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2017 ASEE Annual Conference & Exposition

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Marian S. Kennedy, Clemson University; Heather L Cox, Clemson University - Department of Materials Science and Engineering; Shelby K Lanier, Clemson University

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. 5 Discussed research with graduate students. 5 Identified scholarship and fellowship opportunities for graduate programs in science or engineering. 4 Discussed research at a professional meeting or conference. 2 Designed experimental test of a solution to a research problem. 2 Filed a patent. 0Future Work and Reflections on Best PracticesREU programs have the ability to positively impact the research self-efficacy of students withinSTEM undergraduate programs. While more work needs to be done to examine how the qualityof programming influence the student experience and their research self-efficacy, the

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2017 ASEE Annual Conference & Exposition

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Stephanie Farrell, Rowan University; Rocio C Chavela Guerra, American Society for Engineering Education; Alexandra Sharpe, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education; Erin A. Cech, University of Michigan; Tom J Waidzunas, Temple University

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barriers to LGBTQ equality.As recommended by Woodford [39], the program offers an incremental design with successivetrainings to address audiences with varying levels of knowledge and awareness. The content ofthe Safe Zone workshops are tailored for a Engineering/STEM audience by incorporating thefindings from our research on LGBTQ in Engineering. This is done by various means such asdirect presentation of quantitative results, case studies about experiences of LGBTQ individualsin STEM, and activities exploring how STEM culture impacts LGBTQ individuals. Uponcompletion of Safe Zone training, graduates receive a Safe Zone sticker to display in theirworkplace. This simple symbol of LGBTQ alliance has been shown to benefit LGBTQ studentsand

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2017 ASEE Annual Conference & Exposition

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Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

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accessible community for the very individuals to whom it was designed to serve.As demonstrated through recent ethnographic attempts to study these spaces, access into amakerspace emerges in a variety forms, including how easy a space is to enter, how one isintroduced and oriented to the space, and how the space is physical designed (Penney et al.,2016). Such accessibility to a makerspace, in general, can impact how students perceive makingand even how they perceive themselves as a maker (O'Connell, 2015). A space becomessuccessful and sustainable through providing access to technology and partnerships (Myers,2015).Beyond access, other literature noted best practices include: proper training for users, a clearlydefined mission, encouragement of

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2017 ASEE Annual Conference & Exposition

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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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design and any shifts in classroompractices. Having completed the first year of the program, the researchers have preliminary datato determine the effectiveness of the program as well as teacher-reported outcomes. Initial resultsshow the program provided a valuable experience for the teachers’ and provided significantknowledge and skills to improve their lesson plan design process. Evidence also suggests therewas a positive impact to the pre-service teachers in regards to how they approach lesson planningand student teaching. This paper provides more detail about the program description, intendedgoals and outcomes, preliminary data and results, conclusions, and the next steps for programimprovement.IntroductionThe teachers recruited for this RET

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2017 ASEE Annual Conference & Exposition

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Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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--reducing V1 and P1…”Activity 3: Ethnographic Study of Concepts in Civil Engineering PracticeA graduate student completed a six-month research internship with a large civil engineeringdesign firm to understand how engineering concepts are used in the design process. She workedwith a team of about a dozen practicing engineers to design a roundabout. She utilizedethnographic methods, including participation, participant observation, formal and informalinterviews, and document analysis to understand how engineers use engineering concepts in thedesign process.FindingsThe purpose of Activity 3 was to understand how engineers use concepts in engineering practice.By concept we mean ideas, equations, and relations that are common in undergraduatecurriculum

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2017 ASEE Annual Conference & Exposition

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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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their research and lesson plans with other teachers in professional developmentprograms. Participants are also encouraged and guided to publish their nanotechnology lessonsthrough Teachengineering.org. Throughout the components of the program, assessment isperformed by an external evaluator to determine the impact on the 13 teachers that participateeach summer as well as provide feedback for refining the program. This paper details the RETobjectives, program design, evaluation results, as well as the lessons learned, accomplishmentsachieved, and broader impacts on the community.IntroductionTo be a leader in the global marketplace of the future, the U.S. needs to support a robust STEM(science, technology, engineering and math) pipeline of STEM

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2017 ASEE Annual Conference & Exposition

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Keith W. Buffinton, Bucknell University; Vincent P. Manno, Franklin W. Olin College of Engineering; Joseph J. Helble, Dartmouth College; Susan M Lord, University of San Diego; Ann F. McKenna, Arizona State University, Polytechnic campus; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

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lead broad-based change initiatives (rather than relying on individual facultymembers) and taking advantage of funding opportunities to support change such as NationalScience Foundation IUSE/PFE: REvolutionizing engineering and computer science Departments(IUSE/PFE: RED) grants. 4. If you were an NSF program director, what major engineering education research project would you propose and champion?Below is a sampling of specific suggestions for funding initiatives suggested by workshopparticipants, which focused on creating or enhancing NSF support for:  Infusing more design thinking into engineering education  Assessing best practices nationwide and methodologies for assessment  Placing engineering education graduate

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2017 ASEE Annual Conference & Exposition

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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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. Two structural equation models (SEMs) have been developed for data analyses with onecontaining grade point average (as a proxy for achievement) as the outcome of interest and thesecond with engineering creativity and propensity for innovation as the outcome of interest.These two models indicate that use of pedagogical practices impact students’ creativity andpropensity for innovation and propensity for innovation impacts students’ achievement (withGPA as a proxy.) Notably, background characteristics also have impacts on the two outcomes ofinterest. This research informs community college faculty and student affairs personnel onwhich support practices best support students in STEM majors to transfer to colleges anduniversities and how students

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2017 ASEE Annual Conference & Exposition

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Stephanie Ruth Young M.Ed, University of Texas, Austin; Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas, Austin; Mia K. Markey, University of Texas, Austin

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, and S. Chang, “The Role of Scientific Communication Skills in Trainees’ Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis,” CBE-Life Sci. Educ., vol. 14, no. 4, p. ar46, Dec. 2015.[19] J. E. Spurlin, S. A. Rajala, and J. P. Lavelle, Designing Better Engineering Education Through Assessment: A Practical Resource for Faculty and Department Chairs on Using Assessment and ABET Criteria to Improve Student Learning. Stylus Publishing, LLC., 2008.[20] S. Merry, M. Price, D. Carless, and M. Taras, Reconceptualising Feedback in Higher Education: Developing dialogue with students. Routledge, 2013.[21] L. B. Nilson, “Improving Student Peer Feedback,” Coll. Teach., vol. 51, no. 1, pp. 34–38, Jan. 2003.

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2017 ASEE Annual Conference & Exposition

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Marissa H. Forbes, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Denise W. Carlson, University of Colorado Boulder

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see the final product”; “the editing andfeedback process made my lesson much stronger”).In response to being asked how they were personally impacted by the submission-to-publicationprocess, several teachers cited a sense of accomplishment, while others ranged in their responses:“made me a better researcher and writer”; “[it] impacted me personally by giving me theconfidence to submit more curriculum to TeachEngineering or to other publications. As well as,[sic] presenting my ideas to others”; “it helped [me] understand how to produce a qualityactivity”; “makes me, a teacher, feel empowered and confident in implementing moreengineering practices”; “it has been the best learning experience I have had to produce highquality lessons that really

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2017 ASEE Annual Conference & Exposition

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

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allstudents in Higher Education.8 However, the transfer rates to four-year colleges are low (21%)and the academic track to a BS or PhD degree in STEM fields is often not well defined.7-9, 11Therefore, this REU program is designed to provide students in the large community colleges ofthe Texas Gulf Coast region with intensive exposure to STEM research and support for successat the undergraduate and graduate levels.The Nanotechnology Research Experience for Undergraduates (REU) with a Focus onCommunity Colleges concentrates exclusively on students at two-year colleges where 100% ofthe participants originate from schools with limited STEM research opportunities. Thesestudents are integrated into a community of scholars and provided a research experience

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2017 ASEE Annual Conference & Exposition

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Justin L Hess, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis; Maher E. Rizkalla P.E., Indiana University Purdue University, Indianapolis; Mangilal Agarwal, Indiana University-Purdue University Indianapolis

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groups. Support the broader RET community by disseminating logistics, schedules, outcomes, deliverables, best practices, and evaluation procedures via the RETAIN websiteTo meet these objectives, our team developed an immersive 6-week summer experience. Theprimary component of the teachers’ experiences within this summer professional developmentopportunity included conducting scientific, nanotechnology-related research in labs at a largepublic Midwestern University under the guidance of individual faculty mentors. Research topicsincluded but were not limited to the design of artificial biomembrane-mimicking systems for cellsubstrate applications; integrated wireless sensor systems; nano-batteries and characterization;and fabrication and

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2017 ASEE Annual Conference & Exposition

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Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Brian K Dean, Oakland University; Chris J Kobus, Oakland University; Mark R. Olson, Oakland University

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University.Dr. Anica Gwenell Bowe, Oakland University Dr. Bowe is an Assistant Professor at Oakland University in Rochester Michigan. She earned a Ph.D. in Education Psychology with a focus in Quantitative Methods in Education. Her interests are in eval- uation practices for school-based initiatives, instrument development, the psycho-social development of immigrant adolescents, and education evaluation within the Caribbean.Dr. Brian K Dean, Oakland University Brian K. Dean is an Assistant Professor in the Department of Electrical and Computer Engineering at Oakland University. He received the B.S.E.E. for the University of Wyoming in Laramie, WY, USA in 2006, the M.S.E.E. in 2008, and the Ph.D. in 2012. Dr. Dean’s research

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2017 ASEE Annual Conference & Exposition

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Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Robert J Culbertson, Department of Physics, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Elizabeth Lopez, Arizona State University; Yong Seok Park, California State University Fullerton; Bethany B Smith, University of California, Berkeley

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Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for intro- ductory materials science and chemistry classes. He is currently conducting research on an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop dis- ciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively im- pact student performance and retention. He was a coauthor for the best paper award at the FIE convention in 2009 and the

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David Reeping, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University; Steve Robert Harrison, Dept of Computer Science, Virginia Tech; R Benjamin Knapp, Institute for Creativity, Arts, and Technology; Luke F Lester, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Annie Yong Patrick; Matthew Wisnioski, Virginia Tech

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she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Steve Robert Harrison, Dept of Computer Science, Virginia Tech Steve Harrison is the Director of the Human-Centered Design Program at Virginia Tech, an associate professor of practice in Computer Science

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2017 ASEE Annual Conference & Exposition

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Carol Barry, University of Massachusetts, Lowell; Carol Lynn Alpert, Museum of Science, Boston; Karine Thate, Museum of Science, Boston

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, N. G. Lederman, and E. M Brey, "From the Undergraduate Student Perspective: The Role of Graduate Students in an Undergraduate Research Program," Proceeding of 2013 ASEE Annual Conference and Exposition, 6667, Atlanta, GA, June 23-26, 2013.17. C. Allendoerfer and J. M. Yellin, "Investigating Best Practices in the Research Mentoring of Underrepresented Minority Students in Engineering: The Impact Of Informal Interactions," Proceedings of the 2011 ASEE Annual Conference and Exposition, 536, Vancouver, BC, June 26-29, 2011.18. J. Handelsman, S. M. Lauffer, C. M. Pribbenow, and C. Pfund, eds., Entering Mentoring: A Seminar to Train a New Generation of Scientists, Itchy Cat Press, 2009.19. P. S. Lukeman

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2017 ASEE Annual Conference & Exposition

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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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the state and regional level and an e-learning platformhosted by the College to provide dissemination of the resources for K-16 instructors and studentsboth statewide and nationally.B. Introduction:Each of the NSF-ATE projects at Orangeburg-Calhoun Technical College has worked closelywith other two-year colleges and with K-12 schools in the College’s service area along with K12systems throughout the state to develop and/or enhance the pipeline from K-12 into STEMprograms. The first project in this series of three (Diverse Engineering Pathways: CurriculumInnovation and Best Practice for Recruitment, Retention and Advancement of EngineeringTechnology Majors) was designed to promote access to STEM careers and provide courses forunder-prepared

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2017 ASEE Annual Conference & Exposition

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Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Bonnie H. Ferri, Georgia Institute of Technology; Aldo A. Ferri, Georgia Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology

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collaborative projects, like the HBCU ECP project.The focus of the most recent activities of the center has been in the delivery of these workshops(goal 3) to spread the best practices of the early adopters of the MHOS pedagogy. We have beenhosting a series of online practitioners’ workshops rather than the usual physical face-to-faceworkshop, because of the potential for wider and longer-term impact. The Center for MobileHands-On STEM conducted a series of three virtual workshops for educators who already usehands-on learning, that is, the practitioners of the pedagogy. The expected outcomes of theworkshops were: 1) to share ideas, 2) examine challenges, 3) determine best practices, and 4)give feedback to NSF and to vendors who build the

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2017 ASEE Annual Conference & Exposition

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Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

in engineering. • Increase the participation of a significantly underrepresented group of students who have the potential to profoundly impact the field, but are at high-risk of academic failure.This year the site hosted nine engineering students, four female and five male. The participantsranged from 18 to 28 years of age and academic standings of sophomores to seniors. Eachstudent was assigned a focused research project in the field of cyber and physical security ofcritical infrastructure and was mentored by a dedicated faculty and graduate student. In additionto their individual projects, the students participated in afternoon laboratory rotations twice aweek for seven weeks to expose them to the multidisciplinary nature of critical

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2017 ASEE Annual Conference & Exposition

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Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

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also in charge of faculty mentoring in the School of Engineering and Computer Science at OU.Ms. Caymen May Novak, Oakland Unversity Caymen Novak is a current Ph.D. candidate in Biomedical Engineering at the University of Michigan. Her research investigates the influence of mechanical stimulus on ovarian cancer response. She is currently the outreach chair for the Graduate Society of Women Engineers at the University of Michigan where she organizes engineering events for local elementary schools. c American Society for Engineering Education, 2017 REU programs and K-12 outreach: A natural synergyIntroduction:Since the summer of 2006, the department of Mechanical Engineering at

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2017 ASEE Annual Conference & Exposition

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Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

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Diversity, NSF Grantees Poster Session

% of STEM majors graduate in four years. Spurred by these issues, STEMfaculty designed the “Creating Opportunities for Students in Science (COMPASS) ScholarshipProgram” to improve STEM retention and align with the STEM Strategic Plan. A grant from theNational Science Foundation (NSF) provided funds to recruit 27 talented but financially needyundergraduates in Biology, Biotechnology, Chemistry, and Environmental Science. COMPASSsupports these students through a combination of mentoring, financial support, tutoring, research,internships, and professional development in order to improve their educational experiences.This should in turn produce better retention and graduation rates. At the time of the COMPASSprogram’s conception, the UNCP student

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2017 ASEE Annual Conference & Exposition

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Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Andrew O. Brightman, Purdue University, West Lafayette (College of Engineering); David Torres, Purdue University; Sean M Eddington, Brian Lamb School of Communication - Purdue

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as Assistant Head for Academic Affairs and Associate Professor of Engi- neering Practice in the Weldon School of Biomedical Engineering. His research background is in cellular biochemistry, tissue engineering, and engineering ethics. He is committed to developing effective ped- agogies for ethical reasoning and engineering design and for increasing the diversity and inclusion of engineering education.David Torres, Purdue University David is a third year doctoral candidate in the Brian Lamb School of Communication at Purdue University pursuing a PhD in Organizational Communication with a minor in data analysis and research methodol- ogy. His research interests reside at the intersection of organizational

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2017 ASEE Annual Conference & Exposition

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Penny Rheingans, University of Maryland, Baltimore County; Lee Blaney, UMBC; Marie desJardins, University of Maryland, Baltimore County; E. F. Charles LaBerge, University of Maryland, Baltimore County; Susan Martin, University of Maryland; Carolyn Seaman, UMBC; Gymama Slaughter, University of Maryland Baltimore County; Anne Marie Spence, Baylor University

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frequently serves as a mentor and invited speaker at CS education and outreach events.Dr. E. F. Charles LaBerge, University of Maryland, Baltimore County E. F. Charles (Chuck) LaBerge is Professor of the Practice of Electrical and Computer Engineering in the department of Computer Science and Electrical Engineering and Undergraduate Program Director for the Computer Engineering Program at UMBC (University of Maryland, Baltimore County), where he teaches a wide variety of courses ranging from Introduction to Engineering for freshmen to Error Correcting Codes and Information Theory for graduate students. From 1975-2008, he was employed by Honeywell’s Aerospace Research and Technology Center and its predecessor organizations

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2017 ASEE Annual Conference & Exposition

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R. Alan Cheville, Bucknell University

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U.S. GDP is attributable to advancements in science and technology. This despite the fact that less than 5 percent of the U.S. workforce is composed of scientists and engineers, thereby suggesting that each one percent of the workforce engaged in those professions accounts for something like 15 percent of the growth in GDP. A truly remarkable multiplier.” - Norm Augustine (Augustine, 2013)In Spring 2015 a workshop was held at the National Academy of Engineering designed to buildcapacity for the engineering education research community to better communicate with a broadspectrum of policy makers. The underlying hypothesis is that despite the impact how engineersare educated has on national priorities, researchers in

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2017 ASEE Annual Conference & Exposition

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Carl Nelson Blue, University of Southern Maine

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Scholars Program” Award # 1153281AbstractThe National Science Foundation awarded the University of Southern Maine with a grant forSTEM Opportunities for Academically Capable and Financially Needy Students entitled the“University of Southern Maine STEM Scholars Program,” Award # 1153281. At the completionof our fifth year, this poster presentation provides an opportunity to present data on the successof our S-STEM program, as well as share some of the best practices learned and applied. TheUSM STEM Scholars Bridge Program has been a model for blending the elements ofrecruitment, retention, and placement into an integrated, comprehensive but non-intrusiveprogram that promotes student success in transitioning from high schools and communitycolleges

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2017 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Julia Yoo, Lamar University; James C Curry; Brian Craig P.E., Lamar University; Jiang Zhou, Lamar University; Hsing-wei Chu P.E., Lamar University; Nicholas Andres Brake, Lamar University

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Diversity, NSF Grantees Poster Session

invited for a one-on-one interview with the assessment specialist. Allinterviews were recorded and transcribed for further analyses. Regarding the impact thescholarship program, students seemed to be more comfortable interacting with their peers,faculty members and with research assistants. In some cases, their scholarship activities evenprompted them to interact with people they did not know before. Below are interview quotesfrom students who talked about their campus life change by comparing before and after theSCOPE scholar experience: … I meet more friends, more people, some people I don’t even know when I go to this last meeting in the Dining Hall. I know some people; some people I don’t even know before and I make friends

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2017 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Tressa Kay Mikel, University of California, Berkeley; Aida Marie Morales; Sanya Sehgal; Melissa L. Whitson, University of New Haven

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settings such as summer camps, military experiences, and extra-curricular activities. Other research interests involve validation of CFD models for aerospace applications as well as optimizing efficiency of thermal-fluid systems.Dr. Shannon Ciston, University of California, Berkeley Shannon Ciston is a Lecturer and Director of Undergraduate Education in the Department of Chemical and Biomolecular Engineering at the University of California, Berkeley. Dr. Ciston holds degrees in chemical engineering from Northwestern University (PhD) and Illinois Institute of Technology (BS). She teaches undergraduate and graduate courses in technical communications and applied pedagogy, and conducts engineering education research.Ms

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2017 ASEE Annual Conference & Exposition

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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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thetraditional content of a culture and assimilates its knowledge, practices, and values(KPV). Under such definition, ABET outcomes were transferred to a set of culturalconstructs based on the content of the first-year engineering program. A depiction of suchcultural constructs or traits is portrayed in Figure 1.Figure 1. Schematic of outcomes from the course organization for the first-yearengineering course. II. Research Design, Analysis and ResultsA. The open-ended analysisThe primary purpose of the open-ended study was to analyze student perspectives on howthe process of engineering enculturation is occurring according to what is taught in afirst-year engineering course. The three open-ended questions from a pre-survey thatwere

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2017 ASEE Annual Conference & Exposition

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Peter Adeyemi Awolumate P.A; Mitchell Rudy, Rowan University; Ravi P. Ramachandran, Rowan University; Nidhal Carla Bouaynaya; Kevin D. Dahm, Rowan University; Rouzbeh Nazari, Rowan University; Umashanger Thayasivam, Rowan University

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NSF Grantees Poster Session

calculated in each frame and passedthrough all the VQ codebooks. A soft decision approach to generate the SNR estimate asdescribed in [1] is used. The codebooks with the three best scores are selected. Based onthese scores, a weighted linear combination of the SNR estimates corresponding to thesethree codebooks determines the final SNR estimate. This is known as a soft decisionapproach [1].The student research team implemented the VQ based system and a similar system basedon a Gaussian mixture model (GMM) classifier. For this case, a GMM model for eachSNR value is designed using the Expectation-Maximization (EM) algorithm [9][10]. Inachieving this implementation, students gain much insight into the concepts ofprobability and random variables. The

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2017 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Scott Duplicate Streiner, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, Lehigh University; Lisa Benson, Clemson University

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assessment; evidence- based teaching practices and curricular innovations applied to misconceptions; and engineering education policy. His research explores the nature of global competency development by assessing how interna- tional experiences improve the global perspectives of engineering students. His dissertation investigates how best to design and operationalize effective global programming strategies within engineering curric- ula.Dr. Gisele Ragusa, University of Southern California Gisele Ragusa is a Professor of Engineering Education at the University of Southern California. She conducts research on college transitions and retention of underrepresented students in engineering and also research about