Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

ShaKayla Moran, Boise State University; Leslie Atkins Elliott, Boise State University

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NSF Grantees Poster Session

how students iterativelyconstruct and “manipulate” theoretical objects in pursuit of scientific models with the ways theyconstruct and manipulate physical objects – particularly with respect to tinkering.The course contextIn the iteration of the course described here, students are undergraduate preservice science andengineering teachers in a UTeach replication site. The semester began with the question: ”is everycolor in the rainbow?” Students are provided with a range of materials - colored gels, printer inks, 3Figure 1: Source wavelengths (left), reflected wavelengths (red and blue), and perception (twocones, indicating magenta.flashlights, and markers; we also have the science education

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

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NSF Grantees Poster Session

support were also used to help students engage more deeply with course materials.Content was managed by a separate instructor who coordinated with the face-to-face instructor to ensurealignment of activities and learning outcomes. Weekly, students were required to post and respond toquestions on the online discussion board, which required them to demonstrate conceptual mastery oftopics (rather than procedural problem solving). In addition, students completed weekly journalsubmissions, which required critical reflection of course preparation, performance, and application to civilengineering. Twice per week the instructor was available for tutoring sessions via an online platform.Sample discussion board questions and journal prompts are provided in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dennis M Lee, Clemson University; Shannon K Stefl, Clemson University; Sandra Linder, Clemson University; Cindy M. Lee, Clemson University; Faiza M. Jamil, Clemson University; Karen A High, Clemson University

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Diversity, NSF Grantees Poster Session

the United States Department of Education. Dr. Jamil’s research focuses on the measurement of teacher effectiveness and psychosocial functioning, as well as the design and implementation of professional development interventions that support teacher-student interactions, as well as teacher reflection, wellbeing, and effective practice across content areas. Dr. Jamil has significant expertise in teacher assessment and the use of assessment data from teachers and students as the basis of teacher coaching, program evaluation, and instructional planning.Dr. Karen A High, Clemson University Dr. Karen High holds an academic appointment in the Engineering Science and Education department and joint appointments in the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rafal Jonczyk, Department of Psychology, Pennsylvania State University, USA; Faculty of English, Adam Mickiewicz University, Poland; Janet van Hell, Pennsylvania State University; Gül E. Okudan Kremer, Iowa State University; Zahed Siddique, University of Oklahoma

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NSF Grantees Poster Session

anomalous sentences, novel metaphors, and conventional metaphors compared withliteral sentences. These findings were one of the first to contribute to a growing body of evidencesuggesting that the retrieval of stored conceptual knowledge about conventional and novelmetaphorical expressions involves greater cognitive effort (as reflected by more negative-goingN400 amplitudes) compared with literal sentences, yet not as much as compared with anomaloussentences (for similar findings, see [18, 22-24]).In most psycholinguistic experiments that explore phrase or sentence comprehension,participants are asked to make judgments about whether or not a word–pair or a sentence makessense. Coming back to our previous example, when presented with a sentence “the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

reported byrespondents was 7.63 discussions per term.Instructors were asked to indicate if the following occurred in their course:  Students are asked to read/view material related to an upcoming class section (80.3% said yes, rubric value = 0).  Students are asked to read/view material related to an upcoming class section AND to complete assignments or quizzes on the material shortly before class or at beginning of class. (47.5% said yes, rubric value =2).  Students asked to complete reflective activity at end of class (briefly answering questions, reflecting on lecture and/or their learning, etc.). (36.1% said yes, rubric value = 1).  Students give presentations (verbal or poster). (63.9% said

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka PhD, Wayne State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Karl R Haapala, Oregon State University

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NSF Grantees Poster Session

product; • LO-2: Articulate the impacts of product architecture, manufacturing processes, and supply chain decisions on the economic and environmental sustainability of a product; and • LO-3: Construct product design solutions that address technical requirements, in addition to economic and environmental sustainability goals. The details of each learning objective appear in Table 1. Constructionism is largely atheoretical model and we use Kolb’s model [13] to operationalize and organize our core learningoutcomes. Kolb’s experiential learning framework is an approach where students activelyexperiment and reflect. In Kolb’s model, knowledge construction is assumed to progress invarious stages, which are not

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina; Joseph V. Flora, University of South Carolina; Fabio Matta, University of South Carolina; Robert Petrulis, EPRE Consulting LLC; Ethan Washam, STV Engineers

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Diversity, NSF Grantees Poster Session

other points throughout the semester, we came up with a new definition. At the end, we compared all three of them to see how our definition of research changed throughout the semester, based on what we studied.The students said that their definition changed to reflect an understanding that the process is notlinear, and that it includes a dimension of contributing to society. Research does not just answerquestions; it also generates many more questions.The course spent considerable time teaching the students to understand how to identify and gainaccess to relevant literature. Several students said that they had relied mostly on Google in thepast, but that introductions to scientific databases and other academic services had taught

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

reflect a technocentricmindset that may be a prevailing attitude in other areas of basic sciences, especially when therole of science and scientists is exclusively viewed in context of search for truth about mattersand energy and discoveries about natural phenomena. This approach pays little or no attention tounearthing the truth about the connection between scientific knowledge and the impact ofscientific discoveries on human life. However, a sociotechnical perspective offers an alternativeapproach by connecting technical skills with social impact, as described by Leydens and Lucena[3]. Our motivation for introducing “user innovation” is in part to provide an example forimplementing a science and engineering course based on a sociotechnical

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nan Kong, Purdue University at West Lafayette; Senay Purzer, Purdue University at West Lafayette; Lindsey B. Payne, Purdue University at West Lafayette; Eunhye Kim, Purdue University at West Lafayette; Carolina Vivas-Valencia, Purdue University

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NSF Grantees Poster Session

Experimenting Figure 2. Key innovative behaviorsAssessing re-framingWe conducted one pivoting reflection survey in April 2019. With this instrument, we collecteddata on problem framing and re-framing. We analyzed final project reports and projectpresentations from the junior design course (BME390) in spring 2019 for problem framing andre-framing.Data Collection Process/TimelineThe research team collected data on framing and re-framing, innovation tendencies, innovationpotential, and innovation tendencies from 60 – 70 BME undergraduate students betweenFebruary 2019 and December 2019.We designed another ideation workshop in November 2019 in which we asked the students, inpairs, to provide solution ideas on a biomedical

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kirsten A Davis, Boise State University; Ross A. Perkins, Boise State University; R. Casey Cline, Boise State University; Sondra M Miller, Boise State University

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NSF Grantees Poster Session

engineeringclassrooms across the United States2.In order to prepare our future engineers with competencies well beyond those expected of pastengineers, as the American Society for Engineering Education (ASEE) and the NationalAcademy of Engineering (NAE) say we must, engineering education itself must change andbecome more effective and efficient3, 4. We must draw on available engineering educationresearch to improve our classrooms and our teaching both now and into the future. Page 23.252.2This is not a simple task, as there are many barriers to overcome. Some are barriers of individualfaculty members, and others reflect their work environment. Some examples of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi, Stevens Institute of Technology ; Diana Bairaktarova, Virginia Tech; Romina Ehsani

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NSF Grantees Poster Session

empiricallearning. The long history of empirical learning in the field of construction engineering showsthe significant potential of cognitive development through direct experience and reflection onwhat works in particular situations [4]. Of course, the complex nature of the constructionindustry in the twenty-first century cannot afford an education through trial and error in the realenvironment. However, recent advances in computer science can help educators develop virtualenvironments and gamification platforms that allow students to explore various scenarios andlearn from their experiences. More specifically, digital gamified solutions can be used to createan interactive virtual environment where students can learn through guided active

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Selen Güler, University of Washington

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NSF Grantees Poster Session

and different perspectives,-how are each of us approaching the same general problem? And doing different assessments. We could also present it at a conference.A different RED team member reflected on the CoP as follows: “I just wanted to add that I saw this [RED Consortium monthly] call very helpful as well . What we’re trying to do here is really hard, and we had the same issues. It was really helpful to know it wasn’t just us and reinforce that it is difficult.”Support and collegiality Finally, we see important support and collegiality emerging in the context of the REDCoP. The CoP provides benefits that were not specifically expected when we began our workwith RED teams, and not all RED teams experience

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Youngs, University of Virginia; Scout Beron Crimmins , University of Virginia; Jonathan Foster, University of Virginia; Matthew Korban, University of Virginia; Ginger S. Watson, Old Dominion University; Scott T. Acton, California State University, Channel Islands

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NSF Grantees Poster Session

Note1. This material is based upon work supported by the National Science Foundation under GrantNo. 2000487 and the Robertson Foundation under Grant No. 9909875. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the funders. 4 ReferencesAuthor (2022).Berry, III, R.Q., Rimm-Kaufman, S.E., Ottmar, E.M., Walkowiak, T.A., Merritt, E., & Pinter, H.H. (2013). The Mathematics Scan (M-Scan): A measure of mathematics instructional quality. Charlottesville, VA: University of Virginia.Dale, M. E., Godley, A. J., Capello, S. A., Donnelly, P. J

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Jennie S Popp Ph.D.; Divya Muralidhara, University of Arkansas

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NSF Grantees Poster Session

worse for low-income and URM students [6].• In cohort 3, the annual survey showed potential issues in academic integrations and self- regulation. Academic integration is a measure of the students’ perceptions of their academic experiences with faculty, counselors, and administrators, as well as perceptions about their career preparation at their institutions. Self-regulation is the awareness, knowledge, and control of cognition. It includes the students’ ability to control their effort and attention in the face of distraction and uninteresting tasks [5] which also may reflect the potential lack of motivation seen in the pandemic generation [6].• Academic performance goals as measured by GPA were met with recent cohort

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

EVANGELIA G. CHRYSIKOU, Drexel University; John S. Gero, University of North Carolina, Charlotte; Julie Milovanovic, University of North Carolina, Charlotte; DongHo Kim, Drexel University

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NSF Grantees Poster Session

design task, using a multimethodapproach.We hypothesize that an exemplar-based approach to learning—reflected in brain activitypatterns—will reinforce the impact of examples in design tasks, by increasing the salience of theexample design features relative to the abstract relationships that unite them. In contrast, anabstraction-based approach to learning—reflected in different patterns of neural activity—mayemphasize the abstract design rules governing the example designs, thus offering protection fromdesign fixation to their features. Based on prior literature, we further hypothesize [1], [2], thatdifferences in domain expertise between mechanical engineering and product design wouldmitigate these effects.MethodOverview & Design

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University ; Camila Lee, Massachusetts Institute of Technology; Justin Reich, Massachusetts Institute of Technology

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NSF Grantees Poster Session

Teacher Education Program have led her to design studies that seek to understand how to optimize learning with different model mediums such as immersive virtual reality. At the TSL, Camila works on projects that support teacher education through online learning experiences.Justin Reich, Massachusetts Institute of Technology ©American Society for Engineering Education, 2023 Practicing Facilitating STEM Discussions: A study on the use of a digital simulation tool for teachers Engineering requires complex, team-based problem-solving skills, and engineeringeducation should reflect this needed expertise. However, teachers rarely get the opportunity topractice honing crucial

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

both in-person and remote modalities. While it was expected that students would miss out on the planttour aspect of industry visits, a surprising observation was that the PI noticed the drive to andfrom each site had been an opportunity to get to know the students and discuss what they hadlearned. This organic conversation was hard to replicate in an online environment. On thepositive side, geography no longer limited which sites and companies participated in industryvisits. Further, the virtual format pushed the focus of the “visit” from specifics of productionprocesses towards more personal reflections of the speaker’s career trajectory in engineering.This was especially relevant as many of the speakers were Louisiana Tech alumni. We

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Steven Hoffenson, Stevens Institute of Technology; Nicole P. Pitterson, Virginia Polytechnic Institute & State University; Jessica Rose Driscoll, Stevens Institute of Technology

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NSF Grantees Poster Session

, organizing, and integrating new information.MethodologyAligned with these constructivism principles, the research questions are addressed throughseveral exercises that took place with 130 third-year undergraduate engineering students in acourse called Engineering Design VI, as it is the sixth in an eight-course Design Spine sequence.The assessment tools include concept mapping exercises, in-class market simulation workshops,open-ended written reflections, and surveys, as well as the students’ term project reports. Thesetools are summarized with their connections to one another, the research questions, and theconstructivism principles in Figure 1. Figure 1: Research activities (white boxes) mapped to the research questions (grey boxes) that they

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

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Diversity, NSF Grantees Poster Session

contributed to the students’ success in coursework. The followingare some responses that highlight perception of these skills. These first comments reflect theutility of professional skills and how work helps learners to learn them: DP1: “I am only a few weeks into my first course in my degree so the GPA is not reflective of my current progress. However, I do believe that having some experience in the work force has given me perspective on what I'm learning as well as having professionalism in emails and speaking with my professor. I also think that after working for a year, I have a better understanding in working with other people in a group setting.” DP2: “More comfortable asking questions; improved leadership

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

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Diversity, NSF Grantees Poster Session

United States moves toward minority-majority status, that change isnot reflected in the number of graduate degrees being awarded to underrepresented minorities.The Preparing Engineering Graduates Students for the 21st Century (PEGS21) project at UCDavis seeks to look at the transition from undergraduate to graduate study and extend priorresearch that identifies barriers to graduate degree attainment in first generation students.PEGS21 scholars participate in weekly seminars and a series of professional developmentworkshops in the UC Davis GradPathways program and are asked to reflect on the value of eachworkshop on their learning. Analysis of the results from these reflection assignments suggeststhat GradPathways workshops have the potential to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Jane Petrie

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Diversity, NSF Grantees Poster Session

reflected in all of these identities indifferent was; however, additional work is needed.Work Completed to Date and FindingsTo date, we have completed a series of three baseline surveys related to engineeringcommunities and engineering identities across the first-year engineering experience with onecohort of students from two different universities. This was detailed in our pervious poster [4].Institution 1 approaches first-year engineering through a discipline specific model whileInstitution 2 uses the FYEP approach. Information from these surveys was used to inform thedevelopment of an interview protocol related to engineering communities and engineeringidentities. That protocol was used during our first of three rounds of interviews which

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Thinking content, and 3)industry trips to be made relevant to life as a future engineer. The grant team reflected on thestudent feedback with respect to the existing course elements and program structure and agreedthat improvements could be made. Table 1 provides a summary of the changes implemented inthe ENGR 189B course for the Summer 2018 Program, including the addition of course threadsthat were not present during the Summer 2017 Program. Student reactions to the revised ENGR189B professional development course were obtained through the annual evaluation survey, andtheir reception to the revised content was very positive. 1Table 1. ENGR 189B

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

-­‐based  activities  to  address  students’  common  misconceptions  in  heat  transfer.    These  activities  involved  three  parts  –  first,  a  description  of  a  situation  and  a  request  for  students  to  individually  make  a  written  prediction  about  how  that  situation  would  resolve.    For  example,  predict  which  lowers  the  temperature  of  a  cup  of  water  more:  a  single  large  ice  cube,  or  an  equal  mass  of  chipped  ice?    Then  students  worked  in  small  groups  to  replicate  the  experiment  as  described  and  record  observations.    Finally,  after  discussing  what  they  had  experienced,  students  would  complete  an  individual  written  reflection  on  what  they’d  observed  and  how  it

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

validation of the research instruments, and the Concord Team focused oncalibration of the process analytics. These initial qualitative studies were designed to inform thelarger study in three ways. First, the classroom observations, interviews, and discussions with theteachers allow a deeper understanding of student cognition. These then inform the design ofpre/posttests. Second, the qualitative analyses of student design behaviors and reflective notescaptured through Energy3D provide information on students’ approaches to design. Third, thesecombined insights help inform the development and validation of models for the process analyticssuch as time series mining, association rule mining, and combined action-note analysis. The initialdesign of pre

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

thesemeetings was invaluable as we transitioned to more integrated self-direct learning for studentsand faculty. Through this learning initiative, the faculty built the capacity to reflect and examineassumptions. We also believe that an important part of this experiment was the availability of thestudent community voice as feedback to the faculty.Students took between half and three-quarters of their course load with faculty who taught pre-existing general education courses. The difference for the students was that they took courseswith a cohort and that faculty attempted to integrate content across disciplines. Courses includedEnglish, communications, humanities (ethnic studies, history, sociology), STEM (physics,biology, and engineering). Students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Oumaima Atraoui, James Madison University; Caroline Clay, James Madison University; Zachary Harris De Bey, James Madison University; Johannah Daschil, James Madison University ; Bethany Popelish, James Madison University

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NSF Grantees Poster Session

collecting autoethnographic, ethnographic, and interviewing data of designteams working in makerspaces over the course of two years.The undergraduate engineering students joined the research team as sophomores and participated in year-long training in methods of autoethnographic writing and ethnographic methods of participant observationthe year prior to the onset of data collection. As part of that methodological preparation, student researchersspent considerable time reflecting on their own identities as nascent engineers, critically interrogating whatbrought them to the engineering major and what aspects of engineering most interest them. This earlyreflective process prepares students to understand and situate their identities within the maker

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Debra A. Major, Old Dominion University; Seterra D. Burleson, Old Dominion University; Xiaoxiao Hu, West Virginia University; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

., pre-entryengineering identity); Time 2, reflecting engineering identity at the end of the first semester; andTime 3, reflecting engineering identity at the end of the spring semester.Demographic control variables, including gender, age, and ethnicity, were gathered throughuniversity records.ResultsIn the fall semester, 24 (2.0%) students engaged in research, 7 (0.6%) served as engineeringstudent ambassadors, 6 (0.5%) were peer mentors, 10 (0.8%) engaged in internships, 300(25.0%) participated in student organizations directly related to engineering, and 212 (17.7%)participated in student organizations outside engineering. In the spring semester, 68 (5.7%)students were involved in research, 20 (1.7%) served as engineering student ambassadors

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

). • Work as a member of a team in constructing, testing, evaluating and reporting on a simple piece of process equipment. 2.2.4. Context 4: Completion of third year chemical engineering coursesThe INSPIRES Heart Lung system design challenge was first tested with freshman engineeringstudents at the UMBC in an introductory engineering design course. This first year course is amixed lecture/lab course like that described in context 2 above; however, the emphasis here is ona reflective activity that took place two and a half years later, after the same students hadofficially matriculated into the chemical engineering program and completed their junior levelcourses in Transport Phenomena I (Fluids) and II (Heat and Mass Transfer). As part of

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

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NSF Grantees Poster Session

internalizingand effectively communicating insights from these experiences later. We conjecture thatproviding an engineering problem typology and reflection framework as context for studentexperiences will improve students’ ability to internalize and communicate the professionalrelevance of those experiences. In this NSF PFE:RIEF sponsored research project we are usingmixed-methods to collect pre / post data on students’ engineering epistemological beliefs, writtenreflections that consider the professional aspects of engineering projects, mock interviews, andgroup problem-solving discussions. Between the pre / post data collection, an intervention takesplace; students participate in a professionally relevant project experience (engineeringintramural) with

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

Tagged Topics

NSF Grantees Poster Session

students.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical