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2017 ASEE Annual Conference & Exposition

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Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical Univ., Daytona Beach

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quickly. A large portion of the readability is based on sentence structure, grammar, and clear writing; all attributes that are difficult to judge quickly. This is further exemplified by the fact that neither of the reviewers are native English speakers. • For nearly all the evaluations, the computer algorithmic approach was still superior to human evaluation. The underlying problem with computer evaluation was the need for detailed training data.Conclusions and Next StepsWhile the results are not surprising, they do demonstrate why random assignment is so popularin peer review. Attempts to find a meaningful, resource conscious approach to quicklyclassifying student work for peer review have found the problem to be

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2017 ASEE Annual Conference & Exposition

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

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theDepartment of Biomedical Engineering at a large southwestern research institution. Studentsincluded 5 females and 6 males from various institutions across the country and representeddiverse racial and ethnic backgrounds. Most students were rising sophomores and had varyinglevels of prior research experience. Due to the small sample, sample demographics are notdiscussed in detail to protect student confidentiality.Measures Scientific Communication Self-Efficacy Rating Scale (SCSE). The SCSE is a 24-item,three-factor scale developed at The University of Texas MD Anderson Cancer center to measurebiomedical students’ self-efficacy for writing, presenting, and speaking on scientific topics[17].Items use a 5-point Likert scale with anchors ranging

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2017 ASEE Annual Conference & Exposition

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

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Diversity, NSF Grantees Poster Session

research fields.Dr. Nicholas Andres Brake, Lamar University Nicholas Brake is currently an Assistant Professor in the civil and environmental department at Lamar University. He received his B.S. (2005), M.S. (2008), and Ph.D. (2012) from Michigan State University. His area of expertise is in cementitious composites which includes: fracture and fatigue mechanics of quasi-brittle materials, recycled concrete, conductive concrete, reinforced concrete, pervious concrete, geopolymer, and structural dynamics. He currently teaches a wide array of courses that includes statics, reinforced concrete design, structural analysis, and materials engineering. Dr. Brake actively integrates project based and peer assisted learning

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2017 ASEE Annual Conference & Exposition

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Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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Diversity, NSF Grantees Poster Session

of Arizona Amee Hennig has her B.S. in physics and creative writing from the University of Arkansas as well as her M.A. in professional writing from Northern Arizona University. She oversees the education and outreach activities for the Center for Integrated Access Networks based out of the College of Optical Sciences at the University of Arizona. At the University of Arizona she manages a number of summer programs for Native American students and educators.Daniel Lamoreaux M.A., University of Arizona Daniel Lamoreaux is a current doctoral candidate in the University of Arizona’s School Psychology pro- gram. While working as a graduate assistant for the education office of the Center for Integrated Access

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2017 ASEE Annual Conference & Exposition

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

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Diversity, NSF Grantees Poster Session

ADHD and the shortcomings of the current education system that puts thispopulation of students with significant potential for innovation at a substantial risk of academicfailure and disinterest in pursuing higher education. Overall, the major observations from thisREU were that: given the right environment, i.e. niche, students with ADHD can thrive;engineering research can be a stimulating and ideal environment for students with ADHD; andthe opportunity to learn and interact with peers with ADHD can provide a rich and meaningfulexperience and help their confidence and ability as learners. It was noted that the educationsystem needs to move from the idea of ‘accommodating’ for some, to differentiating for all.Dissemination of these impactful

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2017 ASEE Annual Conference & Exposition

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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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following topics: assessment of GTApreparation to grade writing assignments, determining the relationship between studentmathematics placement scores and their achievement in core classes in their major, andinvestigating effects of a peer review component in laboratory reports. After the first year, one ofthe GTAs finished his/her project and presented the results at a conference. Other students wereat the stage of data collection and data analysis.During the second year of the SIMPLE group, much of the meeting time was dedicated todiscussing curriculum development for a new concentration in the department. The GTAs tookpart in those discussions, though the level of their involvement varied. One of the students choseto conduct another educational

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2017 ASEE Annual Conference & Exposition

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Clifton L Kussmaul, Muhlenberg College; Chris Mayfield, James Madison University; Helen H Hu, Westminster College

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NSF Grantees Poster Session

% believe it encouragesdeeper understanding. Q The majority also perceived improvements in students’ effectivenessin working in small groups, their communication skills, and positive peer-to-peer relationships.The greatest obstacle to adopting POGIL was time (both preparation time and classroom timerequired). 71% believed that a closer community (e.g. face-to-face meetings with mentors orcolleagues) would be somewhat, very, or extremely helpful to new POGIL adopters, and forregular users of POGIL this percentage increases to 87%. [16]IntroCS-POGIL Objectives & ActivitiesThe 2017 NSF IUSE IntroCS-POGIL project focuses on introductory courses because they:enroll the most students (across STEM majors) and have the biggest impact on retention

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2017 ASEE Annual Conference & Exposition

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William J. Palm IV, Roger Williams University; Nicole Martino, Roger Williams University; Benjamin D McPheron, Roger Williams University

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Diversity, NSF Grantees Poster Session

Construction Management, and offers a B.S.in Engineering with specializations in Mechanical, Civil, Electrical, and Computer Engineering.Students may also define a custom specialization. In 2012, when the STILAS grant was awarded,women constituted 12% of the graduating engineering class, while underrepresented minoritystudents constituted 4%. As of this writing, approximately 18% of engineering students arewomen, and 8% are underrepresented minorities.Description of the STILAS ProgramThe original intent of the STILAS program was to build on the university’s existing InterculturalLeadership Ambassadors (ILA) program to support more STEM students. Started in 2007, the ILAprogram works to recruit and retain underrepresented and first-generation students

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2017 ASEE Annual Conference & Exposition

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Sharon A. Jones P.E., University of Portland; Caitlin Cairncross, University of Portland; Tammy VanDeGrift, University of Portland

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increased the score to pass the Calculus 1 readiness test in summer2015.)A. Voluntary Pre-First-Year Six-Week Academic Summer BridgeTarget Audience: Entering first-year students who did not pass the Calculus 1 readiness test. All42 eligible students invited, but participation was optional. In the only year offered (2014), ninestudents participated.Cost for Students: meals, insurance, booksCost for the University: faculty stipends, student housing, 20-hour per week peer mentor,transportation for field tripsAcademic Integration Component: Students complete Pre-calculus II so that they can begin thefall semester on track with their cohort. They also complete a second course within theUniversity’s core curriculum.Social Integration Component: Ice

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2017 ASEE Annual Conference & Exposition

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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

Technology (CWIT) at the University of Maryland, Baltimore County. She is currently on sabbatical leave as a Visiting Professor in the College of Computing and Information Sciences at Northeastern University. She received a Ph.D in Computer Science from the University of North Car- olina, Chapel Hill and an AB in Computer Science from Harvard University. She established an interna- tionally recognized visualization research program supported by over $9,000,000 in external funding as PI or CoPI, including the NSF CAREER award. Dr. Rheingans has over eighty peer-reviewed publications, including the NIH/NSF Visualization Research Challenges report, published in 2006 by IEEE. Dr. Rhein- gans co-chaired the papers program for

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2017 ASEE Annual Conference & Exposition

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Dominic J Dal Bello, Allan Hancock College

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interactions among students, peers and faculty; and 4. to improve motivation and commitment to career and academic goals.BackgroundIn May 2012, Allan Hancock College (AHC), a community college in Santa Maria, California,received a five-year, $599,929 award to fund a scholarship program for STEM students:Scholarships in Engineering, Science, Mathematics and Computer Science (SESMC,“Seismic”). SESMC is a competitive need-based and merit-based scholarship sponsored by theNational Science Foundation (NSF), open to continuing AHC students in the following STEMfields: Biology, Chemistry, Geological Sciences, Physics, Computer Science, Engineering, andMathematics. The intent of the project is to aid academically talented but financially challengedAHC

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2017 ASEE Annual Conference & Exposition

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Tanya Kunberger P.E., Florida Gulf Coast University; Chris Geiger, Florida Gulf Coast University

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coordinators to centralize informational resources including support activities (e.g.tutoring, workshops, etc.) and opportunities (e.g. research opportunities, internships,scholarships, presentations, etc.). It also houses resources for the technical writing module andinformation on student enhancement plans and professional development funding. Thedevelopment and implementation of personalized student enhancement plans (SEPs) which allowprogram participants to identify long-range plans and set associated short to long range goals insupport of these plans is one of the primary aspects of the program (Kunberger & Geiger, 2016).Originally implemented for upper level students, the activity has been expanded to all programparticipants for this

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2017 ASEE Annual Conference & Exposition

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Eduardo Santillan-Jimenez, University of Kentucky Center for Applied Energy Research; William Henderson III, University of Kentucky

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educational initiatives designed to increase and broaden participation in STEM fields.Mr. William Henderson III, University of Kentucky Mr. William Henderson III is the co-director of the mentoring program as well as the Director for Di- versity Programs and Diversity/Out-of State recruitment for the University of Kentucky (UK) College of Engineering. Originally from Lexington, Kentucky, William obtained his bachelor’s and master’s degrees in Math Education and Secondary Math Education, respectively, from UK. He has performed a number of functions at UK including: grant writing, strategic planning for the university in general and for diversity in particular, coordinating student affairs, advising, and outreach programming

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2017 ASEE Annual Conference & Exposition

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Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University; Christine Allison Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

researchers, “the results suggest that academics are less ofa reason for leaving engineering than the less tangible feelings and beliefs side of the equation”.While the tendency is to relate a sense of lack of belonging to underrepresented students, the datasuggest lack of belonging may be the strongest factor for all students [12], irrespective of socialgroup. Strategies for creating a welcoming and inclusive climate within the academic settinginclude: 1) directing student-peer interactions; 2) broadening the scope of early course work; and3) providing students with authentic learning experiences.Reshaping Engineering Classroom NormsAt the heart of student identity formation is students’ sense of belonging. Students’ sense ofthemselves as engineers

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2017 ASEE Annual Conference & Exposition

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

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Diversity, NSF Grantees Poster Session

unpreparedness.Even so, faculty believed that scholars would benefit from a math “conditioning” mini-courseand academic support in the form of tutoring, supplemental instruction sessions, peer teaching,and science seminars, both with regard to academic success and self-confidence.Math Boot Camp: “Math Boot Camp” in an intensive mini-course designed to refresh students’mathematics knowledge and increase fluency so students feel equipped and confident in futurecourses. Mathematics preparedness is the single best predictor of college performance in science,and rigorous high school math courses benefits college biology, chemistry, and physics.15, 16Students whose coursework includes advanced mathematics such as Trigonometry or Calculusare the most likely to be

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2017 ASEE Annual Conference & Exposition

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Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Research Based on the need to graduate more underrepresented Engineers, the literature, andresults of the Toys’n MORE project, the Sustainable Bridges project seeks to address threeresearch questions.RQ1: Can the retention gap in Engineering between underrepresented transfer students andnative students (those who stay at the same institution for four years) be reduced/eliminated byadditional support through the junior year for regional campus students who plan transfer toUniversity Park?RQ2: What is the size and quality of the first year academic social network (i.e., campus peers,faculty, and staff) for (a) racially underrepresented University Park students who bridge atUniversity Park, (b) regional campus students who bridge at University

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2017 ASEE Annual Conference & Exposition

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Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

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. degree from Princeton, and M.Eng. and Ph.D. degrees from Cornell.Julie Dyke Ford Ph.D., New Mexico Tech Dr. Julie Ford is Professor of Technical Communication (housed in the Mechanical Engineering depart- ment) at New Mexico Tech where she coordinates and teaches in the junior/senior design clinic as well as teaches graduate-level engineering communication courses. Her research involves engineering commu- nication, technical communication pedagogy, and knowledge transfer. She has published and presented widely including work in the Journal of Engineering Education, the Journal of STEM Education: Innova- tions and Research, IEEE Transactions on Professional Communication, the Journal of Technical Writing and

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2017 ASEE Annual Conference & Exposition

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Rachael Paige Shemran, Arizona State University ; Renee M Clark, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Clemson University; Kristen Parrish, Arizona State University

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sustainability assessments of biopolymers and biofuels, and design and analysis of sustainable solutions for healthcare. Since 2007, she has lead seven federal research projects and collaborated on many more, totaling over $7M in research, with over $12M in collaborative research. At ASU, Dr. Landis continues to grow her research activities and collaborations to include multidisciplinary approaches to sustainable systems with over 60 peer-reviewed publications. Dr. Landis is dedicated to sustainability engineering education and outreach; she works with local high schools, after school programs, local nonprofit organizations, and museums to integrate sustainability and engineering into K-12 and undergraduate curricula.Prof

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2017 ASEE Annual Conference & Exposition

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Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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Diversity, NSF Grantees Poster Session

of Arizona Amee Hennig has her B.S. in physics and creative writing from the University of Arkansas as well as her M.A. in professional writing from Northern Arizona University. She oversees the education and outreach activities for the Center for Integrated Access Networks based out of the College of Optical Sciences at the University of Arizona. At the University of Arizona she manages a number of summer programs for Native American students and educators.Daniel Lamoreaux M.A., University of Arizona Daniel Lamoreaux is a current doctoral candidate in the University of Arizona’s School Psychology pro- gram. While working as a graduate assistant for the education office of the Center for Integrated Access

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2017 ASEE Annual Conference & Exposition

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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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PrinciplesFigure 1. Components 11 of implementing meaningful, consequential learning in studios in CBEE at OSU.To this end, we have focused on:  Instructional Design Principles. We have convened a set of six core instructors to write an initial draft of Instructional Design Principles for studios. These include: Practice First; Group Worthy Problems, Looping, Cooperative Learning; Assessment; and Manageable Change. These will next be taken to the larger set of studio instructors for further development and consideration.  New Studio Activities. We have developed and implemented seven new studios to date over the sophomore-level sequence. Two of these are based on virtual process simulations

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2017 ASEE Annual Conference & Exposition

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

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learners and STEM graduates tomeet the demand for a growing STEM workforce. Globally, students in the U.S. still trail thoseof peer countries when tested in the STEM subjects.1 The underrepresentation of certain minoritygroups in STEM fields demonstrates the need for quality education that is inclusive of peoplefrom all backgrounds.2 Prosperity for the future will rest on our nation’s ability to prepare for aninclusive and diverse STEM workforce.3-5Teachers are still the drivers and facilitators of any education reform6-7 and can foster a newgeneration of STEM learners and professionals.8-9 However, teachers are struggling to teacheffectively and often need to enhance their own content mastery.10-11 The National ScienceStandards established

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2017 ASEE Annual Conference & Exposition

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Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman

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. and B.S. in manufacturing engineering and electrical engineering, respectively, from the Missouri University of Science and Technology. Dr. Nagel’s long-term goal is to drive engineering innovation by applying her multidisciplinary engineering expertise to instrumentation and manufacturing challenges.Prof. Christopher Stewart Rose, James Madison University I do research on the anatomy, development and evolution of amphibians and I teach courses on the com- parative anatomy of vertebrate animals, animal development, human development and evolution, scientific writing, and biology in the movies.Dr. Ramana Pidaparti, University of Georgia Ramana Pidaparti, is currently a Professor of Mechanical Engineering at VCU. Dr

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2017 ASEE Annual Conference & Exposition

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Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; Deirdre-Annaliese Nicole Hunter, La Gran Familia De Gregory; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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, defined as the knowledge and regulation of one’s own cognitive processes, iscritically important to student learning and particularly instrumental in problem-solving. Despitethe importance of metacognition, much of the research has occurred in controlled researchsettings such that much less is known about how to help students develop metacognitive skills inclassroom settings. Further, there are significant bodies of research on the role of metacognitionin writing and solving math problems, but little work has been done on the role of metacognitionwithin engineering disciplines. As part of a larger project to generate transferable tools that canbe used to teach and evaluate undergraduate engineering students’ metacognitive skills, we aredeveloping

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2017 ASEE Annual Conference & Exposition

Authors

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

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, and Computer Science at the University of California,Berkeley.A substantial amount of research over many years has examined undergraduate student retentionand why students leave STEM majors.12-17 Challenges that prevent minority students’ persistencein STEM education include: lack of role models, inequitable academic preparation, lack of astudent peer group, and inadequate advising.18-21 For minority students or first generation collegestudents in the physical sciences at the nation’s research institutions, the lack of role models andinadequate advising are particularly problematic since few faculty members are of an URM.21Minority students, often the only URM in their department, are generally isolated and not likelyto seek out advice or

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2017 ASEE Annual Conference & Exposition

Authors

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

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for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co- developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Prof

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2017 ASEE Annual Conference & Exposition

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Carl Nelson Blue, University of Southern Maine

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Survey of StudentEngagement from 2006, many of the external obstacles facing NT students contribute to thedifficulty for them to develop peer relationships (study groups) at the university [14].Those students that are employed and seeking degree completion identified many professionalbarriers exhibited in the workplace including a lack of tuition reimbursement, competing timemanagement schedules, and/or lack of release time from work. Also institutional barriersinhibiting access to higher education included the high cost of tuition, and diminishedaffordability [4]. Furthermore, because adult learners (NTs) also face the barriers of simplycoping with previously outlined external factors add additional stress and/or anxiety arecompounded by the

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2017 ASEE Annual Conference & Exposition

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Ella Lee Ingram, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology

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member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students in science and engineering, and gender and race stratification in education and the workforce.Dr. Cara Margherio, University of Washington Cara Margherio is the Senior Research Associate at the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara serves as project manager for program evaluation on several NSF- and NIH-funded projects. Her research interests include community cultural wealth, counterspaces, peer mentoring, and institutional change.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Interim Dean of Cross-Cutting Programs and

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2017 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Stephanie Farrell, Rowan University; Ying Tang, Rowan University; Cheryl A Bodnar, Rowan University; C. Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; Parth Bhavsar, Rowan University; Angela D Wenger, Center for Aquatic Sciences; Patricia Lynn Hurley, Rowan University; Roisin Breen, Rowan University; DeMond S Miller, Department of Sociology and Anthropology; Kara Ieva Ieva, Rowan University; Megan Casey Mittenzwei

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., and B.S.in chemical and biochemical engineering from Rutgers University. Prior to joining Rowan Uni- versity he was a professor at Manhattan College.Dr. Mariano Javier Savelski, Rowan University Professor and Chair of Chemical EngineeringDr. Parth Bhavsar, Rowan University Parth Bhavsar, is an assistant professor in the Department of Civil and Environmental Engineering at Rowan University. His research interests include Intelligent Transportation System (ITS), Connected, Autonomous, and connected-automated Vehicle Technologies, Transportation Data Analytics, and Alter- native Fuel Vehicles. Dr. Bhavsar has published in peer reviewed journals such as the Transportation Research Part C: Emerging Technology

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2017 ASEE Annual Conference & Exposition

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

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, team assignment, peer evaluation, and active and collaborative teaching methods and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE and was the 2002–2006 President of Tau Beta Pi. He is a Fellow of the ASEE and IEEE. c American Society for Engineering Education, 2017 Catalyzing a Research Agenda for Enhancing Engineering Education through Institutional CollaborationsAbstractTo augment the extensive engineering education research that has been done over the pastdecades, greater opportunities are needed for

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2017 ASEE Annual Conference & Exposition

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Katherine C Tetrick, Washington State University; John B. Schneider, Washington State University; Charles Pezeshki, Washington State University

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Diversity, NSF Grantees Poster Session

-incomebackgrounds were more likely to hold a fixed mindset than their peers from high-incomebackgrounds. They determined that a fixed mindset among students from low-incomebackgrounds is more incapacitating to a student’s academic performance than a fixed mindsetamong students from high-income backgrounds. On the other hand, a growth mindset amongstudents from low-income backgrounds is more empowering to a student’s academicperformance than a growth mindset among students from high-income backgrounds (Claro et al.,2016). This finding is highly relevant to the STARS program since students from low-incomebackgrounds are targeted. Potentially, persistence in engineering could be linked to a student’smindset. Students displaying growth mindset motivated goal