Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

contributions to the collective team effort) reflected student awareness of associatedlearning gains, e.g. • ”Although teamwork felt like the greatest scourge, it's valuable to have the experience of working with a team, particularly in the context of design and report-writing. It's a valuable lesson to learn what dynamic you fit into in a team and how you can work to improve and work more effectively in teams...having a high/low GPA doesn't always mean you're a good/poor worker and certainly doesn't say anything about your ability to work effectively on a team...peer assessment was also a fantastic idea feedback...should be mandatory to justify the marks given to each student

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mohamed Abdelrahman, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville; Alexandra Chincarini, RETainUS

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NSF Grantees Poster Session

of the topics they are about to learn. The learning begins withresearch, teacher lectures, group discussions, and revisions to the original ideas of the unit. Nextis a section of the Legacy Cycle called “test your mettle” in which students are required to showwhat they have learned. This can be accomplished in a tradition paper and pencil test format orcan be explored through projects, papers, or presentations. To finish out the Legacy Cycle, thestudents must “go public” with what they have learned, presenting their findings in front of theirschool or community through the format of a newspaper article, poster, or presentation. This willforce the students to be accountable for their learning to their peers and community. Knowingthat they

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Ann Dinota, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

NSF Grantees Poster Session

engineering practices (SEPs)in NGSS. Participants were given “post-it” notes and told to write one word that describes whatscientists and engineers “do” on a note. After a few minutes, participants then placed their notesunder a poster listing each of the eight science and engineering practices. Teachers were able tosee that each of their words could fit under one of the practices and it was noted that they wereable to successfully identify many activities conducted by scientists and engineers. Participantsthen broke into groups of three or four and were assigned one of the eight SEPs to closelyexplore. Explanations of each practice from the standpoints of “science’ and “engineering” wereprovided to each group. The groups were assigned the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

programs to help CUNY faculty better understand the expectations of funding agencies and write more competitive proposals. Her intensive NSF CAREER and Grants 101 bootcamps, which are open to CUNY faculty across all its colleges, have supported 21 NSF CAREER awards, and prepared over 150 faculty to submit and win awards. Linda was part of the planning committee and a presenter for NSF’s Engineering CAREER workshops for 3 years and organized a CUNY-wide Convergence Workshop in 2018 as well as Broader Impacts presentations. Linda has a PhD in Educational Psychology from the University of Illinois at Urbana-Champaign; her postdoc, through the University of Arizona, focused on art and technoscience collaborations. She

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

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Diversity, NSF Grantees Poster Session

study the effectiveness of online lab experiences with the goal of improvingstudent success and self-efficacy. Online lab sessions must offer active learning experiences,which may include ample opportunities for students to interact with their peers and instructors,and tackle real problems by experiencing trials and errors. This research on the online labs cangreatly contribute to enhancing EE engineering student learning. Further, it will address thecritical component of EE engineering - experiential learning - with a lot of hands-on lab learningexperiences that can lead to a deeper understanding of engineering concepts. Well-designedonline labs can help students maintain enthusiasm for engineering fresh and can also increase theretention rate

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University

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Diversity, NSF Grantees Poster Session

research has appeared in peer-reviewed journals, such as the Journal of Counseling and Development, Professional School Counseling, The High School Journal, and Urban Education. Equally important, Dr. Hines is an ACA Fellow and received the Al Dye award for co-editing the special issue, Group Work with African Americans Children and Adolescents published in the Journal for Specialist in Group Work. Dr. Hines received his Ph.D. from the University of Maryland, College Park in Counselor Education with a concentration in Urban School Counseling. Finally, he has worked as a counselor in various K-12 settings and for the Ronald E McNair Post-Baccalaureate Achievement Program.Dr. Ayesha Boyce, University of North Carolina

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

interactions such as receiving and responding to feedback to build competence andsupporting the learning of their peers to support relatedness. To again promote students’ autonomy after the completion of their first projects, studentswere given the option to maintain or dissolve their teams for the remainder of the semester. Allstudents opted to maintain their teams. Students completed two more projects with these teamswith five weeks devoted to each project. Students were given increasing levels of autonomy indetermining the topic and deliverables for each successive project, further promoting students’senses of autonomy. At the end of the semester, all students were required to take a final examination perdepartmental policies and norms

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

.• Professional Skills - Problem solving and managerial skills, positive attitude and motivation, business writing skills, communication skills (internal and external), foreign language proficiency (especially Spanish), respect for cultural differences, leadership and supervision skills; human resources knowledge e.g., organizational measurement), an understanding of marketplace differentiators, a mature work ethic with the goal of advancing professionally.The needs expressed by the industry leaders at the round table are reinforced through peer-reviewedjournal articles, such as those published by Akridge (2004) and Urutyan & Litzenberg (2010)[12, 13].Background Food and foodstuff is a stable industry poised for significant

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

Tagged Topics

NSF Grantees Poster Session

. degree from Princeton, and M.Eng. and Ph.D. degrees from Cornell.Julie Dyke Ford Ph.D., New Mexico Tech Dr. Julie Ford is Professor of Technical Communication (housed in the Mechanical Engineering depart- ment) at New Mexico Tech where she coordinates and teaches in the junior/senior design clinic as well as teaches graduate-level engineering communication courses. Her research involves engineering commu- nication, technical communication pedagogy, and knowledge transfer. She has published and presented widely including work in the Journal of Engineering Education, the Journal of STEM Education: Innova- tions and Research, IEEE Transactions on Professional Communication, the Journal of Technical Writing and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin P.E., University of Washington; Jana Milford, University of Colorado, Boulder; Janet Callahan, Boise State University; Pamela Cosman, University of California, San Diego; John B. Schneider, Washington State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann E. Delaney, Boise State University; Beth A. Myers, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Tanya D. Ennis, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Michelle Ferrez, University of California, San Diego; Tiffany D. Pan, University of Washington; Jessica Baldis, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

primary interest centers on postsecondary success for minoritized women and men in STEM fields. Following this interest, she has conducted re- search in several areas including the intersectionality of race and gender in engineering; including un- derstanding the culture, climate, and infrastructure of an engineering program (policies, organizational norms, interactions with faculty & peers, etc.) that may reinforce racial and gender stereotypes, engen- der feelings of racial and gender subordination, and disproportionately validate and privilege members of some racial groups at the expense of others.Tiffany D. Pan, University of Washington Tiffany Pan is a Graduate Research Assistant at the Center for Evaluation

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S Stwalley P.E., Purdue University, West Lafayette; Robert Merton Stwalley III P.E., Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

being able to secure an internship over the summer. The RS students were enrolled in an annual cadre-based one credit hour seminar with theresearchers to maintain the program’s high-touch status within the students’ lives and to direct themto reflect and consider some of the lessons from the experiences they had encountered. Personalreflection in written form is one of the best means to glean positive knowledge from a practicallearning event [38], [39]. The students had three extra-curricular activities to cover, and they wereassisted by the researchers in producing publication quality final reports. Student essays were peer-edited and then given a final review by the research team. Samples of RS student-written activityreporting were

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy K Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H Yong, Harvey Mudd College; Rebecca M Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

NSF Grantees Poster Session

understanding and ask and answer questions.For both Engineering 82 and Math 45, all PowerPoint slides and tablet writing shown in thecontrol section were contained in the video watched by the inverted section. For both courses,all students completed the same problems that students in the control section completed ashomework. In Engineering 82, students in the inverted section completed specified problemsduring class meeting time (and turned them in at the end of class) and turned others in ashomework. In Math 45, students in the inverted section used in-class time to work on anyproblems from the homework assignment and turned in all of their work as homework. As a finalnote, students in both sections of Math 45 had access to the videos; only students

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Scheiner, FAMU-FSU College of Engineering

Tagged Topics

NSF Grantees Poster Session

subsequently apply this knowledge to write a detailed researchreport and create a business plan to commercialize their research. At the end of the summer, thestudents compete in the EngiPreneurship (engineering entrepreneurship) competition where theypresent their business plans to seasoned judges from JMI, the Office of Intellectual Property andCommercialization, Domi Station, and Tallahassee professionals. At the start and end of theprogram, students rank their ability and motivation to pursue careers in STEM disciplines andare ranked by their graduate student mentors. The combined foci of research, development, andentrepreneurship have shown to increase student engagement.IntroductionThe Committee on Prospering in the Global Economy of the 21st

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University at West Lafayette; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Dina Verdin, Arizona State University, Polytechnic campus; Aaron Robert Hamilton Thielmeyer, Purdue University at West Lafayette; Herman Ronald Clements III, Purdue University at West Lafayette (COE); Zhihui (Sherry) Chen

Tagged Topics

Diversity, NSF Grantees Poster Session

schools in the northeast. There weren’t a lot of options for electives orclasses. All of the science classes that we took were marine science classes, including onetechnology class each year. For example, my freshman year I took technical writing and mysophomore year I took AutoCAD. Also, during my senior year I took a research class in which Iparticipated in a year-long research study that hasn’t actually been done before and will bepublished shortly about Microplastics on the East Coast, and that was an amazing class. My teachertreated me like an adult, a scientist, I was responsible for my own deadlines and due dates, and herattitude towards the class and towards my responsibilities in that class really made me want towork hard for it. I

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

incoming first-year engineering students participating in a Summer Bridge Program (SBP)[11]. During the workshop, we presented students with scenarios (i.e. Your first round of tests didnot go well and your usual studying habits are not working) to respond to through individualwritten response, small group written response and discussion, and a facilitated large groupdiscussion. The scenarios spanned six domains: academic performance, faculty and staffinteractions, extracurricular involvement, peer-group interactions, professional development, andspecial circumstances. We prompted the students to write down how they thought they wouldrespond to the four scenarios they were given. For example, one student’s individual writtenresponse to the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

Tagged Topics

Diversity, NSF Grantees Poster Session

instructors’ department heads and peerreview committees summarizing their innovations to ensure their efforts were recognized; andwe tried to offer co-design of instructional innovations with peer mentorship to offset thelimitations with instructors’ limited time.In Spring 2023, we worked with two instructors from our initial cohort who were interested inimplementing ABP into their current courses. In the poster that will accompany this paper, wewill summarize additional data which will be collected throughout the Spring 2023 semester,including feedback from instructor check-ins.Future work and conclusionsGiven this paper was written during the first year of a three-year project, we have focused ondescribing our piloting efforts and preliminary

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William J. Schell IV P.E., Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman; Brett Tallman P.E., Montana State University - Bozeman; Monika Kwapisz, Montana State University - Bozeman; Tessa Sybesma, Montana State University

Tagged Topics

NSF Grantees Poster Session

engineering leadership identity. Details of the findings from the quantitativestudies, including differences between engineering students and their peers in other fields, can befound in [4-9]. The results of those studies were then integrated with protocols found in theliterature from numerous qualitative studies of leadership and / or identity to develop thequalitative focus group protocols utilized with students. The qualitative protocols explored threedistinct areas of student perceptions: engineering identity, leadership identity, and engineeringleadership identity. Table 1 provides an example of the questions utilized in each of the threeprotocol areas.Table 1. Sample Protocol Questions by Area Topic Area Sample Question(s

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Laurie S. McNeill, Utah State University; Robert Spall, Utah State University; Paul Barr, Utah State University

Tagged Topics

NSF Grantees Poster Session

equivalentto a B+ as compared to a B of their peers” 6. Medsker et al. conducted an experimental study onthe impact of the S-STEM program on student outcomes 7. Based on relevant retention andgraduation data collected in their study, they found that unmet financial needs play a significantrole in student retention and when mitigated, led to enhanced academic success 7.Our project was funded in 2015 by the NSF S-STEM program. The project has two goals. Thefirst goal is to provide S-STEM scholarship support for academically-talented, financially-needyundergraduate students in two engineering departments at our university. These two engineeringdepartments include the Department of Mechanical & Aerospace Engineering (MAE) and theDepartment of Civil

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Shipley, University of Texas at San Antonio; Krystel K. Castillo-Villar, University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

retained in a STEM major with only tenstudents leaving the program (financial eligibility or full time status), a retention rate of 90.2%.The Workshop Series:A key component for success in school and beyond is the training and development of criticalthinking, professional and research skills. A series of workshops are created each semester bythe faculty and/or other support services on campus. Fellows are required to attend twoworkshops a semester. Thus far we have provided or worked with other groups to have thefollowing workshops: resume writing, negotiating salaries and accepting offers, Career Paths:Your Possible Lives, College of Engineering’s Womengineering Luncheon, Expert LearnerSeries (student success themes), Networking/Interview Skills

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Christina Frederick, Embry-Riddle Aeronautical University

Tagged Topics

NSF Grantees Poster Session

visuals. Some topics are multiple choice reading and writing more engineering Learning not well explained. No questions but no in their challenging project to enough self testing simple programs. programming problems to challenge questions in the Facebook is used language by solving synthetize their screencasts. but there is no different what they have understanding group discussion. engineering learned. and expand problems

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Arnold, Alma High School, Alma, MI; Ze Zhang; Tolga Kaya, Central Michigan University; Bingbing Li, Department of Chemistry, Science of Advanced Materials Doctoral Program, Central Michigan University ; Qin Hu, Central Michigan University

Tagged Topics

NSF Grantees Poster Session

, international, peer-reviewed journals. She is a senior member of the Institute of Electrical and Electronics Engineers (IEEE), a member of the Biophysical Society (BPS) and the Society of Woman Engineers (SWE). Page 23.732.1 c American Society for Engineering Education, 2013 Incorporating Engineering into the High School Chemistry Classroom Lisa Arnold, Ze Zhang, Tolga Kaya, Bingbing Li, Qin HuAbstract A unique experience is provided to pre-service and in-service teachers to participate in aresearch project via a grant won from the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Professorial Re- search Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineer- ing students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is past Chair of ASEE’s Educational Research and Methods division and a member the Board of Governors of the IEEE Education Society. He was the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

Tagged Topics

Diversity, NSF Grantees Poster Session

advance linguistic equity by creating space for more multilingual andmultimodal activities in elementary school classrooms.IntroductionThe number of elementary school students designated as English learners has increased and willcontinue to increase in U.S. schools. In schools emergent bilingual students are often subjectedto low-level content and lower expectations than their monolingual English-speaking peers. Forexample, school leaders may believe that multilingual children need to learn basic Englishlanguage skills first before they can engage in science inquiry and engineering design. Incontrast, other approaches position multilingual and emergent bilingual students in light of theirassets [1]. Our project, thus, views multilingual learners

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Anthony Torres, Miami Dade College

Tagged Topics

Diversity, NSF Grantees Poster Session

degree programs, and STEMinar-specific surveys. Thecollected data highlighted key outcomes in student confidence, academic support, and programsatisfaction. Results from the 2023-2024 academic year’s first-year scholars indicate high levelsof confidence, support, and a strong sense of belonging within the program. Over 80% ofstudents reported feeling confident in speaking up in class and collaborating with peers fromdiverse backgrounds. Although some students faced challenges in forming friendships andseeking advice on class-related issues, nearly 90% felt well-supported by both faculty and peers.Satisfaction with mentoring remained strong, with 64% of students expressing high satisfactionin the spring semester and 80% satisfied with the program

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

identities, definitions, interests, and civic engagement • Provides multiple ways for students to show their learningThe TPP students share the development of their lesson plan with classmates to get feedbackfrom their peers, and later share how the implementation of the CRT lesson went.By the end of the course, the pre-service teachers also write a positionality statement in additionto their teaching philosophy. Through course assignments, the Culturally Responsive TeachingPreparedness Survey (CRTPS) [17], and Noyce scholar interviews by our project evaluator, wehope to gain insight into how our TPP students develop to be equitable and inclusive STEMclassroom teachers.AcknowledgementsThis material is based upon work supported by the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Dan DelVescovo, Oakland University

Tagged Topics

Diversity, NSF Grantees Poster Session

laboratories, automotive, energy,aerospace, and NASA. In the comments section of the survey, many reflected on the impact of their REUexperience, describing it as “a wonderful program that opened many doors to my career”; “incrediblyimpactful… many opportunities in networking and career development have been especially beneficial tome”; “REU was honestly one of the best parts of my undergrad for so many reasons…growing up shy andunconfident, the position helped me build confidence, interact with peers from other schools and helped mefeel much more confident when applying for first jobs in my career…”; “Honestly, I had a wonderfulexperience in the program and I wouldn’t have even been interested in research if I didn’t do this program!I’m in the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Yunmeng Han, University of Cincinnati

Tagged Topics

NSF Grantees Poster Session

the groundwork for future functionalities.We are currently working on the second prototype, which is anticipated to be completed by theend of Summer 2025.Learning Innovation Thrust. To identify key concepts in CPS, the learning thrust is based onthe work of Meyer and Land's conceptualization of threshold concepts. The theory of thresholdconcepts originated in the context of a research project on teaching and learning in undergraduateeducation across disciplines in the United Kingdom [11]. It was developed more fully throughMeyer and Land’s later writings [12–14], in which they articulated the defining characteristics ofthreshold concepts — particularly that they transform learners' thinking within a discipline andshape how learners identify

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

ASEE in 2016 [1].The project team, all of whom are authors of this paper, includes a math professor (Hartenstine),a computer science professor (Fizzano), the host institution’s College of Science andEngineering’s STEM Outreach and Inclusion Specialist (Barber DeGraaff), as well as aneducational researcher (Brobst) and a project evaluator external to the host institution (Litzler).First, we will discuss program activities which include: recruiting, first-year seminars, eventsaimed at developing professional growth, near-peer mentoring, and advising. Next we detail theresearch methodology and results which are focused on understanding how the programactivities contribute to a student’s self-efficacy, identity, and sense of belonging (SEIB) as

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Andrews Paulsen, Concord Evaluation Group; Monica E Cardella, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

NSF Grantees Poster Session

 significantly more likely to attend college and three times as likely to major in engineering than compared to a group of students  21​with similar background and achievement in science and math.​  A similar study was conducted in order to evaluate Project Lead the Way (PLTW), a non­profit organization that promotes pre­engineering courses in middle and high schools. This study found that PLTW graduates were five times more likely to select engineering courses compared to first­time freshmen at four­year  22 institutions, and their average freshman GPA was higher than their peers.​  Because there is

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

through the REU program on the post-survey: hard and soft skills. Hard skills thatstudents mentioned were fundamental knowledge acquisition, practice of techniques/skills, andhow to do research. Soft skills that students addressed were higher-order thinking skills,communication, teamwork, professionalism, and networking. Higher-order thinking skills thatstudents addressed include analytical, critical, problem solving skills and creativity.Communication includes communication skills with peers, research teams, and people fromdifferent disciplines of research, presentation of the research through posters, and writing skills.Professionalism includes persistence, patience, confidence, independence or autonomy, and timemanagement.Among hard skills