaker College of Engineering at Florida Gulf Coast University. Dr. Kunberger received her B.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D. in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas of specialization are geotechnical and geo-environmental engineering. Educational areas of interest are self

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Amy Richardson, P.E., Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Hamidreza Taimoory, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

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Diversity, NSF Grantees Poster Session

structures that need be remedied. Ultimately, these findings illuminate and helpprioritize the human, financial, and physical resources dedicated towards supporting all transferstudents in engineering.Summary of Selected ResultsCultivating a cohort: Integrating community college students in pre-transfer programsAs we fully describe in Grote et al. [3], the VT-NETS program focused on a variety of pre-transfer supports to help improve the transfer pathway within engineering. Rather than waitingfor students to transfer to Virginia Tech, this program is an example of how a four-yearinstitution can actively participate in the education process during students’ time at a communitycollege. Pre-transfer support programs that we instituted included cohort

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Raymundo Arroyave, Texas A&M University; Miladin Radovic, Texas A&M University; Jefferey E. Froyd, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

field of computational materials science.Dr. Miladin Radovic, Texas A&M UniversityDr. Jefferey E. Froyd, Texas A&M University Jeffrey E. Froyd is a TEES Research Professor and the Director of Faculty Climate and Development at Texas A&M University. He served as Project Director for the Foundation Coalition, an NSF Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized their undergraduate engineering curricula, and extensively shared their results with the engineering education community. He co-created the integrated, first-year curriculum in science, engineering, and mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend ; Daniel Knight, University of Colorado, Boulder

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NSF Grantees Poster Session

havestudents solve complex problems that mimic real-world situations [1]. PBL is shown to improveinnovation [2], meta-cognition [3], engagement and meaningfulness [4, 5]. It also promotes de-sign thinking [6] and curriculum integration [7, 8]. PBL encourages students to learn by doingrather than memorizing [9], and is recommended as an effective teaching and learning method incomputer science courses [10].The immersive simulation-based learning (ISBL) modules used in this paper combine the benefitsof PBL and immersive simulated environments. Simulated and immersive environments, such asvirtual reality (VR), immerse the user in a virtual world with which the user can interact [11]. Sev-eral studies have investigated the efficacy of immersive

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Don R. Gilman PE, PMP, Texas A&M University IT Project Management Office; Reza Toossi, California State University, Long Beach; Sukesh K. Aghara, University of Massachusetts, Lowell; Timothy Allen Robinson, Penn State University; Dennie L. Smith, Texas A&M University; Mehmet C. Ayar, The Scientific and Technological Council of Turkey (TUBITAK)

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #10328Live Energy: US Faculty Co-Author an Electronic Textbook to Deliver theMost Up-to-date and Relevant Content in Energy and SustainabilityDr. Christine Ehlig-Economides, Texas A&M University Dr. Ehlig-Economides has been full professor of petroleum engineering at Texas A&M University in the Albert B. Stevens endowed chair since 2004. Before that she worked for Schlumberger for 20 years in well test design and interpretation, integrated reservoir characterization, modern well construction design, and well stimulation. She has worked in more than 30 countries and authored more than 60 papers. Dr. Ehlig

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uzoma M. Monye, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Stephen B. Knisley PhD, North Carolina Agricultural and Technical State University

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NSF Grantees Poster Session

engineering at the University of North Carolina at Chapel Hill. He is currently the chair of the Department of Chemical, Biological and Bioengineering at North Carolina Agricultural and Technical State University. American c Society for Engineering Education, 2020 The Impact of an Intensive Design Experience on Self-Efficacy, Valuation of Engineering Design, and Engineering Identity in Undergraduate Engineering StudentsIntroduction This paper reports on a NSF IUSE:RED project that is focused on integrating elements ofneeds finding and design into courses throughout all four years of the engineering curriculum.The project is based on the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University; Bobette Dawn Bouton, Austin Peay State University

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NSF Grantees Poster Session

learnable skill, an orientation of practice, and an aspectof professional being. Elements of each construct of empathy are integrated into each of the threedimensions of the model for empathy in engineering (MEE). Within the dimension of empathy as a learnable engineering skill, there are fivecomprising components: affective sharing, self and other awareness, perspective taking, emotionregulation, and mode switching. Affective sharing relates to the cognitive process by which oneshares the emotions of another; self and other awareness moves one from the cognitive processto the affective by experiencing another’s emotions; perspective taking relates to the behavior ofadopting another’s point of view. The component of emotion regulation, has

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8617Forming a Coalition to Decrease Freshout Rampup Time in the EngineeringWorkplace: A Business Plan for an Academic, Industry, and GovernmentPartnershipDr. Steven W Villachica, Boise State University Steve Villachica is an Associate Professor of Instructional and Performance Technology (IPT) at Boise State University. His research interests focus on leveraging expertise in the workplace in ways that meet organizational missions and business goals. He is currently working on an NSF grant to increase engineer- ing faculty adoption of evidence-based instructional practices [NSF #1037808: Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky P.E., Pennsylvania State University; Roy B. Clariana, Pennsylvania State University

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NSF Grantees Poster Session

learning increases student performance in science, engineering, and mathematics.” Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410- 8415. https://www. pnas. org/content/pnas/111/23/8410. full. pdf[19] Finkenstaedt-Quinn, S. A., Petterson, M., Gere, A., & Shultz, G. (2021). “Praxis of writing-to-learn: A model for the design and propagation of writing-to-learn in STEM.” Journal of Chemical Education, 98(5), 1548-1555.[20] Bereiter, C., & Scardamalia, M. (1987). “An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing.” Curriculum Inquiry, 17(1), 9-30.[21] Sampson, V., & Walker, J. P. (2012). “Argument-driven inquiry

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Sarah Hoyt, Arizona State University; Kristi Glassmeyer, Arizona State University

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NSF Grantees Poster Session

Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback.Prof. Robert J Culbertson, Arizona State University Robert J. Culbertson is an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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NSF Grantees Poster Session

affected: “At the time, I guess I should have asked who are the stakeholders, because it was my first time in charge of an engineering project at a company. And I guess I assumed all the information given to me is all the information I needed, which was very wrong. I should have asked what actually is at stake here? Who's affected by it? How critical is it to have it done by this deadline? How much testing do they need to do when it's no longer in my hands and in someone else's hands? So I think I started further understanding the project and its necessity to the launch more and more as I attended more meetings, and more engineers were asking how we were going to integrate this sensor, who needed to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

increase belonging for all students, for BLI and women students, and thatwould reduce equity gaps between student groups. However, faculty were collectively less willingto incorporate something new in their class, given the constraints of their curriculum (83% verywilling, 17% slightly willing), to give up time for course content in exchange for an activity thatenhances learning (83% very willing, 17% moderately willing), and to give up time for coursecontent in exchange for an activity that closes equity gaps (67% very willing, 33% moderatelywilling).Faculty members reported a high degree of self-efficacy related to the intervention tasks. Allrespondents agreed or strongly agreed that they felt prepared to engage in class discussions ontopics