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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Marie C. Paretti, Virginia Polytechnic Institute and State University; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Daria A. Kotys-Schwartz, University of Colorado Boulder; Robin Ott, Virginia Polytechnic Institute and State University

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suppliers in Asia and Europe. Most recently Robin worked as Senior Director of Project Man-agement for a small bio-tech company, Intrexon, located in the VT Corporate Research Center and hadthe opportunity to introduce manufacturing principles into a highly specialized DNA production facility.Robin joined her alma mater’s faculty in 2015, coordinating and teaching the Capstone Senior Designprogram in Mechanical Engineering. She has also completed her graduate certificate in Engineering Ed-ucation, leading to the development of her research focus area in the student transition from capstone towork. American c Society for Engineering Education, 2021It’s a Context Gap, Not a Competency Gap

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2021 ASEE Virtual Annual Conference Content Access

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Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

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) to enhance process or final designSubstantive and structural stages of construct validation for the Sustainable Design Rubric werebased on a study of capstone design at James Madison University. Our goal was to determine theextent to which our theoretically and empirically defined rubric criteria were accessible tostudent audiences. We collected data during Spring 2018 from 51 junior engineering studentsfrom two course sections of capstone design. Students were given a homework assignment thatincluded evaluating their capstone projects with our draft rubric. Each student belonged to one offifteen capstone teams and was assigned to evaluate their projects against a subset of rubriccriteria (approximately two-thirds of the rubric’s 14 criteria

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2021 ASEE Virtual Annual Conference Content Access

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Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

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teaches students to represent and analyze social science data and to use data structures and related algorithms to solve social science problems.● ENGR 122. Our Data Technology course introduces students to R with an emphasis on data analysis techniques, including basic statistics, linear and non-linear curve fitting, clustering, natural language processing, neural networks, databases, Structured Query Language (SQL), and data cleaning and management.● ENGR 195E. The final course involves a capstone project in which students apply their computing skills to solving problems or generating insights in their chosen area of study. Students work in self-selected teams and define their own project topics.The current paper focuses on survey data

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2021 ASEE Virtual Annual Conference Content Access

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Lawrence Eric Meyer Jr., Miami Dade College; Elodie Billionniere, Miami Dade College

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teaching cloud technologies. The corecurriculum designed for the cloud literacy initiative leveraged an existing pathway for an associatedegree in networking technology, and then partially pulled classes from the design of thebachelor’s in information systems technology degree. The classes identified, used current offeringsacross our programs and included a focus on the supporting infrastructure of cloud systems:Databases, Linux OS, and Networking. With these three foundational classes that were cloudified,three cloud-focused courses based on industry certifications were developed: Cloud Essentials forAWS Cloud Practitioner and Cloud Infrastructure and Services for AWS Solutions Architectcertifications with a capstone class completing the academic

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Aliya Mahmud, Georgia Institute of Technology: IDREEM Lab; Timothy Sawchuk; Ethan Hilton, Louisiana Tech University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

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Engineering Education. As a member of the Integrated STEM Education Research Center (ISERC) at LaTech, Ethan’s primary research area is engineering design education with a focus on developing prototyping skills through both class-based projects and extra-curricular clubs, competitions, and activities. This includes a focus on hand-drawn sketches and how they are used as tools for generating ideas and visual communication, es- pecially when it involves the skill to generate quick and realistic sketches of an object or idea. He has also conducted research on the impact involvement in academic makerspaces has on students in engineering programs.Dr. Robert L. Nagel, James Madison University Dr. Robert Nagel is an Associate

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2021 ASEE Virtual Annual Conference Content Access

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Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Carol S. Stwalley, Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin, Purdue University at West Lafayette ; Sarah Larose, Purdue University at West Lafayette

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continues into the second year.These positive results indicate that it would likely be advantageous to transition this program to amulti-university project to more effectively demonstrate the robustness of the process for RisingScholar students.I. Background and structure of the Rising Scholars ProgramThe project, NSF S-STEM 1644143: Rising Scholars: Web of Support used as an Indicator ofSuccess in Engineering, is a research/scholarship program that was initiated in September 2016at Purdue University. The research portion of the program was designed to determine whetherhaving a strong support network could outweigh high school grades and test scores in predictingsuccess in STEM majors, particularly engineering. ‘Rising Scholars’ (RS) is the

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2021 ASEE Virtual Annual Conference Content Access

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Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University; Olusola Adesope, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Muhammad Asghar P.E., Utah State University

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, attrition rates in engineering remain at 57% [9]despite investments in student retention research and translation of findings. High impact practices that promote student engagement among undergraduate studentsacross the country in all disciplines have been examined [1]. Such high impact practices includedfirst-year seminars, learning communities, writing-intensive courses, collaborative projects andassignments, service learning, internships, capstone courses and projects, and undergraduateresearch. This work examines the role of HIEP on student outcomes specifically in engineeringand computer science programs at two western, rural, land-grant universities. This study will address the following research questions: 1. To what extent do

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2021 ASEE Virtual Annual Conference Content Access

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Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

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(CINQ) which are multi-year, global projects based on the desire to make a difference right from the beginning but requires significant amount of thinking and creativity;  There is the Summer Mountaintop Experience Project that promotes student innovation and self- driven projects. The university has systems in place to get tracking on projects including the Capstones. This shares similarity with the nanotechnology fellows program at GW [24], [25].These programs led to the elimination of “teaching in silos,” and the assessment of success was based onfeedback from the industry on student impact. Figure 2 shows the answers to the thematic questions. [VIP] Who manages the creative •This is

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2021 ASEE Virtual Annual Conference Content Access

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Robert L. Potter, University of South Florida; Gerry G. Meisels, University of South Florida; Peter Stiling, University of South Florida; Kevin Yee, University of South Florida; Ruthmae Sears, University of South Florida ; Catherine A. Beneteau, University of South Florida; Kelley G. Schuler, University of South Florida; Alberto Danny Camacho, Hillsborough Community College; Scott W. Campbell, University of South Florida

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(Jerome Krivanek Distinguished Teaching Award) and state (TIP award) levels. Scott also was a co-PI for a Helios-funded Middle School Residency Program for Science and Math (for which he taught the capstone course) and is on the leadership committee for an NSF IUSE grant to transform STEM Education at USF. His research is in the areas of solution thermodynamics and environmental monitoring and modeling. American c Society for Engineering Education, 2021 Systemic Transformation of Education Through Evidence-based Reform (STEER): Results and Lessons LearnedAbstractWe report here on the implementation over five years of a comprehensive project to

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Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

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engage joint PWI-MSI teams in the US education and research enterprise. The IECis a novel collaboration among nearly 20 MSIs, most of whom participated in an NSF fundedmulti-year, engineering education project. This new organization was built on the idea that thiscollaboration can be leveraged and moved to the next level to provide higher capacity building ateach of the consortium members. The hypothesis is that there are windows of opportunity openthrough establishment of research and educational collaborations between its MSI members withPWI research-intensive institutions. This is especially true since its member institutions serve aunique population of minority students. The IEC is developing the infrastructure and programs tofacilitate

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2021 ASEE Virtual Annual Conference Content Access

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Aldo A. Ferri, Georgia Institute of Technology; James I. Craig, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology

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Situated Virtual Laboratories to Capstone Physical Laboratories, Journal of Engineering Education, Vol 100, No. 3, pp 540-573, 2011. [4] www.abet.org [5] A.A. Ferri, B.H. Ferri, R. Lineberg, K.P. Ferri, Z. Crawford, and J. Tamayo, “Use of a Vertically Integrated Project Team to Develop Hands-On Learning Modules,” 2017 ASEE Annual Conference and Exposition, Columbus, OH, June 25-28, 2017. [6] J.I. Craig, A.A. Ferri, B.H. Ferri, M. Alemdar, “Development of a Portable, Experimental Platform to Demonstrate the Role of Material and Cross-Section in Beam Bending,” 2019 ASEE Annual Conference and Exposition, Tampa, FL, June 16-19, 2019. [7] A. Ferri, J. Craig, B

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Samuel Enrique Blair, Texas A&M University; Henry David Banks, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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© American Society for Engineering Education, 2021 2021 ASEE Conferencetools. Interactions with friends, classes, projects, and other staff and instructors have also beenshown to aid in student involvement within the space [6]. Reoccurring tools such as the 3Dprinter and computer stations were also often identified as "gateway" tools that could aid in theearly introduction of the students into the space [11]. Knowing the importance of tools and theirinteractions can help create a pathway for students to enter the space and become morecomfortable with tools in the future [11, 12]. The approach taken here, which looks for ways tobetter engage students within the makerspace by understanding their interactions with