Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Joel Alejandro Mejia, The University of Texas, San Antonio; Susan M Lord, University of San Diego

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Diversity, NSF Grantees Poster Session

informs the culture, climate, and discourse of engineering education,leading to an exclusionary culture within engineering as reflected by the lack of diversity andlower retention of students and faculty of color, and contributes to systemic barriers negativelyimpacting racial equity. Moving towards racial equity in engineering education requires afundamental shift in thinking in two important ways: 1) we must reframe how we think aboutunderserved populations from minority to minoritized by a dominant discourse, and 2) to beginto dismantle the impacts of Whiteness, we must first make this barrier visible.In the first year of this project, the diverse team of PIs began to explore scripts of Whiteness inengineering education by conducting a

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University

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Diversity, NSF Grantees Poster Session

vouchers.OrientationPrior to the start of the program, an orientation meeting introduced the available researchprojects and allowed students, faculty, and the graduate student mentors to meet each other. Anoverview of Research Contracts, which were used to structure the individual summer researchprojects of each student, a brief introduction to the online communications platform (Basecamp),where students turned in materials and engaged in weekly reflections on the program and theirresearch projects, and a Lab and Campus Safety information session were also covered in theorientation meeting.Program Website https://stem.northeastern.edu/summer/reu/pathways/Arduino/SparkFun WorkshopThrough this workshop series and a 10-week long engineering design project, students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

extant model of empathyin engineering design on which the initial instrument was founded, then we invited critique of theinstrument and identification of parts missing from their pre-reflection stories. We leveragedMiro and this extant model and asked participants to share their stories within the extant model.We also prompted participants to expand the model, naming parts of the model that failed tocapture their pre-reflection stories. In this way, we began prompting participants to help usexpand the model to other design phases, other empathy types, or other directions. For example,similar to the first co-creation workshop, some participants focused on empathy within the team,with one participant considering this a predecessor or affordance to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kellie Schneider, University of Dayton; Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; Kelly Bohrer, University of Dayton; Amy Anderson; Elizabeth Generas; Marjorie Langston Langston; Sharath Krishna

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Diversity, NSF Grantees Poster Session

experience, teachers benefit professionally through integrateddevelopment activities and cultivate greater self-awareness and understanding of culture.First, this paper will summarize the project to date. Then, we present observations fromparticipants’ reflections, semi-structured interview, and pre/post intercultural assessments. Next,we highlight the collaborative outreach and capacity-building efforts which resulted in a newcommunity partner and immersion site. Finally, we discuss the unique opportunities andchallenges associated with navigating international travel and immersion experiences during theCOVID-19 pandemic.Project SummaryThe Global STEM Research Experience for Teachers (RET) is a collaborative program betweenCentral State University

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Srinjita Bhaduri, University of Colorado Boulder; L. Lee Biddy, University of Colorado Boulder; Melissa Rummel, University Corporation for Atmospheric Research; Jeffrey B. Bush, University of Colorado; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; John Daniel Ristvey Jr., University Corporation for Atmospheric Research; Alexandra Gendreau Chakarov, University of Colorado Boulder; Tamara Sumner Sumner, University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

- andpost-STEM interviews with a member of the research team. Of these 16 students, four alsoparticipated in the mentoring experience. The interviews (conducted remotely) focused onstudents' career interests, understanding of what STEM entails, and reflection about the 3Dprinting unit. Students (n=214) completed a STEM Interest survey consisting of four sets ofquestions, each set focusing on one element of STEM. Students took this survey twice, once atthe start of the quarter (pre) and once at the end of the quarter (post). The survey was takenverbatim from Kier et al. (2013) [7] with eight additional negatively worded questions to checkfor response consistency. Additionally, following each mentoring session, students (n=16),mentors (n=12), and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

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NSF Grantees Poster Session

differences among individuals and groups6. Protects human health and physical safety of users and society7. Promotes human well-being and enhances quality of life for usersand society8. Evaluates economic impacts of environmental design criterion9. Evaluates economic impacts of a social design criterion10. Considers affordability for users and/or demonstrates costcompetitiveness or cost reduction for client/sponsor11. Evaluates economic costs and benefits to inform decisions12. Final design impacted by trade-offs among environmental, social,and economic criteria and reflects balance of dimensions13. Uses and/or creates innovation(s) in its specific field to achievesustainability14. Worked with experts from other disciplines (i.e., outsideengineering

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leen-Kiat Soh, University of Nebraska - Lincoln; Gwen Nugent, University of Nebraska - Lincoln; Wendy Smith, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska - Lincoln; John T. Sutton, ResultED LLC; Kent Steen, Lincoln Public Schools

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Diversity, NSF Grantees Poster Session

, two are administered in the first year for a cohort: (1) an introductionto computer science course where teachers learn fundamental CS topics and programming in ahigh-level programming language (e.g., Python), and engage in problem solving and practicecomputational thinking, and (2) a course in pedagogy for teachers to learn how to teach K-8 CS,including lesson designs, use of instructional resources such as dot-and-dash robots, andassessments. Then, the following academic year after the summer, the PD program holds a seriesof workshops on five separate Saturdays to support teacher implementation of their lessonmodules during the academic year, reflect and improve on their lessons, reinforce on CSconcepts and pedagogy techniques, review and

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uzoma M. Monye, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Stephen B. Knisley PhD, North Carolina Agricultural and Technical State University

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NSF Grantees Poster Session

At the culmination of the 5-week program, a focus group and exit survey were used togather descriptive and interpretive information on the students’ feelings of self-efficacy,valuation of engineering knowledge and skills, and engineering identities. The exit surveycontained items developed by Walton and Liles [15] and Walton et al. [3] to measureEngineering Values, Self-efficacy, and Identity. The Engineering Values Scale (EVS), contains8 items arranged on a 7 point Likert scale. The items assess both general and specific aspects ofthe field of engineering with higher scores reflecting greater valuation. The Engineering Self-Efficacy Scale (ESES), contains 14 items arranged on a 7 point Likert scale. The items assess ageneral form of self

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Texas A&M University; David B. Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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Diversity, NSF Grantees Poster Session

between 2007 and 2014. Research sites include four of the top ten producers of U.S.Hispanic/Latino engineers; the framework of transfer student capital was used to organize thisstudy's data collection and analytical plan.For our 2018 ASEE poster, we explore engineering transfer students’ reflective responses toquestions about their perceptions of the transfer processes; it represents an area of investigationthat falls under the Transfer Student Capital component of Laanan’s research framework.Through our analyses, we identify emergent constructs and explore differences across subgroupsof transfer students (i.e., type of institution - selective versus open enrollment; type of transferpathway - lateral versus vertical; student status as Hispanic

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Carolyn L. Sandoval, Texas A&M University; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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NSF Grantees Poster Session

biases and increasing active learning in the classroom, with the ultimate goal of increasing student engagement, success, and retention. Further, these positive effects are projected to be strongest for underrepresented minority (URM), women, and first-generation students. The project period is March 1, 2017 to February 29, 2020.  Regarding social cognitive biases, ISE-2 focused on two major components. Implicit bias consists of attitudes, beliefs, and stereotypes that we are not aware that we hold and, in turn, influence our actions in an unconscious and unaware manner. Implicit biases often reflect broader stereotypes and cultural narratives about groups and therefore behavior based in implicit biases seems correct

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

pairs to solve problems or complete 50% assignments. Have students work on real‐world problems or contextual examples. 50% Hold all students in a group accountable for group projects. 50% Moderate Change Provide means for students to ask questions outside of class (i.e., discussion forum, chat). 50% Use peer mentors to support student problem solving and/or reflection. 50% Big Change Teach strategies for solving problems rather

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

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NSF Grantees Poster Session

the “spiral approach” for course redesign.Lessons learned from previous semesters are incorporated into any needed redesign and/orrefinements of the HIPs as part of the process for updating each course syllabus each semester.Two courses serve as examples to demonstrate how to implement HIPs in basic STEMengineering courses.IntroductionKuh asserts that college degrees are valued by society and empower the individual; however,persistence and completion of the degree is reflective of the quality of the learning experience[1]. To strengthen academic success, faculty development in effective teaching strategies, suchas High-Impact Educational Practices (HIPs), is needed [2]. HIPs ensure that students haveaccess to well-designed, engaging academic

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee, Knoxville; Lisa Benson, Clemson University; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, University of Virginia; Karina Sylvia Sobieraj, Ohio State University; Teresa Porter, Ohio State University; Alessandra St. Germain, Clemson University; Guoyong Wu, Clemson University

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NSF Grantees Poster Session

research experiences. Theseactivities include reading journal articles, running experiments, preparing materials forexperiments, writing up the results of their work, presenting research findings, repeatingexperiments, developing plans for data collection and analysis, and analyzing data. Some of theseactivities are epistemic practices because they are directed towards gaining knowledge orincreasing understanding. Through reflection, epistemic metacognitive skills (EMS), on theirresearch activities and social interactions, students build and refine their knowledge of howresearch works. This knowledge of how research works affects students’ existing and developingbeliefs and perceptions about what a researcher does and about knowledge and knowing

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Robert S. Kadel, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

foundational experiences for all engineering students.Well-designed laboratory experiences can make engineering concepts come to life, givingstudents a real-world confirmation of the theory and concepts from lecture classes. Conversely,the effectiveness of hands-on learning can be reduced if there are inadequate levels of studentengagement and reflection [1] - [3]. Due to advances in portable data acquisition devices, laptopcomputers, and an array of affordable sensors, there is an unprecedented opportunity to bringhands-on experiments out of the centralized labs, and into lecture classrooms, and even studentdorm rooms. While such mobile hands-on experiments have had substantial inroads in the fieldsof electrical and computer engineering (ECE

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Penn State Erie, The Behrend College; Qi Dunsworth, Penn State Erie, The Behrend College; Melanie R. Ford, Penn State Erie, The Behrend College; E. George Walters III P.E., Penn State Erie, The Behrend College; Jessica Resig, Pennsylvania State University

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NSF Grantees Poster Session

was intended to be arefresher of selected curriculum design models and an enhancer of evidence-based teachingpractices. The workshops blended learning theories, formative assessment strategies, activelearning techniques, and effective use of technologies that teachers could experience and takeback to their own class. Each workshop was approximately two hours. The topics covered by theworkshop series include: (1) Team building activity, (2) Reflections on engineering education,(3) Curriculum standards, (4) TPACK design framework [8] and the Backward Design model[9], (5) Raising meaningful questions and engineering challenge, (6) Writing measurablelearning objectives, (7) Formative and summative assessment strategies, (8) The art ofstorytelling

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering); Mackenzie Beckmon Sharbine, Harding University; Jeremiah Sullins, Harding University; Shari E. Miller, University of Georgia

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NSF Grantees Poster Session

engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering) c American Society for Engineering Education, 2019 Paper ID #27026 Stephen received a PhD in education at the University of Maryland researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught an

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vasiliki Ikonomidou, George Mason University; Anastasia P Samaras, George Mason University, VA USA; Vikas Kotari, George Mason University

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NSF Grantees Poster Session

graded for effort only, aiming atproviding formative feedback to the student prior to the tiered assignment. Additionally, eachtiered assignment was accompanied by a brief, open-ended questionnaire aiming atunderstanding how students chose problems to solve in this context. Questions included were: • Why did you choose the problems that you solved? • How do you think the level of this assignment compares to the level expected of the class, as specified in the rubrics provided? Why? • Do you think the level of difficulty of the assignments is reflected correctly in the points assigned to each problem?ResultsOur main interest in this design was in the first question: “Why did you choose the problems thatyou solved?” Here

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Laura D Hahn, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

levels of transformation that form the objectives of this project; eachlayer supports the transformations above.In this paper, we provide evidence that SIIP has not only increased the use of RBIS, but is alsosustaining their use beyond the initial financial investments in the creation of those communities.Organizational Change TheoryEducational change efforts can be categorized along two axes (See Figure 2): the intendedoutcome of the change effort (prescribed vs. emergent) and the aspect of the system to bechanged (individuals vs. environments and structures)1,3. Change efforts in engineering educationhave historically focused on changing either individuals through dissemination, facultydevelopment (i.e., developing reflective teachers), or by

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

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Diversity, NSF Grantees Poster Session

more of the teaching practices introducedand 3) developing a scholarship of teaching and learning (SoTL) project based on experiences intheir revised course. The summer academy includes multiple evidence-based teaching practices(such as POGIL, Mental-Model-Building, and Project Based Learning), an introduction to SoTLand IRB processes, and time for reflection and cross-disciplinary discussion of potentialapplications of each practice into participant courses. Discussion on the progress of participantSoTL projects and classroom peer observations both within and outside participant programs arethe key components of the academic year FLC.May 2014 and academic year 2014-2015 witnessed the first offering of the SPARCT Program,which engaged 16 STEM

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College; Margot A. Vigeant, Bucknell University; David L. Silverstein, University of Kentucky

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NSF Grantees Poster Session

Page 25.1446.3and critically compare them to actual results. This approach has demonstrated success in bothphysics and engineering education. Another approach demonstrated in chemistry is ScientificConcept Construction and Reconstruction, where the emphasis is on encouraging students toapply logical scientific reasoning to repair alternate conceptions about science (She and Liao,2010). Pugh et al report that students having a deep level of engagement and transformativeexperience with the subject matter are more likely to engage in conceptual change (Pugh et al.,2010). More traditional active learning has also been shown to have a positive effect onconceptual learning in physics (Baser, 2006). Finally, in the process of reflective writing

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; Deirdre-Annaliese Nicole Hunter, La Gran Familia De Gregory; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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NSF Grantees Poster Session

metacognition and its critical role in learning. Therefore, the metacognitiveindicators also provide a path for instructors to understand metacognition better whilesimultaneously yielding valuable information about what students are doing in their attempts tolearn the content of their courses. The indicators enable conversations between instructors andstudents about learning processes where the instructors can respond and suggest specific ways ofprocessing, thinking about, or using the content to learn it better or more efficiently. Instructorsmay well find themselves reflecting on their own learning experiences – in general andspecifically within their area of expertise – which can provide powerful points of connectionwith their students.The next

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

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Diversity, NSF Grantees Poster Session

’ designalternatives and matrices. Studies show that student learning improves when they are exposed tothe ideas of others, when they respond to the questions and critique of peers, when they formmore substantial justifications for their views, and when they evaluate competing ideas throughargumentation [24, 25]. Following the gallery walk student teams are given time to reflect oncritical feedback and revise their own work. Effective reflection includes keeping a record ofchanges made and justification of those changes. During stage five, prototypes of the bestdesigns – as determined through matrix scoringand argumentation in the previous stages – arebuilt and tested (Fig. 3). Importantly, this is afluid, iterative process; iterative design

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

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Diversity, NSF Grantees Poster Session

context and works on the smaller componentsof it, we then experience the process of problem-solving. Climbing the mountain requires bothlinear and non-linear approaches that promote higher order thinking and critical skills. Thecomplexity of the problem encourages us to think reflectively and critically. The dynamic learningenvironment poses challenges but also opportunities for interdisciplinary collaboration.Finally, when the mountain has been climbed and we have safely returned to our base camp, weevaluate our mountain climbing experience, analyzing our successes and difficulties, and drawinglessons that can be applied to similar challenges in the future.This is the process we encouraged our research experiences for undergraduates (REU

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert C. Martin, Texas A&M University; Cynthia Lang, Texas A&M University; Sin-Ning Cindy Liu, Texas A&M University; Carolyn L Sandoval, University of California, San Diego; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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Diversity, NSF Grantees Poster Session

teaching plan to incorporate what they learned into their own teaching. Atthe end of the academic year, faculty participants are tasked with completing a final reflection. Inthis paper, we will report the content of the workshops as related to the overarching goals of theISE-2 program, along with how the coffee conversation topics complemented the workshopmaterial. Lastly, we will explore the role of the teaching plans and final reflections in changinginstructional practices.IntroductionImproving Student Experiences to Increase Student Engagement (ISE-2) focuses on a facultydevelopment program designed to reduce implicit bias and increase active learning in order toincrease underrepresented minority (URM), women, and first-generation students

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

paperspresented at the ASEE conference.)Students viewed this use as a positive experienceii. Three in four students saw their practice withthe AD Board as relevant, reflecting course content, and reflecting real practice. Similarly, theyapproved of the opportunity to practice their content and noted that the hands-on use reflectedtheir learning needs.Table 1Student Perceptions of the Process of Use Instruction and Supplementary Materials* % Use was relevant to my academic area. 83 The AD board provided opportunities to practice content 80 The use of the AD board reflected course content 79 The use of the

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

contribution ADHD students can make, they often struggle in traditionaleducational environments. Mainly, how the traditional educational setting functions does notcater to how students with ADHD achieve success, nor do teachers have sufficient training andunderstanding of how ADHD affects learning and academic performance.8 In current educationsystems, students with ADHD are less engaged during instruction, display more off-task anddisruptive behavior, and are less academically motivated. There is a direct association betweenacademic achievement and attention during instruction, indicating that students with ADHD canhave more negative academic outcomes.8 This idea is reflected throughout college. Collegestudents with ADHD maintain lower GPAs

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University; Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Qin Hu, Central Michigan University; Shaopeng Cheng, Central Michigan University ; Steve Kettler, Alma High School; Daniel Chen, Central Michigan University

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NSF Grantees Poster Session

that participants would work on developing. Several guest speakers andprofessional coaches helped us during the professional and curriculum development activities.We are currently working on developing follow-up plans during the academic year where pre-service teachers will implement classroom activities under in-service teachers’ supervision andthese activities will be used during high school visits to the campus.In this paper, we will give the details about the RET Site’s management and discuss ourexperiences from lessons learned during the first year. Weekly survey results will be analyzedand interpreted. Reflections from participants, faculty, and undergraduate students will bepresented. External evaluation scheme will be introduced and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

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NSF Grantees Poster Session

students, interviewsare central to providing the context-specific information needed for robust survey development.Therefore, we are using a quasi-longitudinal approach and we are interviewing Appalachian highschools students for a current perspective, Appalachian college students for a recent reflection,and working engineering professionals in Appalachia for a longer-term reflection. This paperfocuses on the development and pilot testing of semi-structured interview protocols for eachparticipant type.Preliminary findings from pilot testing support the protocol’s ability to provide meaningfulinformation across multiple frameworks. Initial findings from a priori coding of the frameworkconstructs suggest that influences specific to Appalachian

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Logistics research projects, and begin communicating with mentors Orientation and Project Participants attend orientation workshop and prepare 1 W Definition research plans with their mentors Research and Library Literature review and library resource workshop with the 2** W Workshop Engineering Librarian Waste management and landfill design/construction 3 Continued Research S seminar with individual reflection

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

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Diversity, NSF Grantees Poster Session

environment. Overall, 110 students included theenvironment in defining sustainability. Although most definitions there generalized, numerousstudents (N = 42) defined environmental sustainability more specifically in terms of resourcepreservation and management.A small minority of students reflected on the social pillar of sustainability in their responses tothis short answer question. Responses tended to be generalized such as the following: “Sustainability is the ability to sustain any device, instrument, process or an idea for a long period of time with the minimal socioeconomic costs.” (Male, Asian)Most students who mentioned the social pillar of sustainability did so in a generalized context ofsocial equitability and well