Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christina Grigorian, California Polytechnic State University, San Luis Obipso; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Jocelyn Paula Gee, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

PerformanceAbstractThe NSF-funded Studying Underlying Characteristics of Computing and Engineering StudentSuccess (SUCCESS) project is exploring how non-cognitive and affective (NCA) factors relateto retention and broad definitions of success for undergraduate engineering and computingstudents. The main tool used in this study is the SUCCESS survey which provides insight into astudent’s Big5 personality traits (Neuroticism, Extraversion, Agreeableness, Conscientiousness,Openness), Grit (Consistency of Interest), Engineering Identity (Recognition, Interest), Mindset,Mindfulness, Meaning & Purpose, Belongingness, Gratitude, Future Time Perspectives ofMotivation (Expectancy, Connectedness, Instrumentality, Value, Perceptions of Future), TestAnxiety, Time and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Aaron Lee Adams, Alabama A&M University; Willie Lewis McKether; Revathy Kumar, University of Toledo

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Diversity, NSF Grantees Poster Session

Adolescence, Contemporary Educational Psychology, c American Society for Engineering Education, 2019 Paper ID #27418and Cultural Diversity and Ethnic Minority Psychology. She received a Spencer Foundation Grant in 2007to examine academic prospects, interpersonal relationships, and social well-being of students in schooldistricts with a high concentration of students of Arab and Chaldean origins. Recently, she received in-ternal grants from the University of Toledo to conduct mindfulness intervention projects with elementaryschool students and preservice teachers. She is also the recipient of the Fulbright Specialist Fellowship

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Mary Romanella, Texas State University; Clara Novoa, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

,female, first year students who show an early interest in majoring in engineering and computerscience (ECS). Female students who show an initial extrinsic interest in these majors can bedriven away far too easily by their experiences. SPARK has two primary goals: (1) create anenvironment where belonging to a like-minded cohort nurtures a strong sense of self, and (2)deliver high quality, high impact practices that engender female students’ success and retentionin ECS.Guided by Albert Bandura and Frank Pajares’ research on self-efficacy in theory and practice,the SPARK project sheds light on self-efficacy and confidence as predictive of persistence forfemale students in ECS. Additionally, the effect of SPARK students’ spatial visualization

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney D Giles, University of Vermont; Larry R Medsker, University of Vermont; VARUNI ANURUDDHIKA SENEVIRATNE, University of Vermont; Priyantha Wijesinghe, University of Vermont

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NSF Grantees Poster Session

Center for Teaching and Learning. She practices mindfulness meditations rooted in Theravada Buddhist tradition and has been incorporating mindfulness practices in her classes since 2019. ©American Society for Engineering Education, 2024 Learning Map Framework to Align Instruction and Improve Student Learning in a Physics-Engineering Mechanics Course SequenceMotivationPrerequisite course sequences are ubiquitous in post-secondary engineering education [1]. Forundergraduate students to succeed in their degree, they must retain and transfer learning fromtheir prerequisite coursework into new and more advanced learning contexts. If knowledgetransfer is incomplete, students may struggle in subsequent

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Swenson, University at Buffalo, The State University of New York; Mary McVee; Duncan H Mullins, University at Buffalo, The State University of New York

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Diversity, NSF Grantees Poster Session

preliminary PLE model begins with three full-day meetings in thesummer where we introduce engineering, engineering design, translanguaging, and languageideologies. An outline of the activities and their sequence in the PLE can be found in Table 1.Table 1: Summer PLE Activities Day 1 Day 2 Day 3 Introduction to the Project Translanguaging and mind map Article discussion 2 Collection of Instruments (cont.) Introduction to multimodality KH(H)LAQ Engineering Chart Article discussion Community-based Engineering Engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

JHU attended the AspireSummer Institute (ASI), an immersive professional development experience for faculty offeredby the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance. Through this training, CMUand JHU embraced identity-affirming mentorship as a strategy to address the color evasiveperspective of their engineering schools that overlooks racial differences and emphasizessameness [2]. The two schools also developed a draft action plan that focused on building eachschool’s capacity to be equity-minded using the Inclusive Professional Framework for Faculty(IPF). Following the ASI, CMU, JHU, and NYU began meeting weekly to share learnings fromthe institute, discuss policies and practices related to faculty advancement at each institution

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

Paper ID #19791Experiences of Pre-College Teachers Working with Undergraduate Engineer-ing Students with ADHD in Research LaboratoriesMs. Catherine Clark Hain, Mansfield Public Schools Catherine Hain is a fourth-grade teacher at Anne E. Vinton Elementary School in Mansfield, Connecticut. She received her Bachelor of Arts in French, summa cum laude, from the University of Connecticut in 1993. She earned her teaching certificate from Eastern Connecticut State University. Ms. Hain worked for eight years at Natchaug Elementary School where she taught Kindergarten and Enrichment until taking a position in Mansfield in 2006

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Amy Richardson, P.E., Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Hamidreza Taimoory, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

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Diversity, NSF Grantees Poster Session

community college teams and the university teams quite awhile to speak the same language. • Collaborations can result in improved advising structures for engineering transfer at both sending and receiving institutions. • Holding events such as college-specific articulation conferences with community college partners can facilitate critical conversations between institutions related to how courses translate (or not) across institutional contexts. • Four-year institutions should consider the extent to which their curriculum is unnecessarily complex. Curriculum adjustments within four-year institutions should keep transfer students in mind. • Universities need to consider how transfer students can get

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Jacob R. Grohs, Virginia Tech; William Michael Anderson, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech; Liesl M. Baum, Virginia Tech; Phyllis Leary Newbill, Virginia Tech; Stacey L. Vaziri, Virginia Tech

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Diversity, NSF Grantees Poster Session

Virginia Tech. He holds degrees in Engineering Mechanics (BS, MS) and in Educational Psychology (MAEd, PhD).Mr. William Michael Anderson, Virginia TechMs. Marlena McGlothlin Lester, Virginia Tech Marlena McGlothlin Lester is the Director of Advising for the Department of Engineering Education at Virginia Tech. She leads the undergraduate advising team and oversees the advising process for all General Engineering students. She is responsible for the development of a hands-on, minds-on orien- tation model for all first-year engineering students, the creation of a comprehensive engineering major exploration tool, Explore Engineering, and enhancement of the academic planning resources available for first-year

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #9918Development of an Integrated Curriculum for Educating Engineers aboutNanotechnology: End-of-Life Management of Nanomaterial-Containing WastesDr. Charles E. Pierce, University of South CarolinaDr. Nicole Berge, University of South Carolina Page 24.422.1 c American Society for Engineering Education, 2014 Development of an Integrated Curriculum for Educating Engineers about Nanotechnology: End-of-Life Management of Nanomaterial-Containing WastesIntroductionThe rapid development of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Ivy Chin, University of Nevada, Reno; Joseph Bozsik, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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NSF Grantees Poster Session

deviate more from the pre-set pathsand she helped them see how they could do so and what were the implications. This cohort hadhigher rates of enrollment in minor degree programs that allowed them to gather skills inspecialized areas of engineering, compared to the College of Engineering average, including lateprogram enrollment. Scholars overall seemed to benefit from the proactive element as it kept theirgrades on their mind more during the semester rather than realizing they were in a bad spot toolate. The only complaint students had about this style of advising was they still had holds on theircourse registration late into their semesters which caused them stress and sometimes made courseenrollment difficult. They still wanted the advising

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Danielle V. Lewis, University at Buffalo; Isabel Anne Boyd, Georgia Institute of Technology; Aaron Livingston Alexander, University at Buffalo, The State University of New York

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NSF Grantees Poster Session

Paper ID #46901BOARD # 335: CAREER: Basics Matter: The Role of Space and Documentsin Supporting Critical Conversations and Inclusion on an NSF Funded EngineeringEducation Research GroupDr. Courtney June Faber, University at Buffalo, The State University of New York Courtney Faber, Ph.D., is an Assistant Professor of Engineering Education at the University at Buffalo (UB). Prior to joining UB in August of 2023, she was a Research Associate Professor and Senior Lecturer in Engineering Fundamentals at the University of Tennessee, Knoxville. She was also the Director of the Fundamentals of Engineering and Computing Teaching in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Franny Howes, Oregon Institute of Technology

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NSF Grantees Poster Session

burdensome and time-consuming task forundergraduates [12-15].The difficulty of writing becomes more obvious to engineering undergraduates in engineeringlab courses. According to the survey results from StClair et al. [16], many engineeringundergraduates felt that the writing skills they had learned in prior courses were helpful limitedlywhen writing lab reports. They declared that the aspects of laboratory reports are unique fromother types of writing in college. A focus group study [17] indicated similarities and differencesbetween writing assignments in first-year composition and engineering laboratory courses. Thesimilarities include writing for an audience with a purpose in mind, employing rhetoricalappeals, and using evidence as support, while

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

Paper ID #42678Board 282: Finding Meaning in Makerspaces: Exploring How Gender InfluencesMakerspace Definitions Among First-Year Engineering StudentsDr. Hannah Budinoff, The University of Arizona Hannah Budinoff is an Assistant Professor of Systems and Industrial Engineering at the University of Arizona. Her research interests include additive manufacturing, geometric manufacturability analysis, design for manufacturing, and engineering education.Ann Shivers-McNair, University of Arizona Ann Shivers-McNair is associate professor and director of professional and technical writing in the Department of English and affiliated

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8868The use of metacognitive writing-to-learn prompts in an engineering staticsclass to improve student understanding and performanceDr. Saryn R. Goldberg, Hofstra University Dr. Saryn R. Goldberg is an Associate Professor of Mechanical Engineering in Hofstra University’s School of Engineering and Applied Sciences. Dr. Goldberg received her Sc.B. in Engineering with a focus on materials science from Brown University, her M.S. degree in Biomedical Engineering with a focus on biomaterials from Northwestern University, and her Ph.D. in Mechanical Engineering with a focus on biomechanics from Stanford University. At

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

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; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Diversity, NSF Grantees Poster Session

Paper ID #34271Mentoring and Advising Students in an S-STEM Project: Strengths Trainingfrom a Social Justice Perspective in Engineering & Computer Science asContext – Initial ImplementationDr. Jane L. Lehr, California Polytechnic State University, San Luis Obispo Jane Lehr is a Professor in Ethnic Studies and Women’s and Gender Studies and Director of the Office of Student Research at California Polytechnic State University, San Luis Obispo. She is affiliated faculty in Computer Science and Software Engineering and Science, Technology and Society. She is also the Faculty Director of the California State University (CSU

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College; brian Warren, Southern University and Agricultural & Mechanical College; Fareed Dawan, Southern University and Agricultural & Mechanical College; Yasser Ismail, Southern University and Agricultural & Mechanical College; Albertha Hilton Lawson, Southern University and Agricultural & Mechanical College

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Diversity, NSF Grantees Poster Session

Paper ID #42904Board 296: Immersive Engineering Learning and Workforce Development:Pushing the Boundaries of Knowledge Acquisition in a CAVEDr. Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College Dr. Opeyemi Ojajuni is a post-doctoral research manager at Southern University and A&M College, Baton Rouge, LA, with expertise in computer network infrastructure, artificial intelligence, virtual reality (VR), and data science. His research focuses on applying these technologies to STEM education, particularly improving enrollment, retention, and computational thinking development. He also

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois, Urbana Champaign; Elizabeth Ann McNeela, University of Illinois, Urbana Champaign; Thomas Tran, University of Illinois, Urbana-Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

traditionally underrepresented.MethodsPreviously, we implemented soft robotics curricula in a variety of K12 contexts [18]–[20]. In this pilotstudy, we (1) delivered a four-day curriculum that focuses on representing engineers from a broad rangeof identities in course materials and (2) piloted an Institutional Review Board (IRB) approvedquantitative survey of subject related identities and demographic data. The goal of this pilot was toevaluate our experimental methods for ease and clarity of implementation.Implementation The goal of this study is to broaden students’ definitions of who can do robotics. To thatend, we revised our introductory curriculum, being mindful of the individuals in the field that wehighlight by giving examples of women and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University

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NSF Grantees Poster Session

: Seven Research-Based Principles for Smart Teaching,” San Francisco: Jossey-Bass, 2010, ISBN: 978- 0-470-48410-4.[6] J. D. Bransford, A. L. Brown, & R. R. Cocking, (Eds). National Research Council. How People Lean: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press, 2000. https://doi.org/10.17226/9853.[7] National Research Council. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press, 2012. https://doi.org/10.17226/13362.[8] N. Kober, National Research Council. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology; Tania Jarosewich, Censeo Group ; Sheryl A. Sorby, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #18066Spatial Skills Training Impacts Retention of Engineering Students – DoesThis Success Translate to Community College Students in Technical Educa-tion?Ms. Susan Metz, Stevens Institute of Technology Susan Staffin Metz is the Executive Director of Diversity & Inclusion and Senior Research Associate at Stevens Institute of Technology. She is a long time member of the Stevens community serving as execu- tive director of the Lore-El Center for Women in Engineering and Science and in 1990 launching WEPAN (Women in Engineering Proactive Network), a national organization catalyzing change in the academic climate

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

particular, activities/tours that were specific toindividual project teams are not listed in this table).Teacher Research ProjectsEight faculty members from the school of engineering volunteered to supervise teacher projectsin the summers of 2016-2018. Each engineering faculty member gave an overview of his/herproject on the second day of the program and gave teachers the opportunity to tour the labfacilities and ask questions before being asked to rank the projects by order of preference on thethird day. Project assignment involved taking the teachers’ preferences in mind, as well as tryingto pair up appropriate skills and backgrounds to each project. Most teachers received their first orsecond choice and were generally pleased with the project

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Tim Robinson, University of Nevada Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign

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Diversity, NSF Grantees Poster Session

qualitative data during the second cycle of camps in summer 2019. Inaddition, an interesting outcome (theme 2) was that the camps did instill in the campers theconnection of words like “teamwork”, “collaboration” and “communication” to engineering.This has been indicated as a necessity in marketing engineering to the public, including K-12[16]. Finally, an outcome of theme 3 is that we will be giving guidance to the campers on classesthey should be considering to be successful in engineering keeping in mind what has beensuggested in [16]. We will also reinforce the connection of camp activities to fields ofengineering throughout the five days of camp. Future work will focus on understanding whichactivities and approaches serve to positively foster

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of San Diego; Melissa M. Arana ; Mireya Becker Roberto, University of San Diego; Nicole G. Reyes

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Diversity, NSF Grantees Poster Session

teachers to develop an understanding of and appreciation for funds of knowledge inrelation to engineering design learning. This research project supports teachers in integratingasset-based practices (particularly funds of knowledge) into their teaching of engineering, andaims to examine how such integration of can impact Latinx students’ and EnglishLearners/Emergent Bilinguals’ interest in, and knowledge of engineering. The project offers anopportunity to have an early impact on students’ engineering interest while also providingteachers with a broader perspective of how to develop students’ engineering habits of mind anddispositions using asset-based practices in ways that are aligned with Next Generation ScienceStandards (NGSS). This paper

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Frank T Fisher, Stevens Institute of Technology; Patricia J. Holahan, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Susan S. Metz, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

, & M. K. Norman, “How Learning Works: Seven Research-Based Principles for Smart Teaching,” San Francisco: Jossey-Bass, 2010, ISBN: 978-0-470-48410-4.[4] J. D. Bransford, A. L. Brown, & R. R. Cocking, (Eds). National Research Council. 2000. How People Lean: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.[5] National Research Council. 2012. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press. https://doi.org/10.17226/13362.[6] N. Kober, National Research Council. 2015. Reaching Students: What Research Says

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #6969Feedback in Complex, Authentic, Industrially Situated Engineering Projectsusing Episodes as a Discourse Analysis Framework – Year 1Dr. Milo Koretsky, Oregon State University Dr. Milo Koretsky is a professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel faculty fellow and has won awards for

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; David Reeping, Ohio Northern University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8668A Classification Scheme for ”Introduction to Engineering” Courses: DefiningFirst-Year Courses Based on Descriptions, Outcomes and AssessmentDr. Kenneth Reid, Ohio Northern University Ken Reid is the Director of Engineering Education, Director of First-Year Engineering and Professor of Electrical and Computer Engineering at Ohio Northern University. He was the seventh person in the U.S. to receive a Ph.D. in Engineering Education from Purdue University. He is active in engineering within K-12, serving on the TSA Boards of Directors and over 10 years on the IEEE-USA Precollege Education Committee. He was awarded

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

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NSF Grantees Poster Session

Paper ID #43727Board 187: A Hybrid Community of Practice Model to Prepare Pre-ServiceSTEM Teachers to Teach EngineeringDr. Betsy Chesnutt, University of Tennessee at Knoxville Betsy Chesnutt is a lecturer in Engineering Fundamentals at the University of Tennessee-Knoxville. She is interested in understanding how to prepare pre-service teachers to teach engineering, as well as how to support current K-12 teachers so that they can implement engineering into K-12 classrooms more effectively. ©American Society for Engineering Education, 2024 A Hybrid Community of Practice Model to Prepare Pre

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Kow Quainoo, North Park University

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Diversity, NSF Grantees Poster Session

Paper ID #43408Board 403: The Influence of Belongingness and Academic Support duringa Global Pandemic for Engineering Students through Participation in anS-STEM Intervention ProjectProf. George Kow Quainoo, North Park University George K. Quainoo is Professor and Chair of the Department of Physics and Engineering at North Park University in Chicago. He received his B.S and M.S in Physics from the University of Cape Coast in Ghana and his Ph.D in Mechanical Engineering from the University of Saskatchewan in Canada. Prior to joining North Park University, he served at lecturer at the University of Caper Coast and as Professor

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Adam Kirn, University of Nevada, Reno; Kaitlyn Anne Thomas, University of Nevada, Reno; Mais Kayyali, Florida International University; Kelsey Scalaro, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

Paper ID #43113Board 416: Understanding the Experiences of Graduate Program Directors:The Intersection of Roles, Responsibilities, and Care in Engineering GraduateEducationDr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa).Dr. Adam Kirn

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Cecilia La Place, Arizona State University, Polytechnic Campus; Joshua Owusu Ansah, Arizona State University; Rachel Figard, Arizona State University; Rashmi Wimansa Neelawathura, Arizona State University, Polytechnic Campus

Tagged Topics

NSF Grantees Poster Session

adaptability is if you like adapting at work because they have good something, don’t be shy about it. Tell communication skills and can easily them, because then you’ll get more acquire what they need. stuff and learn more. Open-mindedness Early-career engineer has an easy time Being adaptable is being open to adapting at work because they are open- doing other tasks that contribute to the minded and consider multiple solutions overarching goal of the organization. to a problem. Previous experiences Prior knowledge Early-career engineer has an easy time Having acquired a solid