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Integrating Professional Mentorship with a 3D-Printing Curriculum to Help Rural Youth Forge STEM Career Connections

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Srinjita Bhaduri, University of Colorado Boulder; L. Lee Biddy, University of Colorado Boulder; Melissa Rummel, University Corporation for Atmospheric Research; Jeffrey B. Bush, University of Colorado; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; John Daniel Ristvey Jr., University Corporation for Atmospheric Research; Alexandra Gendreau Chakarov, University of Colorado Boulder; Tamara Sumner Sumner, University of Colorado Boulder
Tagged Topics: Diversity, NSF Grantees Poster Session

interests includepersonalized learning, learning analytics, cyberlearning environments, educational digital libraries, schol-arly communications, human-centered computing, and interdisciplinary research methods for studyingcognition. I have written 140 articles on these topics, including over 80 peer-reviewed scholarly publica-tions. American c Society for Engineering Education, 2021 Integrating Professional Mentorship with a 3D Printing Curriculum to Help Rural Youth Forge STEM Career ConnectionsIntroductionYouth residing in mountain tourist communities represent an important and underserved ruralpopulation. Science, engineering, and computing are hidden within the daily

Relevance Score: 1.1649997

FOUNDATIONS – Integrating Evidence-based Teaching and Learning Practices into the Core Engineering Curriculum: Retrospective on the Progress of Teaching-Track Faculty Participants

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University
Tagged Topics: NSF Grantees Poster Session

in the Program in Computers, Communication, Technology, and Education at Teachers College, teaching courses on methodologies for researching technology in education and on online schools and schooling. American c Society for Engineering Education, 2021 FOUNDATIONS – Integrating Evidence-based Teaching and Learning Practices into the Core Engineering Curriculum: Retrospective on the Progress of Teaching-Track Faculty ParticipantsIntroductionImproving the quality of teaching and learning in higher education is an ongoing challenge particularly forfoundational courses [1]. Although a large body of research indicates that active and collaborativeinstruction [2] coupled

Relevance Score: 0.9385667

Connected Learning and Integrated Course Knowledge (CLICK) Approach

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Omar Ashour, Pennsylvania State University, Behrend College; James Devin Cunningham, Carnegie Mellon University; Christian Enmanuel Lopez, Lafayette College; Conrad Tucker, Carnegie Mellon University
Tagged Topics: NSF Grantees Poster Session

systems can be designed andcreated to provide an integrative learning environment via a theme that connects and transfers theknowledge across a curriculum. The paper will focus on the results of the project from twoperspectives: technological and educational. The technological perspective will describe theresearch efforts of automatically generating virtual environments using the reinforcementlearning (RL) approach while the educational perspective will summarize the results on theeffectiveness of the CLICK approach on students’ motivation, engineering identity, and learningoutcomes.IntroductionThis paper presents the results of our NSF project entitled Leveraging Virtual Reality (VR) toConnect Learning and Integrate Course Knowledge (CLICK) in

Relevance Score: 0.8266314

Uncovering Strategies to Improve Student Engagement and Enhance the Engineering Education Curriculum

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University
Tagged Topics: Diversity, NSF Grantees Poster Session

innovation integration [6]–[8], service learning [9], orentrepreneurship [4], [10], [11]. The objective of the workshop was to examine the implementation of anexploration and design (E&D) project on new interventions or strategies and provide guidance on ways toaddress potential challenges to curriculum redesign toward the adoption of service learning and socialinnovation in an engineering curriculum. In other words, the frame of inquiry of the workshop can besummarized by a design question: how might we improve student engagement in engineering education bythe adoption of service learning and social innovation learning opportunities?It is imperative to understand the differences across the varieties of existing approaches to increase

Relevance Score: 0.61373204

Integration of Research-based Strategies and Instructional Design: Creating Significant Learning Experiences in a Chemistry Bridge Course

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University
Tagged Topics: NSF Grantees Poster Session

, and a MEd degree in Instructional Systems Design Technology from Sam Houston State University. He is currently the General Chemistry Laboratory Coordinator at Sam Houston State University and has an interest in online and hybrid instruction. American c Society for Engineering Education, 2021 Integration of research-based strategies and instructional design: creating significant learning experiences in a chemistry bridge courseIntroductionBridge courses are often designed to provide undergraduate students with learning experiences toremediate pitfalls in understanding or facilitating the practice of essential skills related to specificcontent

Relevance Score: 0.6103274

NSF: Integrative Manufacturing and Production Engineering Education Leveraging Data Science Program (IMPEL)

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University
Tagged Topics: NSF Grantees Poster Session

curriculum design and development targetingprofessionals, undergraduates and community college students interested in advancing theirskills in data science in the context of Industry 4.0 and intelligent manufacturing. The projectteam has accomplished several main tasks towards the goals of the project in Year 1, to bedetailed in this paper.IntroductionNortheastern University (NU), in collaboration with three Manufacturing USA Institutes,proposes to build an Integrative Manufacturing and Production Engineering Educationleveraging Data Science (IMPEL) Program to address the current and projected skills gap inmanufacturing which is anticipated to leave an estimated 2.4 million manufacturing positionsunfilled between 2018 and 2028 [1]. This skill gap is

Relevance Score: 0.59538686

Engineering Teacher Education: Exploring Elementary Teacher Learning in an Online Certificate Program for In-Service Educators in Engineering

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts Center for Engineering Education and Outreach; Natalie Annabelle De Lucca, Vanderbilt University
Tagged Topics: NSF Grantees Poster Session

professional development of formal and informal science educators, learning through citizen science for adults and youth, and pre-service elementary teaching in informal science learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children’s science center in California.Miss Natalie Annabelle De Lucca, Vanderbilt University Natalie De Lucca is a Ph.D. student in the Mathematics and Science Education specialization in the Learn- ing, Teaching, and Diversity

Relevance Score: 0.5548394

The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kent J. Crippen, University of Florida; Gayle Nelson Evans, University of Florida; Chelsey Simmons, University of Florida
Tagged Topics: NSF Grantees Poster Session

reported that they “collected and/or analyzed data or information to try to answer aSTEM research question” (p.18) compared to 86% of reporting REU students in a similar study.Additionally, in a question related to allocation of time during the RET, “participants were muchmore likely to report that they had spent too little time than too much time on hands-on researchand curriculum development activities” (p.22) and only 50% of respondents reported being “verysatisfied with the extent to which they were an integral part of a research team” (p.26). Still, inquestions related to the lasting impact of RET, teachers often cited aspects of the researchexperience itself as powerful catalysts for change

Relevance Score: 0.5513847

Lessons Learned in an S-STEM Program: How to Improve Recruitment and Cohort Building

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University; Anastasia Marie Rynearson, Campbell University
Tagged Topics: Diversity, NSF Grantees Poster Session

from Duke and NC State, respectively. Her research interests include engineering education and precision manufacturing.Dr. Anastasia Marie Rynearson, Campbell University Anastasia Rynearson is an Assistant Professor at Campbell University. She received a PhD from Purdue University in Engineering Education and a B.S. and M.Eng. in Mechanical Engineering at the Rochester Institute of Technology. Her teaching experience includes outreach activities at various age levels as well as a position as Assistant Professor in the Mechanical Engineering Department at Kanazawa Technical College and Future Faculty Fellow teaching First-Year Engineering at Purdue University. She focused on integrated STEM curriculum development as

Relevance Score: 0.5502314

Peer Mentoring in an Interdisciplinary Computer Science Training Program: Mentor and Student Perspectives and Lessons Learned

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Anagha Kulkarni, San Francisco State University; Shasta Ihorn, San Francisco State University; Carol E. Tate, SRI International; Jennifer Nelson, San Francisco State University; Nina Narayan Hosmane, San Francisco State University; Nicole Adelstein, San Francisco State University; Pleuni S. Pennings, San Francisco State University; Torey D. Jacques, San Franciso State University; Ilmi Yoon, San Francisco State University
Tagged Topics: Diversity, NSF Grantees Poster Session

program to earn aminor in Computing Applications. Many of these courses are taught by non-CS faculty and thecourse contents are adapted for life sciences students. Every course is assigned a dedicated groupof peer mentors who assist instructors and students during lectures and hold separate mentoringsessions every week. The curriculum for the Computing Applications minor (aka PINC minor) consists of thefollowing five courses, and the recommended course sequence is as follows: Fall (Year 1, Semester 1) ● CSc 306: An Interdisciplinary Approach to Computer Programming Spring (Year 1, Semester 2) ● CSc 219: Data Structures and Algorithms Fall (Year 2, Semester 3) ● CSc 308: An Interdisciplinary

Relevance Score: 0.5482598

Assessing Educational Pathways for Manufacturing in Rural Communities: Research Findings and Implications from an Investigation of New and Existing Programs in Northwest Florida

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University
Tagged Topics: NSF Grantees Poster Session

analysis Job posting analysis Match calculation Analysis module/refine Annual Meeting/Academy Y2 & Y3, Phase III. Interviews and focus groups (G2; RQ2, RQ3) AM educator interviews AM employer focus groups AM employee interviews Interview module/refine Annual Meeting/Academy Y2 & Y3 (Y4) Data Integration and Dissemination (G3; RQ4) Data Integration Recommendations Integration module Academy curriculum Annual Meeting/AcademyThe team is now in Year 4, an extension year, in which they are completing in-progressdissemination products and will hold another virtual annual meeting in August 2021.Research Dissemination ActivitiesResearch Technique ModulesAt the conclusion of each set of research activities, the research team has developed a

Relevance Score: 0.51279175

Mentoring and Advising Students in an S-STEM Project: Strengths Training from a Social Justice Perspective in Engineering & Computer Science as Context – Initial Implementation

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College
Tagged Topics: Diversity, NSF Grantees Poster Session

/mentee relationships “in whichunderserved and underrepresented students from low-income backgrounds are portrayed as ‘highrisk’, ‘high maintenance’, ‘underprepared’, or ‘culturally deprived’” [19]. Gallup’sCliftonStrengths for Students (formerly called StrengthsQuest) is a commonly adopted assets-based approach. Gallup indicates that the organization is currently working with over 600colleges and universities. Research by Gallup and others shows that the integration ofCliftonStrengths has a demonstrated correlation with student retention and well-being [22].Rooted in positive psychology [23, 24], CliftonStrengths for Students is an online assessmentthat identifies individuals’ top five themes of talent, or Signature Strengths. These patterns

Relevance Score: 0.5045042

Peer-Led Team Learning in Introductory Engineering Courses: An Analysis of an Interventional Method of Support for Underrepresented Students at a Two-year, Hispanic-serving Public Institution

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kimberly A. Luthi, Embry-Riddle Aeronautical University - Worldwide; Lisa Macon, Valencia College; Mohua Kar, Valencia College
Tagged Topics: Diversity, NSF Grantees Poster Session

section. New faculty members shadowed a course with the recitation lab aspart of the training. The peer leaders had to meet the eligibility criteria identified by theinvestigative team prior to selection and employment. The recitation leaders participated in twoprofessional development courses and an online training on incorporating active-learningactivities and project-based scenarios to enhance curriculum; learning styles, teachingtechniques, working with students from diverse ethnic and cultural backgrounds, improvelistening, question and study skills. The recitation leaders were also informed on the purpose ofthe PLTL exercises in relation to STEM and the broader goals of the NSF ImprovingUndergraduate STEM Education project. For example, the

Relevance Score: 0.49058244

NSF BEATS – Creating an Academic Innovation Ecosystem to Drive Student Success

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Catherine E. Douglas, University of California, Los Angeles; Scott Brandenberg, University of California, Los Angeles; Anabella Gonzalez
Tagged Topics: Diversity, NSF Grantees Poster Session

. The program has developed an academic innovation ecosystem in which S-STEMscholars will be embedded in order to benefit from the talents and knowledge of over 300underrepresented engineering peers. However, the NSF scholars will be the strategic focus of theBEATS’ academic and social integration programs that include specialized counseling, mentoring,and professional development but will not exist as a separate S-STEM cohort apart from peers. Tothat end, a collateral project objective is to further develop a more cohesive multiculturalcommunity in which S-STEM low income and “At Risk” scholars can gain a strong sense ofbelonging, self-efficacy, teamwork and collective sense of academic purpose.3) Thirdly, the project team seeks to gain

Relevance Score: 0.448303

Successes and Lessons in Year 4 of an S-STEM Summer Sophomore Bridge during the COVID-19 Pandemic

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Katie Evans, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Marisa K. Orr, Clemson University
Tagged Topics: NSF Grantees Poster Session

Paper ID #33017Successes and Lessons in Year 4 of an S-STEM Summer Sophomore Bridgeduring the COVID-19 PandemicDr. Katie Evans, Louisiana Tech University Dr. Katie Evans is the Associate Dean of Strategic Initiatives in the College of Engineering and Science, Academic Director of Mathematics and Statistics and Online Programs, the Entergy LP and L/NOPSI #3 and #4 Professor of Mathematics, the Director of the Integrated STEM Education Research Center, and the Director of the Office for Women in Science and Engineering and Louisiana Tech University. Dr. Evans also serves as the Chair of the Grand Challenges Scholars Program

Relevance Score: 0.44551468

Reporting the Progress and Latest Status of an Ongoing S-STEM Project

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago
Tagged Topics: NSF Grantees Poster Session

P.E., University of Illinois at Chicago Dr. Ozevin is an associate professor of the Department of Civil and Materials Engineering. Dr. Ozevin received her Ph.D. from Lehigh University in 2005. She worked as a research scientist at Physical Acous- tics Corporation till 2010. Her research is integrating structural design and damage assessment methods, and real time process and damage detection.Dr. Renata A Revelo, University of Illinois at Chicago Renata A. Revelo is a Clinical Assistant Professor in the department of Electrical and Computer Engi- neering at the University of Illinois at Chicago. She earned her B.S. and M.S. in Electrical and Computer Engineering and her Ph.D. in Education Organization and Leadership

Relevance Score: 0.38029867

Developing an Engineering Design Course for Rural Middle School Students: Implementation Strategies and Lessons Learned

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Tameshia Ballard Baldwin, North Carolina State University at Raleigh; Callie Womble Edwards; Latricia Walker Townsend, North Carolina State University at Raleigh
Tagged Topics: Diversity, NSF Grantees Poster Session

different approach to collaboration. The team relied more heavily onfeedback from industry partners during the summer. They proceeded with the first day of thatprofessional development workshop, which was a virtual session with industry representatives. Inan email, the lead professional development facilitator succinctly articulated the rationale forpreceding with the meeting. With his consent, this quote is included below:“[O]ur DeSIRE model is based on an industry-driven course curriculum and lesson plan input.My vote is to maintain our time-line planner and work with the Industry-leaders to complete theplanning of the curriculum and lesson plan "as a draft." This way we begin to forge ourrelationship and be prepared to launch in the fall with

Relevance Score: 0.3780311

An NSF-LSAMP Model for the Successful Transition of Underrepresented Students into STEM Majors and Beyond

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lauren J. Donovan, Stony Brook University; Monica Bugallo, Stony Brook University; Thomas Woodson, Stony Brook University; Candice June Foley, Suffolk County Community College; Shanise N. Kent, University at Albany, State University of New York; Bonita London, Stony Brook University; Stacie Swingle Nunes, SUNY New Paltz; Maurie McInnis, Stony Brook University
Tagged Topics: Diversity, NSF Grantees Poster Session

closing the gaps.As an Alliance, the program has provided comprehensive social and academic support forovercoming obstacles that historically underrepresented STEM students face. Measures comprisethe execution of interventions for the difficult transitions for students and include social andacademic integration strategies for the two-year to four-year transition; socialization into sciencethrough experiential learning, including domestic and international research programs andexperiences; and improving STEM pedagogy and curriculum to advance systematic change forhistorically underrepresented students. In addition to the development of interventions, alongitudinal research study explores the mechanisms that are bridges or barriers for

Relevance Score: 0.37731153

Is it Rocket Science or Brain Science? Developing an Approach to Measure Engineering Intuition

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Adam R. Carberry, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron
Tagged Topics: NSF Grantees Poster Session

-makingsuggests integrating intuitive reasoning [34] into the engineering curriculum [35]. Gaps exist inhow to define intuition and how to develop intuition across any of these disciplines. Our work ismotivated by this gap and aims to characterize and eventually measure discipline-specific intuitionin engineering.This research consists of two research initiatives that will characterize engineering intuition andcreate a means of measuring intuition in the context of engineering.Research DesignWe are conducting a mixed-methods, multi-phase, research design to sequentially answer ourresearch questions over the two-year span of our award (see Figure 1). Our methods leverage,expand, and build from the literature on expertise development and cognition as well

Relevance Score: 0.37708294

Impact of an I-Corps Site Program on Engineering Students at a Large Southwestern University: Year 4

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Hannah Wehlmann
Tagged Topics: Diversity, NSF Grantees Poster Session

specialization in Educa- tional Psychology, both from Purdue University. Her work centers on engineering education research as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativ- ity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co-authored more than 50 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on

Relevance Score: 0.30454203

Lifting an LI, FG, and/or UR Support Program Off the Ground during COVID-19: Successes and Lessons Learned

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lenz Kaspar Bayas, Boise State University; Lisa A. Giacumo, Boise State University; Chantel Early, Boise State University; Kendra Rishell Peterson, Boise State University; Arvin Farid, Boise State University; Briceland McLaughlin, Boise State University; Donald Plumlee P.E., Boise State University; Mojtaba Sadegh, Boise State University; Tammi Vacha-Haase, Boise State University
Tagged Topics: Diversity, NSF Grantees Poster Session

UniversityMs. Briceland McLaughlin, Boise State University Briceland McLaughlin is an academic advisor at Boise State University. She graduated with an M.Ed. from the University of Kansas in 2011 and has worked at higher education institutions across the country over the last decade in both student affairs and academic support roles. Briceland is interested in the intersectionality of student development theory and curriculum design.Dr. Donald Plumlee P.E., Boise State University Dr. Plumlee is certified as a Professional Engineer in the state of Idaho. He has spent the last ten years es- tablishing the Ceramic MEMS laboratory at Boise State University. Dr. Plumlee is involved in numerous projects developing micro-electro

Relevance Score: 0.30183145

Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.

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)
Tagged Topics: NSF Grantees Poster Session

research interests include educational data mining, ethical considerations regarding the use of data in education, assessment in engineering education, and the statistics curriculum for engineering. She is a member of Eta Kappa Nu (HKN), Purdue.Ms. Huma Shoaib, Purdue University Huma Shoaib is an engineering education graduate student at Purdue working with The Weldon School Biomedical Engineering. Her research interests are; identifying computational thinking patterns in engi- neering students and underrepresentation of women in engineering.Dr. Kerrie A Douglas, Purdue University at West Lafayette (COE) Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on

Relevance Score: 0.2828599

Revolution in CBEE: Connecting the Dots between Inclusivity and Learning

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico
Tagged Topics: Diversity, NSF Grantees Poster Session

in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals.Dr. Susan Bobbitt Nolen, University of Washington Professor Emerita of Learning Sciences and Human Development, Dr. Nolen’s work focuses on engage- ment and learning from a situative perspective. Recent research at the postsecondary level includes the take-up and use of tools for concept-based instruction in mechanical engineering and engagement and negotiation in group work on simulated real-world problems in engineering.Michelle

Relevance Score: 0.24596447

Tinkering with Theoretical Objects: Designing Theories in Scientific Inquiry

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
Tagged Topics: NSF Grantees Poster Session

curriculum design principles. The literature, often drawing on work from informaleducation, including ”MakerSpaces,” and museums, highlights the importance of studentownership and authorship in this work [3], of contexts that allow for multiple pathways andsolutions [4], of materials that provide rapid feedback [1], and of pedagogies that support anorientation to ”mistakes” as simply drafts to be refined [4].The context: The EDISIn ProjectThe Next Generation Science Standards [11] calls for engineering — and particularly engineeringdesign — to be part of students’ science education throughout K-12, with engagement inengineering practices integrated into students’ learning of disciplinary core ideas. However, fewscience teachers have an engineering

Relevance Score: 0.2423829

Championing Hispanic Student Success following Natural Disasters in Puerto Rico

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Carmen M. Bellido, University of Puerto Rico, Mayagüez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Monica Alfaro, University of Puerto Rico, Mayagüez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus
Tagged Topics: Diversity, NSF Grantees Poster Session

first cohort of RISE-UP students and faculty.An example of integrating real life problems in the curriculum was the student involvement afterthe January 2020 earthquakes. During the first course of the curricular sequence, students learnedmethods to assess building structural vulnerability and damages. These lectures were followedby a site visit where they conducted case studies to assess the seismic vulnerability of severalbuildings. Following the 2020 earthquakes, RISE-UP students assisted faculty and professionalengineers in assessing structural damages at our campus following the earthquake. Studentsindicated that witnessing firsthand the complexities of assessing infrastructure damage duringand after an intense seismic event enhanced their