Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Andrews Paulsen, Concord Evaluation Group; Monica E Cardella, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation

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NSF Grantees Poster Session

.   Research Questions   Our goal with the IPE study is to answer the following research question: ​ How do informal engineering programs (such as Design Squad, a WGBH multimedia informal engineering program for middle school­aged children) support engineering­related learning over time (i.e., engineering pathways)?   To get at this larger question, we will also explore five related, secondary questions:   1. What is the profile of children who benefit the most (i.e., develop positive outcome  expectations about engineering, greater engineering­related self­efficacy, and an  increased interest in engineering) after exposure to informal STEM programs?  2. How much exposure to informal STEM programs is sufficient to support

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Paul Rayes, Arizona State University; Brian McNamara, Arizona State University; Xiaoxuan Wang, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University; Xiang Gao, Arizona State University; Theodore Thompson

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NSF Grantees Poster Session

analysis tutorials. Initial results from a laboratory-based study showed astatistically significant 1.21 standard deviation improvement in student performance compared tonormal textbook-based homework. The software has been used by over 1290 students at fourdifferent universities and some community colleges, with high levels of user satisfaction andgenerally favorable comments.1. IntroductionOne of the most widely taught courses in undergraduate engineering curricula is linear circuitanalysis, as many majors other than just electrical engineering require their students to have atleast general familiarity with electrical circuits. For example, around 19 mostly large (70-80student) sections of this course (including 2 sections completely online) are

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

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NSF Grantees Poster Session

research. Several students received research positions based on this activity. Aftereach meeting the participants were surveyed to determine how effective the meeting was and toidentify topics of interest for future meetings.Six of the 22 CIRC students were transfer students, leading to the realization that transferstudents were very much in need of a “little hand holding”.1 Based on this we applied for andreceived a second NSF CSEMS (award #0324212), this one focused on transfer students, Page 26.358.2beginning in Fall 2003. CIRC transfer students were then put into this second program calledCIRC/Maricopa Engineering Transition Scholars (CIRC/METS

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

(CCs). The authors suspected that these transfer students might just be the tip of a large icebergof students who sought and could benefit strongly from a “supportive hand.” 1 There were noprograms at that time specifically for new transfer students in ENGR; the only option availableto learn about life at a large school for these students was to join freshmen students in an ASU101 introductory class. Transfer students averaging age 25 are not particularly enthralled to be inclass with 18 year olds who are very interested in what happened in the dorm last night. The firstauthor and director of the NSF STEM for upper division students then wrote a second successfulproposal (#0324212) to NSF to support upper division transfer students in an S

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

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Diversity, NSF Grantees Poster Session

we have been working.Much has already been published on this program, including the evolution of CIRC.1-6 Majorhighlights will be discussed.Program HighlightsThe goals of this scholarship program have remained the same through its history. The first goalis to graduate the student. The second goal is that they will graduate in good stead with anexcellent set of experiences in addition to the classroom, including internships and researchpositions. A third goal is that the student will go right on to graduate school full-time aftergraduation and earn an engineering or computer science Master’s or Ph.D. degree. Everythingdone in this program is designed to help the student reach these three goals.An Academic Success and Professional Development

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Christina A. Foy, University of New Haven; Pedro S. H. Kim, University of California, Berkeley; Emi Okada Okada, University of California, Berkeley; Audrianna V Rodriguez, University of New Haven

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Diversity, NSF Grantees Poster Session

data collection.Motivation - Why Research on Adult Nontraditional Engineering StudentsEngineers seek to find solutions to society’s problems. The keystone to successfully attainingsolutions may be said to be diversity - diversity of our lived experiences. We can claim thatengineering, by its very nature, is dependent on teamwork and creativity of thought. Diversity Page 26.879.2increases the range and creativeness of possible solutions the team or individual can attain(1).Whereas gender and ethnic diversity are commonly studied aspects, studies involving studentage comprise a much smaller set of the available literature within the engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven D Hart, Virginia Military Institute; Philip J. Parker P.E., University of Wisconsin, Platteville; Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

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NSF Grantees Poster Session

education and outreach programs, STEM teacher development, and climate change education programs. Page 26.785.1 c American Society for Engineering Education, 2015 Flipping the Infrastructure ClassroomThis paper and its companion poster are the result of a recent (September 1, 2013) funding award fromthe National Science Foundation. The outcomes of the proposed work are:  Establish and sustain the Center for Infrastructure Transformation and Education (CIT-E) as the source for infrastructure education materials that are continuously improved by a vibrant

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

 wild”  will  be  noted.        Based  on  this  feedback,  we  have  produced  four  new  variations  on  the  inquiry-­‐based   Page 26.463.2activities.    These  involve:  a)  replacing  the  students’  experiments  with  simulations;  b)  replacing  the  students’  experiments  with  the  students  observing  the  experiment     1  as  an  in-­‐class  demonstration;  c)  the  students’  watching  the  simulation  as  an  in-­‐class  demonstration  and  d)  replacing  both

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

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Diversity, NSF Grantees Poster Session

and display their screen on a large monitor; laptops available forcheck out; dual monitors on the computer stations; and rotating art pieces from the campus’spermanent gallery collection.To assess the effectiveness of the space, user demographics are collected and analyzed. Table 1shows usage of the space in CenterPOINTS’s first two complete academic years. These uniqueuser numbers represent approximately 30% of College of EMS students in 2013-14, andapproximately 35% in 2014-15.Table 1: CenterPOINT VisitorsYear Visits Unique Visitors Average Visits per VisitorAcademic Year 2013-14 12,932 816 16Academic Year 2014-15 13,956 933 15In 2013-14 overall, 29.4% of visitors were

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Frazier F. Benya, National Academy of Engineering; Rachelle Hollander, National Academy of Engineering; Karin Ellison, Arizona State University; Kelly Laas, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering; Thomas M. Powers, University of Delaware

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Diversity, NSF Grantees Poster Session

, and this new categorization system allows OEC users toquickly see all case studies on the site. This is true even when case studies are embeddedwithin other resources such as teaching modules or published papers. Users can alsoquickly find other resources collected by the OEC such as educationalactivities/programs; assessment tools; instructor materials such as syllabi, lesson plans, orpedagogical notes; bibliographies, and more (figure 1).    Figure  1:  Resource  typesIn addition to categorization by resource types, topical categories provide a method forfinding resources based on ethical themes and also by controversial issues in science andengineering

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Brock J. LaMeres, Montana State University

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Diversity, NSF Grantees Poster Session

ofUndergraduate Education. The current deployment and effort is being supported through theImproving Undergraduate STEM education (IUSE) program (Award # 1432373), also under theDivision of Undergraduate Education.References[1] Munoz-Merino, P.J.; Kloos, C.D.; Munoz-Organero, M.; , "Enhancement of Student Learning Through theUse of a Hinting Computer e-Learning System and Comparison With Human Teachers," Education, IEEETransactions on , vol.54, no.1, pp.164-167, Feb. 2011.[2] Guzman, E.; Conejo, R., "Self-assessment in a feasible, adaptive web-based testing system," Education, IEEETransactions on , vol.48, no.4, pp. 688- 695, Nov. 2005.[3] Renninger, K. A., Sansone, C., & Smith, J. (2004). Love of learning. In C. Peterson & M. E. P

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul G. Flikkema, Northern Arizona University; Rhonda R. Franklin, University of Minnesota; Jeff Frolik, University of Vermont; Carol Haden, Magnolia Consulting, LLC; Aaron T. Ohta, University of Hawaii at Manoa; Wayne A. Shiroma, University of Hawaii at Manoa; Sylvia W. Thomas, University of South Florida; Tom Weller, University of South Florida

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NSF Grantees Poster Session

National Science Foundation underGrant #DUE-1140852.Bibliography                                                                                                                1 The National Academy of Engineering, The Engineer of 2020: Visions of Engineeringin the New Century, The National Academics Press, 2004.2 J. Frolik, T. Weller, P. Flikkema, and C. Haden, “Implementing an Inverted ClassroomUsing Tablet PCs For Content Development”, in The Impact of Tablet PCs and Pen-Based Technology on Education: Going Mainstream, Robert H. Reed and Dave A.Berque, eds., Purdue University Press, 2010.3 P.G. Flikkema, J. Frolik, C. Haden, and T. Weller, “Experiential Learning of ComplexEngineered Systems in the Context of Wireless Sensor Networks

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Clemencia M. Cosentino, Mathematica Policy Research; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Russell Andrew Long, Purdue University, West Lafayette

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NSF Grantees Poster Session

gender and ethnicity have c American Society for Engineering Education, 2015 Paper ID #12876caused institutions to change policies so that they may improve. Awards and publications may be foundat https://engineering.purdue.edu/people/russell.a.long.1. Page 26.346.2 c American Society for Engineering Education, 2015 Characterizing and Modeling the Experience of Transfer Students in Engineering— Progress on NSF Award 0969474Major Goals 1. Understand the transfer

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saniya Leblanc, The George Washington University; Steffi A Renninger, George Washington University; Ekundayo Shittu, George Washington University

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NSF Grantees Poster Session

Steffi Renninger Department of Psychology The George Washington University Ekundayo Shittu Department of Engineering Systems and Management Engineering The George Washington UniversityIntroduction From microscopy to materials synthesis, the demand for expertise in nanotechnology isnot only growing, but it also spans multiple disciplines and encompasses a variety of careers.1The requisite education and training typically occur at the graduate level which limitsundergraduates’ access to cutting-edge jobs and many companies’ workforce options.2Meaningful nanotechnology undergraduate education is difficult to achieve because: (1

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sadegh Davari, University of Houston, Clear Lake; Nathanial David Wiggins, San Jacinto College; Krishani Abeysekera, University of Houston, Clear Lake; Sharon P Hall, University of Houston, Clear Lake

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NSF Grantees Poster Session

have been at maximumcapacity and assessment results show that the activities have been well received.Based on the first two years of activities, we have made the following observations:1. Students will make time to attend BSC events if there are hands-on opportunities to learn about STEM topics.2. Tech Fridays provide students an opportunity to build relationships with other students interested in STEM careers.3. The Robotics Programming Challenge and the STEM Challenge motivates our students to take on more challenging projects in computer hardware, robotics, and programming.4. Students have a chance to meet faculty and students from all campuses, and engage with industry partners during BSC events.5. Industry

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Maja J. Mataric, University of Southern California

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NSF Grantees Poster Session

teacher performance to student outcomes assessment logic model. Figure 1 (below) illustrates the links between teacher performance and student outcomes in the model. F gur Ass ss MThis logic model indicates how each of the program components relates to the intendedoutcome goals of the RET. Aligned with this logic model, five assessment metrics were used to measure the impact of the SRET/ACCESS 4 Teachers RET programs. Two impact measures were used for teachers and three impact measures were used for students. A description of each measure and associated results follow. Teacher assessments • Teacher Instructional Performance Metric: This assessment is a rubric scored observational measure of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint

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NSF Grantees Poster Session

enjoyed the activities, with both groups reporting positive experiences insurveys administered at the end of the camps.Fig. 1. Experimenting with light in the “Robotics and Photonics” middle school summer camp Page 26.714.42014.In addition to the summer camps, several STEM day events took place during the year whichincluded photonics presentations and activities in the lab. The International Year of Light 2015 isan auspicious time to introduce the field of photonics to K-12 students, teachers, counselors, andparents. Participants in STEM day events ranged from elementary to middle school to highschool students, accompanied by teachers and counselors

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson

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NSF Grantees Poster Session

ashort-term goal of graduating 10,000 more American engineers each year to bring the total toabout 130,000 annual graduates.1 The United States needs more engineers for its economics andhealth both locally and internationally. As the need for more engineers in the US has grown,more attention has been focused on the community college (CC). Although many students attendCC due to lower tuition, smaller classes, and the proximity to their home, saving on both roomand board. However, many students attend a CC because they are not sure of their major. Amongthe transfer students they we receive in the Ira A. Fulton Schools of Engineering, a study showedthat 30% of them only decided on their major after they were at the CC. This study of 61

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

-generation students (LIFGs) can contribute to US engineering problem definition and solving”.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. Strutz, M. L., Orr, M. K., & Ohland, M. W. 2012. “Low Socioeconomic Status Individuals: An Invisible Minority in Engineering.” In C. Baillie (Ed.), Engineering and Social Justice: In the University and Beyond (pp. 143-156). Purdue University Press. 2. Ohland, M. et al. 2012. Viewing Access and Persistence in Engineering Through a Socioeconomic Lens. In C. Baillie (Ed.), Engineering and Social Justice: In the University and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Angelina Lane, Seattle Pacific University; Donald M. Peter P.E., Seattle Pacific University

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Diversity, NSF Grantees Poster Session

 limited pre‐requisites understanding.  However, most respond favorably to efforts to get to know them and assist them.     We have learned many things about how to assist our ECASE students, and others like them, insucceeding through to graduation and into a technical career. The following is a short list ofsome challenges that we have discovered and the corresponding approach that we use to mitigatethe challenges. Many of these are corroborated in the literature as discussed in the Introductionsection of this paper. Here we consider them collectively and concretely. 1) Challenge: Students have varying needs for encouragement and prodding. Some have low confidence. Others do not yet recognize the significance of poor study