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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; J. Reid Schwebach, George Mason University

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NSF Grantees Poster Session

opportunities that are created independent of facultyactivities (e.g., courses for GTAs). This case of an integrated teaching development experiencebrings teaching development for graduate students into the same kinds of department-basedmentoring experiences that are used for their research. In this case, GTAs worked closely with afaculty member on a discipline-based education research project. We recognize that GTAs atsome institutions may be benefitting from mentoring from faculty about their teaching. In thiscase, however, we explored a formal structure in which both GTAs and faculty were learningabout teaching and about discipline-based education research. Exploring how the graduatestudents pushed the faculty to learn more is an area for future

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

is co-director of the NSF Science-Technology Center for Integrated Quantum Materials (CIQM) based at Harvard, MIT, Howard, and MOS, and she has othe NSF awards and subawards in areas of biological imaging, scalable nanomanufacturing, and undergraduate training. Alpert teaches an annual year-long Research Communication Laboratory seminar at MIT’s Research Laboratory of Electronics, and provides science communication coaching and professional development to students and faculty at several univer- sities. Alpert co-founded the NSF Nanoscale Informal Science Education Network in 2005, which has since broadened into a National Informal Science Education Network. She is a member of the Section Y Steering Group of the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Susan Bobbitt Nolen, University of Washington; Devlin Montfort, Oregon State University

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NSF Grantees Poster Session

staff members; observational data collection at CBEE faculty meetings;surveys of entering and graduating students; and video recordings and student surveys of reformand older studio activities. These data are being analyzed and findings will be used in furtherplanning and decision-making. Focus group data with undergraduates interested in thedevelopment of Pods and initial planning data have also been collected. An annual CBEEclimate survey of all undergraduate students, with the capability of disaggregation for varioussubgroups, will be initiated in spring 2017. Administering this survey annually to allundergraduates will allow both cross-sectional and longitudinal analyses, supporting a trackingof the impacts of specific changes to CBEE

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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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Diversity, NSF Grantees Poster Session

and retaintheir Pell funding; such an observation suggests that throughout one’s academic career at acommunity college students receive some form of college attending support.26 With that form ofcollege attending support, institutions may be improving college attendance and completion.(2) Program Planning and Execution Support. Our second determined category of pedagogicalpractice refers to services designed to facilitate student decision-making about program choiceand accommodating program requirements within the constraints of employment and homeobligations. In contrast to the first type of pedagogical practice, this category assumes theviability of some kind of postsecondary schooling, and instead addresses the uniquecharacteristics of a

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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Diversity, NSF Grantees Poster Session

in engineering shaped by concerns about financialsecurity. For Research Question # 2: “To what extent did the military influence the decision tomajor in engineering?” two themes emerged from our analysis. Theme 1: Military experiencesinfluenced the decision to major in engineering. Theme 2: Military experiences did not have adirect influence on the decision to major in engineering.Advisory Board meeting: A conference call was held in January 2016 and an in-personmeeting was held in San Diego, CA on the USD campus on June 17, 2016. We have workedextensively with our distinguished External Advisory Board (EAB) which includes a recentstudent veteran engineering graduate, an engineering faculty member who has done research onsupporting student

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Timothy Kinoshita, Virginia Tech; Nathan Hyungsok Choe, The University of Texas, Austin

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NSF Grantees Poster Session

or master’s institutional type, location, or affiliation) and STEM discipline?4. What do STEM graduate students, faculty members, and administrators perceive to be the benefits and drawbacks of various graduate student funding mechanisms? How does each group make decisions about offering or accepting offers of different funding mechanisms?5. How does funding mechanism impact STEM graduate students’ experiences, socialization, identity formation, and other factors previously shown to contribute to overall success?We are following a mixed methods approach to address these research questions. Ourquantitative data are drawn from the complete Survey of Earned Doctorates, which is arestricted-use data set that is characterized by a greater

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Science Foundation, his research was highlighted the American Society of Engineering Education’s Prism Magazine. He received a CAREER Award in 2016 to study the significance of neurodiversity in developing a creative engineering workforce.Miss Alexandra Hain, University of Connecticut Alexandra Hain is a PhD student at the University of Connecticut studying structural engineering. She received her Bachelor of Science in Civil Engineering in 2015 from the University of Connecticut. She has an interest in engineering education and served as the program manager for the REU Site: Research Experience in Cyber and Civil Infrastructure Security for Students with ADHD: Fostering Innovation during summer 2016

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NSF Grantees Poster Session

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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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Diversity, NSF Grantees Poster Session

of both the University Career Center & The President’s Promise and The Graduate School, she creates, builds, and implements programs and services that support doctoral students and postdoctoral researchers to fully explore and actively prepare for a wide range of highly satisfying careers in academia, industry, nonprofits, and government. She has held advising, career development, administrative, research and assessment positions that directly impacted student success at research universities and in the community college setting. Her work has positively impacted hundreds of culturally diverse college students, including adult learners and transfer students, to identify and achieve their academic and

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, Georgia State University-Perimeter College; Brandi Villa, Belay Consulting LLC; Naranja C Davis, Georgia State University Perimeter College

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Diversity, NSF Grantees Poster Session

and peers) is crucial to retention andpersistence for these STEM students.36,37Foreign-born blacks may initially distinguish themselves from native-born blacks, buteventually, the system itself imposes a black racial identity, thus forcing foreign-born blackstudents to “identify” with native-born black students. This occurs impart because race is theoverall determinant of underrepresented black minorities but is not always an effective groupingbased upon cultural distinction theory.14Barriers in STEMDespite their heterogeneous backgrounds, members of foreign-born and native-born blacksreport experiencing cultural or structural marginalization, peer racism, less equitable treatmentby faculty, and stereotyped perceptions that they lack academic

Conference Session

NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University; Norma Perez, Houston Community College

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NSF Grantees Poster Session

peer reviewed conference proceedings articles in these areas. He has B.S. in ME, and both M.S. and Ph.D. in IE. He is a member of ASEE, INFORMS, and a senior member of IIE.Dr. Norma Perez, Houston Community College Dr. Perez is currently the Associate Vice Chancellor of Curriculum and Learning Initiatives at Houston Community College (HCC). She has served in various positions during her thirty years of service to HCC, such as Executive Dean, Dean of Health Sciences, and Director of Institutional Assessments. Dr. Perez was instrumental in working with faculty to create the first student success course for the Health Sciences students to impact the success rate of these students. Dr. Perez also worked with faculty and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

finding internships to every cohort during their first program semester.They also offered a service called “interview stream” for students to practice interviewing skills.Invited experts spoke on topics such as personal finance and ethical issues. Local speakers withSTEM industry experience talked to students about careers in forensics and clinical laboratories.COMPASS scholars attended two presentation and discussion sessions with Dr. Theresa Duelloof the University of Wisconsin-Madison, who has significant experience advising students andplanning for graduate school. The Collegial Academy of the North Carolina Academy of Science(CANCAS) workshop held off-campus at Pfeiffer University offered plentiful opportunities forCOMPASS scholars to learn

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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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Diversity, NSF Grantees Poster Session

fewest at 337. Figure 1(b)provides insights into the number of undergraduate engineering students per teaching faculty(both tenure track and non-tenure track). Western Kentucky University has 46.3 students perteaching faculty member and both Tufts University and Olin College have only 6.0.An indication of the resources available per student at each of the institutions is shown in Fig.1(c), which is a graph of endowment per total number of undergraduate students. The figureshows a range from $3.1M per student at Stanford down to $92 per student at Western KentuckyUniversity. Obviously, there is a wide range (4 orders of magnitude) along this particular axis.The variation in the 4-year institutional graduation rate (not just in engineering) is

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Nelson Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Monique S Ross, Florida International University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Benjamin P. Jackson, Purdue University; Swetha Nittala, Purdue University, Engineering Education Dept.; Tiantian Li, Purdue University

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Diversity, NSF Grantees Poster Session

Engineer- ing and Science Education from Clemson University.Dr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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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NSF Grantees Poster Session

, J.S. (2014) Data First: building scientific reasoning in AP chemistry via the concept development approach, J. Chem Ed., http://pubs.acs.org/doi/abs/10.1021/ed500027gAlice Chow, Rice University Alice Chow is an Associate Director for Research and Grants for the Rice University Office of STEM Engagement. She conducts research in K-12 STEM education on topics such as impact of teacher profes- sional development programs on student achievement and attitudes.Dr. Carrie Obenland, Rice University Dr. Obenland is the Assistant Director for Outreach and Research at the Rice Office of STEM Engage- ment. She as her PhD in Chemistry from Rice University, as well as her Masters. Her graduate work was focused on chemical