Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

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NSF Grantees Poster Session

taken to better understand student development of SDL. The most Page 26.1173.2significant course of action on our part was to extend the study beyond the 2nd year, and toincorporate more qualitative measures, namely focus groups1,2,3.Quantitative Survey Results (Years 1 and 2)While some significant differences in the quantitative survey data were measured between thetwo institutions, the resulting data showed surprisingly small changes in SDL competencies overthe first two years of college4. Figure 1 displays the learning and grade orientations (LOGO)attitudes and behaviors at four different points in time over two years for the two

Conference Session

NSF Grantees Poster Session II

Collection

2016 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; Thomas W Ekstedt, Oregon State University

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Diversity, NSF Grantees Poster Session

faculty adoption and the factors(effectiveness, ease) that impact their adoption.We invite instructors teaching heat transfer to log in to the Concept Warehouse and usethe activities for free in class and let us know what you think of them.BackgroundOur earlier work focused on repairing students’ misconceptions about key areas in heattransfer by the use of inquiry-based activities in the form of short hands on activities (1; 2).These misconceptions were widespread and resistant to change through traditional lectureand homework (3). Each activity started with a student prediction, was followed by anexperiment or simulation that often upset that prediction, and concluded with a reflection.These activities were successful in improving students

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emad Habib, University of Louisiana, Lafayette; David G Tarboton, Utah State University; Matthew Wayne Deshotel, University of Louisiana at Lafayette; David J Farnham, Columbia University

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NSF Grantees Poster Session

climateteleconnections6 and the implications for enhancing the skills of precipitation forecasting andthus informing water resources engineering design and analysis. The module focuses on climatevariability and the influence of remote oceanic and atmospheric conditions on regionalprecipitation and temperature. The module promotes students’ understanding of how local waterbalance and extreme hydrologic events may result from global-scale climate patterns. Themodule is arranged in three main sections: (1) Climate variability and teleconnections; (2)Climate Modeling and Forecasting; and (3) Statistical Tools for Precipitation Predictive Models.Students are first introduced to the four main oscillations (the El-Niño Southern Oscillation,ENSO; the Pacific Decadal

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Billiar, Worcester Polytechnic Institute; Jeanne Hubelbank PhD, Independent Program Evaluator; Jared Quinn, Overlook Middle School; Thomas Andrew Oliva, Worcester Public Schools; Marsha W Rolle, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

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NSF Grantees Poster Session

teaching classes in the STEM disciplines for 16 years in both urban and rural school systems. Jared has participated in the Research Experience for Teachers programs funded by the National Science Foundation for five summers at Worcester Polytechnic Institute between 2009 and 2014 and one summer at Boston University in 2011. Jared holds six professional teacher licenses; Technology / Engineering 5-12, General Science 5-8, Biology 9-12, Middle School Generalist 5-9, Elementary 1-6, and Physical Education 5-12.Mr. Thomas Andrew Oliva, Worcester Public Schools I have been teaching in the Worcester, MA public school system for 30 years. I teach Technology & Engineering at Forest Grove Middle School. I have

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Jessica Menold Menold, Pennsylvania State University, University Park

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NSF Grantees Poster Session

, and traits of an innovative engineer. Herhope is that this awareness of individual innovativeness levels will enhance engineering professionals andstudent’s innovative skillsets. Jessica is also interested in studying and teaching design thinking methodsto students, and is currently working to spread design thinking through mini-workshops across Penn State. Page 26.875.2 c American Society for Engineering Education, 2015 Identifying and Assessing Key Factors of Engineering InnovativenessProject GoalsThis NSF REE project has four major goals: (1) to define the key characteristics of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

. Rather we would like to examine a subsetof threshold concepts and illustrate, first, that they can form a design basis for development ofInteractive Virtual Laboratories where students can actively experience multiple representations,and, second, that experience with these virtual laboratories helps students learn.The following specific project objectives have been constructed to achieve this goal: 1. Validate a set of at least six proposed threshold concepts in thermodynamics. 2. Develop Interactive Virtual Laboratories to provide students multiple representations and help them experientially explore these threshold concepts. Develop the virtual laboratories based on engineering education best practices and multimedia

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Christina Frederick, Embry-Riddle Aeronautical University

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NSF Grantees Poster Session

sections and is still in use today. The general format of the blended and traditionalcourse remains the same: 2 hours of lectures per week and 2 hours of lab time per week.However, in the blended course, each 1-hour lecture in the auditorium is replaced by online self-study activities which also last one hour. Thus, instructor and students only meet face-to-facetwice a week, during the lab time to solve student’s problems and help them with hands onpractice. The self-study online activities consist of watching recorded audio-visual PowerPointlectures, joining online discussion, and completing exercise/quizzes before each face-to-face labtime. With 24/7 unlimited course content access online, students have more flexibility to learn atany time as

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Anthony Torres, Miami Dade College

Tagged Topics

Diversity, NSF Grantees Poster Session

for skilled professionals in computing and emerging technology (EmTech) isincreasing at an accelerated rate. Between 2019 and 2029, computer and information technologyoccupations are projected to grow by 11%, surpassing other fields [1]. In Miami-Dade County,EmTech job opportunities are anticipated to grow by 7.3% over the next decade, exceeding thenational average [2]. However, a gap in skilled professionals remains, as county data indicatesthat 50% of EmTech roles require a bachelor's degree and 12% require a master's degree [3].Along these trends, the COVID-19 pandemic has increased economic disparities, with manyAmericans facing job insecurity or permanent layoffs, disproportionately affectingunderrepresented communities. [4]. With

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word; Andrew Ritenour, Western Carolina University; Isaac Wanasika, University of Northern Colorado

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Diversity, NSF Grantees Poster Session

activities, andwas encouraged under the program to provide mutual support and assistance to each other. In thispaper, we set forth the goals for the cohort activities, discuss the success of the year one cohortactivities, and indicate what additional benefits the cohort provided that were not planned in thegrant proposal. Recommendations are provided for other institutions that may want to formsimilar cohorts, under this program or others.IntroductionThe concept of a “cohort” is well-established, with mention of cohorts of various types appearingin literature for quite some time. One such mention by Rosow, as far back as 1978 [1], discussedthe nature and purpose of cohorts in a broad sense. Cohorts can emerge naturally, as noted in [2],or they may

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Fred W DePiero, Hancock College; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Stephen R. Beard, California Polytechnic State University, San Luis Obispo; Christine L Reed, Allan Hancock College; Tina Cheuk, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

.-granting institution in California and twoCalifornia Community Colleges designed to support low-income, academically talentedengineering and computer science students.In ENGAGE, we utilize a Strengths-Based Approach (SBA) to support student success in bothtraining and professional development, and in program design and implementation. SBA utilizesGallup’s CliftonStrengths assessment to identify the strengths that students bring to theireducational journeys. Research by Gallup shows that the integration of CliftonStrengths has ademonstrated correlation with student retention and well-being [1]. Rooted in positivepsychology [2, 3] CliftonStrengths is an online assessment that identifies individuals’ top five“Themes of Talent,” organized in four

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jaclyn K. Murray, Mercer University; Alex St Louis, Mercer University

Tagged Topics

NSF Grantees Poster Session

teachers (PETs) followed a structured process to model four phenomena: 1. Observations and Hypothesis: PETs observed a phenomenon, created drawings of their observations and initial hypotheses, reflected on questions, and developed a driving question for the unit. 2. Collaborative Sensemaking: In groups, PETs used whiteboards to represent their understanding, refine their ideas, and discuss scientific concepts

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryon Vinay Peddapalli, Clemson University; Ella Kokinda, Clemson University; D. Matthew Boyer, Clemson University; Andrew Begel, Carnegie Mellon University; Paige Rodeghero, Clemson University

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Diversity, NSF Grantees Poster Session

colleagues, and used affective computing and biometrics to better understand how software developers do their work.Paige Rodeghero, Clemson University ©American Society for Engineering Education, 2025 Collaboration Station: Opening up Single-User Software Projects — I-Test & CSforAllAbstractThe need for collaborative software is more significant than ever in our modern world. Especiallyin large software companies, it becomes imperative to work efficiently with co-workers tocomplete large projects. Consider that nearly seven percent of Americans between ages six andeleven have been diagnosed with neurodivergency [1]. Some of these individuals will end upbecoming

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University

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NSF Grantees Poster Session

. Introduction and Brief Literature ReviewThe problem-solving process holds significant importance for Science, Technology,Engineering, and Mathematics (STEM) education. Studies indicate that numerous STEMgraduates exhibit noticeable challenges in their problem-solving abilities. These challengesare caused partially by cognitive processing [1] and motivational regulation [2] duringproblem-solving tasks. Our preliminary findings indicate that reviewing solutions aftercompleting problem-solving tasks had a minimal impact on enhancing students’understanding, particularly when tackling challenging problems [3]. To become effectiveproblem-solvers, students must grasp the connection between task characteristics and theprocessing demands required during

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, California State University, Fullerton; Carlos Gunera, California State University, Fullerton; Erika A Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

influenced their design processes and outcomes. The findingsinform how the SET can support engineering instructors in incorporating socially engaged designprinciples along with traditional engineering content in their courses.Study DesignParticipants and ContextFour SET modules were implemented in a two-semester capstone mechanical engineeringcapstone design course at a large Western university designated as a minority-serving institution.Students were divided into 7 teams to work on engineering projects (3 industry-sponsored, 3community-sponsored, and 1 student-led) and each team was composed of 4-5 students. Allstudents were required to complete the SET modules and reflection prompts. Of the 32 studentsenrolled in the course, 27 students consented

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

engineering education [1] and tofoster increased motivation during problem-solving tasks [2]. Understanding the nature of the problem is a critical first step in the process, providing the foundation for all subsequent efforts. Without a solid understanding of the problem, students cannot develop effective strategies to address it [3]. Students are encouraged to focus on relevant tasks and create significant connections between newly acquired information and their prior understanding of the task [4]. The accuracy of the solution in engineering problem-solving heavily depends on students’ capability to actively monitor and assess their involvement in the problem. The process of monitoring and evaluation constitutes a crucial aspect of self-regulation

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lifford McLauchlan, Texas A&M University - Kingsville; David Hicks, Texas A&M University-Kingsville ; Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi

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NSF Grantees Poster Session

developed as part of the work supportedby this grant.IntroductionStudent experience related to working with and designing Internet of Things (IoT) as well as AIcapable products and applications continues to be relevant to those studying and graduating inengineering related fields. Many commercial systems have added IoT and/or AI functionality inthe last few years as the cost of processors, sensors, memory and cloud-based analytics and storageservices continue to be relatively affordable. In this project, lab exercise materials were developedat two HSIs, Texas A&M University-Kingsville and Texas A&M University-Corpus Christi, tointroduce students to IoT concepts utilizing a Raspberry Pi [1]. with sensors and a motor as wellas exercises using

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Ferris, University of New Mexico; Susannah C. Davis, University of New Mexico; Vanessa Svihla, University of New Mexico; Earl E Lee, Arizona State University; Katharine Getz, Pennsylvania State University; Cinthia Viviana Rojas Palacio, Arizona State University; Nadia N. Kellam, Arizona State University

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Diversity, NSF Grantees Poster Session

methodologies, weexplore how these practices equip faculty and institutional leaders to critique existing inequities,imagine transformative futures, and sustain long-term commitment to DEIJ work even amidincreasing resistance.FrameworkWe leverage research that shows that communities of transformation (CoT) are an importantlever for equipping faculty to make substantial changes to their beliefs and practices [1], [2].CoTs drive systematic change using collective learning and a shared vision. CoTs aredistinguished from other communities in that they are guided by a philosophy that typicallychallenges commonplace norms; they engage members in new practices through modeling; andthey provide relational support for members, often across institutions [1

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

John Zachary Clay, University of Texas at Austin; Molly H Goldstein, University of Illinois Urbana-Champaign; Charles Xie; H. Onan Demirel, Oregon State University; Zhenghui Sha, University of Texas at Austin

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NSF Grantees Poster Session

University of Texas at Austin. ©American Society for Engineering Education, 2025IUSE: Research on Generative Design Thinking: Design Cognition, Tools, and EducationIntroduction and MotivationA paradigm shift has occurred in engineering design which drastically changes the role of thehuman designer by adding generative artificial intelligence (AI) algorithms (e.g., geneticalgorithms, variational autoencoders, generative adversarial networks, large language models) tothe Traditional Design (TD) process [1] – [3]. A key feature of design problems is that thevariables and constraints of the design space are initially unknown to the designer, i.e., theseproblems are “ill-defined” [4]. Thus, one

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

LuoBin Cui, Rowan University; Ying Tang, Rowan University; Chenchen Huang, Rowan University

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NSF Grantees Poster Session

. Traditional educationoveremphasizes theory while neglecting interdisciplinary connections, limiting students’ability to solve complex multi-physical field problems. Students often find courseworkdisengaging and disconnected from practice, affecting their interest and career outlook. Game-based learning (GBL) is gaining attention as an innovative approach ingeotechnical education [1]. This approach transforms complex engineering concepts intointuitive, interactive, and fun learning processes through task-driven gamified experiences.Our educational platform, MERGE, provides a virtual environment for geothermal pile 1design, covering site investigation, lab testing, numerical simulation, and structural

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Charles Algeo Wilson IV, Louisiana State University; Laura Ikuma, Louisiana State University

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NSF Grantees Poster Session

LSU, the goal is to improve theoverall 2nd-3rd year retention and ultimately improve the cumulative 6th year graduation rate by2-3% per year so that it approaches the current university average for all entering freshmen(59%). Building upon the lessons learned from the first STEP grant, these goals will beaccomplished through the following actions: 1) development and implementation of a pre-engineering learning community at BRCC; 2) integration of Supplemental Instruction/academicsupport in core STEM/Engineering courses at both institutions; 3) provide the environment andtraining necessary to develop mentoring relationships between students (particularly transferstudents entering LSU); 4) provide opportunities for faculty development and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University; Glenda Simonton Stump, Massachusetts Institute of Technology

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NSF Grantees Poster Session

. The items aredesigned to be administered online. The instrument was developed and tested over the course ofthree data collections (N = 1365) in post-secondary energy science engineering courses.Reliability and validity evidence as well key findings from analysis of student responses to theinstrument are summarized. This material is based upon work supported by the National ScienceFoundation under Grant No. 1245018. IntroductionStudent engagement in classroom learning is an important construct in post-secondary STEMeducation research, particularly in the field of engineering education [1]. Research situatesstudent engagement an essential cognitive, behavioral, and affective components of

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; John Reutter III, J.F. Drake State Community and Technical College; Craig J. Kief, COSMIAC at UNM; Bassam H Matar, Chandler Gilbert Community College; David M. Hata, TEMPlaTe Educational Consulting

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Diversity, NSF Grantees Poster Session

of Labor, the job outlook is on the rise and willcontinue to expand for at least the short- to medium-term future [1]. To respond to the industryneeds for FPGA design skills, universities are updating their curriculum with courses inhardware description languages and programmable logic design. Although most traditionalelectrical and computer engineering programs have updated their curriculum to include topics inhardware description language and programmable logic design (FPGA/CPLD), only 19.5 % of 4-year and 16.5 % of 2-year electrical and computer engineering technology programs at USacademic institutions currently have a curriculum component in hardware description languageand programmable logic design [2].To effectively meet the next

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

. Specifically, we conducted thirdand final interviews with 4 (3 female; 1 male) of the 11 participants that were interviewed asfirst-year engineering students. Consequently, we now have 12 interviews (4 individualsinterviewed 3 times apiece) to analyze as a set. We are systematically examining theseinterviews to find psychological themes regarding how participants experience and perceivesocial and technical ways of being engineers—and how they develop in their thinking.Although analysis is ongoing, preliminary findings for this phase of the study are informative.First, these engineering students, upon entering their first-year of engineering education, connectengineering to a broad narrative that is deeply connected to their social experiences (e.g

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lori Sowa P.E., University of Alaska Fairbanks; Denise Thorsen, University of Alaska, Fairbanks

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NSF Grantees Poster Session

PedagogyIntroductionThe flipped classroom is attracting considerable attention in the academic world at both the K-12and college level, as evidenced by a number of recent articles.[1, 11] However, rigorous researchon student outcomes is still sparse.[2, 6] While a few studies indicate student success in upperdivision STEM courses,[8,10] questions remain about whether or not students in lower-divisioncourses, particularly freshmen, have the study skills required to succeed in flipped classrooms,where preparation prior to class and self-motivated learning is required.These incoming students are at particularly high risk for attrition from STEM fields for a varietyof reasons, including uninspiring introductory courses, difficulty with math, and an

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Holly M Matusovich, Virginia Tech; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University; Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University

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NSF Grantees Poster Session

Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Angela Harris, Stanford University c American Society for Engineering Education, 2016 Understanding Engineering Students’ Professional Pathways: A Longitudinal Mixed-Methods StudyAbstractAccording to data from the National Science Foundation (NSF), nearly two-thirds of engineeringbachelor’s graduates work in engineering fields immediately after college, while another 30percent takes jobs in non-engineering fields.1 Prior work, however, shows that most engineeringundergraduates are “unsure” about their future career direction, even in the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

that haveemerged as a contrast against didactic teaching in formal environments [6, 10, 18, 22]. Theseinclude – “lifelong learning” [1, 10, 19], “non-formal learning” [18], and “self-directed learning”[29, 34]. Scholars who have studied informal learning see it in different ways. In the domain ofscience education research is directed towards investigation of interest-driven learning of sciencein out-of-school settings museums or out-of-school groups, science camp and enrichmentprograms [3, 20, 25]. We are aware of these debates surrounding informal learning and arecognizant that one of the goals of our studies will be to investigate students’ understanding ofout-of-class and non-coursework related learning. In other words, how do students

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Erik N Dunmire, College of Marin; Tom Rebold, Monterey Peninsula College; Nicholas Langhoff, Cañada College; Eva Schiorring, EduData4Action

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NSF Grantees Poster Session

curriculum and resources developed.1. IntroductionThe 2012 President’s Council of Advisors on Science and Technology (PCAST) report, “Engageto Excel” indicates that the United States needs to produce one million additional STEMprofessionals in the next decade in order to retain its historical preeminence in science andtechnology. To meet this need, the number of undergraduate STEM degrees will have to increaseby about 34 percent annually over the current rates. The PCAST report proposes that addressingthe retention problem in the first two years of college is the most promising and cost-effectivestrategy to address this need.1 The California Community College System, with its 112community colleges and 71-off campus centers enrolling approximately

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Cheryl Lea Beverly, James Madison University

Tagged Topics

NSF Grantees Poster Session

can be found in nature, and scaffoldthe discovery and knowledge transfer processes so that those natural designs can be used to in-spire engineering solutions. This research is expected to produce knowledge that will improvestudent learning, STEM literacy, cross-disciplinary thinking, and innovation. Bio-inspired designis also expected to enhance the diversity and inclusion of ideas, and to attract women and minori-ty students with diverse backgrounds to pursue STEM fields. Its ultimate benefit, we hope, willbe to fuel the design innovations needed to create a more sustainable future for humankind.1. Introduction It is well known that engineering involves integrating broad knowledge towards some pur-pose, generally to address a need or

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Maria Antoun Henri, Texas A&M University ; Norma Perez, Houston Community College; Madeline Burillo, Houston Community College; Roberto Sanchez, Houston Community College

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Diversity, NSF Grantees Poster Session

are aligned with the Next Generation Science Standards.IntroductionThe new boom in the energy sector is having very positive effect on manufacturing activities in Texas. U.S.census data from 2013 shows that Texas ranks first in the nation in terms of manufacturing exports ($250.4billion) and manufacturing capital investment ($17.6 billion), and ranks second in the nation with respectto manufacturing employment (874,460) 1. A significant portion of this manufacturing activity is aimed atthe oil and gas sector; manufacturing serves this sector in multiple ways. The direct applications ofmanufacturing in oil and gas sector are in refineries and petrochemical industries. Likewise, manufacturingof machines and the fabricated metal industries

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mario Simoni, Rose-Hulman Institute of Technology; Maurice F. Aburdene, Bucknell University; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Vladimir A Labay, Gonzaga University; Jay Wierer, Milwaukee School of Engineering; Wenli Huang, Dept. of Electrical Engineering and Computer Science, U.S. Military Academy, West Point, NY

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NSF Grantees Poster Session

typical situation for mostprograms. We have received NSF funding to explore the sources of difficulty in such courses anddetermine effective methods of helping students to learn the material. A major outcome of thisproject is to produce a workshop that communicates pedagogical research results, gathersdifferent perspectives from other schools through focused discussion, and develops a broadercommunity of interested pedagogical researchers. By June 2015, the workshop will have beenoffered five times, each time over a different duration from 1.5 hours to 3 days and with avarying audience [1-4]. This paper describes the contents of the workshop, the experiences of theattendees, and the results of interacting with the various attendees.Regardless of