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2018 ASEE Annual Conference & Exposition

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Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

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integration). At her free mobile makerspace for K-12 students and teachers, The MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences with these design-based technologies impact visual spatial skills, self-efficacy, and positive attitudes toward failure (e.g. persistence in the face of obstacles; reconceptualization of failure as a paradigm for creative learn- ing) with teachers and K–12 students. These concepts are also part of her research as Co-Director of Bobcat Made, which is the collaborative university makerspace.Dr. Araceli Martinez Ortiz, Texas State University Araceli Martinez Ortiz, PhD., is Research Associate Professor of Engineering Education in the College of

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2018 ASEE Annual Conference & Exposition

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Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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and retention initiatives, including expansion of graduate programs, and first-year student advising and support. Ms. Sakakeeny is a member of a number of professional organizations, including the American Society of Civil Engineers (Boston Section) and the Society of Women Engineers (Fellow).Dr. Cynthia McGowan, Merrimack College c American Society for Engineering Education, 2018 Implementing National Best Practices to Improve STEM Retention in a Liberal Arts College SettingIntroductionThe Foundation for STEM Success (FS2) program is a model for STEM student success that usesa student-centered approach to academic preparation and learning, and creates an

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

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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 faculty in powerful and meaningful ways [24].Safe Zone workshops were first introduced at the ASEE Annual Conference in 2014 and offeredagain at the 2015 Annual Conference [31]. Through this project we redesigned the Safe Zoneworkshops for a STEM audience. Since 2016 we have offered multiple Safe Zone

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2018 ASEE Annual Conference & Exposition

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Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

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has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conduct- ing research on a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty be- liefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the

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2018 ASEE Annual Conference & Exposition

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Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

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Engineering at Kettering University c American Society for Engineering Education, 2018Synergies between Experience and Study in Graduate Engineering EducationAbstractVarious programs and research initiatives seek to support the success of master’s students inengineering. However, as programs can have diverse groups of students, supporting their successmay not be a one-size fits all. Our work focuses on a group we define as Returners, who spentfive or more years in industry before returning to university for a master’s degree. As part of alarger survey with approximately 300 engineering student participants who were pursuingmaster’s degrees, we asked them to evaluate the influence of their prior work experiences ontheir

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

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Paper ID #21534Advanced Manufacturing Research Experiences for High School Teachers:Effects on Perception and Understanding of ManufacturingMr. Debapriyo Paul, Texas A&M University Debapriyo Paul is a graduate student at Texas A&M University, College Station, Texas. He is pursuing a Master’s degree in Industrial Engineering with a focus in statistics and data sciences. He is currently working as a research assistant in the Engineering Technology and Industrial Distribution Department.Dr. Bimal P. Nepal, Texas A&M University Dr. Bimal Nepal is an assistant professor in the Industrial Distribution Program at Texas

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2018 ASEE Annual Conference & Exposition

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Subodh Bhandari, California State Polytechnic University, Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Fang Tang, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University, Pomona

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interest inresearch on unmanned aerial vehicles (UAV) technologies. Undergraduate students from 2- and4-year institutions are involved in a multidisciplinary research projects at the Cal Poly Pomona.The REU site supports 10 students for 10 weeks of summer research per year, with the projectsfocusing on research on the Dynamics and Control of UAVs, Obstacle & Collision AvoidanceSystem for UAVs, Machine Learning, Artificial Intelligence, Computer Vision, and Flight Testexperience. Another goal is to attract students from community colleges to STEM programs at 4-year institutions and encourage the participants to pursue their studies for graduate degrees.This paper presents an overview of student activities, lessons learned so far, and the

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2018 ASEE Annual Conference & Exposition

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Julie M. Hasenwinkel, Syracuse University; Katie Cadwell, Syracuse University; Joan V. Dannenhoffer, Syracuse University; Frederick J. Carranti P.E., Syracuse University; Can Isik, Syracuse University

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enhancingcollaboration between peers and potentially easing the difficulty of the engineering curriculumfor some students. In order to broadly affect change in pedagogical practices, we sought toestablish a formalized faculty development effort. The literature points to a number of bestpractices for institutionalizing faculty development in engineering colleges. Felder et al. outlinedhow to design a faculty development program taking into consideration the structure of theofferings (e.g., workshops vs. seminars vs. learning community), which pedagogical topics toexplore, incentivizing participation by faculty, and assessing the effectiveness of the programwith respect to its impact on faculty participants’ attitudes and practices, and ultimately itsimpact on

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2018 ASEE Annual Conference & Exposition

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Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut; Christa L. Taylor

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” demonstrates that the REU site experience was beneficialin promoting the inclusion of these students in engineering, regardless of its perceived impact ontheir academic performance. Because the REU site was heavily focused on research, it is importantto understand what specific aspects of conducting research the participants preferred, to understandhow to implement these factors in future programs and in the existing engineering curriculum.Therefore, participants were asked to indicate how much they agreed or disagreed with a series ofstatements following the prompt “One of the best things about doing engineering research is beingable to…” (Table 3). Table 3. Descriptive statistics for responses to the prompt “One of the best things about doing

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2018 ASEE Annual Conference & Exposition

Authors

Priya Mohabir, New York Hall of Science; Satbir S. Multani; Katherine McMillan Culp, New York Hall of Science

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psychologist with twenty years experience leading research and development initiatives and applied re- search studies focused on equitable, high quality teaching and learning for all young people. At the New York Hall of Science, Dr. Culp leads collaborative, multidisciplinary teams to design, develop, implement and study experiences, tools, and media that help highly diverse groups of young people discover their own identities as scientists and engineers. Her research has been funded by the National Science Founda- tion, the Bill & Melinda Gates Foundation, the U.S. Department of Education and the Intel Foundation. Dr. Culp is a Phi Beta Kappa graduate of Amherst College (1988) and holds a PhD in developmental

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

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Diversity, NSF Grantees Poster Session

engineeringstudent engagement in out-of-class activities can help guide actions of program administratorsand educators to restructure and promote activities to improve engagement and enhance studentlearning both inside and outside of the classroom. In this section, we introduce the BuildingUndergraduate Interventions for Learning and Development (BUILD) Model, a framework. TheBUILD model is based on existing frameworks, models, and effective practices for the design oflearning environments and interventions in out-of-class activities. Prior research has provided thenecessary insight into specific elements of learning environment[45], institutional elements [46],and best practices [47,48] that can be combined to create a comprehensive framework useful

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Patrick J. Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Chris Venters, East Carolina University; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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control with applications to engine exhaust aftertreatment.Dr. Holly M. Matusovich, Virginia Tech Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Erin J. McCave, University of Houston; Courtney June Faber, University of Tennessee, Knoxville; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Courtney S. Smith-Orr, University of North Carolina, Charlotte

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. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She obtained her certifica- tion as a Training and Development Professional (CTDP) from the Canadian Society for Training and Development (CSTD) in 2010, providing her with a solid background in instructional design, facilitation and

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2018 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Rio Grande Valley; Virgil U. Pierce, University of Texas, Rio Grande Valley; Stephen W. Crown, University of Texas, Rio Grande Valley; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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Paper ID #22581An Ecosystem for Success in Engineering and Computer ScienceDr. Horacio Vasquez, University of Texas, Rio Grande Valley Dr. Horacio Vasquez is a Professor in the Mechanical Engineering Department at the University of Texas - Rio Grande Valley (UTRGV), in Edinburg, Texas. His current research interests are in the areas of control systems, mechatronics, measurements and instrumentation, and engineering education.Dr. Virgil U. Pierce, University of Texas, Rio Grande Valley Dr. Virgil Pierce is an Associate Professor in the Department of Mathematics at the University of Texas – Pan American. His research is in

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2018 ASEE Annual Conference & Exposition

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Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Russell Andrew Long; Richard A. Layton, Rose-Hulman Institute of Technology; Catherine E. Brawner, Research Triangle Educational Consultants; Nichole Ramirez, Purdue University

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in joining MIDFIELD can typically be substituted for thoseoriginally targeted for recruitment. MIDFIELD partners have the opportunity to conduct peercomparisons, carry out research to inform local policies and practice, and receive unblindedinformation about their institution from partner researchers.Ongoing work on the project also includes two other significant efforts: • Collecting and coding catalogs from each of the partner institutions to document institutional policies during the period of the data collected. A team of students has been trained and is being expanded. • Promoting access to and research using MIDFIELD to a wider research community. Packages have been designed to facilitate analysis of MIDFIELD

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Lisa Ann Moyer, Virginia Tech; Indhira María Hasbún, Virginia Tech

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looking at student support through this lens is that the MCCS provides a way todeconstruct student support and identify the underlying experiences. This multipronged approachis advantageous because, while specific interventions may not be transferable, students’experiences can transcend contexts within and across institutions. For example, instead ofinvestigating the impact of peer mentoring programs—which are not often identical—this lensallows us to investigate the impact of the overall perception of interactions that students havewith other students outside of the classroom.Research Design& RationaleThe development of the survey instrument is being carried out following best practices asdefined by DeVellis [2] and Gall, Gall & Borg [3

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2018 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Bellingham Technical College; Xichen Jiang, Western Washington University; Sean P. Dever, Western Washington University; Lindsey Bear, Bellingham Technical College; Tim Mark Christman, Western Washington University; Dana Hickenbottom, Itek Energy/Western Solar; Sam Winters, Itek Energy

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, and Estimation of Stochastic Pro- cesses.Mr. Dana Hickenbottom, Itek Energy/Western Solar Dana has worked in the solar industry for 5 years. He started his career at itek Energy, a domestic solar module manufacturer based in Bellingham, WA. During his time as Technical Support Manager he worked to ensure product functionality in the field, assisted with research and development, and provided technical training to customers. He has since moved on from itek Energy and is now working as a project manager at Western Solar Inc, a solar installation company in Bellingham, WA. His work involves system design, operations and maintenance support, customer and technical support, product research, and community outreach

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2018 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Nicholas Langhoff, Skyline College; Erik N. Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College

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for data visualization, analysis, and interpretation. The coursethen progresses to explore topics in Materials Science, and Civil and Mechanical Engineering.Midway through the semester, a bridge competition is held and the students work on a StudentEducational Plan that projects their coursework all the way through graduating with theBachelors of Science degree. Finally, the course finishes up in Electrical and ComputerEngineering with topics in electronics and test equipment, sensors and measuring physicalphenomena, microcontroller programming and data acquisition, and select topics in robotics witha design competition.Two design project competitions are integrated into the curriculum, with experiments built intothe schedule for students to

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2018 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Dorothy Sisk; Nicholas Andres Brake, Lamar University; Xianchang Li, Lamar University; Xinyu Liu, Lamar University; Jiang Zhou, Lamar University

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NSF Grantees Poster Session

others switched gears to focus more on coursemodule development because they felt the research was too hard to grasp within such shortperiod of time. Below are two example comments that show the difference due to theirknowledge of subject matter and research: There’s not much we can pull [from the RET program] for geometry and algebra II. I thought the research was going to be us researching best practices for teaching. I didn’t know that our research was us tagging along on the professors’ research. The program was fantastic. I learned a lot. But the downside is that I don’t have a course [to implement the RET experience], and I don’t have time to design a curriculum. I’m a little non-standard in that I

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2018 ASEE Annual Conference & Exposition

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Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

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study will inform programmatic decisions in engineering graduate programs andfacilitate targeted interventions that promote motivation and identity development of students.This work also aims to shape graduate education best practices for recruitment, retention, andtraining in engineering disciplines.Project MotivationThe significant, positive impact of federal funding mechanisms on engineering doctoral researchtraining programs is clear on the development of graduate students. On the contrary, engineeringdoctoral degree granting institutions and departments have been slow to make programmaticdecisions informed by evidence derived from rigorous engineering education research.Additionally, engineering is one of the least studied fields in the

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2018 ASEE Annual Conference & Exposition

Authors

Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

associate professor of electrical engineering at Kettering University. Dr. Finelli’s current research interests include student resistance to active learning, faculty adoption of evidence-based teaching practices, the use of technology and innovative pedagogies on student learning and success, and the impact of a flexible classroom space on faculty teaching and student learning. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students. c American Society for Engineering Education, 2018 Introduction and Assessment of iNewton for the Engaged Learning of

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2018 ASEE Annual Conference & Exposition

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Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

which support practices best support students in STEM majors totransfer to colleges and universities and how students’ creativity and propensity for innovationaffects such transfer persistence.[Portions of this paper in the review of the literature and research design have been reprintedfrom the 2015, 2016 and 2017 ASEE Poster Session Papers which provide preliminary materialfor the reader.]1,2Motivation and overviewThere is a critical need for more students with engineering and science majors to enter into,persist, and graduate from postsecondary institutions. Increasing the diversity in engineering andscience is also a profound identified need.3 According to national statistics, the largest groups ofunderrepresented minority students in

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2018 ASEE Annual Conference & Exposition

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Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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schedules in fall and spring semesters. More details on creating theSTEP Cohorts can be found elsewhere [3].We survey students placed in cohorts at the end of each fall semester. A significant majority ofthe students reports in the survey that they have studied with other students in their cohortsoutside the classroom. Our graduating seniors have told us that the relationship they developedwith others students in the study groups which they formed during the first-year, carry over tosenior capstone design project.Factors Supporting Institutionalizing STEP at Western Michigan UniversityIn order to make lasting impacts to support student success in engineering, the best practicesidentified by projects supported by the National Science Foundation need

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

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Research and Evaluation from Virginia Tech. Her research and scholarship are focused on exploring the implementation of mixed methods, qualitative, and arts-informed research designs in studies examining issues of social justice and educational equity. Currently, she is on a research team examining the impacts of an out-of-school STEM summer program for racially underrepresented youth. c American Society for Engineering Education, 2018 Paper ID #21947Dr. Glenda D. Young, Mississippi State University Dr. Glenda D. Young is a visiting assistant professor in the department of Industrial and Systems

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Laurie S. McNeill, Utah State University; Robert Spall, Utah State University; Paul Barr, Utah State University

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survey contained both Likert-type and open-response items. Theresults from the survey show that attendees had a positive experience with the seminar. Forexample, they commented that“All of the topics were very interesting. I have used clickers prior and am less likely to use thosein the future, however I do use poll everywhere from time to time. I am interested in developEGN for my class and in using the best practices for active learning in large classes. Problem-based learning is a potential area of research for me.”“I recently went through several of the classes of professors who presented, so I experienced themethods described. I feel the most helpful was the lecture about problem based learning andmaking questions more like what students

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin P.E., University of Washington; Jana Milford, University of Colorado, Boulder; Janet Callahan, Boise State University; Pamela Cosman, University of California, San Diego; John B. Schneider, Washington State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann E. Delaney, Boise State University; Beth A. Myers, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Tanya D. Ennis, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Michelle Ferrez, University of California, San Diego; Tiffany D. Pan, University of Washington; Jessica Baldis, University of California, San Diego

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Paper ID #21919The Redshirt in Engineering Consortium: Progress and Early InsightsProf. Eve A. Riskin P.E., University of Washington Eve Riskin received her BS degree in Electrical Engineering from M.I.T. and her graduate degrees in EE from Stanford. Since 1990, she has been in the EE Department at the University of Washington where she is now Associate Dean of Diversity and Access in the College of Engineering, Professor of Electri- cal Engineering and Director of the ADVANCE Center for Institutional Change. With ADVANCE, she works on mentoring and leadership development programs for women faculty in SEM. Her research in

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

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. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.Dr. Gary R. Kirk, Virginia Tech School of Public &

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Bank of Chicago [now J.P. Morgan Chase], where he founded and managed the bank’s market leading professional Cash Management Consulting Group, initiated the bank’s non-credit service product man- agement organization and profit center profitability programs and was instrumental in the breakthrough EDI/EFT payment system implemented by General Motors. Dr. Ferguson is a graduate of Notre Dame, Stanford and Purdue Universities, a special edition editor of the Journal of Engineering Entrepreneurship and a member of Tau Beta Pi.Dr. Catherine E. Brawner, Research Triangle Educational Consultants c American Society for Engineering Education, 2018

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2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

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. During this time, Christina discovered a love for research, prompting her to pursue a Ph.D. She is a recipient of both a Graduate School Recruitment Fellowship and a Texas New Scholar’s Fellowship. She is a member of the National Science Teachers As- sociation, and currently serves as the STEM Education representative to the Graduate Student Assembly at UT.Dr. Todd L. Hutner, University of Texas, AustinDr. Richard H. Crawford P.E., University of Texas, Austin Dr. Richard H. Crawford is a Professor of Mechanical Engineering at The University of Texas at Austin and is the Temple Foundation Endowed Faculty Fellow No. 3. He is also Director of the Design Projects program in Mechanical Engineering. He received his BSME

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2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

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9[4] American Society for Engineering Education. Creating a Culture for Scholarly andSystematic Innovation in Engineering Education. (2009). See http://www.asee.org/about-us/the-organization/advisory-committees/CCSSIE/CCSSIEE_Phase1Report_June2009.pdf[5] George Kuh, (2008) “High-Impact Educational Practices – what they are, who has access tothem, and why they matter.” Seehttp://www.neasc.org/downloads/aacu_high_impact_2008_final.pdf[6] David L. Kirp, (2014). “How to Help College Students Graduate,” The New York Times-Opinion Pages. See. http://www.nytimes.com/2014/01/09/opinion/how-to-help-college-studentsgraduate.html?action=click&contentCollection=Arts&module=MostEmailed&version=Full&regi[7] Henry M. Levin and Emma Garcia