Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

, enhancing, and modularizing modules, identified by a gap analysis performed byfocus groups comprised of industry and academic partners. The course delivery plan was used todrive activities related to developing content delivery strategies. An evaluation and assessmentplan was used to drive activities related to periodically evaluating student learning and assessingthe project. And finally a course dissemination plan is being used to drive activities related todisseminating course modules and assessment reports. Active learning tools have beendisseminated through a workshop and other means to universities and industry partners.1 Project IntroductionWith almost half of the world’s population (3.4 billion) relying on the internet, it has becomenearly

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Scheiner, FAMU-FSU College of Engineering

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NSF Grantees Poster Session

Century’s report “Rising Abovethe Gathering Storm” describes the US position of eminence in science and technology ascompared to other countries- and how that position is slipping [1]. A major recommendation thecommittee makes is to recruit and retain scientists and engineers. Lichtenstein et al. report thatengineering students are often undecided about their careers, even into their senior year of theirdegree program [2]. Students receiving bachelor’s degrees in engineering often accept positionsoutside of engineering, again indicating that retaining engineers is a major concern.Statistics from the National Science Board and the Bureau of Labor Statistics indicate a specificlack in retention of minorities in technical fields. The number of

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg Kepner, Midwest Photonics Education Center; Anca L. Sala, Baker College, Flint

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Diversity, NSF Grantees Poster Session

, health andmedicine, communications, defense, and energy. A new advanced manufacturing institutededicated to Integrated Photonics was also announced in 2015 which has attracted the highestpublic and private investment to date.Focusing on the education of technicians, the Midwest Photonics Education Center wasestablished in 2014 as an NSF ATE supported regional center. It brings together nine collegesand universities and numerous industry partners from nine Midwest states. Its main mission is todevelop and grow two year photonics technician education programs to prepare the highlyskilled workforce the photonics industry needs. The goals of the Center are: 1) Establisheducation programs and strategies to address industry needs for photonics

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; Michael Orr, The University of Texas at Austin; Kevin Leigh Webster Jr.; George Turvey, Graduate Research Assistant ; Mouchumi Bhattacharyya

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NSF Grantees Poster Session

economy19-25.All learning modules developed in these six years of work are available free to all USAengineering educational institutions on http://sites.google.com/site/finiteelementlearning/home.Initially, we developed FE learning modules in six engineering areas: (1) structural analysis, (2)mechanical vibrations, (3) computational fluid dynamics, (4) heat transfer, (5) electromagnetics,and (6) biometrics. To evaluate these "Proof of Concept" modules, they were integrated intoexisting courses in the corresponding subject areas. Faculty and students initially assessed theireffectiveness at three higher educational institutions. We included student demographic data,learning style preference data and MBTI data in the surveys' conducted on these

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Serah Wambui Njau; Bernard J. Van Wie, Washington State University; Jacqueline Gartner Ph.D., Washington State University; Paul B Golter, Washington State University; Robert F. Richards, Washington State University; Cecilia Dianne Richards, Washington State University; Fanhe Shamus Meng; Olusola O Adesope, Washington State University-Pullman; Nathaniel Hunsu; Negar Beheshtipour, WSU; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Amber DeAnn Graviet, Washington State University; Arshan Nazempour, Washington State University

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NSF Grantees Poster Session

desktop learning modules (DLMs) registered a gain of 0.57 (1.0 possible) with70% of the students achieving minimum competency.1 This is compared to a respective 0.26 gainand 39% competency for a control group taught by lecture, with an average effect size of d =0.98. Substantive affective gains accompany results every time DLMs are implemented, whetherin the US,2 or internationally, e.g., at Ahmadu Bello University.3 DLMs are designed to demon-strate industrial fluid flow and heat transfer concepts within a standard classroom4 allowing stu-dents to visualize how processes work and immediately tie mathematical models to physical real-ities. However, a recently commercialized DLMX costs $18,000 per station, albiet with 7interchangeable cartridges

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology

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NSF Grantees Poster Session

Society for Engineering Education, 2025 NSF ATE: A Virtual Mentoring Program to Support Community Colleges through the NSF ATE Proposal Development and Submission ProcessIntroductionThe Mentor Up: Supporting Preparation of Competitive Proposals to Improve Education of theSkilled Technical Workforce (Mentor Up) grant (DUE#2032835), funded by the NationalScience Foundation Advanced Technological Education (NSF ATE) program, provides amentoring program for community colleges teams submitting NSF ATE proposals [1]. Theproject aligns with the NSF ATE program objective to provide leadership opportunities forfaculty at two-year institutions and supports the national priority of educating the skilledtechnical

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Claire Duggan, Northeastern University

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Diversity, NSF Grantees Poster Session

. Community college (CC) students, graduatestudents, and research faculty engaged in team-based research projects. The REU site grant isintended to provide a 10-week summer research experience for 10 CC students each year. REUstudents were paired with faculty and graduate students’ teams. In addition to gaining researchexperience, they received training on teamwork and communication best practices through a suiteof professional development opportunities. Field trips provided students first-hand exposure to theSTEM workforce in action. These efforts are expected to yield two major outcomes: (1) a cohortof CC young researchers, many from underrepresented groups, who have a strong understandingof interdisciplinary team-based research, and (2

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Priscilla J Hill, Mississippi State University; Brenda Lee Kirkland, Department of Geosciences, Mississippi State University; Yaroslav Koshka, Mississippi State University; Rani W. Sullivan, Mississippi State University; Tonya W. Stone, Mississippi State University

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NSF Grantees Poster Session

interesting, to face prioritization of certainfabrication techniques that appear to them more exotic in the context of their prior education.Nanotechnology ModulesA new nanotechnology module was implemented by Dr. Koshka in ECE 4293-01/ 6293-01,Nano-electronics in the spring 2015 semester. This split-level technical elective was populatedby 1 graduate and 8 undergraduate students. The Medici 2D Device Simulator from Synopsiswas used in 2014 to develop templates of simulation scripts for modeling performance of micro-/nano-electronic devices to be covered in this class. In this course, limited-scope simulationassignments were given to the students as an experiment. Such assignments were not present inthe previous offerings of this course. Graduate

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Zhiping Zhang, Wright State University; Zhiqiang Wu, Wright State University; Bin Wang, Wright State University; Chi-Hao Cheng, Miami University; Deng Cao, Central State University

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NSF Grantees Poster Session

channels.Through collaboration among the three participating institutions (Wright State University, MiamiUniversity (a mostly undergraduate serving institution), and Central State University (anHBCU)), the developed SDR based general modulation/demodulation platform will be integratedin undergraduate curricula of all three institutions. 1. IntroductionNeed and Motivation: We are living in a world of wireless communication and networking.More than 90% of the US population use wireless services such as cell phones and WiFi everyday [1][2]. Communication and networking has become an integral part of the ElectricalEngineering, Computer Science, and Computer Engineering curricula. Additionally, thisexplosion of wireless technology poses a new promising

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jeremi S London, Arizona State University, Polytechnic campus; Aditya Johri, George Mason University; Mihaela Vorvoreanu, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

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NSF Grantees Poster Session

26.493.1 otechnology, IEEE Transactions on Computer Graphics and Applications, IEEE Transactions on Learning Technologies, and several other top peer-reviewed venues. Dr. Madhavan currently serves as PI or Co-PI on federal and industry funded projects totaling over $20M. c American Society for Engineering Education, 2015 Developing and Advancing a Cyberinfrastructure to Gain Insights into Research Investments: An Organizing Research FrameworkAbstractAlthough the National Science Foundation (NSF) funds approximately 24% of basic researchconducted in U.S. colleges and universities 1, we know little about how NSF funding decisionshave shaped

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Talbot Bielefeldt, Clearwater Program Evaluation

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NSF Grantees Poster Session

personalizedlearning. This paper discusses such a development, where an existing game with three already in-place metacognitive strategies is leveraged to (1) automatically assess a learner’s domainknowledge levels through the use of probes, error and timing analysis; (2) systematically reasonand infer the learner’s potential difficulties with problem-solving through the use of the a k-nearest neighbor (kNN) classifier; and (3) responsively provide explicit or in situ support that isprecisely tailored to individual learners' needs. The evaluation of the game deployment inComputer Architecture course at Rowan University is presented to answer the research questionas for how and to what extent interactions between learners and personalized instructionalsupport

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Naima Kaabouch, University of North Dakota; Deborah Worley, University of North Dakota; Matthew Cavalli, University of North Dakota; Nuri Oncel, University of North Dakota

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Diversity, NSF Grantees Poster Session

prepare them with the knowledge and skills necessary for the next generation ofgraduates to compete in the global market and contribute to the NSNT field.The outcomes of the project are: 1) creation of two courses that expose STEM students tonanoscience and nanotechnology, 2) development of several hands-on activities to train the futureworkforce and increase its expertise in nanoscience and nanotechnology, and 3)  Facilitation ofoutreach activities for underrepresented groups to expose students from tribal colleges in the stateof North Dakota to NSNT. The first course was taught in the fall 2015 semester and the secondcourse is being taught in the spring 2016 semester. The two courses cover basic nanoscience andnanotechnology concepts and the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kazumi Homma, The George Washington University; Ekundayo Shittu, The George Washington University; Ryan Watkins, The George Washington University; Payman Dehghanian, The George Washington University; Chung Hyuk Park, The George Washington University; Hiromi Sanders J.D., Ph.D., The George Washington University/University of Maryland, Baltimore

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NSF Grantees Poster Session

universities. Such alternative approachesmay include a nudge-focused approach.theory and research questionThe nudge theory postulates that we can guide people’s decision making and behavior in aparticular direction by shaping the decision environment, a.k.a., the choice architecture [1].Using this theory, we attempted to achieve high replicability and cost effectiveness as well astheoretical and methodological relevance. Thus, the present study investigated if the introductionof an online, immutable records data management platform would induce positive changesamong graduate-level engineering students and/or science labs in terms of ethical understanding,ethical behavior in a research lab setting, and the choice architecture in which they were

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

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Diversity, NSF Grantees Poster Session

throughgraduate students. Team members may have participated in VIP for one semester or up to threeor more semesters. The VIP model enables tiered mentoring, from faculty to graduate students,graduate students to undergraduates, and more senior to newer students [1]. The goals of UofM’sVIP program are to: (1) help build a more inclusive research culture; and (2) help students buildSTEM identity, as well as self-efficacy, mindset, and intentions to stay in engineering. The firstgoal is based on research about the positive impact of active learning and mentoring forrecruiting and retaining women and other historically excluded groups in STEM [2]. The secondgoal builds on previous work on mentoring and community building on STEM Identity, whileextending

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nigel Berkeley Kaye, Clemson University; Lisa Benson, Clemson University; Evan Taylor, Clemson University; Makayla Headley, Clemson University

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Diversity, NSF Grantees Poster Session

groupproblem solving. Preliminary results show students are engaged: students are explaining their homeworkproblem solutions to peers, working on teams on homework problem sets, manipulating thephysical models (with guidance) in class. All students completed team contracts and engagedwith their teams effectively to submit assignments. Initial results from graded homeworkproblems indicate that students are confident in their knowledge to complete the problems andin their ability to solve similar problems in the future. Challenges to implementing theseinstructional approaches include timing of class activities, specifically the amount of time thatstudents took to work with the physical models.1.​ IntroductionStatics is one of several sophomore level

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Dian Mitrayani , University of Wisconsin Milwaukee

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NSF Grantees Poster Session

also asked to identify thenature of their work (experimental, theoretical, computational, clerical, or other). Then,considering their experiences as a whole, they were asked to identify their perceivedbenefits from participating in undergraduate research. The options provided as perceivedbenefits are listed in Table 1. Finally, students were asked if they would recommendundergraduate research to others, and to categorize their post-graduation plans.In the survey, students were provided with an opportunity to volunteer to be interviewedin detail about their experiences. Approximately half of the student respondentsindicated a willingness to be interviewed, and from those that volunteered 12 studentswere selected to be interviewed. Students were

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kijung Park, Industrial & Manufacturing Engineering, The Pennsylvania State University; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sadan Kulturel-Konak, Penn State Berks; Abdullah Konak, Penn State Berks ; Ivan E. Esparragoza, Pennsylvania State University, Media

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NSF Grantees Poster Session

of an assessment frameworkfor the creative problem solving skills is presented. Included empirical study results not onlypoint to the advantages of having a flexible assessment framework, but also highlight itsadvantages in covering interest and strategic processing development along with knowledge tomonitor learning in creative problem solving. Complexity of choosing appropriate instrumentsfor the assessment framework is also discussed.IntroductionIn this paper, developing an assessment framework to measure student’s creative problemsolving abilities throughout their education is discussed. The assessment framework is designedto be modular in such a way that (1) assessment instruments can be tailored for the class standingof students within

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Mark Tehranipoor, University of Florida; Caitlin Nichole O'Brien, University of Connecticut

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Diversity, NSF Grantees Poster Session

of some ofthese challenges demands radical solutions proposed by creative and risk-taking minds.Historically, engineering and other science fields have not rewarded creativity, and it has beenfound that innovative thinkers are three times more likely to drop out of engineering courses thanconventional thinkers.Published literature supports the idea that individuals with ADHD may have the potential to bemore creative than their peers.1-5 Their ability to be spontaneous and divergent thinkers allowsthem to take more risks. As they naturally tend to think outside of the box, individuals withADHD have the potential to offer unexpected solutions to complex problems.6 Recent researchfindings suggest that: “We can find among the leaders of “notable

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed F. Chouikha, Howard University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY

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Diversity, NSF Grantees Poster Session

instruments in lab settings, 59% hadno experience with traditional instruments as part of in-class instruction, and 72% never used amobile devicei. The developed curriculum materials are being piloted in a variety of instructionalsettings including classrooms, labs, practicum experiences, and a combination of graded andnon-graded experiences. Over 250 students were offered experiential engineering modules in theFall of 2014, almost 500 in the Spring of 2015, and an additional 500 in the Fall of 2015. (SeeAppendix Tables 1 and 2 for a more detailed description of students.) It is anticipated, that bythe end of the planned grant over 2200 students enrolled in HBCUs will have had the opportunityto participate in experientially based learning using the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

disciplines to successfully apply the results of basicresearch to long-standing global challenges such as epidemics, natural disasters and the searchfor alternative energy sources.”1 Clearly, the global preparedness of engineering students isbecoming an important educational outcome and is a natural extension to recent concerns by anumber of national commissions and scholars, who have also noted the impact of globalizationand the implication for continued U.S. economic leadership.2,3,4Hence, the purpose of our collaboration is to comprehensively study the various ways that wecan better educate globally prepared graduates given an already crowded curriculum.Specifically, we aim to better understand how the various international experiences both in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

exclusive excellenceThe institutional context of this action research was a comprehensive undergraduate institution inthe Western United States, California Polytechnic State University, San Luis Obispo (Cal Poly).Cal Poly’s many successes have created a traditional culture of exclusive excellence. Like many“successful” universities, entry and graduation highly favor those who have a wealth of historicaladvantages--this is particularly true for what is traditionally called “STEM”--Science,Technology, Engineering, and Math. These exclusive dynamics show up as gaps in access(Figure 1) as well as an apparent “achievement gap” with respect to students who aretraditionally underrepresented in STEM and other majors (Figure 2). At Cal Poly, this

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Joyce B. Main, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Michelle M. Camacho Ph.D., University of San Diego

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Diversity, NSF Grantees Poster Session

Engineering Education, 2016 Military Veteran Students’ Pathways in Engineering Education (Year 2)AbstractGiven the diverse backgrounds of veterans, their increasing numbers, and the growing nationaldemand for engineers, the timing is ideal to study the conditions under which student veteranspursue engineering education and the factors that support their success. This project aims toaddress gaps in the literature on student veterans in engineering through a comparative casestudy across four institutions: University of San Diego (USD), North Carolina State University(NCSU), Purdue University, and Clemson University. Our research questions include:1. Why do veterans pursue a Bachelor’s degree in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saryn R Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy M. Masnick, Hofstra University

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NSF Grantees Poster Session

performance in an engineering Statics courseIntroductionIn science classrooms at both the high school and college level, it is becoming increasinglycommonplace to use writing to strengthen students’ conceptual understanding of the coursecontent. Since the 1980s, studies of student writing in science classes have shown thatconceptual knowledge is increased and concretized through multiple modalities of writing, suchas journaling, summary or explanation, laboratory reports, and news articles.1, 2, 3, 4.What is less clear is the relationship between integration of writing and increased competency innon-conceptual areas of science, or in areas where concept and application (quantitative) are bothrequired. In these

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emad Habib, University of Louisiana at Lafayette; Madeleine Bodin, University of Louisiana, Lafayette; David Tarboton, Utah State University; Madeline Frances Merck, Utah State University; David J Farnham, Department of Earth and Environmental Engineering, Columbia University

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NSF Grantees Poster Session

new learning modules. Three regional scaleecosystems, Coastal Louisiana, Florida Everglades and the Great Salt Lake Basin, were used asthe foundation for the learning experiences. Each ecosystem provides an abundance of conceptsand scenarios that can be used in many water resource and hydrology curricula.Learning Modules- Coastal LouisianaThe Coastal Louisiana ecosystem provides an unmatched abundance of learning opportunitiesbased upon the unique hydrologic transition from inland to coastal/wetland. The learningmodules based on Coastal Louisiana (Figure 1) begin with an introduction to the system.Familiarity with the river systems which dominate the hydrologic basins, the unique geographyof the area, and the impact of manmade alterations to

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

831,587 1,864 140Totals 145,150 57% 9 13,852,856 41,977 3,778 Table 3: CREATE Course Year 1 Year 2 Year 3 Renewable Energy Focus (2010- (2011- (2012- Enrollment 2010-2013* 11) 12) 13) Merced College 140 187 167 Santa Barbara City College 85 71 62 Cerro Coso Community College 165 124 115 Porterville College 60 60 49 Oxnard College 542 520 202 College of the Canyons 0 119 79

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

NSF Grantees Poster Session

of engineering and to engineering educators.The goal of our study is to understand Young Makers in K-12 and how their knowledge, skills,and attitudes might prepare them to pursue advanced STEM education and careers. The missionof this research is to develop a theory, inductively grounded in data and deductively built onliterature, illuminating the knowledge, skills, and attitudes of Young Makers related to pathwaysforward to engineering and STEM-related majors and careers. By describing their pathways to oraround formal engineering education will better inform future innovations in order to improvethe practical ingenuity and lifelong learning of our future engineers. The specific researchquestions to be answered are: RQ 1. What

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Gordon D Hoople, University of San Diego; R. Jamaal Downey

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NSF Grantees Poster Session

EngineeringIntroductionThis collaborative project, funded by the NSF’s EDU Racial Equity Program, aims to shift theway faculty understand racial equity in engineering education. Rather than treating“underrepresentation” as the result of an inherent deficit in people of color, this project exploresthe ways the invisible and normalized nature of Whiteness in engineering has led to systemicbarriers for students and faculty of color. We find that these barriers are consistently ignored,making it difficult to identify, challenge, and (re)imagine racial equity in engineering. In order tochallenge the hegemonic discourse of Whiteness, engineering faculty must develop the ability tosee and name these invisible forces. Our milestones for achieving this goal include: 1

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter D Kazarinoff, Portland Community College; Tanya Faltens, Purdue University at West Lafayette (PPI); Karen Leung, City College of San Francisco; Candiya Mann; Janet Pinhorn

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Diversity, NSF Grantees Poster Session

Publishing for Two-Year College Faculty and StudentsThe Journal of Advanced Technological Education Special Project (J ATE) was a one-year pilotfunded through NSF’s DUE ATE program whose goal was to build a community of peer-reviewed published authors from technical and community colleges. The “publish or perish”academic aphorism of the 4-year university tenure system does not cross over to communitycolleges, and community college faculty face many barriers to pursuing scholarship [1], [2]. Twoof this project’s objectives that directly impact two-year college faculty were 1) providing newwriters with professional development interactions with experienced writing coaches to supportthem in writing and publishing their work in a peer

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget L. Maher, University of Michigan Marsal School of Education

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Diversity, NSF Grantees Poster Session

opportunities for all students requires an extremely high level of professionalskill and judgment from teachers [1], [2], [3]. Fragmentation in teacher education, fieldexperiences, and university learning is common for future teachers learning professional practice[4]. Broader systemic issues of educational inequity disproportionately exclude students fromminoritized backgrounds from high-quality STEM learning environments [2], [5]. This demandfor rigorous and rich STEM teaching is occurring while teachers, teaching, and teacher educationhave come under intense scrutiny, thus providing a moment of opportunity for dramatic re-envisioning of how we support practicing teachers and the education of the next generation ofSTEM teachers. In this paper, we

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

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NSF Grantees Poster Session

creating and using emerging technologicalsolutions to current and future energy needs. 1I. Introduction:Need for the programThere are almost 3 million jobs in the oil and gas industry the U.S (with 7 million related jobs inmanufacturing, transportation and support to utilities and energy production)1, as well as anadditional 3 million jobs related to the sustainable energy sector2, and this number is expected toincrease dramatically over the next five years with expanded use of biofuels and shale gasexploration leading the U.S. to energy independence. Moreover, career opportunities will bedriven by clean energy technologies such as solar energy, wind