Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

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NSF Grantees Poster Session

settings at four institutions of higher education.In the JTF project the guiding principles were based on the research findings described in thebook, How People Learn (HPL).4 The book discusses how cognitive processes act to achievelearning through conceptual change based on three major principles, which include thefollowing. For more effective learning, instructors need to: 1) elicit students' prior knowledge toinform instruction; 2) engage students to promote conceptual change so they can construct deepknowledge organized in a conceptual framework; and 3) encourage metacognition to build habitsof expert learners who define their learning goals and monitor their own progress. The positiveimpact of the three evidence-based HPL principles on

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A Atadero, Colorado State University; Christina Paguyo, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Heather Lysbeth Henderson, West Virginia University

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Diversity, NSF Grantees Poster Session

in inclusive environments. In this NSF-funded project, we collaborate withengineering faculty to design and implement interventions for first-year engineering students tostrengthen their engineering identities and raise their awareness of how diversity benefits theengineering profession. This paper and poster describe the activities implemented during thefirst intervention year of the project and preliminary findings. The paper addresses the followingquestions: 1. What experimental intervention activities potentially support engineering students in developing engineering identities and appreciating diversity? 2. What patterns emerge in participants’ engineering identities and appreciation of diversity after the experimental

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda Vigdor, Advanced Science Research Center, City University of NY; Rosemarie Wesson, City University of New York, City College; JOSHUA Craig BRUMBERG

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NSF Grantees Poster Session

Engineering Education, 2025 EAGER GERMINATION: TRANSPIRE – Mentoring Postdocs via a transdisciplinary dialogic pedagogy for conceptualizing research questions with transformative potential Linda Vigdor*, PhD (PI), Rosemarie Wesson, PhD (co-PI), Joshua Brumberg, PhD (co-PI)In an episode of Freakonomics,[1] Brian Nosek spoke about one strategy for addressingacademic research fraud – PIs would pre-register their research designs with a journal, to includethe following: The methodology that you’re thinking about doing and why you’re asking that question, and the background research supporting that question being important, and that methodology being an effective methodology. We’ll review that. We

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ying Wang, FHI 360; Emily Bolger; Rachel L Renbarger; Taylor Boyd, Western Michigan University; Noah D Finkelstein, University of Colorado Boulder; Charles Henderson, Western Michigan University ; Andrea L Beach, Western Michigan University; Scott P. Simkins, North Carolina A&T State University; Marcos Caballero

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NSF Grantees Poster Session

the current context of U.S. higher education and how new technologies cansupport systematic reviews. For example, the NASEM (2024)[1] suggests that more research isneeded to understand how early STEM education innovations can be scaled and sustained so thatstudents can succeed academically in STEM learning through early to postsecondary education.As such, given numerous educational reforms have occurred in the past decade, it is important tounderstand what change strategies have been employed in these reforms and analyze how thesechanges took place. The aim of the overall NSF ECR project is to perform an extensive multi-method metasynthesis of literature published between 2011 and 2023 on strategies for enhancingundergraduate STEM instruction

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claudia J Rawn, University of Tennessee, Knoxville; Richard M. Bennett, University of Tennessee, Knoxville

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Diversity, NSF Grantees Poster Session

, University of Tennessee, Knoxville Richard Bennett is the Director of the Engineering Fundamentals Division at the University of Tennessee. c American Society for Engineering Education, 2016 Research and Instructional Strategies for Engineering RetentionThe Research and Instructional Strategies for Engineering Retention (RISER) was funded by theNSF STEM Talent Expansion Program (STEP) in July of 2011 and has focused on two specificundergraduate populations within the University of Tennessee, Knoxville (UTK) College ofEngineering (COE) where retention was low. Both groups were freshmen, specifically: 1)freshmen who do not qualify for the freshman Engineering Fundamentals (EF) program due toACT math scores of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Simone E Volet, Murdoch University, Perth, Australia; Marja M.S. Vauras, University of Turku; Debra May Friedrichsen, Unaffiliated; Gavin Tierney, University of Washington

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NSF Grantees Poster Session

productive Problematizingdisciplinary engagement.Engagement has beendefined generally as “active,goal-directed, flexible,constructive, persistent, Authority Accountabilityfocused interactions with thesocial and physicalenvironments.”5 (p. 399) Weuse Engle & Conant’s termproductive disciplinary Resourcesengagement5 to capture thekind of interaction with Figure 1. Characteristics of contexts that support PDE (Engle, 2012; Engle and Conant, 2002)4,5people and objects likely toresult in deep learning ofSTEM concepts and practices. Engagement is productive to the extent that

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Lunt, Southern Utah University; John S. MacLean, Southern Utah University

Tagged Topics

Diversity, NSF Grantees Poster Session

. They face manyobstacles that include a lack of knowledge of the campus environment, its academicexpectations, and lack of family support.2In accordance with these difficulties, it is not surprising that first-generation, minority, and low-income students also have lower retention rates. For example, 45 percent of first-generationstudents who began higher education in 1989-1990 had not obtained a degree or certificate andwere no longer enrolled by 1994, compared with 29 percent of non-first-generation students.1 Infact, students from first-generation and low-income backgrounds are among the least likely to beretained and complete a degree.2To increase retention rates of low-income, minority, and first-generation students, institutionsmust

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ashleigh Wright, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois at Urbana - Champaign; Jacqueline Henderson, Bradley University; Rebekka Darner, Illinois State University; Nafisa A Ibrahim, The University of Illinois Urbana-Champaign; Brenda Anne Wilson, University of Illinois at Urbana - Champaign; Loralyn Cozy, Illinois Wesleyan University; Brian J. Bellott, Western Illinois University; Mahua Biswas, Illinois State University; Alejandro Lleras, University of Illinois Urbana-Champaign; Narendra Jaggi; Michelle Edgcomb Friday, Bradley University; Terrance Bishop, Southern Illinois University Carbondale; Catherine Lipovsky, Bradley University

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Diversity, NSF Grantees Poster Session

, Illinois Wesleyan University, SouthernIllinois University Carbondale, University of Illinois Urbana Champaign, and Western IllinoisUniversity. The SCI-LSAMP program aims to recruit students for engaged participation in theSCI-LSAMP program, retain students through critical junctures in their educational journey, andfoster STEM identity both within and across partner institutions.Past studies have unveiled obstacles to STEM degree attainment for students underrepresented inthese disciplines, including lack of support in competitive environments, ineffective advising,inadequate academic preparation, feelings of isolation, faculty teaching styles, and unwelcominglearning environments.[1], [2], [3] In response, theoretical frameworks [4], [5] and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois at Urbana-Champaign

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NSF Grantees Poster Session

sketches, thisfollowing study sought to answer the following research question: How do students producesketches when designing sequential circuits?3. MethodologyTo further explore the importance of the affordances of different representations in engineeringproblem solving, we are specifically examining how students and faculty differentially solveproblems that explicitly require the use of multiple representation transformations. In this paper,we present initial findings from our investigations into how students and professors transformfinite state machine diagrams into sequential circuits.3.1.Terminology, Concepts, and DiagramsFigure 1: Partial state diagram with parts of the state machine labeledA finite state machine (FSM) consists of a finite

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Peter Y Wu, Robert Morris University; Ali A. Ansari, Virginia State University; Walter W Schilling Jr., Milwaukee School of Engineering

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NSF Grantees Poster Session

, configurationmanagement, and testing. The knowledge disseminated through lectures seemed to be reinforcedby the case studies. In the spring of 2015, additional course materials that include exercises androle-play videos are expected to be created and delivered. The results of this research work willbe shared during the poster presentation at ASEE. As part of the project dissemination plan, theteaching materials will be made available to interested institutions and professionalorganizations. An invitation-only workshop is also planned for August 2015 to share developedcourse materials and delivery mechanisms.1. Introduction & RationaleEffective teaching requires effective teaching tools. In engineering education, student-centeredlectures have been the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Anne Earl, University of Illinois at Urbana-Champaign; Dong San Choi, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

contrast the two offerings of the course. Wepresent a portion of these case study analyses, contrasting the data and results from coursesyllabi, student interviews, and course climate surveys.1 Introduction The engineering education community has become increasingly aware that improving theadoption of research-based instructional strategies (RBIS) is a complex process, meriting its ownresearch and development efforts1,2. While there are plenty of evidence-based RBIS inengineering education, their adoption remains low1. Faculty time and student resistance arecommonly cited barriers to the adoption of RBIS2,3, so we developed the low-cost intrinsicmotivation (IM) course conversion as an attempt to create course designs that promote

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sandra Laursen, University of Colorado Boulder; Ann E. Austin, Michigan State University; Kris De Welde, College of Charleston; Diana Ribas Rodrigues Roque, University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

and students in STEM fields.Prof. Ann E. Austin, Michigan State UniversityKris De Welde, College of CharlestonDiana Ribas Rodrigues Roque, University of Colorado Boulder ©American Society for Engineering Education, 2025 Knitting the knitters: Building and sustaining leadership teams for equity-oriented institutional change Sandra Laursen, Ann E. Austin, Kris De Welde, & Diana RoqueIn recent decades, there has been increasing interest in systems change as a means to accomplishimportant improvements in the quality, inclusiveness, and equity of outcomes in science andengineering higher education [1]-[3]. This emphasis on systems change recognizes

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Craig Wanklyn P.E., Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

andAlaskan Natives) in STEM disciplines in the state of Kansas and to significantly increase thenumber of underrepresented minority students graduating with STEM baccalaureate degrees inthe state of Kansas [1]. The project is led by Kansas State University, a large land grant researchinstitution. The alliance institutions included newly added Wichita State University and fivecommunity colleges, Barton Community College, Dodge City Community College, DonnellyCollege, Garden City Community College, and Seward County Community College, all of whichare minority-serving institutions with two-year programs that are transferable into STEM majorsat Kansas State University and/or Wichita State University.As a well-established alliance, we have focused on

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jens-Uwe Kuhn, Santa Barbara City College

Tagged Topics

Diversity, NSF Grantees Poster Session

, challenges, and lessons learned fromthe first two years of the CC-PRIME project.IntroductionSanta Barbara City College (SBCC), a public community college and Hispanic ServingInstitution on the Central Coast of California, is leading the CC-PRIME project, a collaborativeeffort between SBCC and the University of California Santa Barbara (UCSB), a local 4-yearinstitution. The project is leveraging advanced cleanroom facilities at the university and inputfrom local industry partners to build training pathways to meet demand for local job-readycleanroom technicians.[1], [2], [3], [4] In addition to building out pathways for local communitycollege students to obtain jobs at the technician- or operator-levels with local semiconductorindustry partners, the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

higher education, understandingtheir role in shaping diverse pathways into engineering is critical for building a more inclusiveand innovative future workforce.Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 2044258. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author and do not necessarily reflect the views of the NationalScience Foundation.ReferencesAndrews, J., Clark, J., Thomas, M., & Wang, J. (2021). The impact of university makerspaces on students' self-efficacy and belonging in engineering. International Journal of STEM Education, 8(1), 1–13.Carlone, H. B., & Johnson, A. (2007). Understanding

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Topics

NSF Grantees Poster Session

questions: (1) What is thenature of the progress of a small group of invested faculty focused on interactive pedagogy? (2)How do faculty experienced in interactive pedagogy analyze student learning? The first questionbecame the core of what we investigated over the life of the project. The second questionevolved into understanding how faculty implemented teaching strategies that provided moreformative assessment data and information about students’ learning in an ongoing fashion.MethodologyIn year one, a pilot group was formed. This group consisted of four faculty members, all fromdifferent institutions. These faculty members would become group leaders in the second phaseof the project, but in the first year they met monthly (via phone conference

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University

Tagged Topics

NSF Grantees Poster Session

tightly integratingnetwork. As shown in Fig. 1, traditionally theelectricity is first generated in power plant and thentransmitted in high voltage over long distances tosubstations, where it is transformed into loweredvoltage and then distributed to consumers. Currently63% electricity in America is generated from fossilfuel like coal, gas and oil, 20% from nuclear, and6% from hydro. For those obsolete power plantsestablished several decades ago, they are runningwith a very low efficiency. After deducting thelosses in generation, transmission and distribution,only 30% energy stored in coal is finally deliveredto the customer as electricity1. Fig. 1. Traditional Power Grid4 In order to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Weizhao Zhao, University of Miami

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NSF Grantees Poster Session

WeaknessIntroductionMedical imaging education is popular in undergraduate engineering curricula. Medical imagingrelated courses, such as physics of medical imaging, medical imaging signals and systems, imagereconstruction principles, etc., are usually offered by electrical engineering, computerengineering, and particularly biomedical engineering programs. Biomedical engineering (BME)education, a part of STEM, has developed as an interdisciplinary engineering training area in thelast 30 years. Based on the current ASEE College Profiles3, BME undergraduate enrollment hasbecome one of the most rapidly growing engineering majors (Fig. 1 below).Fig. 1 Undergraduate enrollment in Biomedical Engineering has increased more than four timesfrom year 2000 to year 2013. It is

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, University of Nevada, Reno; Catherine D. McGough, Clemson University; Courtney June Faber, Clemson University

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NSF Grantees Poster Session

engineering student motivation factors that are relevant to problem solving skilldevelopment. This assessment would allow educators to document outcomes of innovativeapproaches that present students with open-ended problems like those they will encounter in thefuture. The third and final phase of the study comprises a longitudinal study of changes instudent motivation and problem solving practices over time.IntroductionStudent motivation is a major factor in the development of metacognitive and problem solvingskills. A key factor in student motivation is their perceptions of their future possible selves,which are also linked to cognition and perceptions of themselves in the present.1-2 Understandingfactors that contribute to students’ Future Time

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Swarup Bhunia; Pavlo Antonenko; Woorin Hwang, University of Florida; Christine Wusylko, University of Florida; Yessy Eka Ambarwati, University of Florida; Tanvir Hossain, The University of Kansas; Tamzidul Hoque, The University of Kansas; Rohan Reddy Kalavakonda, University of Florida

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NSF Grantees Poster Session

©American Society for Engineering Education, 2025 NSF IUSE: Empowering Future Engineers. An Inclusive Curriculum for AIoT and Intelligent Embedded SystemsIntroductionThe exponential rise of Artificial Intelligence (AI) hardware technologies, fueled by rapidadvancements, has reshaped the computing landscape, transforming machine learning from atheoretical pursuit into a driving force behind real-world innovation. From the early days of basicprocessors to today’s Graphics Processing Units (GPUs), Tensor Processing Units (TPUs), andspecialized AI accelerators, hardware breakthroughs have continuously redefined the boundariesof scalability, efficiency, and application[1]. Our project, funded by the NSF ImprovingUndergraduate STEM

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University

Tagged Topics

NSF Grantees Poster Session

interdisciplinary introductory engineering courses during theirfirst semester on campus. Interpersonal conflict with teammates is a common challenge forstudents [1]. Responding to team conflict promptly is a logistical challenge when the student-to-instructor ratio is high, as is often the case with large-enrollment introductory engineeringcourses.The study context is a required first-semester Introduction to Engineering course taken byapproximately 650 students every fall semester at the University of Delaware, a large public R1university. The course is structured around a summative team-based design project with periodicdeliverables interspersed through the semester and a final project report due at the end of thesemester. Students work on this project

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

Tagged Topics

Diversity, NSF Grantees Poster Session

research program was designed to enhance the participation and success ofunderrepresented groups in engineering through a combination of academic applied research,such as strong theory basis and rigorous scholarship, with essential business practices such asreal-world customer discovery and generation of sound business plans. Delivered as a 10-week,full-time (40 hours per week) program at a large Midwestern R1 University, the interventionconsisted of three key components: Onboarding (Virtual, Week 1), Project (In Person, Weeks 2-10), and Weekly Journaling.2.1.1 OnboardingThe intervention began with a virtual intensive week at the beginning of the program to promotea sense of belonging, accountability, team development, and provide an overview of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin A Searle, Utah State University; Bolaji Ruth Bamidele, Utah State University; Michaela Harper, Utah State University

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Diversity, NSF Grantees Poster Session

that most teachers had little to no experience with computer science at the outsetof our project. Second, both states have an Indian Education For All (IEFA) requirement,meaning that all K-12 students must learn about the Indigenous peoples who call thesestates home. Integrating IEFA and computer science students presents a uniqueopportunity for developing integrated, culturally responsive-sustaining computer sciencecurricula. A culturally responsive-sustaining approach to computer science [1] focuses onembracing and supporting students’ interests, identities and cultures while studentsdevelop their computer science content knowledge and a sense of what computer sciencecan do in the world. Through this approach, students not only

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Faulconer, Monash University; Robert Deters, Embry-Riddle Aeronautical University; Kelly A George, Embry-Riddle Aeronautical University - Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Darryl Jim Chamberlain Jr., Embry-Riddle Aeronautical University - Worldwide

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Diversity, NSF Grantees Poster Session

. Students who engage inundergraduate research benefit through improvements to disciplinary knowledge and skills,gaining practical experience, refinement of key transferable skills (e.g., critical thinking skills),improved degree persistence, the formation and nurturing of long-term mentoring relationships,resume-building, and networking and dissemination opportunities [1], [2], [3], [4], [5]. Previouswork from the authors has shown that online students have a strong interest in participating inresearch [6] and online faculty have comparable levels of interest in mentoring undergraduateresearch as residential faculty [7].Funded through two successive National Science Foundation (NSF) Improving UndergraduateSTEM Education (IUSE) grants, the Research

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chad A. Williams, Central Connecticut State University; Stan Kurkovsky, Central Connecticut State University; Nathan Sommer, Xavier University; Mikey Goldweber, Denison University

Tagged Topics

NSF Grantees Poster Session

needed to address complex societalchallenges and contribute as socially responsible professionals.BackgroundEngaging teams of computing students, working over one or more terms to develop softwaresystems that contribute or improve some aspect of their local community is a valuable high-impact educational practice [1-3]. However, this form of community-based service learning canbe an intimidating practice to implement [4,5]. SPSG introduces a framework for a softwarestudio approach designed to seamlessly integrate service learning into the computing curricula[6,7]. The framework offers a low-adoption threshold solution for educators, providing acomprehensive toolkit to guide the process of selecting appropriate projects, and providingstructure

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Javier A. Ortega; Arturo A Fuentes, The University of Texas Rio Grande Valley; Eleazar Marquez, The University of Texas Rio Grande Valley; Pierre Lu, The University of Texas Rio Grande Valley

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Diversity, NSF Grantees Poster Session

address the obstacles andfuture work. This proposed endeavor is aligned with the continuous mission of the College ofEngineering and Computer Science (CECS) at UTRGV, which includes: 1) increasing the numberof STEM degrees granted to Hispanics, 2) promoting the participation of women in STEM-relatedfields, and 3) enhancing persistence and self-confidence in STEM fields amidst the challengesposed by COVID-19. The project is supported by the NSF award 2225247.Project ImpactsThe project focuses on increasing "effective STEM education and broadening participation" bydeveloping and/or strengthening student self-innovation through strategically designed activities(CBI). Previous studies have demonstrated that persistence, through sequential

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Cheryl Matherly; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University

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Diversity, NSF Grantees Poster Session

know empirically the extent that the variousexperiences contribute to global preparedness, nor do we even agree on what global preparednessis. These experiences are expensive both for the student and for the University that provides theexperiences – how can we ensure students are getting an appropriate educational value for theirmoney? How can these experiences be tailored to achieve educational value? How should weadvise students based on the individual’s background, prior global preparedness, and financialresources so that the experiences are most effective?This research addresses two perceived gaps in engineering education: 1) the need for asystematic study of curricular and co-curricular offerings in international engineering educationto

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg L. Saylor, University of Cincinnati; Anant R. Kukreti, University of Cincinnati

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering ethics, researchin an academic setting, and graduate education opportunities and application process. Thefreshman year programs implemented showed success in recruiting students for the S-STEMprogram, and can serve as a model for other undergraduate programs looking to enrich theexperiences of their undergraduates by providing a comprehensive, supportive, and career-relevant environment inside and outside of the classroom.1. IntroductionEngineering education is constantly evolving and changing to meet the current and projectedneeds of the engineering profession. In 2010 1 the National Society of Professional Engineers(NSPE) released a position statement proposing additional undergraduate engineering outcomes:Leadership, Risk and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eun Ah Lee, University of Texas at Dallas; Nicholas Gans, University of Texas, Dallas; Magdalena G Grohman, The University of Texas at Dallas; Marco Tacca, The University of Texas at Dallas; Matthew J. Brown PhD, Center for Values in Medicine, Science, and Technology
, The University of Texas at Dallas

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NSF Grantees Poster Session

learns, understands, makes a decision, or thinks through a problem, two types ofcognitive processes or systems are involved:System 1 – implicit, unconscious, automatic, and works fast but is learned slowlySystem 2 – explicit, conscious, effortful, controlled, and works slow but is learned quickly(Kahneman, 2011; Rydell, McConnell, Mackie & Strain, 2006).In learning, these dual processes work for two different types of information. While conceptualinformation is obtained by fast-learning (System 2) processes, subliminal information is obtainedby slow-learning (System 1) processes (Rydell et al., 2006; Nosek, 2007). System 2 learning isdirect and declarative, while System 1 learning is mostly indirect and non-declarative. Studentsmight learn

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

Tagged Topics

NSF Grantees Poster Session

individual activity, while individual activityreinforces these structures and shapes them over time. Network analysis provides a concretevisualization of this relationship, showing the relational patterns of individuals to both identifylocal structural properties and utilize these properties to help predict and explain changes in thenetwork structure9.Research DesignOur study, guided by the four research questions stated earlier, contributes to our understandingof “everyday ethics” and ethical decision-making in project teams by looking at what happens inpractice during engineering design, in an undergraduate context, and with explicit attention paidto the team communicative process. The expected outcomes are as follows: 1. Findings on how