Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

.  Dissemination Partners include the Journal of Engineering Entrepreneurship [JEEN], The NSF sponsored Epicenter Project - The National Center for Engineering Pathways to Innovation at Stanford University and Venture Well, and ASEE‘s Entrepreneurship and Innovation Division.Instrument Development Process (Penn State team leads)  Instrument research. In 2013/2014, 39 validated instruments that measure constructs related to one or more of our 20 characteristics of engineering innovativeness were identified from the Entrepreneurship, Information Processing, and Motivation/Self Efficacy literature. The constructs underlying these instruments were critically reviewed in terms of the elements of cognitive function they

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

recruitment procedures, we asked faculty members to fill out a pre-survey regardingtheir attitudes towards student development, their self-efficacy for supporting student success, theirpedagogical choices, and their perceptions of barriers to implementing the intervention alongsideits efficacy. Six engineering faculty completed the survey, all of whom were willing to implementthe intervention in their course. Unfortunately, the lack of response from uninterested facultyprevents us from characterizing the differences between this population and those willing toimplement the intervention. These differences remain a subject of future research. Due to the smallsample size (n = 6) tests of statistical significance were considered inappropriate and no

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

diversity. We developed an instrument for measuringstudents’ latent diversity from a review of the existing literature as well as interviews withundergraduate students. A detailed description of this process can be found in [7]. This surveymeasured students’ epistemic beliefs, innovation self-efficacy beliefs, STEM role identityconstructs, motivation, personality, and background factors such as race/ethnicity, genderidentity, sexual orientation, ZIP code, and parent(s) level of education. Students responded toitems measuring their attitudes and beliefs on a 7-point anchored numeric scale. We administered3,855 paper and pencil surveys to 32 ABET accredited institutions to understand students’ latentdiversity. These schools were recruited from a list

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patricia Ann Maloney, Texas Tech University; Bingbing Li, California State University, Northridge; Meng Zhang, Kansas State University; Weilong Cong, Texas Tech University

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Diversity, NSF Grantees Poster Session

techniques and assessment tools will be utilized toassess and improve engineering education at both the undergraduate and K-12 levels throughvaried techniques: i) undergraduate module lesson plans that are scalable to K-12 levels, ii) shortinformational video lessons created by undergraduates for K-12 students with accompanying in-person mentorship activities at local high schools and MakerSpaces, iii) pre- and post-testassessments of undergraduates’ and K-12 participating students’ AM knowledge, skills, andperceptions of self-efficacy, and iv) focus groups to learn about student concerns/learningchallenges. We will also track students institutionally and into their early careers to learn abouttheir use of AM technology

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

joining MechE and EE majors [6]. Girls,however, are not participating in pre-college robotics at the same rate as boys [7]. An analysis of pre-college extracurricular activities and their mapping to engineering majors showed that traditionaldisciplines, such as MechE and EE, had more students tinkering with electrical or mechanicalcomponents outside of school prior to entering college[8]. When girls are not part of extracurricularrobotics programs, they miss vital opportunities to develop tinkering self-efficacy. If we can attract moregirls to participate in pre-college robotics, we may open a pathway for these students to developattitudes and self-beliefs that lead them to join majors with lower representation of women [6].Critical Engineering

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katerina Goseva-Popstojanova, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity, NSF Grantees Poster Session

institutionalizationdecisions, providing a practical model for other institutions, and supporting future programmodification to provide the best possible experience for students. Since cohort 1 studentsreceived ACCESS scholarships for the first time in fall 2020, however, data is not yet available.Analysis of measures of student success and persistence, self-efficacy, and motivation within thecybersecurity field will be topics of future papers.6.0 ChallengesWhile the restrictions related to the COVID-19 pandemic presented challenges related torecruitment and programming activities, the ACCESS project team quickly adapted to the newreality and organized online meetings, an award ceremony, panels and seminars, and created anonline private group to support effective

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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NSF Grantees Poster Session

integratedinstitutional network of supports that increases students’ self-efficacy, sense of belonging to theirmajor, and belief in the importance of their contributions to society. These are key factors thataffect retention in STEM fields [1]-[7]. The FS2 program is funded by the National ScienceFoundation, is focused on engineering and computer science (CS) majors and is designed toimprove retention and graduation rates. The FS2 program is currently in the fourth and finalacademic year and has engaged 470 first-year engineering and computer science students. Thepaper describes the main challenges in implementing these retention initiatives in a small collegesetting and outlines approaches to overcome these challenges.GoalsThe primary goals of this five year

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

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NSF Grantees Poster Session

regarding engineering? RQ 3: How can strategic collaboration between K12 and industry promote a shift in teacher’s conceptions of engineers and increased self-efficacy in building and delivering engineering curriculum? RQ 4: How do stakeholder characteristics, perceptions, and dynamics affect the likelihood of sustainability in strategic collaborations between K12 and industry stakeholders? How do prevailing institutional and collaborative conditions mediate sustainability?To answer these questions, we will collect a variety of qualitative and quantitative data over thelife of the project. In this paper, we present preliminary findings of the first semester of lessonand activity implementation

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chris S. Hulleman, University of Virginia; Delaram A Totonchi, University of Virginia; Joshua Davis, University of Virginia; Michelle Francis, University of Virginia; Emma Huelskoetter; Yoi Tibbetts, University of Virginia

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Diversity, NSF Grantees Poster Session

Motivation and Learning, K. A. Renninger and S. E. Hidi, Eds. Cambridge: Cambridge University Press, 2019, pp. 617–644.[10] L. T. Hu, and P. M. Bentler, “Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives,” Structural Equation Modeling: A Multidisciplinary Journal, vol. 6, no. 1, pp. 1-55, 1999.[11] M. Guan, and J. So, “Influence of social identity on self-efficacy beliefs through perceived social support: A social identity theory perspective,” Comm. Studies, vol. 67, no. 5, pp. 588–604, Oct. 2016.[12] C. S. Hulleman et al., “Making connections: Replicating and extending the utility value intervention in the classroom,” J. of Ed. Psych., vol

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

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NSF Grantees Poster Session

active learning has been confirmed in a lot research. For29 example, Freeman et al. [5] stated that the average exam scores were improved by about30 6% in active learning sections. Esmaeili and Eydgahi [6] provided that active motivation31 and learning strategies like perceived usefulness, self-efficacy, and attitude, influence32 under-representative students’ STEM course registration and learning.33 Engagement is the attention and efforts that students devote to their learning. In practice,34 when students are engaged, they can initiate action and exert intense effort in the learning35 tasks, and show positive emotions during an ongoing action [7]. Strayhorn et al.[8] reported36 that STEM students with more engaged learning

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yue Li, Miami University; Maressa L. Dixon, Miami University; Sarah Woodruff

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NSF Grantees Poster Session

outcomeswere measured as dispositions, including interest, aspiration, motivation, confidence, and self-efficacy. A smaller number of studies also assessed knowledge in specific STEM careers.Overall, a small to moderate level of positive effect was observed (effect size mean = 0.379, SE= 0.064, 95%CI = 0.252 – 0.505, p < .001), with significant heterogeneity (Q (167) = 2418.355,p < .001), suggesting the need to explore potential moderator variables.Intervention characteristics revealed that 58% targeted underrepresented and/or underservedpopulations, 41% included explicit career development, and interdisciplinary content wascommon. Additionally, 56% of studies took place in informal settings. The study also consideredintervention format

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

challenging for teachers to implement will inform the project’scontinued. refinement of STEM-ID materials and its professional development model. Thesedata will also inform future research, including the investigation of connections between teacheroutcomes, such as increased self-efficacy and the development of PCK, and successfulimplementation of STEM-ID. As the scope of the project expands in Year 3 to include newteachers and schools, we will continue to collect data exploring how STEM-ID unfolds indiverse classrooms and the array of factors that may account for variations in implementationpatterns across teachers and school settings. References[1] J. Century and A. Cassata, A. “Implementation research

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Paige Trubenstein, Angelo State University

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Diversity, NSF Grantees Poster Session

Teaching, vol. 38, no. 10, pp. 1065–1088, Nov. 2001. doi:10.1002/tea.10001[9] K. Moser, Redefining transfer student success: Transfer capital and the Laanan-Transfer Students’ questionnaire (L-TSQ) revisited, 2012. doi:10.31274/etd-180810-498[10] Sachitra, V., & Bandara, U. (2017). Measuring the academic self-efficacy of undergraduates: The role of gender and academic year experience. International Journal of Educational and Pedagogical Sciences, 11(11), 2608-2613.[11] McNally, Sandra (2020): Gender differences in tertiary education: What explains STEM participation?, IZA Policy Paper, No. 165, Institute of Labor Economics (IZA), Bonn. Retrieved from: https://www.econstor.eu/bitstream/10419/243451/1/pp165.pdfTable 1

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Wong, Contra Costa College; Sergio Alexander Alvarez, Contra Costa College; Jonathan Alexander Canel, Contra Costa College; Phiroze Jhalman Duggal; Yesenia Rodriguez Moreno ; Daven Ng ; Nathalie Zaldivar; Chao Liu, Contra Costa College; Jeff Kamalian, Contra Costa College; Seti Sidharta, Contra Costa College

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Diversity, NSF Grantees Poster Session

, June 18-21, 2006, ASEE Conferences, 2006. pp. 11.1451.1 - 11.1451.7.[2] P. M. Leggett-Robinson, N. Davis, and B. Villa, "Cultivating STEM Identity and Belongingthrough Civic Engagement: Increasing Student Success (Self-efficacy and Persistence) for theTwo-Year College STEM Student," Science Education and Civic Engagement, vol. 10, no. 1,Winter 2018. [Online]. Available:https://new.seceij.net/articletype/projectreport/cultivatingstemidentityandbelonging/. [AccessedFeb. 28, 2021].[3] Chen, X., and M. Soldner (2013). STEM Attrition: College Students’ Paths Into and Out of STEMFields. National Center for Education Statistics, U.S. Department of Education[4] LaForce, Melanie; Noble, Elizabeth; Blackwell, Courtney. 2017. "Problem-Based Learning (PBL

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Jessi L. Smith, Montana State University

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NSF Grantees Poster Session

interventions to create change.Background – Utility Value Theory Research in social psychology has continually shown that students’ expectancies for success(e.g., self-efficacy) and the perceived value of a particular career predicts motivation to pursuethat career. Classic work within this Expectancy-Value framework (e.g., Eccles et al., 1983) hasexamined this relationship for decades on primarily non-engineering students (e.g., math andbiology, Eccles, 1984; Wigfield & Eccles, 1992; Sullins, Hernandez, Fuller, & Tashiro, 1995).Until relatively recently, the focus of expectancy-value research has centered predominately onthe “expectancy” side of the theory (and has extended into other theories such as social-cognitivecareer theory, Lent

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center; Mustapha Alao Animashaun, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

level engineering courses.In this study, first semester cGPA was found to be related to students’ CAT scores. In general,students with higher CAT scores performed better at the end of their first semester in college.ConclusionAlthough this study found a relation between CAT scores and first semester cumulative GPA,the investigators recognize that critical thinking skills, although important, are not the onlydeterminants of students’ success in college. Other factors such as students’ self-efficacy andtheir motivation play a role in students’ academic performance and success in college.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant number DUE-1504730. Any opinions, findings, and

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryce E. Hughes, Montana State University; Shannon D. Willoughby; Brock J. LaMeres, Montana State University; Barrett Frank, Montana State University; Elaine Marie Westbrook, Montana State University; Nick Lux, Montana State University

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NSF Grantees Poster Session

poster.FundingThis project is funded by the National Science Foundation under Award XXX- XXXXXX. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. [Online]. Available: https://peer.asee.org/18591.[2] E. Towle, J. Mann, B. Kinsey, E. J. O. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico

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Diversity, NSF Grantees Poster Session

of the dynamics of undergraduate engineering students’ researcher identity and epistemic thinking,” J Res Sci Teach, vol. 59, no. 4, pp. 529–560, Apr. 2022, doi: 10.1002/tea.21736.[14] H. C. Contreras Aguirre, E. Gonzalez, and R. M. Banda, “Latina college students’ experiences in STEM at Hispanic-Serving Institutions: framed within Latino critical race theory,” International Journal of Qualitative Studies in Education, vol. 33, no. 8, pp. 810– 823, Sep. 2020, doi: 10.1080/09518398.2020.1751894.[15] Dina Verdín and Allison Godwin, “Exploring latina first-generation college students’ multiple identities, self-efficacy, and institutional integration to inform achievement in engineering,” Journal of Women and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

the number of STEM degrees awarded toHispanics, 2) broadening participation of females in STEM related fields, and 3) increase thepersistence and self-efficacy in STEM fields amid COVID-19. This project is funded by NSFaward 2225247.IntroductionOne of the difficulties for freshman engineering students is transitioning to college. According topast studies, the first year of college represents the most critical students’ academic success,particularly because it is where the support networks with their colleagues, faculty, and academicresources are developed that will help them be successful during the undergraduate curriculum[16]. However, a lot of students do not know how to start building these networks, who to look for,or how to proceed to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; James P. De Clerck, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Laura Maria Roberts; William J. Endres, Michigan Technological University; Kevin David Hale

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NSF Grantees Poster Session

. Thisquestionnaire is based on an expectancy-value theory for motivation and measurescontrol beliefs, extrinsic motivation, intrinsic motivation, self-efficacy, task value, and Page 23.895.3test anxiety. MSLQ   • Tutorial  on  osmosis  (or  Northern  Lights),  including  pre   and  post  tests   Task  Value   • Tutorial  on  Northern  Lights  (or  osmosis),  including  pre   Manipulation   and  post  tests   • ReBlection  on  task  value   • Tutorial  on

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

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Diversity, NSF Grantees Poster Session

them as diversity tokens. They emphasized the importance of social and structuralsupport to promote self-efficacy and retention for women of color. The bearings of thoseidentities cut across other interactional experiences, such as teamwork, in which students wereexpected to assert themselves and navigate unfamiliar team dynamics.Teamwork was often studied through the lens of student behaviors. Using an educationalanthropologist approach, Tonso (2006a) studied how the campus culture (categorized by studenttypes – nerds, Greeks, and academic achievers) influenced teamwork in an engineering collegeof a state-funded university in the Midwest. By observing team behaviors in situ, Tonso foundthat non-design engineering classes promote social

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren J. Donovan, Stony Brook University; Monica Bugallo, Stony Brook University; Thomas Woodson, Stony Brook University; Candice June Foley, Suffolk County Community College; Shanise N. Kent, University at Albany, State University of New York; Bonita London, Stony Brook University; Stacie Swingle Nunes, SUNY New Paltz; Maurie McInnis, Stony Brook University

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Diversity, NSF Grantees Poster Session

aligned with their STEM career). PIC is a core concept ofidentity research, emphasizing that when individuals perceive a close connection between theirself-concept and their career goals, they are more likely to maintain motivation, interest andpersist in that domain, even when they experience difficulty [22]. Further, the data suggest thatPIC leads to higher sense of belonging to the University and it’s members. Kim, London andcolleagues also demonstrate that interest in a STEM career and sense of belonging in one’sUniversity both predicted STEM self-efficacy among students (confidence in one’s ability tomanage STEM academic tasks). STEM self-efficacy in turn predicted higher STEM achievementin classes through students’ second year of college

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Julie S Linsey, Georgia Institute of Technology; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

elementary school students’ situational interest, self-efficacy, and achievement emotions,” Int. J. STEM Educ., vol. 5, no. 1, p. 43, Dec. 2018, doi:10.1186/s40594-018-0129-0.

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Carissa B. Schutzman, Ph.D., University of Cincinnati; Keren Mabisi; Apala Biswas, University of Cincinnati

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NSF Grantees Poster Session

, graduate research, etc.) aims to prepare graduate students fora workforce – in academia, industry, government, or nonprofits – that requires transdisciplinaryproblem solving both locally and globally.Results of Cohort 1 are reported here since the data set includes all three time points, specificallypre-survey to follow-up survey. When comparing Cohort 1 trainee baseline and follow-upresults, all four subscales within the Research Self-efficacy scale showed statistically significantincreases. Cohort 1 trainees reported statistically significant positive changes inConceptualization (mean change=15.6; p<0.001), Implementation (mean change=14.2; p<0.01),Early Task (mean change=9.8; p<0.05), and Presenting the Results (mean change=15.5;p<

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

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NSF Grantees Poster Session

Strategies on Performance in General Chemistry Courses,” Journal of Chemical Education, 2013, 90, 961-7.12. Credé, M., and Kuncel, N. R., (2008), “Study Habits, Skills, and Attitudes The Third Pillar Supporting Collegiate Academic Performance,” Perspectives on Psychology Science, Vol. 3, n. 6, pp. 425-453.13. Elliott, Timothy R.; Godshall, Frank; Shrout, John R.; Witty, Thomas E. (1990), “Problem-solving appraisal, self-reported study habits, and performance of academically at-risk college students.” Journal of Counseling Psychology, Vol 37(2), Apr 1990, 203- 20714. Ogden, N., Evans, S., Thurlow, G. (2012), “Student Self-Efficacy and Attitudes Following Integration of Study Strategy Information into Course Content.” Paper 12

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Jacqueline Ann Rohde, Purdue University; Miguel Rodriguez, Florida International University; Beverly Ma, University of Nevada, Reno; Jacqueline Doyle; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Geoff Potvin, Florida International University; Lisa Benson, Clemson University; Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

. 2. 2006.[8] A. Godwin, “The Development of a Measure of Engineering Identity,” 123rd Am. Soc. Eng. Educ. Annu. Conf. Expo., p. 15, 2016.[9] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study,” J. Res. Sci. Teach., vol. 47, no. 8, p. n/a-n/a, 2010.[10] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self- Efficacy,” J. Eng. Educ., vol. 98, no. 1, pp. 27–38, 2009.[11] E. Seymour and N. M. Hewitt, Talking about Leaving: Why Undergraduates Leave the Sciences. Westview

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava, University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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Diversity, NSF Grantees Poster Session

adaptation of theLaanan-transfer students' questionnaire,13,14,15 a survey from the NSF-funded Prototype toProduction study,16 and Measuring Constructs of STEM Student Success Literacy: CommunityCollege Students’ Self-Efficacy, Social Capital, and Transfer Knowledge.17,18 For a fulldescription of the survey development process, steps that were put into place to support constructvalidity, and individual campus customization procedures, please see our work in progress paperfrom the 2015 Frontiers in Education (FIE) Conference titled Transfer Student Pathways toEngineering Degrees: A Multi-Institutional Study Based in Texas.19 Table 1. Project four-year institutions and partner community colleges. Four-Year Institution

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

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NSF Grantees Poster Session

may be rooted in an individual’s personality. These includehaving a future-focus, a tendency to generate multiple problem solutions, a tendency to generateaction plans, self-confidence, optimism, persistence, and team-orientedness [2], [3]. Throughregular group interactions, ideation sessions, and active product development interlaced with thePBL courses of the available degree programs, the FLiTE program aims to inculcate a regularpractice of creativity, professional self-efficacy, and teaming skills among the students [1].In a practical sense, the FLiTE program seeks to give students the financial means to persisttoward their degrees while also developing the innovation and business acumen to launch theirown technology startup. Through

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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Diversity, NSF Grantees Poster Session

sources for the secondobjective, teacher professional development includes teacher professional development evaluationquestionnaires, classroom observations, and teacher interviews. Finally, the third objectivefocusing on student development measures from pre- and post- surveys explore students’ intrinsicmotivation, science and math content knowledge, career interests, and self-efficacy. In addition,student interviews and student work associated with MEAs also assist to corroborate objective oneand three. Data is collected over the duration of the project.Anticipated ResultsThe anticipated results of this research project will be four field-tested CR MEAs that can beimplemented to foster students’ career exploration, STEM learning, and community

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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Diversity, NSF Grantees Poster Session

involvement in the REU project. o e. Providing new experiences and expanding personal horizons. o f. Skill development. o g. Improving academic and professional qualifications. o h. Receiving mentoring. o i. Developing self-efficacy.4. ConclusionThe IR-SEED REU site supported by the National Science Foundation's Division of EngineeringEducation and Centers is designed to develop and implement a model environment formultidisciplinary collaborative efforts where research and education are tightly integrated aroundthe different facets of energy research. The IR-SEED REU site is structured to teach studentshow to formulate research questions as well as how to develop and modify research plans