Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tuncay Aktosun, University of Texas at Arlington; Jianzhong Su, University of Texas at Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

Mathematics Department was formed in 2002, and it is akey component of our active mathematics learning community. Currently it has 130 activestudent members, and that number is roughly half of the number of UTA mathematics majors.The average number of the SURGE scholars has been 20, which is about 7% of all UTAmathematics majors and about 15% of the MAA Chapter members. All of our SURGE scholarsare very active in the MAA Student Chapter, and they hold key leadership positions there.Over the last ten years, our MAA Chapter has become a great venue for mathematics majors tointeract with faculty, build a peer support network, develop study skills, enhance professionaldevelopment, perform community services, organize social activities, gain leadership

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky Center for Applied Energy Research; William Henderson III, University of Kentucky

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NSF Grantees Poster Session

educational initiatives designed to increase and broaden participation in STEM fields.Mr. William Henderson III, University of Kentucky Mr. William Henderson III is the co-director of the mentoring program as well as the Director for Di- versity Programs and Diversity/Out-of State recruitment for the University of Kentucky (UK) College of Engineering. Originally from Lexington, Kentucky, William obtained his bachelor’s and master’s degrees in Math Education and Secondary Math Education, respectively, from UK. He has performed a number of functions at UK including: grant writing, strategic planning for the university in general and for diversity in particular, coordinating student affairs, advising, and outreach programming

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University; Christine Allison Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

researchers, “the results suggest that academics are less ofa reason for leaving engineering than the less tangible feelings and beliefs side of the equation”.While the tendency is to relate a sense of lack of belonging to underrepresented students, the datasuggest lack of belonging may be the strongest factor for all students [12], irrespective of socialgroup. Strategies for creating a welcoming and inclusive climate within the academic settinginclude: 1) directing student-peer interactions; 2) broadening the scope of early course work; and3) providing students with authentic learning experiences.Reshaping Engineering Classroom NormsAt the heart of student identity formation is students’ sense of belonging. Students’ sense ofthemselves as engineers

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

ElectricalEngineering, and six in Mechanical Engineering. All of these students should certify within theirmajor in the next year and have joined their peers as successful students in engineering.In this paper, we present an in-depth view of the program as well as evaluation results from thefirst two years of the program. We also showcase best practices and lessons learned in supportingat-risk students in engineering.STARS ProgramRecruitment and SelectionSTARS enrolls approximately 32 students from low socio-economic backgrounds each year ateach university. To qualify for the program, a student must be Pell Grant-eligible, graduate froma Washington high school with thirty percent or more of the students receiving free- or reduced-priced lunches, and express

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University, San Marcos; Araceli Martinez Ortiz, Texas State University, San Marcos; Clara Novoa, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

increasingstudent retention as a part of an NSF IUSE grant, Texas State STEM Rising Stars. One of thesestrategies is to introduce a new first-year course, “Introduction to Engineering & EngineeringTechnology,” that was designed to support student retention through exploration of relevantacademic and career issues, early contact with faculty as mentors, and development of a learningcommunity with peers in the major. A special challenge for developing this new Introduction toEngineering course is that the state legislature implemented a law2 that limits the number ofhours that can be required for a college degree. As a result, a new course cannot simply beadded to the existing curriculum of the university’s engineering and engineering technologydegrees

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vellore S. Gopalaratnam, University of Missouri, Columbia; Douglas J Hacker; Sarah Lynn Orton P.E., University of Missouri, Columbia; Rose M Marra, University of Missouri, Columbia

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NSF Grantees Poster Session

averse to entering college, and once they do enter do not persistbeyond two years and many more do not persist to completion. A major cause for the lack ofpersistence for low-income students has been attributed to their feelings of alienation or isolationwithin the college experience (AAAS, 2021). Low-income students are often high achievers inhigh school, and yet when they enter college, they may suffer from anxiety stemming from theirbeliefs that their academic performance is perceived by others as inferior and that they will oneday be exposed as impostors or frauds not on an academic par with their peers (Sakulku &Alexander, 2011). Negative self-perceptions act as a confirmation bias that feeds into theirnegative stereotypes (Seymour &

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

experiences at multiple stages of the major withdifferent support and preparation for a CS major (SES and first-generation status), or the studentswho are at risk of dropping out or who have already dropped out as they may reveal reasons andcircumstances for attrition.Literature ReviewOur team investigated the lived experiences of students on their trajectory to and throughComputer Science. According to Tinto’s “Model of Institutional Departure” [10], the best way tohave student persistence and retention in Computer Science is to integrate positive formal andinformal academic systems (such as academic performance and staff interactions) as well asformal and informal social systems (such as extracurricular activities and peer-group interaction).We

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, New Jersey Institute of Technology; Pramod Abichandani, New Jersey Institute of Technology; Heydi L. Dominguez, New Jersey Institute of Technology; Craig Iaboni; Kevin Alexander Nino

Tagged Topics

NSF Grantees Poster Session

Relevance, where students recognized how their project experience wouldprepare them for college and be useful to their college experience; Content Relevance, wherestudents found the content of their projects aligned with and useful to their personal interests,although some students struggled with the connection between the programming tasks andreal- world applications; and Context Relevance, where students identified connectionsbetween the project content and personal or real-world scenarios, finding the contentpersonally relevant to their day-to- day life. 3ConfidenceThe study found that teacher and peer support can impact students’ confidence

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leda Lunardi, North Carolina State University; Cheryl Cass, North Carolina State University; Katherine Cimorelli, North Carolina State University

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Diversity, NSF Grantees Poster Session

. Once ascholar has graduated from NCSU, he/she does not need to repay any of the financial aid back tothe program, nor does he/she need to submit any progress reports back to the STEM Scholarsprogram after graduation.Program ActivitiesAlong with maintaining a high academic merit, each scholar is expected to participate in at leastone extracurricular activity. This includes industry internships, undergraduate research, studyabroad, writing/tutoring services, faculty seminars and workshops, and academic/service on-campus organizations. Participation in such activities enhances students’ academic maturationand professional skills. It helps develop professionalism, teamwork, and time-management skills,which will benefit students in their future

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vann Priest, Rio Hondo College; Gisela Spieler-Persad, Rio Hondo College; Ryan Taylor Bronkar, Rio Hondo College

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Diversity, NSF Grantees Poster Session

successful completion of certain prerequisite courses determineacademic merit. Students are to have a 2.7 GPA (on a 4.0 scale) in their mathematics and sciencecourses. This GPA was set there to encourage applications from students who would not qualifyfor highly competitive academic scholarships. Program staff chose to focus on those studentswho have the ability and potential to succeed, but who have faced obstacles in their lives.Students may show academic potential by being eligible to enroll in pre-calculus or the firstsemester of general chemistry.In the application, students write an essay in which they describe their professional goals, theirtransfer STEM major, special interests, participation in other programs and clubs, andachievements

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

undergraduateSTEM majors at the University of Pittsburgh (Pitt) to interact with young adolescents in formaland informal learning contexts and to engage with peers and faculty members around issuespertaining to K-12 education; (2) develop a state-approved, one-year Masters of Arts in Teaching(MAT) program to prepare middle grades (4-8) teachers who will specialize in mathematicsand/or science; (3) integrate issues related to sustainability across the undergraduate and teacherpreparation programs; and (4) expand our capacity for faculty in the Schools of Education, Arts& Sciences, and Engineering to collaborate on program and course design. We expectSUSTAINS will help address the need for middle grades math and science teachers bydeveloping a program to

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

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Diversity, NSF Grantees Poster Session

) interpreting acquitted data. Scientific writing; National fellowships. BBL Jul. Continue research tasks. Plan/adapt &/or invoke Seminars: Effective poster presentations; Writing (Week-8) contingency plans to finish on time. abstracts, papers & publishing. BBL Jul. Abstract due! Wrap-up research. Prepare Seminars: Conflict Resolution; Transition from (Week-9) paper/presentation/poster. Trial presentation. undergrad to grad school/beyond. BBL Aug. Research paper due! Group presentation. Poster due/presentation! TAMU Summer(Week-10) Formulate individual career plans (guided). Research Symposium. Awards ceremony.@ TAMU Post-program survey (by

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, University of Houston (CoE); Sukesh K. Aghara, Prairie View A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Reza Toossi, California State University, Long Beach; Anthony R. Kovscek, Stanford University; Mehmet Ayar, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Don R. Gilman P.E., Texas A&M University; Dennie L. Smith, Texas A&M University; Timothy Allen Robinson, Pennsylvania State University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

guide designs forfuture energy supply. Students complete a group project, write a report, present their finalprojects, and answer questions from their peers in the first course. In the second course, studentsexamine alternative energy processes, such as, renewables and nuclear energy, with the potentialfor low carbon intensity and environmental impact.At CSULB, 100 to 300 students enroll in the energy and environment course in every semester.Roughly 20% of students are from engineering, another 20% from environmental science policyprogram, and rest from all majors across the campus. Students participate in a variety ofactivities including online group discussion and debate, projects and site visits.The characteristics of the five faculty

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

Tagged Topics

NSF Grantees Poster Session

-tech)that have been specifically designed to facilitate active learning. During the fall 2014 offering weare planning modifications to accommodate the larger number of students, but we are committedto maintaining an active learning environment with minimal lecturing. The active learningclassroom is being used to test a variety of new PBL activities that we are planning to scale-up.Learning ProposalsTo empower students to become self-directed learners, especially in the field of ethics, they arerequired to write a “learning proposal” at the beginning of the semester, which includes anexplanation of why they are taking the course, an outline of what they hope to gain from theexperience, a list of objectives, and a list of ethical questions or

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University; Kelli Cargile Cook, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University; Jason Tham, Texas Tech University; Md Rashedul Hasan, Texas Tech University

Tagged Topics

NSF Grantees Poster Session

communication and rhetoric at Texas Tech University. He is author of Design Thinking in Technical Communication (2021 Routledge) and co-author of UX Writing (2024 Routledge), Writing to Learn in Teams (2023 Parlor Press), Designing Technical and Professional Communication (2021 Routledge), and Collaborative Writing Playbook (2021 Parlor Press). He has also edited the collection Keywords in Design Thinking (2022 University Press of Colorado).Md Rashedul Hasan, Texas Tech University I am working on my MS in Systems and Engineering Management at Texas Tech University. I am from Bangladesh, a South Asian country known for its abundant green landscapes. After completing my master’s program, I intend to pursue a Ph.D. in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

positively affect motivation [1]. At the root of the model is that behaviorscongruent with one’s identities are preferred and motivating, whereas behaviors incongruent arenot preferred and viewed as unimportant and meaningless. Moreover, what children and youngadults perceive as congruent for them is heavily influenced by what they see and experience. Assuch, role models (teachers, mentors, peers) who reinforce and share in a given identity make itfeel congruent. It can then be more readily adopted as a part of their identity – who they are.This is why having caring, dedicated and multiple mentors, for example, is at the heart of boththe CISTAR and NSBE SEEK parts of the REM program and is so critical for changing thedemographics of fields such as

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Nicholas Anthony Clegorne

Tagged Topics

NSF Grantees Poster Session

. PHASE2 PHASE1 PHASE3 Quantitaitve PHASE4: PHASE5: Delphimethod (electronic Qualitative (electronic (interview): Grounded Instrument questionnaire): questionnaire): Student& Theory Development Student& Industry Faculty FacultyFigure 1: Study designData collection for Phases 1-3 is complete. Phase 4, the focus of this paper, is ongoing at thetime of writing. The preliminary grounded theory model has been developed and will bedescribed. Phase 5 is ongoing during

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Hofstra University; Jessica Santangelo, Hofstra University; Margaret A Hunter, Hofstra University; John Carmine Vaccaro, Hofstra University; Scott T Lefurgy, Hofstra University; Jacqueline Lee, Nassau Community College; Rakhi Agarwal, Nassau Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

experience at each institution.Surveys were administered to the NCC Scholars before and after the Summer ResearchExperience. One set of survey questions asked Scholars to think about starting college in the fallsemester and report how well-supported they felt with respect to engaging in activities importantfor success in STEM in college (Figure 2). While the first cohort at NCC was small (N=5), gainswere seen in how well-supported Scholars felt in writing lab reports, raising their hand in class,using tutoring, using academic advising, working with peers to study, working on groupassignments, talking with teachers and using college/career readiness opportunities (Figure 2).Scholars were also asked about a series of support services offered on campus

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, the current approachto teaching materials science does not appeal to students studying new manufacturing processesand systems for green plastics manufacturing technology (GPMT).6-9The higher education community has strived for reforming the undergraduate STEM educationso that traditional lecture-based instructions and laboratory exercises are transferred to morestudent-centered learning formats. Innovative approaches, such as student-centered, activelearning, peer-led team learning, process-oriented-guided-inquiry-learning (POGIL), project-based learning (PBL), and other educational approaches have received increased attention withinthe educational communities.10-15Process-Oriented-Guided Inquiry-Learning (POGIL) adapts guided inquiry

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas J. Hacker; Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Shann Bossaller, University of Missouri-Columbia

Tagged Topics

NSF Grantees Poster Session

at The University of Memphis. During those years, he worked in the areas of reading and writing processes, metacognition, self-regulated learning, teacher education, and school and program evaluation. Dr. Hacker moved to the University of Utah in 1999 and has continued his research in the previous areas and has added to them research in the area of the detection of deception. Also at the University of Utah, he served as chair of the Teaching and Learning Department. His publications have appeared in the Journal of Educational Psychology, Contemporary Educational Psychology, Journal of Experimental Psychology: Applied, and Journal of Experimental Education. At both universities, Dr. Hacker has maintained a strong

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston

Tagged Topics

Diversity, NSF Grantees Poster Session

student engagement and academic success measures (such as retention) hasbeen well-established in the literature (e.g.,[3]), the program was designed to create a smalllearning community experience for students who would be less likely to demonstrate highengagement with the university, the curriculum, their instructors, and their peers. There are manyreasons why low-income students might show low-engagement levels. One reason is that aschool and/or family obligation requires them to work a significant number of hours each week.It is difficult to attend football games or join a sorority when you are working 20-40 hours aweek off-campus. Engagement is a luxury that many low-income students simply cannot afford.The Endeavour Program was designed to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

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Diversity, NSF Grantees Poster Session

programs remain extremely low. The emphasis on conventionalpedagogical methods in engineering programs, coupled with a deficit-based approach that isfocused on the remediation of weaknesses, does little to foster the unique strengths ofneurodivergent students. In addition to the obstacles posed by traditional education system, thestigma related to a disability label leads many neurodivergent college students to neither discusstheir diagnosis with peers and professors nor obtain academic accommodations that may helpthem to persist in a challenging learning environment.To address these challenges and realize the potential contributions of neurodivergent individualsto engineering fields, a research project funded by the Engineering Education and

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

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Diversity, NSF Grantees Poster Session

HyperactivityDisorder (ADHD) possess significant creative and risk-taking potential, they have remainedhighly underrepresented in engineering programs. Past studies have indicated that students withADHD have an extremely high risk of academic failure and dropout, and are more than twice aslikely than their peers without ADHD to leave university. Traditional engineering programs arefailing to attract and retain neurodiverse learners, and thus do not benefit from these students’high potential for creative thinking. The disconnect between the traditional educationenvironment and the abilities of students with ADHD is not unique to higher education. In fact,high school students with ADHD have significantly lower GPAs and are over eight times morelikely to drop out

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering; Peter Y Wu, Robert Morris University

Tagged Topics

NSF Grantees Poster Session

University, Pittsburgh, PA. He has a Ph. D. in Materials Engineering (1998) and Graduate Diploma in Computer Science (1999) from Uni- versity of Wollongong, Australia and holds Bachelor of Engineering (Metallurgical Engineering) degree from Pune University, India (1985). He has worked as a post-doctoral research fellow at Carnegie Mel- lon University, Pittsburgh (2001 – 2003) and BHP Institute for Steel Processing and Products, Australia (1998 – 2001). Dr. Manohar held the position of Chief Materials Scientist at Modern Industries, Pitts- burgh (2003 – 2004) and Assistant Manager (Metallurgy Group), Engineering Research Center, Telco, India (1985 – 1993). He has published over 70 papers in peer-reviewed journals and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Robi Polikar, Rowan University; Kevin D. Dahm, Rowan University; Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Richard J. Kozick, Bucknell University; Robert M. Nickel, Bucknell University; Steven H. Chin, Rowan University

Tagged Topics

NSF Grantees Poster Session

peer-reviewed publications. He is also interested in developing educational paradigms that allow undergraduate and entry-level graduate students to participate in rigorous computational intelligence research. Polikar is an Associate Editor of IEEE Transactions on Neural Networks and Learning Systems.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is an Associate Professor of chemical engineering at Rowan University. He received his B.S. from WPI in 1992 and his Ph.D. from MIT in 1998, and joined Rowan in 1999. He has received the Joseph J. Martin Award, the Raymond W. Fahien Award, the PIC-III Award, the Corcoran Award and the Mid-Atlantic Section Outstanding Teaching Award from ASEE.Dr. Ying Tang, Rowan University

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

NSF Grantees Poster Session

Map to a Rewarding Career, 4th ed, by Raymond Landis [2]). Professional development and engineering identity elements were enhanced in 2018 by the addition of Gallup Clifton StrengthsFinder [3], team-building activities, job search skills, interview skills training, resume design, and professional conduct before, during, and after industry visits. The 2018 project evaluation revealed that students rated these new PD components highly. All have been maintained and, in some cases, expanded for the 2019 program. c) Dedicated peer tutor: Each cohort has a dedicated tutor for calculus, statics, and spatial visualization (a component of the PD course). Since the program’s second year, the tutor has been a

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziqian (Cecilia) Dong, New York Institute of Technology; Huanying Gu, New York Institute of Technology; Marta A Panero, New York Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

devices are replacing traditional desktops,awareness of security on mobile devices has been raised in both public and private sectors. Thedemand for researchers and field expertise in security and mobile networks with strongbackground in Science, Technology, Engineering and Mathematics (STEM) is expected toincrease.In recent years U.S. students’ proficiency in STEM disciplines has fallen behind their peers fromother countries [1–3]. There has been growing concern that the U.S. may not have enoughqualified workers in the future to fill positions in the cybersecurity field [4]. A report by theCouncil of Graduate Schools states that first-time enrollment in graduate schools of US studentsdropped 1.2% in 2010 while first-time enrollment for

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

Tagged Topics

NSF Grantees Poster Session

sharedwith local teachers and the public. Examples course assignments are provided in Table 1.Table 1: Example projects completed by students in EF327/TPTE115 [adapted from 17] Project Description Examples Mini-Teach Students choose a topic and have 5 (1) An explanation of computer minutes to teach the class about their sorting algorithms chosen topic. Each student is provided (2) An overview of the with feedback from peers and instructors. engineering design process Community Students work in small groups to select (1) Think Like a Computer Outreach engineering-focused activities to use to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alfreda Samira James, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Catherine A Scott

Tagged Topics

Diversity, NSF Grantees Poster Session

group also included master’s levelstudents from the university’s engineering and computer science programs.Regardless of academic field or degree program, all students cited a fervent desire to thinkcritically about different career paths in a writing prompt issued on the first day of class.The instructional methods for CAR 551 combined practices of empowerment associated withstudent development [22] as well as recent scholarship related to teaching online [23].Furthermore, the course relied on insights from resources based on virtual feminist pedagogy[24]. The instructional goal was to promote an online culture that encouraged students toinvestigate social variables that can influence professional choices while learning collectivelyfrom peers