Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Paper ID #47080BOARD # 381: Integrating Culturally Responsive Teaching (CRT) competenciesand approaches across a Teacher Preparation Program through a NSF NoyceprogramDr. Katherine C. Chen, Worcester Polytechnic Institute Dr. Katherine C. Chen is the Executive Director of the STEM Education Center at Worcester Polytechnic Institute (WPI). Her degrees in Materials Science and Engineering are from Michigan State University and MIT. Her research interests include pre-college education, culturally responsive pedagogy, and equity.Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc. Theresa Bruckerhoff is the Principal

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Merideth Frey, Sarah Lawrence College; Dedra Demaree, Blue Ridge School; David Gosser; Colin David Abernethy

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NSF Grantees Poster Session

©American Society for Engineering Education, 2025 Making Nuclear Magnetic Resonance Resonate with Students: An NSF-IUSE Project that Aims to Integrate NMR into the Undergraduate CurriculumMotivationQuantum science and engineering will play a huge role in the 21st-century STEM workforce, asevidenced by national investments in quantum industries [1] - [2] and the many interdisciplinaryquantum information science and engineering (QISE) programs that have emerged in recentyears. Science and engineering educators will play an important role in researching the best waysto prepare a thriving and diverse quantum workforce [3]. Nuclear magnetic resonance (NMR) isone quantum technology that historically has

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Swarup Bhunia; Pavlo Antonenko; Woorin Hwang, University of Florida; Christine Wusylko, University of Florida; Yessy Eka Ambarwati, University of Florida; Tanvir Hossain, The University of Kansas; Tamzidul Hoque, The University of Kansas; Rohan Reddy Kalavakonda, University of Florida

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NSF Grantees Poster Session

environments that support diverse learners.Dr. Swarup BhuniaDr. Pavlo Antonenko Pavlo ”Pasha” Antonenko is an Associate Professor of Educational Technology at the University of Florida. His interests focus on the design of technology-enhanced learning environments and rigorous mixed-method research on the effective conditions for tecWoorin Hwang, University of Florida Woorin Hwang is a Ph.D. candidate at the School of Teaching and Learning at the University of Florida. Her research is focused on assisting learners’ career choices by integrating Artificial Intelligence (AI) in teaching and learning, with ongoing projects related to AI literacy, Edge AI, and recommender system in engineering education. Prior to joining the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Victor Hugo Minces*, University of California, San Diego; Linlin Li, WestEd; Susan Yonezawa, University of California, San Diego; Eunice Chow; Alec Barron, University of California, San Diego

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Diversity, NSF Grantees Poster Session

Paper ID #46129BOARD # 379: IMPROVING TEACHERS’ ATTITUDES TOWARD PHYSICSBY INTEGRATING MUSIC IN ONLINE AND IN-PERSON PROFESSIONALDEVELOPMENT. AN ITEST STUDY.Dr. Victor Hugo Minces*, University of California, San Diego Corresponding Author. Dr. Minces studied physics at the Universidad de Buenos Aires and obtained his Ph.D. in Computational Neurobiology at the University of California, San Diego. His interests are very diverse, including sensory and neural processing in animals and humans. He is the creator of Listening to Waves, a program creating online tools and curriculum for children to learn about science and computing

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin A Searle, Utah State University; Bolaji Ruth Bamidele, Utah State University; Michaela Harper, Utah State University

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Diversity, NSF Grantees Poster Session

curricular units and then examine their strengths andchallenges from the perspectives of middle school teachers, based on their classroomimplementation experiences. This work contributes to our knowledge of K-8 computerscience integration, particularly teacher perspectives on K-8 computer scienceintegration.Food Sovereignty Curriculum We designed an integrated social studies unit and a computer science unit aroundthe topic of food sovereignty for Indigenous peoples. Food sovereignty is the right ofindividuals and communities to access nourishing and culturally specific foods that areproduced sustainably. Food sovereignty also includes the right of peoples to define theirown systems of food production [3]. For Indigenous communities in the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara Powell Tate, University of California, Irvine; Beth Harnick-Shapiro, University of California, Irvine; Mark Warschauer, University of California, Irvine; Waverly Tseng, University of California, Irvine

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Diversity, NSF Grantees Poster Session

Paper ID #45695BOARD # 250: Integrating Generative AI into an Upper Division STEMWriting and Communications Course (IUSE)Dr. Tamara Powell Tate, University of California, Irvine Tamara Tate is Associate Director of the Digital Learning Lab. She leads the Lab’s work on generative AI and writing. As the PI of a NSF-funded grant, she is studying the use of generative AI in undergraduate writing courses. She also studies secondary student writing as a member of the IES-funded national WRITE Center. She received her B.A. in English and her Ph.D. in Education at U.C. Irvine and her J.D. at U.C. Berkeley.Beth Harnick-Shapiro

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Geling Xu, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Tyrine Jamella Pangan, Tufts University; Debra Bernstein; William Church; Ethan E Danahy, Tufts University

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NSF Grantees Poster Session

, 2025 Biomimicry as an authentic anchor: Giving teacher the tools to adapt an interdisciplinary middle school curriculum (DRK12)IntroductionAlthough many middle schools teach science, technology, engineering, and mathematics(STEM) in separate classes, education policymakers realize that integrating STEM learning isbeneficial for students (e.g., Achieve, 2013; NRC, 2014). When effectively implemented,integrated approaches can help cultivate creative thinking, support problem-solving, and developstudents’ interests while supporting knowledge gains (Guzey et al., 2022).In recognition of the importance of integrated STEM yet the difficulty of implementing iteffectively in classrooms, the community has called for research

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zifeng Liu, University of Florida; Shan Zhang, University of Florida; Wanli Xing, University of Florida; Victor Minces*, University of California, San Diego; Maya Israel, University of Florida; Alec Barron, University of California, San Diego

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Diversity, NSF Grantees Poster Session

Paper ID #46584BOARD # 382: Integrating Music and Flow-Based Programming Builds Teachers’Confidence in Computer Science. An ITEST program.Zifeng Liu, University of Florida As a second-year Ph.D. student at University of Florida, Zifeng Liu’s research interests span multiple fields, including the application of artificial intelligence in education, data mining, and computer science education. Zifeng Liu is dedicated to exploring how to integrate the latest technologies and methods from these areas to enhance the educational process and learning outcomes.Ms. Shan Zhang, University of Florida Shan Zhang is a Ph.D. student

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevion S Henderson, Tufts University; Collette Patricia Higgins, Tufts University

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Diversity, NSF Grantees Poster Session

Paper ID #48779BOARD # 334: CAREER: An Integrated Framework for Examining ContextualInfluences on Faculty Pedagogical Decision Making and Student Learning inDesign EducationDr. Trevion S Henderson, Tufts University Trevion Henderson is Assistant Professor of Mechanical Engineering and STEM Education at Tufts University, where he also serves on the Steering Committee for the Institution for Research on Learning and Instruction (IRLI). Dr. Henderson is also a Faculty Fellow in the Center for Engineering Education and Outreach. He earned his Ph.D. in Higher Education at the University of Michigan.Collette Patricia Higgins

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Joel Alejandro Mejia, University of Cincinnati; Julio C Mendez, University of Illinois Chicago; Luis E Montero-Moguel, The University of Texas at San Antonio

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NSF Grantees Poster Session

Paper ID #47527BOARD # 277: NSF IUSE: Embedding Critical Consciousness in the EngineeringDesign Curriculum during the Middle YearsDr. Renata A Revelo, The University of Illinois at Chicago Renata A. Revelo is a Clinical Associate Professor at the University of Illinois, Chicago in the department of Electrical and Computer Engineering. Her research focuses on shifting the culture of engineering via the study of engineering identity and the study of curricular change.Dr. Joel Alejandro Mejia, University of Cincinnati Dr. Joel Alejandro (Alex) Mejia is a Professor of Engineering Education in the Department of Engineering and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lu Xiao, Stevens Institute of Technology (School of Engineering and Science); Yu Tao, Stevens Institute of Technology (School of Humanities, Arts, and Social Sciences); Andre Benjamin Bondi, Stevens Institute of Technology (School of Systems & Enterprises); Eman Abdullah AlOmar, Stevens Institute of Technology (School of Engineering and Science)

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NSF Grantees Poster Session

modeling and analysis 4,1 .This project was conceived to explore ways to encourage students to think about performanceconsiderations and concerns throughout the software life cycle by incorporating performancetopics into existing software engineering courses. By doing so, we seek to reduce the risk thatperformance considerations will be an afterthought in the software development life cycle aftergraduation. Note that these topics do not constitute a performance curriculum in and ofthemselves, because they do not include the mathematics of performance modeling, the input andoutput analysis of simulations, or workload characterization. Rather, we aim to stimulateawareness of performance as an integral cross-cutting concern in the software

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan

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Diversity, NSF Grantees Poster Session

student outcomes [1], as do licensing agencies such as the National Society ofProfessional Engineers (NSPE) [2] and professional societies such as IEEE [3].However, many engineering instructors have been educated with a deep technical focus, andthough many see the value of addressing sociotechnical issues, they have little experienceoutside of engineering and feel ill-equipped to integrate these topics in the curriculum. In thisproject, we aim to make it easier for engineering instructors to include sociotechnical issues intheir Introduction to Circuits courses by developing modules with detailed teaching guides andinstructional resources each emphasizing a different sociotechnical issue and leveragingfundamental circuits topics.MethodologyOur

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University

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NSF Grantees Poster Session

Paper ID #46525BOARD # 251: Integrating Metacognitive Knowledge and Self-Regulation:Insights from Problem-Solving in Engineering Mathematics CoursesDr. Oenardi Lawanto, Utah State University Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Dr. Lawanto has a combination of expertise in engineering and education and has more than 30 and 15 years of experience teaching engineering and cognitive-related

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caitlin A Grady, The George Washington University

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NSF Grantees Poster Session

Paper ID #46293BOARD # 281: NSF IUSE: Integrating Ethical-Epistemic Pedagogy to FosterMoral Agency in Undergraduate Engineering EducationDr. Caitlin A Grady, The George Washington University Caitlin A. Grady is an Associate Professor in the Department of Engineering Management and Systems Engineering at George Washington University. She earned her Ph.D. in Civil and Environmental Engineering and her M.S. in Agricultural and Biological Engineering from Purdue University. She earned her B.A. in Humanities, Science, and the Environment from Virginia Tech. Her research expertise lies in ethical-epistemic inquiry, coupled

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

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Diversity, NSF Grantees Poster Session

Paper ID #46072BOARD # 306: Two Years of Lessons Learned from an NSF-IUSE FundedVertically Integrated Projects (VIP) Program at University of MemphisCraig O. Stewart, University of Memphis Dr. Craig O. Stewart is professor of Communication at the University of Memphis.Dr. Chrysanthe Preza, The University of Memphis Chrysanthe Preza is the Kanuri Professor and Chair in the Department of Electrical and Computer Engineering at the University of Memphis, where she joined 2006. She leads the research in the Computational Imaging Research Laboratory at the University of Memphis. Her research interests are imaging science

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pilar Gonzalez, University of Texas at El Paso; Benjamin C. Flores, University of Texas at El Paso; Song An, University of Texas at El Paso; Karime H Smith, University of Texas at El Paso

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Diversity, NSF Grantees Poster Session

. (2019). "Revisiting the Tinto's Theoretical Dropout Model." Higher Education Studies, vol. 9, no. 3, 2019, pp. 52-https://doi.org/10.5539/hes.v9n3p52.[14] Lakhal, S., Mukamurera, J., Bédard, ME. et al. (2020). Features fostering academic and social integration in blended synchronous courses in graduate programs. Int J Educ Technol High Educ 17, 5 (2020). https://doi.org/10.1186/s41239-020-0180-z[15] Karp, Melinda Mechur, et al. (2010). "An Exploration of Tinto's Integration Framework for Community College Students." Journal of College Student Retention: Research, Theory & Practice, vol. 12, no. 1, 2010, pp. 69–86, https://doi.org/10.2190/CS.12.1.e

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Donald R. Webster, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Robert Benjamin Simon, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

track) award in September 2020.The primary focus of the RED project is to address program deficiencies through developingcourses to engage students earlier in the curriculum, integrating professional and advancedcomputational (i.e., applied artificial intelligence, machine learning, and data analytics) skills,and revamping the sequence and structure of the curriculum with an overarching goal to enhancethe sense of belonging to the School, the major, and the profession. In addition, the School, inpartnership with three other programs at Georgia Tech, received a Kern EntrepreneurialEngineering Network (KEEN) grant from the Kern Family Foundation in March 2021 with theobjective to develop more holistic engineers with entrepreneurial mindset, which

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Minju Kim, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Alex M. Phan, University of California, San Diego; Marko Lubarda, University of California, San Diego

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NSF Grantees Poster Session

Paper ID #49265BOARD # 271: NSF IUSE 2315777: Training engineering students to bebetter learners: a course-integrated approachDr. Huihui Qi, University of California, San Diego Dr.Huihui Qi is an Associate Teaching Professor in the department of Mechanical and Aerospace Engineering, at the University of California San Diego.Celeste Pilegard, University of California, San DiegoDr. Minju Kim, University of California, San Diego Minju Kim is a postdoctoral scholar at the Engaged Teaching Hub at the UCSD Teaching+Learning Commons. Minju received her Ph.D in Experimental Psychology at UC San Diego. With Engaged Teaching Hub

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Samaroo, City University of New York - New York City College of Technology; Urmi Duttagupta, New York City College of Technology, City University of New York; Nadia S Kennedy, New York City College of Technology; Armando Dominguez Solis, New York City College of Technology, The City University of New York; Viviana Acquaviva, New York City College of Technology

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Diversity, NSF Grantees Poster Session

Fellow. She served as co-PI on several grants, which include NSF S-STEM, IUSE, RCN-UBE, and NEH grants. Her current projects focus on academic success, integrating undergraduate research into the curriculum, improving student retention/graduation, and first-year experience. She has organized several conferences and faculty professional development workshops.Dr. Urmi Duttagupta, New York City College of Technology, City University of New York Urmi Duttagupta is the Coordinator of the Computer Science Program and a Professor of the Mathematics Department at New York City College of Technology, City University of New York. She received a Ph.D. in Applied Mathematics jointly from the New Jersey Institute of Technology and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samantha Speer, Carnegie Mellon University; Melisa Orta Martinez, Carnegie Mellon University; Kylie Peppler, University of California, Irvine; Olivia Robinson, Carnegie Mellon University; Joey Huang, North Carolina State University; Nickolina Yankova; Santiago Ojeda-Ramirez, University of California, Irvine

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NSF Grantees Poster Session

interdisciplinaryskills, changed their self-ideaology of their abilities in non-home disciplines, and valued interdis-ciplinary collaboration. In this work, we present our curriculum, findings, and recommendationsfor the design of interdisciplinary engineering curricula.Course DesignThe 14-week course integrated engineering, math, and weaving through lectures and hands-onactivities that demonstrated the application of math and engineering to weaving. Our course wasbuilt around RoboLoom, an open-source Jacquard loom kit [7], and used the available materi-als 1 . Students worked individually using a traditional shaft loom2 and interdisciplinarily usingRoboLoom [7]. The course covered robotics and mechatronics, including mechanism basics,electricity, and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christina Cercone, Manhattan College; Medya Fathi, Manhattan University; Matthew Volovski, Manhattan College; JUNESEOK LEE, Manhattan University; Peter K Sweeney, Manhattan College

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NSF Grantees Poster Session

integrators in our society, andundergraduate programs must adapt to meet this challenge [5]. It is this deficiency in CEengineering education that this project aims to eliminate. We, as CE engineering facultymembers, need actions to educate and equip the next generation of CE engineers with these newdemands of our rapidly changing world!Coordinating a national multi-university effort and aligning it with the various academicaccreditation agencies, and local, state, and federal professional organizations, to completelyrevamp CE engineering education across the board is, at best, an aspirational dream. However,we hypothesize that analytics-based system thinking can be infused into any existingundergraduate CE engineering curricula without requiring

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas at San Antonio; Nehal I. Abu-Lail, The University of Texas at San Antonio ; Mehdi Shadaram P.E., The University of Texas at San Antonio; Eric M. Brey, The University of Texas at San Antonio

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NSF Grantees Poster Session

also presented theirbeliefs about their roles as educators in engineering courses. The workshop leader was careful toaddress the concerns while centering on the practices and pedagogies of CR2, bringing attention tohow these beliefs affect teaching practices[20].Initial faculty cohort. While the workshop attendance included seven (7) faculty, the initialfaculty cohort involved in integrating CR2 includes two educators who teach introductory BECEcourses in the Spring 2025 semester. They understand how to create an environment conducive toengaging all learners using CR2 practices and will incorporate CR2 in their own creative ways.Future teaching observations. In the Spring 2025 semester, teaching observations will beconducted to focus on the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophia Vicente, Elizabethtown College; Hannah Root; Annick J Dewald; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe; Brenda Read-Daily, Elizabethtown College

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Diversity, NSF Grantees Poster Session

on real engineering challenges, (3) mastery-based learning and assessment, (4) and focused mentoring [1]. In Year 2, the project transitionedfrom a project-based learning to work-integrated learning model. In the second pilot semester,students will experience a 3-week pre-internship preparation session and spend 12 weeks in apaid internship while taking engineering coursework. With this transition, the team designed anew curriculum and created a new research plan to learn from the work-integrated learning pilot. The purpose of this poster paper is to describe the transition of an engineering programfrom a project-based to a work-integrated learning model. Based on this transition from Year 1 toYear 2 of the NSF grant, we discuss

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Ruth Fessehaye, Lipscomb University

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Diversity, NSF Grantees Poster Session

Paper ID #46322BOARD # 347: Creating Inclusive Engineers through Humanitarian EngineeringProjects: A Preliminary Model and Framework for Integration (NSF RIEF)Dr. Kirsten Heikkinen Dodson, Lipscomb University Kirsten Heikkinen Dodson (pronouns: she/her) is an Associate Professor and the Chair of Mechanical Engineering in the Raymond B. Jones College of Engineering at Lipscomb University. She earned her B.S. in Mechanical Engineering from Lipscomb University and her Ph.D. from Vanderbilt University before returning to her alma mater. Her research interests focus on the connections between humanitarian engineering

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reza Kamali, California State University San Marcos; Hector Garcia VIlla, Palomar College; Khang Nguyen, MiraCosta College; Anthony P. Mauro

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Diversity, NSF Grantees Poster Session

©American Society for Engineering Education, 2025NSF ATE: Improving Electrical Engineering Education Structure by BridgingCTE, Community College, and University Programs through Hands-on Skills Integration: Year 11 1. IntroductionStudent engagement and retention in lower-division electrical engineering courses, particularlyamong first-generation college students, represent significant ongoing challenges. Minorityengineering students often have less exposure to engineering-related careers and applications.Studies indicate a substantial attrition rate in technical programs, with 40-50% of studentsdropping out during their first year [1]. This issue is further compounded among underrepresentedstudents, who are

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chad A. Williams, Central Connecticut State University; Stan Kurkovsky, Central Connecticut State University; Nathan Sommer, Xavier University; Mikey Goldweber, Denison University

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NSF Grantees Poster Session

engineering and other courses across the CS curriculum at Moravian University, The College of Wooster, and Xavier University, where he is currently using SPSG in the Software Engineering II and senior capstone courses.Prof. Mikey Goldweber, Denison University Professor of Computer Science at Denison University specializing in Computer Science Education. Additionally, I was a past Board member of Chair of ACM SIGCAS, and a current Associate Editor of ACM Inroads. ©American Society for Engineering Education, 2025 IUSE: Applying Scaffolded Projects for the Social Good to Integrate Service-Learning into Software Engineering EducationAbstractThe Scaffolded Projects for the Social Good

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Laura E. Ray, Dartmouth College; Scott Pauls, Dartmouth College

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NSF Grantees Poster Session

programming, datavisualization, and curriculum development allow interns to apply their knowledge in practical,transferable ways. Student C remarks, “I learned Python for the first time, which was an excitingaddition to my skill set,” while Student B notes, “I gained exposure to many different aspects ofdata science, which broadened my understanding of its applications.” Student D, who adaptedmodules for healthcare contexts, shares, “I reinforced my personal interest in data science andlearned to use data tools effectively.” Survey results further illustrate this growth, withconfidence in technical skills such as data visualization rising from a mean of 3.5 to 4.2. Theseexperiences highlight DIFUSE’s emphasis on applied learning, enabling interns to

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine

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Diversity, NSF Grantees Poster Session

Paper ID #47031BOARD # 393: Mentoring as a Support Tool for Low-Income EngineeringTransfer students in an S-STEM programAnna-Lena Dicke, University of California, Irvine Dr. Dicke is an Associate Project Scientist within the School of Education at the University of California, Irvine. In her research, she aims to understand how students’ motivation and interest in the STEM fields can be fostered to secure their educational persistence and long-term career success. Trying to bridge the gap between theory and practice, she is currently involved in an NSF-funded project aimed at fostering the persistence and retention of low

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason Morphew, Purdue University at West Lafayette (PPI); Amirreza Mehrabi, Purdue Engineering Education; Ben Van Dusen, Iowa State University of Science and Technology

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Diversity, NSF Grantees Poster Session

Paper ID #47441BOARD # 243: From Adaptive Testing to Adaptive Learning: An NSF IUSEprojectDr. Jason Morphew, Purdue University at West Lafayette (PPI) Dr. Jason Morphew is currently an assistant professor at Purdue University in Engineering Education and serves as the director of undergraduate curriculum and advanced learning technologies for SCALE. Dr. Morphew is also affiliated with the Center for Advancing the Teaching and Learning of STEM and the INSPIRE research institute for Pre-College Engineering. Dr. Morphew’s research focuses on the application of principles of learning derived from cognitive science and the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gustavo B Menezes, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles; Nicholas Rabb; Kenya Z. Mejia, San Francisco State University; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Nancy Warter-Perez, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

specifically, his research uses steady-state centrifugation method to simulate and investigate flow conditions in unsaturated soils. Over the years, he has developed a passion for Engineering Education Research and for creating an educational model that meet the demands of Cal State LA students while leveraging their assets. Recently, he has worked with a group of faculty on a National Science Foundation-funded integrated curriculum for sophomores, a service learning summer bridge program for rising sophomores, and the First Year Experience @ ECST, which focuses on supporting students throughout their first year at the college. Currently he leads a team of faculty working on the NSF-funded Eco-STEM project that focuses on