Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

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Diversity, NSF Grantees Poster Session

academically gifted, low-income Black students to earnCS degrees in four years and pursue careers in the field of CS. In the spring of 2023, wesuccessfully recruited and retained the first cohort of six talented students (i.e., S-STEM scholars).In the fall of 2023, we recruited a second cohort of five students.Throughout the past year, we provided a series of mentoring and professional developmentopportunities to the S-STEM scholars, fostering their personal and professional growth. Some ofthese opportunities were extended to the entire university to maximize the program’s impact. Keyactivities included career mentoring, technical skill development (specifically in Pythonprogramming), soft skill development, undergraduate research, and high school

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

LaTricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University

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NSF Grantees Poster Session

Careers in Rural Middle SchoolsAbstractThis paper explores lessons learned about the developing and sustaining high-quality industrypartnerships during a NSF Innovative Technology Experiences for Students and Teachers(ITEST)-funded community-based engineering design course centered on advancedmanufacturing. The three-part course for underrepresented middle school students in rural NClaunched in 2020 and has served over 100 students to date. The project aims to allow studentsand teachers the opportunity to explore the full range of STEM advanced manufacturing careeroptions available in their local community. Students learned STEM content as well as technicaland job essential (soft) skills necessary for future employment; while, teachers boosted

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

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Diversity, NSF Grantees Poster Session

evaluation plan was informed by best practices in internships [12] andlessons learned from the service learning literature [10]. The plan includes surveys of students'interests, reviews of their journals, evaluation of their solution by the community partner, andstudent learning assessments.Student Understanding of Service LearningIn response to questions about the definition of service learning, students often made aconnection to developing skills in the STEM field. “My definition of service learning is learning soft skills through service, and reflecting upon experiences in service. Service-learning allows for the development of much needed soft skills in STEM fields. I think service learning reminds us of our motivations in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Audrey Boklage, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

makerspace and university staff should encourage human resourceprofessional in the hiring practices.While recent research (Chambers et al, 2023) has recognized the soft skills and technical skillsstudent staff gain as a result of working in academic makerspaces, hiring processes and practicesshould purposefully include these in the competencies they assess in staff candidates.Given the high turnover of university staff, it is imperative that university staff are involved in thehiring practice to ensure the institutional knowledge is preserved as the space.Finally, while student staff are recognized as important innovators in university makerspaces;ensuring they are equitably hired into inclusive spaces is the responsibility of institutions and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine G. Herbert-Berger, Montclair State University; Thomas J Marlowe, Seton Hall University; Vaibhav Anu, Montclair State University; Stefan A Robila, Montclair State University

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Diversity, NSF Grantees Poster Session

An Assistant Professor of Computer Science at Montclair State University, Dr. Anu co-directs the Software Systems lab at the Center for Computing and Information Science.Stefan A Robila, Montclair State University ©American Society for Engineering Education, 2024K-12 Teachers and Data Science: Learning Interdisciplinary Science through Research ExperiencesAbstract: Data science is now pervasive across STEM, and early exposure and education in itsbasics will be important for the future workforce, academic programs, and scholarly research inengineering, technology, and the formal and natural sciences, and in fact, across the fullspectrum of disciplines. When combined with an emphasis on soft

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University; Bobette Dawn Bouton, Austin Peay State University

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NSF Grantees Poster Session

, tangential soft skill) Reports assessed for Reports excluded as not related to at least empathy eligibility: 56 one of the three constructs of empathy: 7 Article excluded as relating only to STEM education generally:1 Studies included in review: 48Figure 2: PRISMA showing the identification, screening, and selection process for thissystematic review.Analysis After reading the 48 articles, our research team identified three emerging themes:Empathy in Teaching and Learning, the Role of Empathy in Engineering, and Empathy inEngineering Design. When determining the category

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

, T. A. Kummer, and P. D. de Melo Godoy, “Improvements from a flipped classroom may simply be the fruits of active learning,” CBE Life Sciences Education, vol. 14, 2015.[22] Y.-C. Chen, K.-K. Fan, and K.-T. Fang, “Effect of flipped teaching on cognitive load level with mobile devices: The case of a graphic design course,” Sustainability, vol. 13, no. 13, 2021. [Online]. Available: https://www.mdpi.com/2071-1050/13/13/7092[23] S. McLean, S. M. Attardi, L. Faden, and M. Goldszmidt, “Flipped classrooms and student learning: not just surface gains,” Advances in physiology education, 2016.[24] A. Betti, P. Biderbost, and A. Garc´ıa Domonte, “Can active learning techniques simultaneously develop students’ hard and soft skills

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah M. Ryan, Iowa State University; Robert Brown; Amy Kaleita, Iowa State University; Sergio Horacio Lence; Cynthia Lidtke, Iowa State University; Cameron Alexander MacKenzie, Iowa State University; Michelle Lynn Soupir, Iowa State University

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NSF Grantees Poster Session

sciencecommunication in the orientation sessions for the first two cohorts and worked with ouruniversity’s Graduate College to revive a half-semester course on this topic. In consultation withthe external advisory board, we also focused the first annual symposium, scheduled for April2020, to focus on communication and soft skill development.Modification with student leadership: The COVID-19 pandemic caused postponement of the firstsymposium to January 2021, conducted in a virtual format. Meanwhile, the second cohort joinedthe first one in Fall 2020 and the learning community moved mostly online (throughout the2020-21 academic year, our university was holding some face-to-face classes and activities,while many remained hybrid or virtual). We instituted working

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Daniel Mackin Freeman, University of Washington; Robin A.M. Hensel, West Virginia University

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NSF Grantees Poster Session

scholars and mentors, as well as provide tips to the students on what a meeting request could look like and how to proactively request a meeting with a mentor. Additionally, the ACCESS team will work on aligning students’ and mentors’ expectations.• Students expressed the need to improve their communication and interpersonal skills. Students felt that they could benefit from guidelines and suggestions on how to approach guest speakers, how to introduce themselves, how to ask a question, and how to “just talk to them normally”. The ACCESS team intends to organize, in collaboration with the West Virginia University’s Career Services Center, a seminar focused on the development of soft skills that would help students

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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NSF Grantees Poster Session

through, but I felt experience-wise, [the internship project] forced me to really think out of the box and really grow in terms of being more multidisciplinary and learn to hone my soft skills, like communication. And in general, just other technical skills. So I think those really help... I think it was more outside of education.”Evelyn mentioned how her internship project allowed her to navigate more ambiguous problemsand options where there isn’t one right way to solve the problem, or an easy or existing solution,unlike her experience at times within curricular contexts.Evelyn, in hindsight, wished she would have asked more critical questions in the beginning ofher project to get a better understanding of who will be

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

has been known to significantly increase success, retention, and graduationrates. We noticed the differences in the level of preparedness and its influence on the student’sperception of their journey. We also explored the influence of soft skills, outlook, scholarlyattributes, and support on the perception of the journey through the program. Although ourparticipants have reported that they did not perceive any overt sexism or racism, we present thefindings correlated with gender and race/ethnicity.Our future work will include fine-tuning the protocol to explore intersectionality and reflect uponthe situations where the students might feel minoritized. Additionally, the students in the futurestudy will be purposefully selected to examine