Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farhan Azhar, University of Massachusetts Lowell; Kristofer Tite, University of Massachusetts, Lowell; Stephen Johnston, University of Massachusetts, Lowell; Christopher Hansen, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; Alaina M Schiano; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

deployment of inexpensive desktop CNC technology at the Universityof Massachusetts Lowell as well as the design, development and deployment of an education-specific CNC modular motion block. The paper is comprised of three parts: (1) the selection anddeployment of off-the-shelf, desktop CNC machines (2) the design, development and deploy-ment of an in-house modular CNC motion block that allows students to build CNC platforms andprogram their own multi-axis CNC machine creations and (3) the integration of CNC platformsinto mechanical engineering courses coupled with an evaluation of freshman student motivationtowards performing hands-on CNC-based activities. PART I2.0 Off-The-Shelf CNCs and Integration in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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NSF Grantees Poster Session

correct and expand the technical content.Industry professionals were identified with experience that spanned the topics of the Engaged inThermodynamics material. Secondly, the paper will discuss the current year’s activity ofexploring innovative and creative uses of the Engaged in Thermodynamics material.Engineering educators are being recruited to create case studies of how the material can be usedwith different pedagogical approaches. Examples of possible case studies will be presented inthe paper; such as flipped classroom use and problem based learning.I. History of the ProjectThe Engaged in Thermodynamics project was originally supported in 2005 by a NSF-CCLIPhase 1 grant with the purpose of improving student engagement in thermodynamics and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Kavitha Durga Ramane; William G Graziano, Purdue University, West Lafayette

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NSF Grantees Poster Session

interviewing a broader base of students (around 20-30) andapplying a more deductive strategy to analyzing common themes, based on the inductivefindings of the first two studies.Summary of FindingsThe first phase of the investigation has produced robust and nuanced understanding of students’engineering identity trajectories throughout and beyond the curriculum. Detailed descriptions ofthese themes may be found elsewhere1. Specifically, the following 7 psychological themes werefound for male participants in the first study: 1) Becoming more of an engineer: Feeling the responsibility and credibility that comes with identifying as an engineer. 2) Questioning the engineering-self: Contending with increased levels insecurity about competence

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; Richard . Layton, Rose-Hulman Institute of Technology; David Jonathan Woehr, University of North Carolina Charlotte; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

Society for Engineering Education, 2015 Optimizing Student Team Skill Development using Evidence-Based StrategiesIntroductionDetermining when and how students learn team skills, and why some students fail to do so,requires complex experimental research and documentation of individual student outcomes. Thisresearch requires large numbers of teams and multi-level analysis and is not easy to do, yetrecent research shows promise. A recent study showed that students who used a consistent on-line peer evaluation system (a proprietary system at a Canadian university) had higher peerratings on a subsequent team than students with similar team experiences who had not used thepeer evaluation system.1

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

Development using Evidence-Based StrategiesIntroductionDetermining when and how students learn team skills, and why some students fail to do so,requires complex experimental research and documentation of individual student outcomes. Thisresearch requires large numbers of teams and multi-level analysis and is not easy to do, yetrecent research shows promise. A recent study showed that students who used a consistent on-line peer evaluation system (a proprietary system at a Canadian university) had higher peerratings on a subsequent team than students with similar team experiences who had not used thepeer evaluation system.1 Another study showed that peer evaluations made students aware ofhow their peers perceive

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University; Ivan T. Mosley Sr, Tennessee State University

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Diversity, NSF Grantees Poster Session

LinDr. Ivan T. Mosley Sr, Tennessee State University ©American Society for Engineering Education, 2025 1 NSF HBCU-UP Implementation Program: Enhancing STEM Education for 2 Underrepresented Students through Course-Based Undergraduate Research at 3 HBCUs 4 5 Abstract: This paper presents the development and implementation of a 6 transformative engineering curriculum at Tennessee State University (TSU), designed 7 to improve retention and graduation rates among underrepresented students in Science, 8 Technology, Engineering, and Mathematics (STEM). Central to this initiative are 9 Course-Based Undergraduate Research Experiences (CUREs), which aim to enhance10

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shenghua Wu, University of South Alabama; Jinhui Wang, University of South Alabama; Melike Dizbay-Onat, University of South Alabama

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NSF Grantees Poster Session

, while simultaneously instilling sustainableengineering practices. The program aims to recruit 30 undergraduate students for a 10-weekexperience at the University of South Alabama, where they will engage in collaborative researchand experiential learning focused on microplastics. The intellectual framework of the programencompasses five key thrusts: (1) Understanding the degradation of plastics into microplasticsand their impact on ecosystems, (2) Developing novel detection and measurement techniques formicroplastics in various environmental contexts, (3) Designing and testing filters to mitigatemicroplastics in waterways, (4) Establishing systems to monitor microplastic pollution over time,and (5) Repurposing collected microplastics for

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Paola Bandini, New Mexico State University; Rachel Boren, New Mexico State University; Joe Butler, New Mexico State University - Dona Ana Community College; Wendy Chi, ABC Research & Evaluation

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Diversity, NSF Grantees Poster Session

MotivationUndergraduate enrollment grew 2.5% in Spring 2024 after years of decline during and after COVID19pandemic [1]. The bulk of this growth (55.7%) is happening in community colleges (CC), growing 4.7%since Spring 2023. In aggregate, the enrollment in CCs increased by 8.8% between Fall 2022 and Fall 2024[2]. The two main driving factors of CCs’ growth appear to be the difficulty of admission to 4-year colleges,which are increasingly selective in their admissions, and cost. In line with the former, our local universityraised the high school GPA admission requirement from 2.5 to 2.75 in 2016, which led more studentsattending local CCs.In anticipation of an increase in transfer students, the university and the CC launched a transfer pathwayin Fall 2016. The

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maya Menon, New Jersey Institute of Technology; Stephanie Adams, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University

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NSF Grantees Poster Session

report challenges such as insufficient time forcurriculum redesign, a lack of professional development opportunities, and institutional culturesthat prioritize research over teaching innovation. To address these challenges, the project focuseson three key activities: (1) investigating the decision-making processes and contextual challengesfaculty encounter when implementing EBIPs; (2) co-developing course materials and curriculumto align with EBIP strategies; and (3) creating research-informed resources to support EBIP-based course development.This project engages faculty from over 40 institutions, including R1 universities, undergraduate-focused colleges, minority-serving institutions, and two-year colleges. By capturing facultyexperiences

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi, Stevens Institute of Technology (School of Engineering and Science); Dana Alzoubi, Iowa State University of Science and Technology; Abbas Rashidi, The University of Utah

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NSF Grantees Poster Session

significant contributors to thecountry’s economy and employs over 8 million professionals.[1]. Like many other sectors, theconstruction industry is undergoing a significant transformation, driven by the adoption of newtechnologies that promise to revolutionize construction practices. It is essential for constructionengineering students to become familiar with both traditional and emerging constructionmethods while gaining exposure to real-world construction tasks and engineering processes [2].Traditionally, this has been achieved through organized construction site visits. While thesevisits offer valuable learning experiences, they are often constrained by safety concerns, limitedavailability, and time restrictions [3]. Furthermore, large group

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Nathan Mentzer, Purdue University at West Lafayette (PWL) (COE); Scott R Bartholomew, Brigham Young University; Daniel Bayah, University of Georgia; Wonki Lee, Purdue University – West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Instructionˆa C™s Literacy and Language program at Purdue University. She received her B.A and M.S in Korean Language Education from Seoul National University, South Korea. She served culturally and linguistical ©American Society for Engineering Education, 2025 Improving Student Design Through Critical Evaluation: Results from Four Years of Learning by Evaluating (LbE) Research (NSF DRK-12 #2101235)IntroductionDesign is a central focus of high-school engineering courses. Curricula at this level include awide-range of engineering contexts, highlighting the consistent ways of thinking and being as anengineer [1], [2]. Design experiences foster creativity, problem solving, and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jingru Benner, Western New England University; Raymond J. Ostendorf, Western New England University; Michael J Rust, Western New England University

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NSF Grantees Poster Session

. This work presents a detailed analysis oflongitudinal data collected over three years through quantitative formative assessments conductedeach fall and spring semester, as well as through focus group studies on the advising system.When combined with the other services, it offers insights into how the advising contribute to keyoutcomes, such as retention and academic success, which are central to the objectives of theproject.IntroductionThe team advising system is considered one of the advising strategies that affect students inimportant ways. The faculty advisor, university advisor and peer advisor need to work togetherserve the students beyond teaching, and provide them with timely and accurate information[1].The advisors can meet with

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katrina Donovan, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology

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NSF Grantees Poster Session

, glaze, and glass) content and the courselearning objectives. Through our prior educational outreach delivery (e.g., STEM Ed conference,teacher workshops, high school camps, artisan workshops), we have developed culturally relevant,and regionally focused, curriculum for our student populations [3][4][5]. Table 1. Potential Course Learning Objectives—based upon SD Process Guide [2] (example content). 9-12.N.1.1 Students will be able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations. (the discovery of porcelain, its chemistry and its relevancy to clay-based ceramic fabrication) 9-12.N.2.2 Students will be able to practice safe and

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of Cincinnati

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Diversity, NSF Grantees Poster Session

higher education,particularly in regions like the U.S. Southwest, where Latino/a/x communities represent asignificant portion of the population [1, 2]. These institutions serve marginalized populations thatseek to create pathways for historically underrepresented groups in higher education, offering notjust access, but the promise of success and empowerment through a supportive academicenvironment [3, 4]. The term "servingness" suggests an institutional commitment to nurturingthese communities by fostering an inclusive, culturally responsive curriculum and addressing theunique challenges faced by Latino/a/x students [4]. However, despite the intended goal of“serving” of HSIs, the lived reality of many students, especially those pursuing

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fanny Silvestri, Maricopa Community Colleges; Nichole Neal; Elisabeth Johnson

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NSF Grantees Poster Session

Engineering & ArtificialIntelligence Student Success at Community Colleges. The grant program started in the Fall of2023 and has served 26 unique students and will continue until 2028. This grant, entitledReaching Engineering and Artificial Intelligence Career Heights (REACH), empowers studentswith scholarships, personalized academic mentoring, and industry-oriented activities.Methodology: The IDP interactive dashboard has 3 main purposes: 1. gathering data to assessthe success of the mentoring program, 2. helping the mentees to formulate their academicgoals, identify actions to achieve them, and identify supporting activities and networkinginteractions, and 3. Monitoring reflection, creating accountability, and celebrating achievements,given

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie L. Aldridge, The Ohio State University; Nicole M. Else-Quest, University of California, Los Angeles ; So Yoon Yoon, University of Cincinnati; Joe Roy, American Society for Engineering Education

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NSF Grantees Poster Session

and relevance of studentsbelonging to multiple social categories, including gender, race/ethnicity, and sexual orientation,considered within the context of engineering doctoral education. Our project uses a student-centered approach to shed light on the specific organizational climate in doctoral engineeringdepartments by engaging with students from diverse groups. We draw on organizational climateresearch and intersectionality theory to answer three research questions: 1. What focusedclimates are present in doctoral engineering departments? 2. How do climate perceptions differby intersecting social categories? 3. How do climate perceptions relate to organizationalcommitment to degree completion?We combined an intersectional, student-centered

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily L Atieh, Stevens Institute of Technology; Jan Cannizzo, Stevens Institute of Technology; Andrey Nikolaev, Stevens Institute of Technology (School of Engineering and Science)

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NSF Grantees Poster Session

circles and math summer camps, and participated in the organization of numerous math competitions. With his colleagues, he organizes mathematics outreach at Stevens and conducts the related education research. ©American Society for Engineering Education, 2025 Exploring the Impact of Community Engagement on Undergraduates via Math Circles for K–12 Students: An NSF-IUSE ProjectBackgroundMath circles are informal enrichment programs in which K–12 students work together to solveengaging math problems [1]. In this work, we report on the math circles conducted byundergraduates at Stevens Institute of Technology as part of their enrollment in a credit-bearingcommunity engagement course. The study

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ean H Ng, Oregon State University; Ganapathy S Natarajan, University of Wisconsin - Platteville; Ingrid Scheel, Oregon State University

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NSF Grantees Poster Session

singleparent, and/or did not receive a standard high school diploma [1][2]. National Center forEducation Statistics (NCES) also includes students over the age of 24 as one of thecharacteristics of NTS [2]. NTS population is increasing as students are attending college on apart-time basis and are taking up part-time or full-time jobs. In 2020, 40% of undergraduatestudents who were attending college on a full-time basis were also employed full-time, indicatinga considerable NTS population [3].Summary of Literature ReviewStudies on factors affecting NTS outcomes categorized those factors as social, academicperformance, demographic [4, 5], and academic and social integration. Priode et al. [6] studiedself-efficacy and motivation for completing college

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Gong, ECE Department of Temple University ; Brian P. Butz, Temple University; Saroj K Biswas, Temple University; Li Bai, Temple University; Daniel J Douglas, Temple University

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NSF Grantees Poster Session

because of safetyissues, expenses, and lack of qualified teaching assistants. This paper presents the planning anddevelopment of a web-based application that can simulate a virtual laboratory for electricmachines. This Virtual Power Laboratory 1 (VPL) is developed on a universal web-basedplatform that can be accessed anywhere by most mobile devices and modern computers. As aproof of concept, nine virtual experiments have been developed for DC motors and generators.Machine concepts are summarized using text, 2D and 3D graphics as well as multimediaanimation. The animated graphical user interface (GUI) plays an important role as it enablesstudents to review and retain basic concepts by building a bridge from the virtual environment tothe real

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

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NSF Grantees Poster Session

evaluating various regulating strategies in context oflearning subjects from multiple STEM courses. The paper reports findings from the work-in-progress of implementation of a proposed framework on faculty’s preparation and perception forintegrating skill development instructions for their students. Current status of students’ learningstrategy use and learning disposition is discussed.1. Introduction According to findings on How People Learn, learners not only have to set the motivation tosustain their learning efforts, but also need to strategically regulate their cognitive activities inorder to effectively acquire knowledge and solve problems. The latter activity refers tometacognition. Self-regulated learning is defined as “the active learning

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J Moore, Purdue University, West Lafayette; Bunmi Babajide, Purdue University, West Lafayette; Anastasia Marie Rynearson, Purdue University, West Lafayette

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NSF Grantees Poster Session

the STEM disciplines. Thetheoretical framework guiding the development of the PictureSTEM modules was the STEMintegration research paradigm, which is defined by the merging of the disciplines of science,technology, engineering, and mathematics in order to: (1) deepen student understanding ofSTEM disciplines by contextualizing concepts, (2) broaden student understanding of STEMdisciplines through exposure to socially and culturally relevant STEM contexts, and (3) increasestudent interest in STEM disciplines to expand their pathways for students to entering STEMfields9. Additionally, the units were built from the Framework for Quality STEM IntegrationCurriculum, with each unit intentionally including a motivating and engaging context,meaningful

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Julie P Martin, Clemson University; Maura J. Borrego, University of Texas, Austin; Nathan H Choe, The University of Texas at Austin; Margaret J. Foster, Texas A&M University; Xueshu Chen, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

methodology. Systematic reviewis a set of methodologies to identify relevant primary studies (e.g., journal articles, technicalreports, conference papers) from multiple sources and synthesize results from these studies. Theinclusion criteria we have defined for the articles we will synthesize are: (1) provides a cleardefinition of how student success was defined, e.g., transfer, retention, graduation, intent tocomplete degree; (2) presents empirical evidence of at least one individual or contextual factor thatcontributes to success of students at two-year institutions or who have transferred from a two-yearto a four-year institution in the United States; (3) presents results or comparison of Hispanicstudents, Hispanic-serving institutions, or STEM

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Assessing the Effectiveness of a Nanotechnology Educational Module using the “Nanotechnology Awareness Instrument”AbstractThe effectiveness of the introduction of an educational module to an Introduction to Engineeringclass was investigated. A lecture introducing nanotechnology was given to the students, and thestudents participated in a question-and-answer period following the lecture. The“Nanotechnology Awareness Instrument” of Dyehouse et al.1 was used to assess students'motivation for, awareness of, and exposure to nanotechnology. The survey contained thirtymultiple choice questions divided into sections covering nanotechnology awareness, motivation,and exposure. The survey was given to the students prior to the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory S Mason, Seattle University; Teodora Rutar Shuman, Seattle University; Yen-Lin Han, Seattle University; Kathleen E. Cook

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NSF Grantees Poster Session

content in different formats10. IC can promote self-directedlearning and help develop professional problem solving skills because the format teaches thestudent to find and interpret the information needed to solve problems13.Challenges, however, exist with the Inverted Classroom regarding student (a) preparedness forclass, (b) attention span while watching online videos, and (c) misconceptions of fundamentalprinciples [15]. Basic guidelines, by Zappe et al., and Rais-Rohani et al.9, to overcome thesechallenges include (1) requiring an online quiz before class to ensure preparedness, (2) keepingvideos less than 30 minutes, (3) fixing student misconceptions by spending the first 10 minutesof class answering questions or holding mini-lectures, and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

Tagged Topics

NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

the workload for human teaching assistants.1. IntroductionEngineering education traditionally utilizes a closed laboratory environment to provide studentswith a hands-on experience. Closed laboratories have limited efficiency because of space andtime1. In order to mitigate these issues, educators have been exploring alternatives such as openlaboratories2,3 over the past few decades.The open laboratory is an emerging pedagogical model in engineering education where thestudents have the flexibility of repeating and refining their experiments at any time4. Openlaboratories reduce scheduling conflicts and ensure effective utilization of space andequipment5,6. Though an open laboratory can positively impact the educational experience, it islabor

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cary Troy, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; Rebecca R Essig, Purdue University, West Lafayette

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NSF Grantees Poster Session

of MarylandUniversity College have writing centers where faculty resources primarily focus on informingfaculty about available resources their centers can provide to students, such as sampleassessments and workshops [1] [2]. These materials are valuable for students to use once writingis assigned, but they provide little guidance for instructors looking to create or assess their ownwriting assignments. The James Madison University writing web site similarly emphasizes thementoring available for students, but it also includes a few guidelines for faculty to help createeffective writing assignments and develop group writing assignments that encouragecollaboration [3]. The Purdue University Online Writing Lab takes this a step further

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, Georgia Perimeter College; Naranja C. Davis, Georgia State University; Brandi Campbell Villa, Belay Consulting

Tagged Topics

NSF Grantees Poster Session

. The Fall 2011 full-time enrollment (FTE) for both STEM and Non-STEM students was 20,466. Due to the non-traditional status of many of the students, an equation is employed to calculate full-time equivalents when defining FTE. Table 1 shows enrollment and graduation rates for STEM and non-STEM students. STEM students are defined as those that have enrolled in or taken Pre-Calculus and/or Principles of Chemistry. Table 1. Institutional enrollment, graduation, and transfer rates for STEM and non-STEM students entering 2011-2012. STEM Students Non-STEM Students TotalEnrollment (FTE) 4402 18702 20466Graduates 2013-2014 154 (3

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeff Wolchok, University of Arkansas; Timothy J. Muldoon, University of Arkansas

Tagged Topics

NSF Grantees Poster Session

lack a graduate program in biomedical engineering. Through thisREU site, students were paired with faculty mentors to work on a range of individual, hypothesis-drivenprojects which apply or develop state-of-the-art biomedical imaging methods and techniques. Students alsoreceived a range of lectures on professional development topics, social activities, and the experienceculminated in each student submitted an abstract to present at the Biomedical Engineering Society AnnualMeeting [1-3]. A major goal of this program is to enhance students’ research skills, as well as to build asense of belongingness and improve retention within the field of biomedical engineering [4-6]. To evaluatestudents’ experience in our REU program, an external evaluator

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Patten, Temple University; Avi Kaplan; Ruth Ochia, Temple University

Tagged Topics

NSF Grantees Poster Session

learning behaviors. Table 1 describes these characteristics. We followed the DSMRIAnalysis Guide [16] to conduct a combined deductive-inductive analysis of course observations, students’ reflections,and interviews to identify emerging themes about students’ engagement in the DT process and indications for futuretransfer into future courses and experiences using a DSMRI qualitative evaluation.Table 1: Breakdown of students in the study with demographics and skill competencies Student # Team # Gender Course ability Course ability Other Presenting (Lab) (lecture) 1 8 male Medium Medium 3-person team 8 5