Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patti Wojahn, New Mexico State University; Germain Degardin, Southwest Outreach Academic Research (SOAR) Center; Muhammad Dawood, New Mexico State University; Melissa J. Guynn, New Mexico State University; Rachel Boren, New Mexico State University

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Diversity, NSF Grantees Poster Session

Celotta, E. Curran, M. Marcus, and M. Loe. (2016).“Assessing the impact of a multi-disciplinary peer-led-team learning program on undergraduate STEM education.” Journal of University Teaching & Learning Practice, 13(1), pp. 1-21. Available at: http://ro.uow.edu.au/jutlp/vol13/iss1/5[15] F. Boch and A. Piolat (2005). “Note taking and learning: A summary of research. The WAC Journal, 16, pp. 101-113.[16] M.C. Everett (2013). “Reflective journal writing and the first-year experience. International Journal of Teaching and Learning in Higher Education 25(2), pp. 213-222.[17] A. Siegesmund. (2016). “Increasing student metacognition and learning through classroom- based learning communities and self

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

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Diversity, NSF Grantees Poster Session

Paper ID #31022Developing Inclusive Engineers: Teaching Peer-Mentors Principles ofEquity and InclusionDr. Jennifer Harper Ogle, Clemson University Dr. Jennifer Ogle is a Professor in the Glenn Department of Civil Engineering at Clemson University, and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research portfolio focuses on transportation infrastructure design, safety, accessibility, and management. She is currently the facilitator for the NSF Revolutionizing Engineering and Computer Science Depart- ments (RED) grant at Clemson, and is leading three transformation efforts

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

Paper ID #28522Comparing Effectiveness of Peer Mentoring for Direct Admit andCollege-Ready FreshmenDr. Teresa J. Cutright, The University of Akron Dr. Cutright is a Professor of Civil Engineering at The University of Akron. She has a B.S., M.S., and Ph.D. in Chemical Engineering with emphasis on environmental remediation techniques with over 20 years of experience conducting site assessments, soil characterizations and treatability studies for a variety of environmental contaminants. In addition she also conducts education research via an EPA education grant and a NSF Scholarships for STEM education. Most recently she

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

andcommunities; (2) peer cohorts, providing social support structure for students and enhancingtheir sense of belonging in engineering and computer science classrooms and beyond; and (3)professional development from faculty who have been trained in difference-education theory, sothat they can support students with varying levels of understanding of the antecedents of collegesuccess. To ensure success of these interventions, the CAPS program places great emphasis ondeveloping culturally responsive advisement methods and training faculty mentors to facilitatecreating a culture of culturally adaptive advising. More details of CAPS interventions can befound in [4].CAPS program is a 5-year project that started fall 2018. The program planned to support

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

skills such as working in teams, writing,programming, applying physics to solve interdisciplinary problems, designing and developingproducts, managing complex projects, and working with clients. This is an important factorconsidering approximately 95% of physics graduates go on to careers in the private sector orgovernment labs, yet most undergraduate physics programs prepare students primarily foracademic careers. In fact, a survey of 1,407 mid-career physics PhD recipients found that theyfrequently attributed career success to their skills and abilities outside of physics (e.g.,interpersonal, problem solving, computing, and analysis skills). Conversely, some of the mostfrequently mentioned career barriers among 1,321 respondents included lack

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

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NSF Grantees Poster Session

studio class environment (Koretsky etal., 2018). The LA Program utilizes the three core elements suggested by the Learning AssistantAlliance (Otero, Pollock, & Finklestein, 2010). First, LAs receive pedagogical development in aformal class with their peers in their first term as an LA. Second, LAs meet weekly with theinstructor and the graduate teaching assistants as a member of the instructional team to preparefor active learning in class. Third, LAs facilitate active learning in the class in which they areassigned. Each week in the pedagogy class LAs are posed a specific prompt that connects tospecific reading and asks them to reflect on their learning and practice in writing. This process isintended to help them connect the three program

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

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NSF Grantees Poster Session

successfully meet academic standards, and become active and independent learners. Learning strategists can help students manage the physiological arousal (e.g., stress) that is common during the first year, as well as be an important source of positive social persuasions.3. Peer-Mentoring Program: As freshmen, students are assigned a mentor to help them navigate college. Interactions with mentors serve as vicarious experiences for underclassmen, although mentors may also provide positive social persuasions and advice for managing physiological arousal.Table 1. Alignment of student support services with S-STEM objectives (blue activities are prior,successful ExCEL initiatives, while green activities are newly-included for the current

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University; Christina Marie Hartman, Utah State University; Jared W. Garlick, Utah State University

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NSF Grantees Poster Session

undergraduate education levels must be explored. Oneapproach to introducing students to rigorous, discipline-specific content is through the use ofDisciplinary Literacy Instruction (DLI). DLI is an instructional approach that equips students toutilize the evaluative frameworks and reading and writing strategies that are employed by expertpractitioners in a particular discipline [1].Models of DLI for K-12 instruction have been introduced in subjects such as history [2], math[3], and science [4], but there has been little research exploring a model for DLI in engineering.Thus, this project aims to develop a model of DLI in engineering that can be used in both K-12and undergraduate engineering settings. This model of DLI will be informed by the

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; Craig O. Stewart, University of Memphis; Shani O'Brien, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

populations, i.e. students who tend to be first generation, minorities, and/orcommuters. These universities encounter similar challenges in first-year retention and graduationrates, especially in the STEM disciplines. As they strive to improve the first year engineeringand/or mathematics student experience at their campuses, they have engaged in differentapproaches; including Peer Led Team Learning (PLTL), formation of an Engineering LearningCommunity (ELC), and engaging students in outreach as STEM Ambassadors. Incorporatingthese individual strengths with new activities that will be shared across institutions, the team iscurrently embarking on a multi-year research project to uncover how students develop STEMidentity in an urban context, identify

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

of this NRT, the main goalof which is to generate an innovative model for STEM graduate student training by identifyingand implementing the most effective tools for the training of STEM professionals. In futurecontributions, we intend to showcase data from the NRT, focusing on the evaluation of itsconstituent parts.Briefly, this multi-year academy includes two required courses (one focused on research-relatedcontent and another on transferrable skills) and two elective courses, which together constitutethe basis of a graduate certification. Other features include two summer internships (one inter-departmental and one at an external institution), peer mentoring of subsequent trainee cohorts,and initiatives including collaborative research

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sura Alqudah, Western Washington University ; Elizabeth Litzler, University of Washington; Joseph Arthur Brobst, Old Dominion University; Jill Davishahl, Western Washington University; Andrew G. Klein, Western Washington University

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Diversity, NSF Grantees Poster Session

spatialability has been shown to be a predictor of student success in first-year engineering students [12].The students are also trained to develop metacognitive skills and work to develop growth mindsets,both of which have been linked to success in STEM courses [13–15]. Importantly, this seminar isalso serving as the launch point for peer and faculty mentoring.Engaged engineering projects: As part of this project, Scholars are invited to participate inEngaged Engineering projects which focus on enabling our Scholars to tackle real-world/authenticdesign challenges [16] with the goals of improving sense of belonging [17, 18], and gainingengineering skills that are required for upper level capstone senior projects, and, more broadly, theworkplace [19]. We

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meghan Berger, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University; Kalynda Chivon Smith, North Carolina A&T State University; Scott Grant Feinstein; Gloria Jones-Johnson, Iowa State University; Luis Gonzalez-Diaz

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Diversity, NSF Grantees Poster Session

amicroaggression scale than their White peers (Forrest-Bank & Jenson, 2015). As these slightinsults may be intentional or unintentional, microaggressions likely have contributed to theracial/ethnic and gender disparities in the engineering field. Within the last decade, engineeringeducators have expressed interest microaggressions and how these interactions impact thelearning environment, later workplace. Table 1 Microaggression Taxonomy, Sue et al. (2007) and Lewis and Neville (2015) Microinsult Microinvalidation Microassault Ascription of Alien in own land Assumptions about Intelligence style & beauty

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College

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Diversity, NSF Grantees Poster Session

increase the likelihood of first-yearand second-year student retention for low-income STEM students as compared to theirincome/high school GPA-ACT (or SAT)/geography-matched peers within STEM? RuralArkansas has experienced economic hardships that have severely limited STEM education-relatedresources for K-12 students as school systems in these areas have continued to struggle financially[3]. Data have also shown that students from rural areas receive limited exposure to academicenrichment programs. This can lead to lower levels of confidence as well as the belief that theyare not prepared to be successful in STEM programs [4]-[11]. Secondly, can the PTG supportinitiatives significantly increase the average first-year and second-year GPA for low

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

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Diversity, NSF Grantees Poster Session

) interpreting acquitted data. Scientific writing; National fellowships. BBL Jul. Continue research tasks. Plan/adapt &/or invoke Seminars: Effective poster presentations; Writing (Week-8) contingency plans to finish on time. abstracts, papers & publishing. BBL Jul. Abstract due! Wrap-up research. Prepare Seminars: Conflict Resolution; Transition from (Week-9) paper/presentation/poster. Trial presentation. undergrad to grad school/beyond. BBL Aug. Research paper due! Group presentation. Poster due/presentation! TAMU Summer(Week-10) Formulate individual career plans (guided). Research Symposium. Awards ceremony.@ TAMU Post-program survey (by

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Nicholas Anthony Clegorne

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NSF Grantees Poster Session

. PHASE2 PHASE1 PHASE3 Quantitaitve PHASE4: PHASE5: Delphimethod (electronic Qualitative (electronic (interview): Grounded Instrument questionnaire): questionnaire): Student& Theory Development Student& Industry Faculty FacultyFigure 1: Study designData collection for Phases 1-3 is complete. Phase 4, the focus of this paper, is ongoing at thetime of writing. The preliminary grounded theory model has been developed and will bedescribed. Phase 5 is ongoing during

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

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Diversity, NSF Grantees Poster Session

HyperactivityDisorder (ADHD) possess significant creative and risk-taking potential, they have remainedhighly underrepresented in engineering programs. Past studies have indicated that students withADHD have an extremely high risk of academic failure and dropout, and are more than twice aslikely than their peers without ADHD to leave university. Traditional engineering programs arefailing to attract and retain neurodiverse learners, and thus do not benefit from these students’high potential for creative thinking. The disconnect between the traditional educationenvironment and the abilities of students with ADHD is not unique to higher education. In fact,high school students with ADHD have significantly lower GPAs and are over eight times morelikely to drop out

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles Ph.D., Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

Map to a Rewarding Career, 4th ed, by Raymond Landis [2]). Professional development and engineering identity elements were enhanced in 2018 by the addition of Gallup Clifton StrengthsFinder [3], team-building activities, job search skills, interview skills training, resume design, and professional conduct before, during, and after industry visits. The 2018 project evaluation revealed that students rated these new PD components highly. All have been maintained and, in some cases, expanded for the 2019 program. c) Dedicated peer tutor: Each cohort has a dedicated tutor for calculus, statics, and spatial visualization (a component of the PD course). Since the program’s second year, the tutor has been a

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University at West Lafayette; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Dina Verdin, Arizona State University, Polytechnic campus; Aaron Robert Hamilton Thielmeyer, Purdue University at West Lafayette; Herman Ronald Clements III, Purdue University at West Lafayette (COE); Zhihui (Sherry) Chen

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Diversity, NSF Grantees Poster Session

schools in the northeast. There weren’t a lot of options for electives orclasses. All of the science classes that we took were marine science classes, including onetechnology class each year. For example, my freshman year I took technical writing and mysophomore year I took AutoCAD. Also, during my senior year I took a research class in which Iparticipated in a year-long research study that hasn’t actually been done before and will bepublished shortly about Microplastics on the East Coast, and that was an amazing class. My teachertreated me like an adult, a scientist, I was responsible for my own deadlines and due dates, and herattitude towards the class and towards my responsibilities in that class really made me want towork hard for it. I

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

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Diversity, NSF Grantees Poster Session

ASEE in 2016 [1].The project team, all of whom are authors of this paper, includes a math professor (Hartenstine),a computer science professor (Fizzano), the host institution’s College of Science andEngineering’s STEM Outreach and Inclusion Specialist (Barber DeGraaff), as well as aneducational researcher (Brobst) and a project evaluator external to the host institution (Litzler).First, we will discuss program activities which include: recruiting, first-year seminars, eventsaimed at developing professional growth, near-peer mentoring, and advising. Next we detail theresearch methodology and results which are focused on understanding how the programactivities contribute to a student’s self-efficacy, identity, and sense of belonging (SEIB) as

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Shipley, University of Texas at San Antonio; Krystel K. Castillo-Villar, University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

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Diversity, NSF Grantees Poster Session

retained in a STEM major with only tenstudents leaving the program (financial eligibility or full time status), a retention rate of 90.2%.The Workshop Series:A key component for success in school and beyond is the training and development of criticalthinking, professional and research skills. A series of workshops are created each semester bythe faculty and/or other support services on campus. Fellows are required to attend twoworkshops a semester. Thus far we have provided or worked with other groups to have thefollowing workshops: resume writing, negotiating salaries and accepting offers, Career Paths:Your Possible Lives, College of Engineering’s Womengineering Luncheon, Expert LearnerSeries (student success themes), Networking/Interview Skills

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee at Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Karina Sylvia Sobieraj, Ohio State University; Cazembe Kennedy, Clemson University

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NSF Grantees Poster Session

Education Policy, and have been working as a graduate research assistant to Clemson’s Associate Dean of Undergraduate Education on projects involving tracking and analyzing data on student engage- ment in high-impact practices, proposing and writing grants for joint faculty curricula development, and revamping Clemson’s general education requirements/curricula. c American Society for Engineering Education, 2020 Interactions Between Engineering Student Researcher Identity and Epistemic ThinkingAbstractThis paper describes a multi-phase, multi-institution project with the objectives of 1) exploringhow undergraduate engineering researchers develop their researcher

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

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Diversity, NSF Grantees Poster Session

apparent from focus group data. First,holistic relationship-based learning was just as important to faculty as it was to students.However, faculty perspectives on student-faculty relationships were different than theperspectives of students, and limitations and qualifications to relationship-based learning werenoted. Faculty also noted the importance of peer relationships for STEM student success.Second, faculty were aware of and tried to accommodate and intentionally include students ofdiverse social identities, particularly low income and transfer students. Social identity was notnoted as a barrier to students’ success; rather as something to be taken into account in terms ofteaching and learning. Third, practical money-saving strategies were

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Herren, University of Oklahoma; Nyree Mason; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma

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NSF Grantees Poster Session

settings.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team.Prof. Yingtao Liu, University of Oklahoma Dr. Yingtao Liu is an assistant professor in the School of Aerospace and Mechanical Engineering at the

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Krishna Bista, Morgan State University; Uttam Gaulee; Ayodeji B. Wemida, Morgan State University; Steve Efe, Morgan State University; Akinyele Oni, Morgan State University; Adedayo Ariyibi, Morgan State University; Caroline Gathigia Ndirangu, Morgan State University; Emmanuel Olamidotun Olanrewaju, Morgan state university; Seong Lee, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Mehdi Shokouhian, Morgan State University; Sotonye Ikiriko, Morgan State University; Antony Kinyua, Morgan State University

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Diversity, NSF Grantees Poster Session

, numerical and experimental methods. He has participated in many research projects and has published several peer-reviewed journal papers since 2004.Ms. Sotonye Ikiriko, Morgan State University c American Society for Engineering Education, 2020 Paper ID #31691 Ms. Sotonye Ikiriko is currently a Doctoral student and Research Associate in the Department of Civil Engineering, Morgan State University (MSU) in Baltimore Maryland. Prior to joining the department in January of 2019, Ms. Sotonye Ikiriko was a Graduate Research Assistant (GRA) at Tennessee State University (TSU) in Tennessee State, where she

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John C. Kelly, North Carolina A&T State University; Mohamed F. Chouikha, Prairie View A&M University; Craig J. Scott, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Demetris Geddis, Hampton University; Mandoye Ndoye, Tuskegee University; Shiny Abraham, Seattle University; Miguel Velez-Reyes P.E., University of Texas at El Paso; Saleh Zein-Sabatto, Tennessee State University; Raziq Yaqub, Alabama A&M University

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Diversity, NSF Grantees Poster Session

in engineering education for their students. One way to address such challenges isto team up with peer MSIs or larger R1 institutions in mutually beneficial collaborative researchand educational programs.IEC is developing the infrastructure and programs to facilitate collaborations between faculty,students and staff in its member departments, based largely on lessons learned from the successfulECP educational program. It is also addressing how best to build a different type of team with R1schools, industry, and other external constituencies. For each type of partner, a process is beingdefined and tools, such as evaluation rubrics to assess the quality and productivity ofcollaborations, are being addressed. A pilot process and rubric now

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maeve Drummond Oakes, Purdue University; Kristin Everett, Western Michigan University; Michael T. Harris, Purdue University at West Lafayette; Maryanne Sydlik, Western Michigan University; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

-weekresearch project. The scholars and their mentors participated in a weekly WebEx meeting withcoordinators from all CISTAR institutions. The graduate student mentors led these sessions, andsite education coordinators reviewed the assignments. The students created a literature review,followed by a research abstract, and finally a poster to share in a poster session at their institutionand a five-minute WebEx presentation to their peers and graduate mentors. Finally, each scholarwas required to plan and execute one or more outreach activities at a local school, library orscience center and submit a summary of the activity and a reflection on their own experience.The YS program was a successful collaborative effort by Fellows and staff at all

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas A. Bowman, University of Iowa; Lindsay Jarratt, University of Iowa; KC Culver, University of Southern California; Alberto Segre, University of Iowa

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Diversity, NSF Grantees Poster Session

particularly important within increasingly international and multicultural societiesthroughout the world. Therefore, the present study randomly assigned partners to students forparticipation in pair programming, which involves close collaboration to complete a computerscience coding task. Within a sample of 819 responses from 369 undergraduates in the UnitedStates (US), non-US citizens benefitted from having a partner from another country (primarilythe US) in terms of the amount of lab assignment completed, belief that the assignment wasvirtually error-free, and confidence in quality of the submitted assignment; however, thesestudents were also less involved in writing code during pair programming when they had apartner from a different nation than

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines and Technology

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NSF Grantees Poster Session

build each case is described, and examples are shared.Background on the Pedagogical Ninjas ProgramPedagogical Ninjas ProgramThe Pedagogical Ninjas program was designed to combine faculty development aroundpedagogical risk-taking with the dissemination of ideas through an additive innovation cycle [4].Inspiration for the program came from previous efforts to create and sustain faculty-led learningcommunities [5], that are willing to take risks [4] in pedagogical transformation [6, 7, 8]. Anadditive innovation cycle (Figure 1) is a community-driven process wherein participants engageeach other in the following four steps: (1) becoming inspired by the local community andinstructor peers, (2) sharing and learning about pedagogical ideas and

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

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Diversity, NSF Grantees Poster Session

graduate schooltraining, which socializes future faculty toward traditional definitions of scholarship that remaindeeply held: that scholars create new knowledge for academic communities and demonstratetheir expertise in writing; and that discovery research is harder and requires more expertise thanteaching or service [24] [37]. In a multi-institutional case study of reform institutions, O’Mearacharacterized a “culture war” around decisions about promotion to full professor, wrapped up ininstitutional self-image and values of prestige associated with traditional scholarship [24].Ratcheting up of research expectations to improve rankings has also been identified as asignificant barrier [37]. In addition, CAOs have reported difficulty in expanding

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Sarah Hoyt, Arizona State University; Kristi Glassmeyer, Arizona State University

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NSF Grantees Poster Session

Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.Dr. Lindy Hamilton Mayled, Arizona State University Lindy Hamilton Mayled is the Director of Instructional Effectiveness for the Fulton Schools of Engineer- ing at Arizona State University. She has a PhD in Psychology of Learning, Education, and Technology and her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback.Prof. Robert J Culbertson, Arizona State University Robert J. Culbertson is an