Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan J Ely, Ivy Tech Community College

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NSF Grantees Poster Session

Foundation – Advanced Technical Education Grant AwardFaculty at Purdue University through the Supply Chain Management program and Ivy TechCommunity College in the statewide Supply Chain Management and Logistics curriculumcommittee came together in writing a proposal for an NSF Award “Technology-Based Logistics:Leveraging Indiana’s Role as the Crossroads of America” (Awards 1304619 and 1304520),which specifically addresses current industry concerns for future workers in supply chainmanagement technology through building a pipeline of educational curriculum that begins withsecondary education and continues through community college and four year institutions. Whileseveral of the pieces of this curriculum were already in existence, the grant provided

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Kauser Jahan, Rowan University; John P Henry, Sustainable Learning Systems; S. Keith Hargrove, Tennessee State University; Talbot Bielefeldt, International Society for Technology in Education

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NSF Grantees Poster Session

regarding the pros and cons of various energysources. Succeeding in this role requires that the player understand and apply the knowledgeabout power and energy systems learned in both the classroom and the game environment,together with the writing skills to collect appropriate evidence and compose a persuasive piece ofwriting. In fact, the game is designed in the way that automatically composes a final report forthe player by using every justification the player provides in the question prompts (Fig. 1b) atdifferent game stages.Fig. 1: (a) Chat with Mayor for the assignment; (b) a question prompt after a player visited the Mayor's roomAfter players exit the city hall, they must talk to different power system experts located in officesspread

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mo Ahmadian, Eastern New Mexico University

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NSF Grantees Poster Session

heavilysubsidized tuition), the combination of participation in (a) a scholarship program and (b)academic support services resulted in higher academic achievement and retention for females(but both males and females used support services and peer advising at higher rates) compared togroups of students who participated in either (a) or (b) but not both. In the book Talking AboutLeaving, Why Undergraduates Leave the Sciences, 3 it is stated that nationally 40 percent ofundergraduate students leave engineering programs, 50 percent leave the physical and biologicalsciences programs, and 60 percent leave mathematics programs to pursue other non-STEMprograms.Recent findings from the Academic Pathways Study (APS) have shown that among the factorsthat predict the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Kean, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Mathew Bissonnette

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NSF Grantees Poster Session

directly.Using Physical MEAs to Help with Self-AssessmentFor many MEAs, providing a means for students to “check” the validity of their models can bequite difficult. Strategies can include providing fictitious data from the client, referring studentsto peer-reviewed literature, and depending on student experiences to help them determine when asolution “seems” correct. We have found that one of the most powerful ways to provide self-assessment is in the form of actual laboratory or physical activities. Examples of this include theCatapult MEA and the Force Transducer MEA.Catapult MEAThe Petersborough Museum in England hosts a Medieval Exhibition each year, and plans to holda catapult launch competition. As part of the competition they want to award a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

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Diversity, NSF Grantees Poster Session

consists of “institutionalstructures, resources, and responsibilities that influence students’ identities within their academicinstitution and engineering as a career” [9, p. 2].The networking strand includes two elements ofnetworks, interpersonal and intertextual to support their personal, academic, and professionaldevelopment. Interpersonal networking consists of the present, past, and historical relationshipsbuilt with faculty, peers, and professionals that contribute to students; identity development andsuccess, while intertextual networking includes students’ accessing books, articles, andeducational technology to expand their knowledge and understanding of the field.ResultsWithin the research project’s lifespan, we have collected stories

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Lynn Orton P.E., University of Missouri, Columbia; Fan Yu, University of Missouri, Columbia; Lisa Y. Flores, University of Missouri, Columbia

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NSF Grantees Poster Session

from China. Fan received her MS in Elementary Education Science and a graduate certificate in Curriculum Instruction.Dr. Lisa Y. Flores, University of Missouri, Columbia Lisa Y. Flores, Ph.D. is a Professor of Counseling Psychology at the University of Missouri. She has expertise in the career development of Latino/as and Latino/a immigrant issues and has 80 peer reviewed journal publications, 19 book chapters, and 1 co-e ©American Society for Engineering Education, 2023 Student perceptions of confidence in learning and teaching before and after teaching improvementsAs part of an overall research program investigating the impact of changes in teachingstrategies on

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie C. Paretti, Virginia Polytechnic Institute and State University; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Daria A. Kotys-Schwartz, University of Colorado Boulder; Robin Ott, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

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 Communication, Technical Communication and Technical Communication Quarterly. Julie has a PhD in Rhetoric and Professional Communication from New Mexico State University, an MA in English with Technical Writing Emphasis from the University of North Carolina at Charlotte

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

ShaKayla Moran, Boise State University; Leslie Atkins Elliott, Boise State University

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NSF Grantees Poster Session

. Kapon, M. Schvartzer, and T. Peer, “Forms of participation in an engineering maker-based inquiry in physics,” Journal of Research in Science Teaching, vol. 58, no. 2, pp. 249–281, 2021.[13] L. Atkins Elliott, K. Jaxon, and I. Salter, Composing science: A facilitator’s guide to writing in the science classroom. Teachers College Press, 2016.[14] I. Salter and L. Atkins, “Student-generated scientific inquiry for elementary education undergraduates: Course development, outcomes and implications,” Journal of Science Teacher Education, vol. 24, no. 1, pp. 157–177, 2013.[15] N. R. Council et al., National science education standards. National Academies Press, 1996.[16] L. Atkins and I. Salter, “Engaging future teachers in having

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Susan Bobbitt Nolen, University of Washington; Devlin Montfort, Oregon State University

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NSF Grantees Poster Session

PrinciplesFigure 1. Components 11 of implementing meaningful, consequential learning in studios in CBEE at OSU.To this end, we have focused on:  Instructional Design Principles. We have convened a set of six core instructors to write an initial draft of Instructional Design Principles for studios. These include: Practice First; Group Worthy Problems, Looping, Cooperative Learning; Assessment; and Manageable Change. These will next be taken to the larger set of studio instructors for further development and consideration.  New Studio Activities. We have developed and implemented seven new studios to date over the sophomore-level sequence. Two of these are based on virtual process simulations

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

widespread uptake of this intervention effort with faculty to promoteinstitutional transformation.Despite decades of explicit effort by institutions and faculty to provide Black, Latinx, andIndigenous (BLI) students in STEM with equitable access to educational opportunities andsuccess, considerable gaps in achievement remain [2], [3]. Black and Latinx students have beenshown to have higher interest than their White peers in STEM majors, including in engineering[4]–[6], yet despite this strong interest, they are less likely than their White peers to enroll or persistin the degree path. One factor that has been shown to help lessen this gap in student representationis positive interaction with faculty [7]–[10]. Positive faculty interaction promotes

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

transition, professional development, advancement, and satisfaction and support.Finally, the team focused its attention on institutional change versus efforts that exclusivelyfocused on new faculty, because advancement for AGEP faculty is typically limited by lack ofinfrastructure to support their needs [4], [5].3 Figure 1. Theory of Change for Project ELEVATE Our roadmap for change begins with a collaborative partnership among peer institutions,leadership buy-in, equity-minded partners, higher education expertise, and culturally responsiveevaluators, shown in Figure 1 (theory of change). The primary activities outlined in our theory ofchange include working collaboratively to meet a common goal, conducting research

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carolyn A. Nichol, Rice University; Alice Chow, Rice University; Carrie Obenland, Rice University; Christina Anlynette Alston, Rice University Office of STEM Engagement ; Carolina Avendano, Rice University

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NSF Grantees Poster Session

learners and STEM graduates tomeet the demand for a growing STEM workforce. Globally, students in the U.S. still trail thoseof peer countries when tested in the STEM subjects.1 The underrepresentation of certain minoritygroups in STEM fields demonstrates the need for quality education that is inclusive of peoplefrom all backgrounds.2 Prosperity for the future will rest on our nation’s ability to prepare for aninclusive and diverse STEM workforce.3-5Teachers are still the drivers and facilitators of any education reform6-7 and can foster a newgeneration of STEM learners and professionals.8-9 However, teachers are struggling to teacheffectively and often need to enhance their own content mastery.10-11 The National ScienceStandards established

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Melissa Cruz Castro, Purdue University at West Lafayette (PPI); Huma Shoaib, Purdue University; Kerrie A Douglas, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

this section, the sources of information and decisions, followedby the inclusion/exclusion criteria and the description of the data analysis process for the articles,are described. In total, 19 articles were the result of the inclusion and exclusion criteria. Theprocedure used for including and excluding the papers was the four-phase flow diagram of thePRISMA Statement [12]. A recommended quality procedure is used widely in systematic literaturereviews.2.1 Data SourcesAcademic and peer-reviewed papers published in 2006 – 2020 on computational thinking in thecontext of CT assessment in higher education were retrieved. The articles reviewed were publishedin peer-reviewed journals, and three databases were used for this purpose: ERIC

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University; William Hamilton, New Mexico State University; Marshall Allen Taylor, New Mexico State University; Lauren Cifuentes, New Mexico State University

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NSF Grantees Poster Session

tomaintain an electronic diary [33] where they will be periodically asked to write about their classexperiences, college peer relationships, and future ambitions. At each point when data arecollected, we will use word embedding models and each student’s diary entries to measure theextent to which the student uses engineering to discursively frame their experiences,relationships, and future ambitions.Finally, we will have two measures of academic performance: the mean grade (on a 0-100 scale)across all letter-grade courses for the student during the semester in which the measurementtakes place and the mean grade (again on a 0-100 scale) across all ECE courses taken by thestudent up to that point in time.Quantitative analysisMultivariate longitudinal

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Ye Yuan, Nantong University; Jing Yan, Nanjing Forestry University; Justin R. Allison; Jianjun Yin, Jackson State University

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Diversity, NSF Grantees Poster Session

toparticipate in community service. Through collaboration with the Community LearningCenter at the authors’ institution and instructors for the course University Success 100,students from selected sessions of the course were required to identify any problems that existand need to be solved at their community service site, and then propose innovative solutionsto the problems. They were also required to write a process journal and final project report todescribe their reflection on their self-regulated learning and creative problem solving processand their final solutions to the problems. They were also provided with the process model ofSelf-Regulated Learning and Creative Problem Solving [13, 14] and scaffolding throughquestion prompts to facilitate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray

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NSF Grantees Poster Session

narratives from ad-hoc data. Before starting writing persona narratives, wedecided to transition from a physical data clustering process (via sticky notes) to an electronicdata clustering process. While we had catalogued images of our clustered sticky note data, weneeded an electronic means of clustering data when using the “real” data that was already inelectronic form (i.e., interview transcripts, survey results, textual form posts). After a bit ofbrainstorming, we decided to transfer our ad-hoc, sticky note data into a free for educational useconcept mapping software called Cmap (https://cmap.ihmc.us). By constructing a separateconcept map for each data category (i.e., needs, wants, behaviors, and scenarios) in Cmap andentering each piece of

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University

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Diversity, NSF Grantees Poster Session

instructor has allowed thestudents to choose, as part of their semester project work, ‘teaching-to-learn’ topics that studentsteach to one another, where the topics of choice help to better represent the student demographicsand interests in the classroom.8 Additionally, the instructor has chosen in recent semesters toreplace the final exam for the course with a project, where each student writes a proposal for asenior design project that (a) addresses a need typical of a severely disabled child at Heartspringand (b) can be accomplished within two semesters. The Heartspring context gives the ECE 571students tremendous leeway when choosing the application area and design form factor. Thefollowing sections describe the details of the assignment and the

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

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Diversity, NSF Grantees Poster Session

apparent from focus group data. First,holistic relationship-based learning was just as important to faculty as it was to students.However, faculty perspectives on student-faculty relationships were different than theperspectives of students, and limitations and qualifications to relationship-based learning werenoted. Faculty also noted the importance of peer relationships for STEM student success.Second, faculty were aware of and tried to accommodate and intentionally include students ofdiverse social identities, particularly low income and transfer students. Social identity was notnoted as a barrier to students’ success; rather as something to be taken into account in terms ofteaching and learning. Third, practical money-saving strategies were

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston

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Diversity, NSF Grantees Poster Session

wellness skills. Each course is designed toprovide early exposure to concepts that are deemed to be critical to success in STEM fields, andthat will either level the playing field for low-income students or in some cases give them aprofessional edge. For instance, all Endeavour scholars receive two class sessions of career fairtraining (including résumé writing) in their first semester that is designed specifically for thisprogram, and then are required to attend a career fair within the first two months of school. TheEndeavour Program staff, in partnership with the Engineering Career Center, provide thestudents with padfolios, résumé paper, one-on-one advising, clothing assistance, networkingopportunities, and a dedicated check-in table at the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman

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NSF Grantees Poster Session

. and B.S. in manufacturing engineering and electrical engineering, respectively, from the Missouri University of Science and Technology. Dr. Nagel’s long-term goal is to drive engineering innovation by applying her multidisciplinary engineering expertise to instrumentation and manufacturing challenges.Prof. Christopher Stewart Rose, James Madison University I do research on the anatomy, development and evolution of amphibians and I teach courses on the com- parative anatomy of vertebrate animals, animal development, human development and evolution, scientific writing, and biology in the movies.Dr. Ramana Pidaparti, University of Georgia Ramana Pidaparti, is currently a Professor of Mechanical Engineering at VCU. Dr

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

studied ethical decision-making in engineering students. c American Society for Engineering Education, 2018 Impact of Flexible Classroom Spaces on Instructor Pedagogy and Student BehaviorIntroductionThe use of active learning techniques, such as asking students to respond to multiple-choice“clicker” questions or to work together with their peers to solve a problem in class, has beenshown to benefit students by improving their retention of information, conceptual understanding,self-esteem, and attitudes about their program of study [1], [2], [3]. However, many barriers stillremain to the implementation of active learning, including insufficient training for instructors, alack

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Nyree Mason; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

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NSF Grantees Poster Session

settings.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team.Prof. Yingtao Liu, University of Oklahoma Dr. Yingtao Liu is an assistant professor in the School of Aerospace and Mechanical Engineering at the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

teacher, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master’s of Education degree from the University of Massachusetts, and a Master’s of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University; Cesunica E. Ivey, University of California, Berkeley; Shakira Renee Hobbs, University of California Irvine; Maya A Trotz, University of South Florida; Cliff I. Davidson, Syracuse University; Susan J. Masten P.E., Michigan State University; Sheryl H Ehrman, San Jose State University; Chang-yu Wu, University of Florida

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Diversity, NSF Grantees Poster Session

who engage in CER. Intersections with class andparenting have been discussed. We have also gained knowledge on positive experiences andcontributions URMWF make in environmental engineering, including from those who haveearned promotion to full professor and served in leadership roles including department chairs anddeans while also helping marginalized communities through their work. This evidence-basedapproach promotes a new lens in EnvE and CER peer reviewed literature to bolster the case forchange and provide examples of support.A2. Collaboratively coached cohortsThese cohorts are bringing together early-career scholars (assistant professors and post-doctoralscholars) from historically excluded groups to support each other. The first cohort

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

S. Monisha Pulimood, The College of New Jersey; Kim E. Pearson, The College of New Jersey; Diane C. Bates, The College of New Jersey

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Diversity, NSF Grantees Poster Session

across the Undergraduate Curriculum: Preliminary Results from the Collaboration Across Boundaries (CAB) Pedagogical StudyS. Monisha Pulimood1, Diane C. Bates2, and Kim Pearson31Department of Computer Science, The College of New Jersey2Department of Sociology, The College of New Jersey3Department of Journalism and Professional Writing, The College of New Jersey1. INTRODUCTIONDespite the growing need for scientific literacy, colleges and universities offer most scientificcontent in courses offered in STEM (Science, Technology, Engineering, and Mathematics). Thispaper reports on the evaluation of the Collaboration Across Boundaries (CAB) pedagogy, whichincorporates project-based, community-engaged learning in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cassandra J. Groen, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

their peers without disabilities [7, 8]. Students with disabilities must oftenspend more energy than their peers to negotiate physical, cultural, and bureaucratic structures ofthe university to effectively access the curricular and co-curricular resources necessary tosucceed.Our work addresses this vital need by heeding the call of the Research in the Formation ofEngineers (RFE) program to explore the “development of identity as an engineer and itsintersection with other identities” [9] by using grounded theory to understand how students withdisabilities develop (or fail to develop) professional identities. Moreover, because practices andexperiences can vary widely across fields, particularly with respect to physical and cognitiveexpectations

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

, electrical properties of materials, therapeutic applications of electromagnetic fields, and software engineering and development. She has authored/co-authored 26 journal papers and several conference papers published in prestigious, 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 a member of the Society of Woman Engineers (SWE).Dr. Shaopeng Cheng, Central Michigan University Dr. Shaopeng Cheng received his Ph.D. degree from the University of Cincinnati in 1995. He is currently an associate professor in the School of Engineering and Technology at Central Michigan University. Dr. Cheng teaches

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Raymundo Arroyave, Texas A&M University; Miladin Radovic, Texas A&M University; Jefferey E. Froyd, Texas A&M University

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NSF Grantees Poster Session

AC 2012-4653: EFFECTS OF STUDENT-LED UNDERGRADUATE RE-SEARCH EXPERIENCE ON LEARNING AND ATTITUDES TOWARD EN-GINEERING IN AN INTRODUCTORY MATERIALS SCIENCE COURSEDr. Raymundo Arroyave, Texas A&M University Raymundo Arroyave is an Assistant Professor with the Mechanical Engineering Department. He also belongs to the faculty of the Interdisciplinary Materials Science program. He received his Ph.D. degree in materials science from the Massachusetts Institute of Technology. His teaching interests include under- graduate courses on materials science and numerical methods and graduate courses on thermodynamics of materials science. He has more than 60 publications (peer-reviewed journals and proceedings) on the general

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Bryan W. Boudouris, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette

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NSF Grantees Poster Session

Associate Dean for Engagement and Undergraduate Education and the Reilly Professor of Chemical Engineering, and Professor of Environmental and Ecological Engineering in the College of Engineering at Purdue University, West Lafayette. He was a Purdue University Faculty Scholar from 2002 to 2007, served as the Programming Chair and Chair of the ASEE Minority Division (2011-2014); and was named Fellow of AIChE (2009), won the AIChE Grimes Award for Excellence in Chemical Engineering (2005), and the AIChE Minority Affairs Distinguished Service Award (2009). . He is the author of 95 peer-reviewed publications and 11 patents. He received his BS in Chemical Engineering in 1981 from Mississippi State University, and both his MS