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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

Pedagogy, Gravity Model, Learning Outcomes1. IntroductionMore and more educators agree that games can be used as effective tools for their educationpractice. Until now, most game-involved education practices are for K-12 group [1, 2]. At thesame time, it’s rare to find games being used for higher education. This phenomenon existsbecause the target knowledge for K-12 group can be more easily delivered through existinggames, when compared to the target knowledge in higher education.The nature of transportation education requires students to observe, design, and interact with thetransportation system. Unlike chemical engineering, transportation experiments require largescale field experimentation and have human factor impacts, so lab-work-based

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

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engineering education, retention of underrepresented students, measurement, and assessment. She is currently a Research Associate on the Sustainable Bridges NSF IUSE project (Amy Freeman, PI). Previously, she was the project coordinator the the Toys’n MORE NSF STEP project (Renata Engel, PI). c American Society for Engineering Education, 2017Sustainable bridges from campus to campus: Preliminary results from Cohort 1 (NSF IUSE #1525367) 04/04/2017 Sustainable bridges from campus to campus: Preliminary results from Cohort 1 AbstractThe impetus for the Sustainable Bridges from Campus to

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Rachael Paige Shemran, Arizona State University ; Renee M Clark, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Clemson University; Kristen Parrish, Arizona State University

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NSF Grantees Poster Session

concepts. Specifically, this research addresses thequestions, (1) “can student-developed games demonstrate mastery of student learning?” and (2)“does student performance improve when engaged in game design as compared to a morepassive assignment?” This paper describes the development of three game design approaches andtheir effectiveness as assessment methods. Each game design approach utilizes active andexperiential learning; students apply the concepts learned throughout the semester in the designof a board game that their peers will play at the end of the class. Student-developed games enablethe instructor to assess student mastery of course content through games designed entirely bystudents. The balance of this paper presents game design

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

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Diversity, NSF Grantees Poster Session

degrees [2]. According to the U.S. Department of Labor, thesmall percentage of U.S. workers employed in fields related to science and engineering areresponsible for more than 50% of our sustained economic expansion [1]. To benefit our economyand society, our national priority should be on encouraging more students to study STEM.Unfortunately, the U.S. is trending in the opposite direction. In the early 1980’s, about 40 percentof the world’s scientists and engineers resided in the U.S. Today that number has shrunk to about15 percent [1]. The STEM Scholars monthly seminars focused on promoting the pursuit ofgainful employment, or graduate school and research in STEM. Developing essential and softskills training over the five-year period, as well as

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Noemi V Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

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Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods for studying plasma turbulence and plasma jets. His research has also included fluid physics and electric propulsion using Lattice-Boltzmann methods, spectral element methods, Weighted Essentially Non-Oscillatory (WENO), etc. Past research includes modeling single and multi-species plasma flows through ion thruster optics and the discharge cathode assembly; computer simulations of blood flow interacting with blood vessels; modeling ocean-air inter- action; reacting flow systems; modeling jet engine turbomachinery going unstable at NASA for 6 years (received NASA

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Donna Milgram, Natl Inst for Women in Trades, Technology & Science (IWITTS)

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Diversity, NSF Grantees Poster Session

Online Training reportedsuccessful outcomes in only eightmonths: Five of seven colleges startedenrolling an average of 4.8 more femalestudents in their targeted STEM coursesand six of seven colleges increasedfemale retention from an averagebaseline of 58 percent to 100 percent [1].The WTE Online Training wasdeveloped and introduced in 2012 duringthe NSF-funded CalWomenTech Scale Figure 1. WomenTech Educators Online Training System 1.0Up (CWTSU) Project (NSF #1102996; June 2011-May 2016) and further improved anddisseminated during the NOW Project. It is the WTE Online Training’s targeted, data-drivenapproach that helps institutions achieve successful outcomes in a short time period. The WTEOnline

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Aran W Glancy, Purdue University, West Lafayette (College of Engineering); Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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and a middle school mathematics teacher at a Title 1 school in Waco, TX. c American Society for Engineering Education, 2017 PECASE: Implementing K-12 Engineering Standards through STEM Integration - An Executive Summary of the Products and ResearchIntroduction K-12 Engineering Education has risen to the forefront as engineering continues to gainstate-level and national attention (Moore, Tank, Glancy, & Kersten, 2015; NGSS lead states,2013; National Research Council [NRC], 2009; 2012). However, engineering at this level doesnot have the same extensive literature base that is seen at the post-secondary level or within otherdisciplines at the K-12 level

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Sarah E Morgan, University of Southern Mississippi; Kimberly Lambert Wingo, The University of Southern Mississippi

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NSF Grantees Poster Session

materials. Teachers work in pairswith faculty and student researchers in efforts focused on addressing 21st century grandchallenges in engineering in three areas: (1) improved efficiency polymer solar cells, (2) highperformance polymers and composites from renewable feedstocks, and (3) environmental impactof synthetic materials in sea water.RET participants receive a stipend of $5000 for their summer research and receive an additional$1500 stipend during the school year for participation in planned activities. Additional fundswere made available for materials & supplies for implementation of the school activities and fortravel to the MS Science Teachers Association, American Chemical Society meeting and othertechnical/educational

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard John A. Paulson School of Engineering and Applied Science; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

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NSF Grantees Poster Session

and involves tackling open-ended, ill-defined problems. Design knowledge islargely procedural rather than declarative; students must learn to follow a methodical (top-down, breadth-first) process, while learning to adapt this problem-solving strategy in responseto the uncertainty inherent in design [1–3]. The appropriate balance between the flexible andmethodical aspects of design problem solving is highly context-dependent; it varies dependingon the type of project being undertaken, the students involved in the project, the resourcesavailable, and so on. This introduces challenges to project-based design education, in particularthe need for coaching and feedback tailored to the particular context of each student project.To provide such

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

James E. Payne, Orangeburg-Calhoun Technical College; Linda Lawson Payne, Orangeburg-Calhoun Technical College; Charles Richard Murphy, Orangeburg-Calhoun Technical College

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students in grades 9-12, and expanding the courseofferings in the computer engineering curriculum at OCtech to include robotics and automatedmanufacturing and sharing developed resources with K-12 institutions and other colleges.C. Results/AccomplishmentsThe accomplishments of each project are summarized in this section.1. Diverse Engineering Pathways: Curriculum Innovation and Best Practice forRecruitment, Retention and Advancement of Engineering Technology MajorsInitiatives under the Diverse Engineering Pathways Project embraced area students, K-12teachers and guidance counselors, college faculty and neighboring employers.Major results are: • As a result of the Diverse Engineering Pathways there were 1353 students in area high

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Lisa Naderman, University of Wisconsin, Platteville; Lori Wedig, University of Wisconsin, Platteville

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NSF Grantees Poster Session

, and a champion who has a career in a STEM field work with the student to provideencouragement throughout their time in the program, while answering questions about courses,careers, and future opportunities. They also work with the student to help establish SMART(specific, measureable, attainable, realistic, and timely) short-term, mid-level, and long-termgoals.Table 1 identifies minimal expectations provided by their connections; however, we encouragescholars to reach out as much as they need to receive adequate input and guidance. Table 1. Scholarship Program Connections Role Contributions Academic Advisor  Works with student, by recommending courses to map out a

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NSF Grantees Poster Session

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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

interdisciplinary approaches will not only develop competencies of the 21stcentury engineer but also enable undergraduate students to become change agents and promote asustainable future.Research ApproachOur plan to develop and test instructional resources for transferring knowledge between biologyand engineering is outlined in Table 1.Table 1: Plan for incorporating biomimicry into design innovation Create and disseminate evidence-based instructional resources: a. Design instructional resources that help students to identify characteristics of engineering design problems that enable bio-inspired design (making the leap from engineering to biology). Objective 1 b. Design instructional

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Carl A. Nelson P.E., University of Nebraska-Lincoln; Greg Bashford P.E., University of Nebraska, Lincoln

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Diversity, NSF Grantees Poster Session

special emphasis areas.Several data collection modalities were used to provide formative feedback and overallassessment for the REU site. These included pre-program, post-program, and one-year follow-up surveys, student focus groups held at the midpoint and at the end of the 10-week program,and interviews with faculty and graduate student mentors. Results and interpretation of theseassessments follow.ResultsOne of the recruitment goals of the program was to attract underrepresented applicants. Our pre-program survey, which included demographic information, indicated that we were able to drawfrom female and non-Caucasian groups to a much greater extent compared to regional averages(in part, by recruiting nationally), as shown in Table 1. In

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Carl A. Nelson P.E., University of Nebraska-Lincoln; Judith Marie Burnfield, Madonna Rehabilitation Hospitals' Institute for Rehabilitation Science and Engineering; Linxia Gu, University of Nebraska-Lincoln; Adam Wagler, University of Nebraska-Lincoln; William Edward Dick, Mechanical and Materials Engineering, University of Nebraska-Lincoln

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NSF Grantees Poster Session

ofinstitution removed for review] by the beginning of the second semester provides an orientationto the client requirements. Several additional design reviews are held throughout the semester tokeep the design process aligned with the requirements. Sample projects are described as follows.Project 1: Fall-prevention walkerWalkers are often used to improve stability and promote mobility. However, most walkers havecertain usability limitations. Walkers without wheels need to be lifted at each step, and walkerswith wheels require brakes to avoid sliding out from under the user during a fall event. Handbrakes are not very useful because many users lack the hand strength to effectively use them. Afirst team of students designed a wheeled walker that included

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tarun Yellamraju, School of Electrical and Computer Engineering, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette ; Mireille Boutin, Purdue University

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NSF Grantees Poster Session

ourinitial progress and our proposed framework. This is a work in progress.IntroductionThe need for the math and science foundation in engineering students' education to incorporateless defined but necessary skills such as persistence and willingness to take calculated risks hasbeen acknowledged by many. In this paper, we give an executive summary of a project thatsupports this goal and describe our initial progress. Our work is an interdisciplinary study thatcombines methods from the learning sciences with machine learning techniques to characterizeundergraduate engineering students' “habits of mind”, which are modes of thinking required forSTEM students to become effective problem solvers capable of transferring such skills to newcontexts [1]. An

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; J. Reid Schwebach, George Mason University

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NSF Grantees Poster Session

institutions,Belnap and Allred reported that 75.5% of mathematics GTAs had such duties 1. However,despite the wide use of GTAs, their preparation to teach remains a concern. Indeed, the amountof training GTAs receive varies greatly across universities and departments. In some cases,training is not provided to them at all; when it is provided, it can take several forms. Mostcommonly, GTAs receive a short-term training prior to the beginning of the semester in whichthey are assigned with teaching responsibilities 2,3. Sometimes these trainings are accompaniedby workshops conducted throughout an academic year 4. Another type of GTA preparation iscourse-based 5–7. Here, GTAs are invited or required to complete a course on teaching basics –essentially, an

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tatiana Melguizo, University of Southern California; Federick Ngo, University of Southern California

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NSF Grantees Poster Session

, 2014). Further, math diagnostics can also be a potentially valuable resource for mathfaculty and student support center personnel. In contrast to traditional standardized placementtests, math diagnostics can provide skill specific information about student math skills.1 Researchin middle schools, high schools, and community colleges demonstrates how diagnosticinformation can improve placement accuracy and help teachers tailor instruction in mathclassrooms (Ngo & Melguizo, 2016; Betts, Hahn, & Zau, 2011; Huang, Snipes, & Finklestein,2015). These findings indicate that while HSTs may be valuable for improving the efficiencyand effectiveness of math course placement, the combination of HSTs and diagnostics may beessential to

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Jeff Johnson, LeTourneau University

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NSF Grantees Poster Session

has sought to increaseengineering graduation rates from a five-year average of 42%, to 65% by increasing the 1st to 2ndyear retention from 68% to 85%. Each year the FIRE efforts have included all of the roughly140 “First time in college” (FTIC) students in LeTourneau University’s School of Engineeringand Engineering Technology (SEET) programs. An internal study and best-practices literaturereview prompted several initiatives beginning in 2010:1) implementing peer, faculty, and industrial mentoring for first-year students;2) implementing an engineering “freshman experience” class;3) implementing first-year engineering practice classes including professional topics and open-ended experimentation and design projects.First-year Interest Groups

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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Transfer Student Pathways to Engineering Degrees: An Update on Project FindingsThe President’s Council of Advisors on Science and Technology (PCAST) documented the needto prepare more than 1 million additional STEM professionals in the U.S. workforce over thenext decade, primarily through efforts focused on increasing retention rates and diversifyingpathways. To meet this need, we must tap the entire domestic talent pool, includingunderrepresented minorities. According to data collected by the National Center for EducationStatistics, 57% of Hispanic students and 52% of African American students in undergraduateeducation during Fall 2014 were enrolled in 2-year public colleges. Given that more ethnic/racialminorities begin their pursuit

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College; David Jonathan Woehr, University of North Carolina Charlotte

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NSF Grantees Poster Session

literature at all.Study 1 (completed): Frame-of-reference training (FORT) fosters learning a cognitive modelof teamworkPurpose of study: Study 1 measured the differences between trained and untrained participants inrecalling, recognizing, and categorizing team behaviors.Status of study: Participants were recruited to the experimental and control groups at UNCCharlotte and Purdue University for lab studies. Combined with Study 2 in publication below.Study 2 (completed): FORT and accountability make participants better ratersPurposes of study: (1) to show that participants with a more accurate cognitive model ofteamwork have better self- and peer-evaluation skills than untrained participants as measured bytheir ability to accurately classify teamwork

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NSF Grantees Poster Session

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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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Paper ID #19269Nanotechnology Research Experience for Teachers Enhancing STEM Educa-tionDr. Carolyn A. Nichol, Rice University 1. Horhota, S.T., and Aitken, C.L. Multivariate cluster analysis of pharmaceutical formulation data using Andrews plots. J. Pharm. Sci., 1991, 85-90. 2. Aitken, C.L., McHattie, S.J. and Paul, D.R. Dynamic me- chanical behavior of polysulfones. Macromolecules, 1992, 25:1910-2922, 3. Aitken, C.L., Koros, W.J., and Paul D.R. Gas transport properties of biphenol polysulfones. Macromolecules, 1992, 25:3651-3658, 4. Aitken, C.L., Koros, W.J., and Paul, D.R. Effect of structural symmetry on gas transport

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NSF Grantees Poster Session

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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

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students’ experiences as they leave their capstone(aka senior) design courses and enter engineering workplaces. The project is currently in itsinitial phase, with instrument development and pilot testing currently underway.Multiple studies show significant gaps between school and work with respect to engineeringpractice 1-3. That gap is clear, for example, in a recent American Society of MechanicalEngineering (ASME) survey that found weaknesses among new graduates in skills includingpractical experience, systems perspectives, project management, problem solving, and design 4, 5.Equally important, industry supervisors identified such gaps more frequently than early careerengineers or academic department heads 4, reinforcing Stevens et al.’s claim

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Nicole Berge, University of South Carolina; Charles E. Pierce, University of South Carolina; Robert Petrulis

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NSF Grantees Poster Session

nanomaterial properties (e.g.,surface area, surface chemistry), as well as potential issues associated with nanomaterial disposal(e.g., transport in waste environments, health concerns).Rather than teach a singular elective course on nanotechnology, it was decided to distribute andintegrate the content across multiple courses. This paper describes the implementation of thatintegrated theme within a civil and environmental engineering curriculum. The integratedapproach is referred to as a Nanotechnology LINK, which stands for Learning Integration ofNew Knowledge (Pierce and Berge 2014). The proposed benefits of this approach are that (1)student learning of nanotechnology concepts and course-specific core concepts are simultaneousand connected, such

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Ramin Madarshahian, University of South Carolina; Chao Chen; Juan M Caicedo, University of South Carolina; A. Steve McAnally, University of South Carolina; Charles E. Pierce, University of South Carolina; Gabriel Terejanu, University of South Carolina

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NSF Grantees Poster Session

fall as compared to the spring. Three short quizzes were distributed: quiz 1was comprised of 2 questions; quiz 2 was effectively comprised of 1 question; and quiz 3 wascomprised of 3 questions. The maximum number of student answers, or counts, is 222 based ona total of 6 questions in a class of 37 students. Due to student absences, the actual count was171.The second quiz was designed with a maximum of 4 questions. The first question was requiredof all students; one or more of the remaining 3 questions were assigned to a small group ofstudents. These assignments were based on their selection of incorrect answers to questions onquiz 1. However, this population was small, yielding just 5 additional counts. Student absencesfor quiz 1 and/or 2

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, North Dakota State University College of Engineering

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NSF Grantees Poster Session

program are referred to as “solitary STEM teachers” in ruralNorth Dakota (ND) and western Minnesota (MN). This definition is due to these teachers beingthe only mathematics or science teacher in their school building. With 99.7% of the statecategorized as rural, North Dakota has the fourth-largest percentage of rural area by state whileMinnesota’s western portion, consisting of the Northwest Valley and Southwest Corn Beltregions, is among the most rural of the state, consisting of only 8.6% of Minnesota’spopulation[1]. It is common for schools to be separated by 30-40 miles or more across rural NDand MN. Therefore, teachers in these areas are typically the only teacher in their content area andlack the support, resources, and professional

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Cathalina Juarez, University of Southern California

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NSF Grantees Poster Session

resultsThe RET employs a carefully crafted, outcomes focused approach that aligns teacherperformance with student outcomes assessment logic model. Figure 1 (below) illustrates thelinks between teacher performance and student outcomes in the professional developmentmodel. F gur Ass ss MThis logic model demonstrates how each of the program components relates to the intendedoutcome goals of the RET.Aligned with this logic model, five assessment metrics are used to measure the combinedimpact of the SRET/ACCESS 4 Teachers RET programs. Two impact measures are usedfor teachers and three impact measures are used for students. A description of each measureand associated results across the seven program years

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

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analyzed the impact of pedagogical support practices—practices designedto foster successful transfer from community college to four-year colleges and universities, andhow students’ innovative capability affected such transfer capacity. The goals were: (a) tounderstand whether particular pedagogical support practices were effective in offering non-traditional students a program that enabled them to remain in engineering and science majors andto transfer to a four-year college or university, and (b) to determine if students’ propensity forinnovative problem solving influenced use of pedagogical practices and ultimately, transferpersistence. The research targeted four research questions: (1) What are the patterns ofpedagogical practices that

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Rambod Rayegan, Prairie View A&M University

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NSF Grantees Poster Session

new high quality, software-assisted, and project-basedelective course focused on energy efficiency and green building design.In 1996, the Accreditation Board for Engineering and Technology (ABET) adopted a new set ofstandards and shifted the basis for accreditation from inputs, such as what is taught, to outputs,what is learned [1]. In a study conducted by the Center for the Study of Higher Education at thePennsylvania State University, the effect of output-based accreditation has been investigated.According to program chairs and faculty members, engineering program curricula changedconsiderably following implementation of output-based ABET criteria [1]. There were appliedactive learning methods that were implemented in classes to enrich the

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Tahira N Reid, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University, West Lafayette (College of Engineering)

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intervention-styleprograms (Collins, Joseph, & Bielaczyc, 2004).The research study follows the NSF “design, develop, and test” cycle and will serve a number ofdistinct, yet complementary, purposes: (1) be formative in informing the ongoing developmentand redesign of the Compassionate Design framework; (2) be persuasive in convincingengineering faculty teaching design the value and benefits of the Compassionate Designframework with rich data-driven evidence and case studies; and (3) be informative to the broadercommunity, providing evidence for improving professional formation in engineering and designactivities. These three purposes will serve the ultimate goal of understanding howCompassionate Design influences the professional formation of

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology; Tania Jarosewich, Censeo Group ; Sheryl A. Sorby, Ohio State University

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. c American Society for Engineering Education, 2017 Adapting Tested Spatial Skills Curriculum to On-Line Format for Community College Instruction: A Critical Link to Retain Technology Students (SKIITS)I. IntroductionSpatial Skills Instruction Impacts Technology Students (SKIITS)1 is developing an online,transportable course that community colleges can use as a resource to offer spatial skills trainingto their students with a nominal investment of institutional resources. The course is based onresearch and materials funded by NSF that have successfully been used in face-to-faceinstruction in four-year universities.SKIITS focuses on three research questions:1. Can effective materials developed through