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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lisa Ospitale, Stony Brook University

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Diversity, NSF Grantees Poster Session

Enrichment and Professional Development Activities on REU Students”, paper #38362, ASEE 2022 Annual Conference, Minneapolis, Minnesota, June 26-29, 2022; accessed at https://peer.asee.org/evaluating-the-impact-of-enrichment-and- professional-development-activities-on-reu-students.pdf (4) Holly C. Gaede, “Professional Development for REU Students”, in ACS Symposium Series, Vol. 1295: Best Practices for Chemistry REU Programs, Chapter 3, pp 33-44 (2018). (5) Anthony Carpi, Darcy Ronan, Heather Falconer, and Nathan Lents, Nathan, “Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM: mentored undergraduate research at a

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Michael D. Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Glen Miller

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since 1999. His research interests are in modeling and analysis of complex systems and processes, simulation and visualization, and their applications in manufacturing, healthcare, energy, and information systems. He teaches a number of courses in these areas at the under- graduate and graduate levels, and has developed several of these courses. He is currently leading the effort in designing a new undergraduate program in Data Engineering. He is a Fellow of the Institute of Indus- trial and Systems Engineers (IISE). He served in the Board of the Computer and Information Systems Division of IISE, serves as an Associate Editor of IISE Transactions on Healthcare System Engineering, and is an ABET Program Evaluator for

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Ashley Lytle; Maxine Fontaine, Stevens Institute of Technology ; Frank T. Fisher, Stevens Institute of Technology

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for supporting S-STEM student retention and graduationA recent self-study at Stevens Institute of Technology revealed that our 2nd and 3rd year retention ratesfor low-income STEM students are lower than those for our non-low income STEM student body. Toaddress this finding, the goal of our S-STEM program is to implement evidence-based best practices toincrease retention and graduation rates of low-income academically talented STEM students to levels thatmatch our overall STEM population. To accomplish this goal, we are seeking to: 1. implement best-practices with regards to cohort development and faculty, peer, and alumni mentoring programs to support the ADAPT Scholars, 2. develop targeted enrichment and mentoring activities

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

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Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton; Marisa K. Orr, Clemson University; Russell Andrew Long, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Joseph Roy, American Society for Engineering Education (ASEE)

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Paper ID #37329Board 394: Sustaining and Scaling the Impact of the MIDFIELD project atthe American Society for Engineering Education (Year 1)Dr. Susan M Lord, University of San Diego Susan Lord is Professor and Chair of Integrated Engineering at the University of San Diego. She received a BS from Cornell University in Materials Science and Electrical Engineering (EE) and MS and PhD in EE from Stanford University. Her research focuses on the study and promotion of equity in engineering including student pathways and inclusive teaching. She has won best paper awards from the Journal of Engineering Education, IEEE Transactions

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

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Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chem- ical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Journal of Civil Engineering Education Best Technical Paper, the 2021 Chemical Engineering Education William H. Corcoran Award, and the 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication

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2023 ASEE Annual Conference & Exposition

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John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia

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projects and buildingparticipants’ confidence as educational researchers. This project was funded based on impactrather than knowledge generation; thus, this paper will report on the impacts of the ProQualInstitute in terms of participants served and evaluated outcomes and project team observations.The key evaluation questions we answered were: 1. To what extent did the project design and implement a high-quality and culturally responsive training program? 2. What knowledge and skills did participants gain because of participation in the ProQual Institute? 3. How could the ProQual Institute be built upon to improve participant outcomes?Background & Conceptual FrameworkThe target audiences for the ProQual Institute were STEM

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2023 ASEE Annual Conference & Exposition

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Cassandra M Birrenkott, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jesse Herrera

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Diversity, NSF Grantees Poster Session

. Sociology of education, 2008. 81(1): p. 53-76.5. Perna, L.W., Racial and ethnic group differences in college enrollment decisions. New Directions for Institutional Research, 2000. 2000(107): p. 65-83.6. Strayhorn, T.L., Bridging the pipeline: Increasing underrepresented students’ preparation for college through a summer bridge program. American Behavioral Scientist, 2011. 55(2): p. 142-159.7. Talbert, P.Y., Strategies to increase enrollment, retention, and graduation rates. Journal of Developmental Education, 2012. 36(1): p. 22.8. Zarate, M.E. and R. Burciaga, Latinos and college access: Trends and future directions. Journal of College Admission, 2010. 209: p. 24-29.9. Gofen, A., Family capital: How first‐generation higher education

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2023 ASEE Annual Conference & Exposition

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Zhaoshuo Jiang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Jenna Wong, San Francisco State University; David Quintero, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

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Diversity, NSF Grantees Poster Session

education andbuild capacity for student success. This project will use a data-driven and evidence-based approachto identify the barriers to the success of underrepresented minority students and to generate newknowledge on the best practices for increasing students’ retention and graduation rates, self-efficacy, professional development, and workforce preparedness. Three objectives underpin thisoverall goal. The first is to develop and implement a Summer Research Internship Programtogether with community college partners. The second is to establish an HSI Engineering SuccessCenter to provide students with academic resources, networking opportunities with industry, andcareer development tools. The third is to develop resources for the professional

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2023 ASEE Annual Conference & Exposition

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Jennifer Cromley, University of Illinois, Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois, Urbana - Champaign; Karin Jensen, University of Michigan

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to organize thisvaluable work by characterizing the nature and effects of the landscape of stressors experiencedby doctoral engineering students. In Year 1 of this project [21], we employed a longitudinalmixed methods study design to identify the most common and severe stressors experienced by acohort of students at one institution. Drawing from the results of this study and a review of theliterature on graduate student stressors, we developed the Stressors for Doctoral StudentsQuestionnaire for Engineering (SDSQ-E) and administered it twice, in fall 2022 and in spring2023. The SDSQ-E measures the severity and frequency of stressors including advisor-relatedstressors, class-taking stressors, research or laboratory stressors, campus life and

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2023 ASEE Annual Conference & Exposition

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David B Knight, Virginia Tech; Bevlee A. Watford, Virginia Tech; Walter C. Lee, Virginia Tech; Jacob R. Grohs, Virginia Tech; Teri Kristine Reed, University of Oklahoma; P.K. Imbrie, University of Cincinnati; Dustin Grote, Weber State University; Amy Richardson, Virginia Tech ; Michelle D. Klopfer, Virginia Tech ; Saundra Johnson Austin, Virginia Tech; Bruk T. Berhane, Florida International University

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Diversity, NSF Grantees Poster Session

meeting in 2022, developing a new framework and data ecosystem that is research-informed that could be applied across the S-STEM portfolio is one of the new objectives of the Hub. Initial discussion identifies needs for both program level data (e.g., types of partnerships, types of programming, staffing & resourcing) as well as student level data (e.g., activities with the program, academic and career outcomes, latent variable measures such as economic hardship or financial need) that allows for individual and contextual nuance while also being able to be aggregated to understand cross-cutting influences and best-practices. ● Systematic literature review. We are completing a systematic

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2023 ASEE Annual Conference & Exposition

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Robert Deters, Embry-Riddle Aeronautical University, Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University, Worldwide; Emily Faulconer, University of Florida; Kelly A George, Embry-Riddle Aeronautical University, Worldwide

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NSF Grantees Poster Session

• Overview: This workshop discussed best practices for high-quality research posters, including design and presentation. Internal and external opportunities to present a posted were discussed. • Area: Undergraduate Research • Guests: Co-Director of VECTOR8. Support through the Office of Prestigious Awards & Fellowships • Overview: In this workshop, the Office of Prestigious Awards shared their framework of support (including workshops, one-on-one meetings, and mock interviews) as well as discussed current opportunities that may be of interest to aspiring and active undergraduate researchers. This workshop also covered tips for building strong relationships so that impactful recommendation

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

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Jingfeng Wu, University of Michigan; Shannon M. Clancy, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

Mechanical Engineering at the University of Michi- gan. She earned a B.S. in Mechanical Engineering from the University of Maryland, Baltimore County (UMBC) and an M.S. in Mechanical Engineering from the University of Michigan. Her current research focuses on idea development and ideation tools, divergent thinking, and engineering curricular practices and culture. Her research interests include front-end design practices, sociotechnical knowledge and skills in engineering, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an engineer looks like, does, and who they are, especially

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

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Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Tech; Philip J. Parker, P.E., University of Wisconsin, Platteville

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NSF Grantees Poster Session

graduate levels, and he is well-versed in the scholarship of teaching. His efforts in leading the Sustainable Buildings program were recognized with the 2019 Award for Excellence in Education Abroad Curricu- lum Design. He has also worked as a construction project engineer, consultant, and safety inspector. He believes educating the next generation of professionals will be pivotal in sustainability standard practices. Regarding engagement, Dr. Valdes-Vasquez has served as the USGBC student club’s adviser and the ASC Sustainability Team’s faculty coach since 2013. He serves as a CSU President’s Sustainability Com- mission member, among multiple other committees. In addition, he is involved with various professional

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Trina C. Kershaw, University of Massachusetts, Dartmouth; Susan Thomson Tripathy, University of Massachusetts, Lowell; Hong Liu, University of Massachusetts, Dartmouth; Kavitha Chandra, University of Massachusetts, Lowell

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: Using Workshops to Scaffold InterdisciplinaryResearch, Collaboration, and Community BuildingAbstractCo-creation in academe can take multiple forms. In this research, the co-creation focus is oncollaboration between faculty and graduate students to develop educational modules. Thisactivity is designed to improve graduate education and prepare students for conducting graduateresearch. In previous work presented at ASEE 2022, we discussed benefits and challenges ofparticipating in the co-creation process. This current paper focuses on how we took lessons fromour first year and transformed them into a structure to better support interdisciplinary research,collaboration, and community building.We will discuss how we supported the process of co

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Patricia Muisener, Stevens Institute of Technology ; Pinar Akcora, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

students to interact directly with high schoolteachers and assist in designing research-focused curriculum to motivate and excite students into pursuingSTEM careers. A multi-level mentoring experience was created by pairing the RET participants with theREU students, faculty mentors and graduate students. RET participants joined 4 weeks before the end ofthe program. RET welcoming events were added to foster inclusion into the research environment. Onesuch event, REU science chalk talks, enabled both groups to ask and answer questions, creating a uniquebond. Teachers were learning from the REU students which reinvigorated learning and teachingexperiences for all. The program achieved its overarching goals with noticed improved mentoring

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2023 ASEE Annual Conference & Exposition

Authors

Michelle Maher, University of Missouri, Kansas City; Darran Cairns, West Virginia University; Reagan Curtis, West Virginia University; John Kevern, University of Missouri, Kansas City; Jacob M. Marszalek Ph.D., University of Missouri, Kansas City; Kathleen O'Shea; Carol Nicole Pflum, Longview Community College; ANTHONY WEISS

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percent of the students that graduate each year in civil and mechanical engineering were transfer students. Close to half of the students that graduate at UMKC are transfer students, and yet as an institution, it behaves like it caters to first-time full- time students. [UMKC stakeholder]DiscussionAs Black and Gregersen (2002) noted, seeing a need for change is not enough, stakeholders mustbe ready to move toward implementing change. Our S-STEM project has recently joined anNSF-funded S-STEM Hub initiative, Practices and Research on Student Pathways in Educationfrom Community College and Transfer Students in STEM (PROSPECT S-STEM). As part ofPROSECT, MCC and UMKC will develop a professional learning community (PLC). PLCs

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Bonnie Kathleen MacKellar, St John's University; Natalie Kiesler, DIPF | Leibniz Institute for Research and Information in Education; Rajendra K. Raj, Rochester Institute of Technology ; Mihaela Sabin, University of New Hampshire; Renee McCauley, College of Charleston; Amruth N. Kumar, Ramapo College of New Jersey

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NSF Grantees Poster Session

cybersecurity, as applied to a variety of do- mains including healthcare, finance, and critical infrastructure protections. His recent focus has been on improving student preparation for overall career success.Dr. Mihaela Sabin, University of New Hampshire Mihaela Sabin has taught a variety of computing courses designed to facilitate learning activities that value students’ diverse lived experiences. Her current research includes computing education and cur- riculum development, with emphasis on professional competencies and faculty role modeling. She has contributed to the AI field of constraint satisfaction with a new representational model based on condi- tional constraints. Sabin chaired the ACM/IEEE Computer Society

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., The University of Akron; Jenna P. Carpenter, Campbell University; Alan Cheville, Bucknell University; Douglas Bohl, Clarkson University; Jacqueline A. El-Sayed, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

effectiveness in teaching than it is in research where metrics likeh-indices, research expenditures, and Ph. D. students graduated, provide a quantitative measureof impact. Teaching, lacking such metrics, does not have the same broad recognition ofscholarship (and effort towards training) that research does. When teaching is recognized, it isoften a local award—such as a departmental or college honor—than something that istransferrable between institutions. In fact, many stories exist (and have existed) for decadesabout teaching awards being viewed in a negative light by the tenure and review processes asthey indicate time that might have been spent on technical pursuits (that next paper, that nextexperiment, or that next grant proposal) which are

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

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

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compriseundergraduate and graduate students at different stages of their studies, and all participatingstudents are graded and receive credit toward their degree for at least two years. Students choosefrom a wide variety of VIP teams based on personal interest. Participation in VIP teams providesthe time and context for students to [5]: • acquire in-depth experience and insights within their field of study; • learn and practice research and professional skills; • make substantial contributions to real-world projects; and • experience different roles on large, multi-disciplinary teams.The VIP structure provides opportunities for students to develop leadership and collaborationskills through peer support and peer management, which provide students

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

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, and a published author. He is a former McNair Scholar, National Academies of Sciences, Engineering, & Medicine-Ford Foundation Fellow, Herman B. Wells Graduate Fellow, Inter- national Counseling Psychologist, former Assistant Professor at the University of Kentucky, and current Post-Doctoral Research Scholar at the University of Pittsburgh. Dr. Z.’s research program focuses on examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being. Within this framework, he studies academic persis- tence and mental wellness to promote holistic healing among BIPOC. He earned Bachelor’s degrees in Psychology &

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend ; Daniel Knight, University of Colorado, Boulder

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NSF Grantees Poster Session

]. • Student interviews: Interviews are conducted with a sample of participating students to ob- tain additional qualitative assessment of their experience with the ISBL modules and level of choice. Interviews incorporate ethnographic methods and include six structured questions designed to fit into a twenty-minute interview format [32]. The questions cover what stu- dents like best about the ISBL modules and level of choice related to the simulated system, suggestions for improvement, navigation experience, impact on learning, recommendations for future users, and an “Anything else to add” question. Interview notes are analyzed using qualitative data analysis techniques from Grounded Theory to produce a set of

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University; Randi Sims, Clemson University; Kelsey Watts, Clemson University; Karin Jensen, University of Michigan; Evan Ko, University of Illinois, Urbana - Champaign; Gary Lichtenstein, Arizona State University

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Diversity, NSF Grantees Poster Session

clearly. Senior researchers oftenfind that their reviewing skills improve and develop over time, but variations in reviewer startingpoints can have a negative impact on the value of reviews for their intended audiences ofprogram officers, who make funding recommendations, and principal investigators, who drivethe research or want to improve their proposals. Building on the journal review component of theEngineering Education Research Peer Review Training (EER PERT) project, which is designedto develop EER scholars’ peer review skills through mentored reviewing experiences, this paperdescribes a program designed to provide professional development for proposal reviewing andprovides initial evaluation results.Key words: Peer review, professional

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

background in infrastructure design and management, and project management. Her con- sulting experience spanned eight years and included extensive work with the US military in Japan, Korea, and Hawaii. In 2008 Elizabeth shifted the focus of her career to education and academia, later receiving her Ph.D. in Civil Engineering with a focus in Water Resources. Her work highlights a commitment to undergraduate engineering education and its improvement through best teaching practices. Her research efforts target ways to support and encourage diversity among students and how to create an inclusive learning environment. Professional interests include undergraduate research opportunities, service learn- ing, STEM outreach, team

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Xiaowen Gong, Auburn University; Daniela Marghitu, Auburn University; Thaddeus A. Roppel, Auburn University; Chih-hsuan Wang; Melody L. Russell

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Diversity, NSF Grantees Poster Session

University. He is currently an Assistant Professor in the Department of Electrical and Computer Engineering at Auburn University. His research interests are in the areas of wireless networks and their applications, with current focuses on machine learning and AI in wireless networks, edge computing, and network security. He received IEEE INFOCOM 2014 Runner-up Best Paper Award as a co-author, ASU ECEE Palais Outstanding Doctoral Student Award in 2015, and NSF CAREER Award in 2022. He is currently an Associate Editor for IEEE Transactions on Wireless Com- munications, a Guest Editor for IEEE Transactions on Network Science and Engineering, and a Guest Editor for IEEE Open Journal of the Communications Society.Dr. Daniela

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Matthew W. Ohland, Purdue University, West Lafayette ; Kenneth Reid, University of Indianapolis; Hossein EbrahimiNejad, Drexel University; Nahal Rashedi

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NSF Grantees Poster Session

2015. Dr. Ohland is an ABET Pro- gram Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Dr. Kenneth Reid, University of Indianapolis Kenneth Reid is the Associate Dean and Director of Engineering at the R. B. Annis School of Engineering at the University of Indianapolis. He and his coauthors were awarded the Wickenden award (Journal of Engineering Education, 2014) and Best Paper award, Educational Research and Methods Division (ASEE, 2014). He was awarded an IEEE-USA Professional Achievement Award (2013) for designing the B.S. degree in Engineering Education. He is a co-PI on the ”Engineering for Us All” (e4usa) project to develop a high school

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Nathan Mentzer, Purdue University, West Lafayette ; Scott R. Bartholomew, Brigham Young University; Wonki Lee, Purdue University, West Lafayette ; Jessica Marie Yauney; Scott Thorne, Purdue University, West Lafayette; Daniel Bayah

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NSF Grantees Poster Session

Technology, Leadership, and Innovation, and a Purdue Doctoral Fellow. He graduated with a bachelor’s degree in Engineering and Technology Teacher Education in 2009, and a master’s degree in Technology, Leadership, and Innovation in 2021, both from Purdue University. His research focuses on meaningful dual credit experiences, and teaching tools and strategies for the 9-12 engineering and technology classroom. Scott has taught Engineering & Technology at the high school level in Indiana and Iowa, Design Thinking as an instructor at Purdue, and has engineering experience in design and manufacturing. He is also currently serves as a board member for Indiana TSA as the Competitive Events Coordinator.Mr. Daniel Bayah

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

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Diversity, NSF Grantees Poster Session

,experiences, and skills. Guided by self-determination theory, an understanding of implicit biasand stereotype threat, and the large existing body of research on asset-based pedagogy, we seekto support engineering student outcomes by empowering faculty with tools and strategies toincorporate asset-based practices in their courses. We are engaged in a three-year project focusedon assessing the impact of asset-based practices in engineering design courses a large, public,land-grant, Hispanic-serving institution in the southwestern United States, funded by the NSFIUSE:EDU program. Here, we will summarize the design and results from our professionaldevelopment for faculty, including theoretical frameworks and evidence guiding our work. Weshare content

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Katrina J. Donovan, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Stuart D. Kellogg P.E., South Dakota School of Mines and Technology; William Cross, South Dakota School of Mines and Technology; Cassandra M. Birrenkott, South Dakota School of Mines and Technology

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NSF Grantees Poster Session

To-date, the students have interacted Dakota Mines. with two professional artists. MET 400 Curricula is new as this course did not This course will be offered for the exist prior to the funding of this grant first time in Fall of 2023.The senior design series offered is a two course sequence. This is directly relevant to Goal #2(increase the talent pool of STEM graduates, by involving traditionally underrepresented STEMparticipants that can help integrate art into products, primarily in the design cycle). The designteams are paired with a faculty advisor and an industrial partner to solve a problem or challengethe partner faces in their company

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; David J. Keffer, University of Tennessee, Knoxville; Jennifer Retherford, University of Tennessee, Knoxville; Mary Skidmore Kocak, University of Tennessee, Knoxville

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).Graduation rates among transfer students are lower than students entering four-year programs inyear one, and the TranSCEnD program was deliberately designed to provide these students withacademic, social and financial support. Three major components were included to improvecohort-building and thereby impact success. Students admitted to the program (1) engaged in agroup summer bridge project, (2) completed a single-term success seminar, and (3) wereprovided a scholarship for continued informal engagement with the comprehensive TranSCEnDteam throughout their years at UTK. The NSF-supported project has entered the fifth and finalyear of the program and the results of the effort show positive impacts on transfer studentsuccess. Students participating

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2023 ASEE Annual Conference & Exposition

Authors

Beyza Nur Guler, Virginia Tech ; Talha Bin Asad, Virginia Tech ; Diana Bairaktarova, Virginia Tech

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Paper ID #39183Board 412: Thinking with Mechanical Objects: A Think-Aloud ProtocolStudy to Understand Students’ Learning of Difficult and AbstractThermodynamic ConceptsBeyza Nur Guler, Virginia Tech Beyza Nur Guler is a 1st year PhD student in Engineering Education at Virginia Polytechnic Institute and State University, with a background in Structural Engineering. Her research interests include bridging the gap between theory and practice in structural engineering, neurodiversity in engineering, maker-spaces and making difficult & abstract concepts accessible to students by designing appropriate interventionsMr. Talha