Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University; Tekla Nicholas, Florida International University

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Diversity, NSF Grantees Poster Session

Engineering Education, 2025 First and Final Year of NSF IUSE Funding: The Justice Equity Diversity & Inclusion (JEDI) Ambassador Initiative – A (Terminated) HSI Implementation and Evaluation ProjectProject RationaleFlorida International University (FIU), the largest Hispanic-serving institution (HSI) in the U.S.,is a Minority Serving Institution that awards the most engineering and computing bachelor’sdegrees to Latinx students nationally and ranks 11th for degrees awarded to African Americanstudents [1]. However, disparities persist within FIU’s College of Engineering & Computing(CEC). Four-year graduation rates for Latinx, Black, and female students in CEC are 14%, 17%,and 17% lower, respectively

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shama Rajan Iyer, Marymount University; Eric J Bubar, Marymount University

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NSF Grantees Poster Session

engineering skills to improveengagement and retention of under-represented in STEM students using common makerspacetechnology.INTRODUCTION:Through the use of additive manufacturing, Marymount University has developed a projectbased curriculum to 1) improve recruitment of under-represented in STEM students inengineering and 2) improve retention and graduation rates of under-represented in STEMstudents, with funding from the Improving Undergraduate STEM Education: Hispanic-ServingInstitutions (IUSE-HSI Program) NSF grant titled “Project DREAM (Diversity Recruited intoEngineering through Advanced Making)”. To achieve the first goal, we have designed anddelivered a two week summer bridge program to high school students interested in engineeringthat

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph Richard Midiri, Rowan University; Cassandra Sue Ellen Jamison, Rowan University; Smitesh Bakrania, Rowan University; Wei Xue, Rowan University; Mitja Trkov, Rowan University

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NSF Grantees Poster Session

Development Through Student-Designed Soft Robotics Learning ModulesAbstractAs soft robotics emerges in industry, the need for accessible educational material has also risen.Our project focuses on co-developing easy-to-implement soft robotics learning modules withengineering students through a credit-based design experience at our institution. Modules aredesigned to be easily integrated into courses across a mechanical engineering curriculum. Thispaper reports on the lessons learned and progress to date.BackgroundSoft robotics is a novel and emerging field of robotics [1]. Unlike traditional robot mechanics, softrobotics uses flexible, compliant materials instead of rigid parts and linkages [2], which has led totheir increasing

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

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NSF Grantees Poster Session

. She is the co-editor of the anthology Feminist Science Studies: A New Generation (Routledge 2001) and author of the book Food Fray: Inside the Controversy over Genetically Modified Food (Amacom 2009). She is currently Co-PI on a Nanotechnology Undergraduate Education (NUE) grant from the National Science Foundation. Page 26.1182.1 c American Society for Engineering Education, 2015 Nanotechnology Courses for General Education James Morris1), Peter Moeck2), Lisa Weasel3), and Jack Straton2) 1) Department of Electrical and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

courses.1 IntroductionProblem- and project-based learning pedagogies have been linked to improved student learning1and increased diversity in STEM related fields2. It is believed that hands-on learning activitiesallow students to practice and internalize abstract concepts. In doing so, students connect relatedconcepts and improve their overall understanding of a subject. Furthermore, facilitating engag-ing, open-ended, hands-on projects can increase student autonomy while timely feedback canimprove student’s feelings of competence. These projects with high relevance to engineering canincrease connectedness and discipline engagement.Understanding and experiencing modern prototyping and manufacturing processes are importantaspects of the part and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette; Susan M Lord, University of San Diego; Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants

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Diversity, NSF Grantees Poster Session

and student services in higher education. One of his great- est strengths lies in analyzing data related to student learning outcomes and, therefore, to improving institutional effectiveness. His work with MIDFIELD includes research on obstacles students face that interfere with degree completion and, as well, how institutional policies affect degree programs. His group’s work on transfer students, grade inflation, and issues faced across gender and ethnicity have caused institutions to change policies so that they may improve. Awards and publications may be found at https://engineering.purdue.edu/people/russell.a.long.1.Dr. Susan M Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Words: Virtual Power Laboratory, Intelligent Tutor, Electric machines, Web application.1. Introduction The “Task Force on America’s Future Energy Jobs1” reports that there will be “a criticalshortage of trained professionals to maintain the existing electric power system and design, build,and operate the future electric power system”, and “new workers will be needed to fill as manyas one-third of the nation’s 400,000 current electric power jobs2”. In order to deal with theshortage, both the Task Force1 and the National Science Foundation3 suggest a major revision inengineering curricula regarding power, and recommend a significant investment in education,research, and hiring of faculties in the power area. A laboratory practicum is an

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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NSF Grantees Poster Session

game-aidedpedagogy.Keywords:Game-Aided Pedagogy, Gravity Model, Learning Outcomes1. IntroductionTeaching materials have evolved from word of mouth and mere text to multi- and hyper-media contents.The change behind the teaching materials is the increase of information density and accessibility. Recentdecades’ research in Game-Aided Pedagogy (GAP) also shows an increase of information density andaccessibility of educational games compared to the other teaching media.Simulations and computer educational games are treated as an efficient way for learning, at least since the1970s[1]. Students’ learning outcomes and engagement are both important. Our experience teaching severaltransportation classes suggest that students need significant out-of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Rachel E McCord, University of Tennessee, Knoxville; Cheryl Carrico, Virginia Tech; Danielle Almetria Smalls, Virginia Tech Engineering Department; Philip Reid Brown, Virginia Tech Department of Engineering Education

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NSF Grantees Poster Session

problemsolving. Recommendations include interviewer training on how to ask follow-up questions tomotivation-related utterances.IntroductionDespite considerable research in engineering education, there is still much to uncover withregard to how students learn, what they learn, and why they learn it. While there is a wealth ofdata on cognition, metacognition, and teaching strategies (all examples of the how), andmisconceptions, conceptual change, and curriculum development (all examples of the what),motivation (example of the why) still remains understudied by comparison. Epistemologicallysound qualitative research approaches to study complex learning and motivation interactions arelikewise underrepresented in engineering education research 1. As part of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fabien R Durand, Georgia Institute of Technology; Jin Woo Kim, Georgia Institute of Technology; Dorian Henao; Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Michael Helms, Georgia Institue of Technology

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NSF Grantees Poster Session

theparticipants. Variety measures the size of the solution space spanned during the conceptgeneration process.Because problems can vary from one to another, the metrics were equated using the LinearEquating equation from ETS 34. By making the problems equivalent, the results from differentproblems become comparable.Experimental MethodsLongitudinal StudyThe four-year longitudinal experiment examines how the design self-efficacy and creativity ofmechanical engineering students changes over time 1. The experiment lasted from Spring 2011 toSpring 2014. Both the design self-efficacy and creativity studies have two separate pieces:within-subjects and between-groups data. The within-subjects study compares the results ofstudents who generated solutions for the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eva Fuentes-Lopez, University of California, San Diego; Joseph Leon Henry, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Alegra Eroy-Reveles, University of California, Santa Cruz; Kameryn Denaro; Erik Arevalo; Stanley M. Lo, University of California, San Diego; Mike Wilton, University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

/rubric-assessing-candidate contributions-diversity-equityUniversity of California, Irvine. (2022, March 31). UCI and 3 other UC campuses collaborate on teaching professor diversity initiative. UCI News.Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91. AppendixTeaching Statement RubricThe Teaching Statement Rubric provides guidelines for a committee to utilize during the searchprocess and should be tailored to the specific needs of the institution.Criteria include: (1) teaching ideology, (2) pedagogical approach, and (3) evaluation of learninggoals.Each criteria is scored

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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NSF Grantees Poster Session

-year colleges and universities and howstudents’ innovative capability influences such transfer capacity. The goals are: (1) to explore thepedagogical practices used to support non-traditional students in community colleges to informpersistence, (2) to understand whether such practices are effective in offering non-traditionalstudents a program that enables them to stay in engineering and science majors and to transfer toa four year college or university, and (3) to determine if students’ propensity for innovativeproblem solving influences use of pedagogical practices and ultimately, transfer persistence. Theresearch targets five research questions: (1) What are the patterns of pedagogical practices thatcommunity colleges employ to enhance

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine A Azurin, California State Polytechnic University, Pomona; Suzanna Conrad, California State Polytechnic University, Pomona; Winny Dong, California State Polytechnic University, Pomona

Tagged Topics

NSF Grantees Poster Session

librarianship.Dr. Winny Dong, California State Polytechnic University, Pomona c American Society for Engineering Education, 2016 Bronco Scholar – An Online Hub for STEM Student Research In order to maintain the United States’ preeminence in science, technology, engineering,and mathematics (STEM) fields, the country must produce approximately one million moreSTEM professionals over the next decade than the projected current graduation rates.1 To attainthis goal, policymakers aim to increase STEM retention in college, arguing that it is a low-cost,fast way to produce more graduates with the training and expertise that the nation needs inSTEM fields.1 According to a 2014 report by the National Center for

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christine Haas, Engineering Ambassadors Network; Michael Alley, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park

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NSF Grantees Poster Session

groups in engineering. These Engineering Ambassadors develop valuable leadership and communication skills, which they apply through engineering outreach to middle and high school students. Christine received her MBA in marketing and international business from Drexel University and her BA in English and film from Dickinson College.Mr. Michael Alley, Pennsylvania State University, University Park Michael Alley is an associate professor of engineering communication at Pennsylvania State University. He is the author of The Craft of Scientific Presentations (Springer-Verlag, 2013) and founder of the web- site Writing Guidelines for Engineering and Science (writing.engr.psu.edu), which receives more than 1 million page

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gon Namkoong, Old Dominion University

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NSF Grantees Poster Session

sector.1 Particularly, students are challenged more than everto be creative and think critically in order to confront contemporary issues related to solartechnologies. Such a demand requires students to be equipped with solid theoretical and practicalknowledge as a singular “body of knowledge”.2 This is of paramount importance in thatscientific discoveries have been made when solid background knowledge of principles, concepts,and theory is synergistically combined with scientific processing skills. To foster suchcapabilities in students’ learning, inquiry-based learning 3,4,5,6 is hailed in the literature as theeffective pedagogical approach to allow students to perform like scientists. In this approach,students develop a hypothesis based on

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chip W Ferguson, Western Carolina University; Paul M Yanik, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

, Engineering, Engineering TechnologyIntroductionDuring the 2014-2015 academic year, the SPIRIT (Scholarship Initiative via Recruitment,Innovation, and Transformation) Scholars program at Western Carolina University (WCU)provided 27 undergraduate students in engineering and engineering technology an opportunity toparticipate in a new approach to the recruitment, retention, education, and placement ofacademically talented and financially needy students. The SPIRIT program worked to establish atransformative learning environment through vertically and horizontally integratedinterdisciplinary project-based learning (PBL), undergraduate research, peer-to-peer mentorship,and focused institutional support services.1-8 WCU is classified as a regional

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M Lakin, Auburn University; P.K. Raju, Auburn University; Virginia A. Davis, Auburn University

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Diversity, NSF Grantees Poster Session

Challenges identified by theNational Academy of Engineers (NAE). The authors’ ultimate vision is that nanotechnologyeducation will become integrated into throughout engineering curricula by including relevantexamples in courses on traditional engineering subjects. This work is motivated by theimportance of creating a well-trained, diverse pool of professional engineers who will contributeto societal advancement. Altruism has been shown to have a significant influence on the careermotivations for Millennial and GenZ students.1‐4   The NAE Engineering Grand Challenges highlight the significant positive impact engineers canhave on solving global problems. Many of these solutions will involve nanotechnology. In factthere are striking similarities

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

from programming in languages such as Java or C. A PLCis a solid-state control system with a user-programmable memory, used to read input conditionsand set output conditions to control a machine or process [1]. To write a PLC program,engineers need to know not only PLC programming syntax, but also the functions and generalcharacteristics of the many hardware devices (such as different types of sensors and motors) thatcan serve as input or output (I/O) devices.To become proficient at PLC programming, engineering students need to become familiar withfunctions and general characteristics of hardware devices, to understand how PLC controllersprocess programs, to be able to interface I/O devices with a PLC, and to be able to understandthe control

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Aditya Akundi, University of Texas at El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Ryan Wicker, University of Texas, El Paso; Zhonghua Hu, University of Texas at El Paso

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NSF Grantees Poster Session

latest uPrint® SE Plus works based on the same technology, but, is more powerful based onits new inherent functions and features 4: 1) The software CatalystEX used by uPrint® to translate computer aided designs for 3D printing is based on an advanced designed that integrates the functions of Insight software and FDM status. The user interface is WYSIWYG (What You See Is What You Get) which is deemed more user-friendly. 2) uPrint® SE Plus 3D printer supports network communication, allowing a 3D printer to be shared in a network. A user can control the 3D printer remotely. This compared to Page 26.517.3 traditional

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deborah Newberry, DCTC/Nano-Link

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NSF Grantees Poster Session

traditional curriculum (Ref1). From 2010 to 2012 modifications were made to the modularized approach as well as the educatortraining that positively impacted the use of the modules by educators. This modification in approach hasresulted in module use by over 500 educators in 38 states and 4 countries – with a reach to over 32,000students. Figure 1 is a representation of locations within the United States using modules. Figure1. Nanoscale modularized content is being used by educators in 38 states.Benefits and Application of Modularized Educational Content: Page 26.1165.2Infusion of nanoscience content into traditional K-12

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

/engineering technology course that was designed to support student retention. Anew course could not simply be added to the existing curriculum of the university’s engineeringand engineering technology degrees, however, as state law capped the hours required for anundergraduate degree. Instead, the researchers customized an introduction to the universityfreshman seminar course for engineering and engineering technology majors. This course designadapted elements from successful first-year introductory classes in Engineering and EngineeringTechnology at other universities. Besides fostering a learning community between Engineeringand Engineering Technology students, the objectives of the new course include: (1) introductionof design and problem solving

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jen-Mei Chang, California State University, Long Beach; Jelena Trajkovic, California State University Long Beach; Gino Galvez, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

universityrates, scholarship students showed above-average retention and graduation rates, with themajority pursuing graduate studies or careers in STEM. These findings highlight the importanceof comprehensive support programs that integrate financial aid, mentorship, and professionaldevelopment to promote persistence and success among URM students in STEM fields.Introduction Many students leave Science, Technology, Engineering, and Mathematics (STEM) aftertaking introductory science and/or mathematics courses [1]. This not only impacts thedevelopment of a STEM workforce; it also negatively impacts humanity’s chances of addressingthe complex issues our societies are currently facing. Issues such as climate change andenvironmental degradation need

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Richard C Hill, University of Detroit Mercy; Andrew Lapetina, University of Detroit Mercy; Michael Lachney, Michigan State University; Aman Yadav

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Diversity, NSF Grantees Poster Session

applied to develop high-quality CS curricula and train large numbers of teachers, primarily through one-week summerworkshops. For example, the percentage of public high schools in the United States that offer afoundational computer science course has grown from 47% in 2019-2020 to 57.5% during the2022-2023 academic year [1]. Despite these gains in access, there is still work to be done,especially for students historically underrepresented in the field. In 2021-2022, Black studentsmade up only 6.73% of national Advanced Placement (AP) CS exam takers [2] even though theymake up approximately 15% of the overall high school population [3]. Furthermore, only32.37% of Black AP CS exam takers passed, compared to the overall pass rate of 64.62% [2].With

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Yao Wang; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai, New York University Tandon School of Engineering; Neetha Khan, Carnegie Mellon University; Stacey J Marks, The Johns Hopkins University; Lisa A. Porter, Carnegie Mellon University; William Harry Sanders, Carnegie Mellon University; Tuviah E. Schlesinger, The Johns Hopkins University; Charlie Díaz, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Prisca Collins; Katharine Phelps Walsh, Carnegie Mellon University, College of Engineering

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Diversity, NSF Grantees Poster Session

STEM Education (EDU) todevelop a model promoting the equitable advancement of early career tenure-stream engineering facultyfrom historically underrepresented groups, African Americans, Hispanic Americans, American Indians,Alaska Natives, Native Hawaiians, and Native Pacific Islanders (AGEP) faculty. The goal of this FacultyCareer Pathways Alliance Model (FCPAM) project is to develop, implement, self-study, andinstitutionalize a career pathway model that can be adapted for use at similar institutions, for advancingearly career engineering faculty from these groups. The Alliance interventions for this project focus onthree major pillars of activity: 1) equity-focused institutional change designed to make structural changesthat support the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gustavo B Menezes, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Nicholas Rabb; Kenya Z. Mejia, San Francisco State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Nancy Warter-Perez, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

learning), and vibrancy (engagingwith active participation). Each indicator is further broken into assessable principles (Figure 1),with observable behaviors aligned to the framework of community cultural wealth [viii]. ThePOTP includes the following features: (a) Customizable Focus: Faculty are observed on selected,specific observable behaviors (from a total of 55) to prioritize during observation, enablingfaculty to focus on their assets and encouraging targeted growth; (b) Reflective Process: Pre- andpost-observation meetings promote meaningful dialogue between the observer and the observee,enabling the sharing of insights and resources from the Eco-STEM Resource Repository [viii] (c)Flexible Usage: The tool can be used for peer-to-peer

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Vincent Mark Briones Crisostomo, Moorpark College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

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Diversity, NSF Grantees Poster Session

% of Hispanic/Latinx residents 25 years orolder hold a bachelor’s degree, compared to 51% of White, non-Hispanic residents. At C6colleges, the Hispanic/Latinx vs White transfer gap is 16% (34% vs. 50%, respectively).Supporting and encouraging LSAMP student populations as they prepare to transfer is vital.The C6-LSAMP project supports LSAMP students via three pillars: (1) Research Opportunities:Fall Research Symposium and university partnerships, (2) Academic Support: Embedded Tutorsin gateway STEM courses, and (3) Professional Development/Career Exploration for studentsand for faculty: workshops, mentoring, and networking. Reinforcing each pillar is a commitmentto create culturally sensitive, relevant and responsive learning environments.This

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering: A recent review of the educationliterature on mathematical practices in engineering found that only 2 out of 5,466 even discuss"uncertainty" or "error" [1]. A scoping review of textbooks actively used to teach engineeringcourses found that only 11% of textbooks mentioned "variability" [2]. Despite this neglect,variability remains important to engineering practice; for example, female automobilepassengers in the U.S. experience 47% higher odds of injury than males [3], a disparity that theGovernment Accountability Office attributes to poor statistical modeling practices in crashtesting [4].This project is a mixed-methods study of statistical thinking, informed by engineering practice.The early (qualitative) phases of this project

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

engineering suggest thatstudents should be cognizant of and prepared to act upon these issues concerningmacroethics—the social responsibility of the engineering profession [1]. For example, ABETStudent Outcome 2 notes that students must develop an understanding of engineering designincluding “consideration of public health, safety, and welfare, as well as global, cultural, social,environmental, and economic factors.” [2]. Additionally, the American Institute for Aeronauticsand Astronautics’ Code of Ethics says that engineers are expected to “hold paramount the safety,health, and welfare of the public in the performance of their duties” [3]. These statements leavegreat latitude to the curriculum and the instructor in interpreting who counts as the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paul Amoruso, University of Central Florida; Ivan Garibay, University of Central Florida; Joel Alejandro Mejia, University of Cincinnati; Laurie O Campbell, University of Central Florida; Florencio Eloy Hernandez, TAMUCC; Ronald F. DeMara P.E., University of Central Florida

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NSF Grantees Poster Session

tutoringremediation in mandatory undergraduate courses, specifically in Electrical and ComputerEngineering (ECE) degree programs. The research revealed a direct correlation between coursesthat utilize remediation services and student outcomes, highlighting the critical role theseservices play in shaping academic success. The ABM leverages this insight to provide instructorsand administrators with a predictive toolset that identifies the optimal number of assistantsneeded for specific courses. This approach takes a step further by providing data-driven supportto ensure informed decisions about resource allocation and optimized student success.As depicted in Fig. 1, the research involves developing an ABM to simulate a classroomenvironment with students and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., California Polytechnic State University, San Luis Obispo; Jeffrey Boncan Cabanez, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

PostsecondaryStudent Aid Study: 2009-2010, conducted by the National Center for Education Statistics(NCES), found that low-income students face higher unmet need than other students. As a result,even though the target population may be receiving financial aid, it does not necessarily meanthat their financial needs are met. Students whose financial needs are unmet by school aidpackages typically will compensate by working part- or full-time, or taking out additional loans.However, working while attending college can have negative impacts. It has been found thatwhile 1 to 15 hours of work per week contributes positively to retention, working more than 15hours per week tends to result in weaker grades and a lower chance of graduation.5 On the otherhand, even