ASEE PEER - Search Results

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Undergraduates' Perspectives on Readiness, Writing Transfer, and Effectiveness of Writing Instructions in Engineering Lab Report Writing

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology
Tagged Topics: NSF Grantees Poster Session

Paper ID #33602Undergraduates’ Perspectives on Readiness, Writing Transfer, andEffectiveness of Writing Instructions in Engineering Lab Report WritingDr. Sean St. Clair, Oregon Institute of Technology Sean St.Clair is a Professor of Civil Engineering at Oregon Tech, where he teaches structural engineering courses and conducts research in engineering education. He is also a registered Professional Engineer.Dr. Dave Kim, Washington State University-Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineer- ing and Computer Science at Washington State University Vancouver. His

Relevance Score: 2.5505903

Near-Peer Mentoring and Early Exposure to Computer Science – Quantitative and Qualitative Results

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Joanna K. Garner, Old Dominion University
Tagged Topics: Diversity, NSF Grantees Poster Session

Paper ID #33981Near-Peer Mentoring and Early Exposure to Computer Science –Quantitative and Qualitative ResultsDavid Hartenstine, Western Washington University David Hartenstine is a Professor of Mathematics at Western Washington University. He earned his PhD at Temple University.Perry Fizzano, Western Washington University Perry Fizzano earned his BS degree in Computer Science from Widener University and his MS and PhD in Computer Science from Dartmouth College. He had stints in academia and industry prior to joining WWU in 2005. He served as department chair from 2012 - 2019. His research interests are in optimization

Relevance Score: 1.4484574

Multidimensional Linguistic Analysis of Multiple Undergraduate Writing Samples Collected from Engineering Students in Entry-level Laboratory Courses at Three Universities

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Dave Kim, Washington State University-Vancouver; Matt Frye, Oregon Institute of Technology; Wendy Michelle Olson, Washington State University-Vancouver
Tagged Topics: NSF Grantees Poster Session

engineering laboratory courses. Dr. Kim and his collaborators attracted close to $1M research grants to study writing transfer of engineering undergraduates. For the technical research, he has a long-standing involvement in research concerned with manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for automotive, marine, and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with the focus of fatigue strength im- provement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Matt Frye, Oregon Institute of Technology Matt Frye is

Relevance Score: 1.1806065

Differential Effects of Bridge Program Participation on Perceived Belonging and Peer Support for STEM Degree Seekers during the COVID-19 Pandemic

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Megan McSpedon, Rice University; Margaret E. Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf, Rice University
Tagged Topics: Diversity, NSF Grantees Poster Session

Paper ID #33605Differential Effects of Bridge Program Participation on PerceivedBelonging and Peer Support for STEM Degree Seekers during the COVID-19PandemicMs. Megan McSpedon, Rice University Megan McSpedon is a graduate student in Industrial/Organizational Psychology at Rice University. Her research interests include the future of work, school to work transition, and learning throughout the lifes- pan.Dr. Margaret E. Beier, Rice University Margaret Beier is an Associate Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia

Relevance Score: 1.160235

S-STEM: Creating Retention and Engagement for Academically Talented Engineers

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno
Tagged Topics: Diversity, NSF Grantees Poster Session

who work cohesively towards the cohorts' success. A combination ofcurricular and co-curricular activities was selected according to evidence-based best practices [1-5] and implemented to support the academic development of CREATE scholars throughgraduation with an engineering degree. Curricular support includes tutoring, intrusive advising,regular progress reports from instructors, and peer and faculty mentoring. Co-curricular supportincludes community-building activities, a minimum of two mandatory theme seminars based onevidence-based best practices, and two required "choice" activities, including participation in joband internship information sessions, student clubs, engineer's week, K-12 outreach,undergraduate research, and study abroad

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Creating the Skillful Learning Institute: A Virtual Short Course for Building Engineering Educators’ Capacity to Promote Student Metacognitive Growth

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Patrick Cunningham, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC
Tagged Topics: NSF Grantees Poster Session

of ● Outline of metacognitive ● Implement yourLearning videos (Teaching possible student activity (logistics, metacognitive activityExperiences: Metacognition to Help responses and identify content) - brainstorm list ● Write short review at theHomework Students Own and metacognition in those of other possibilities; completion of yourBefore Next Improve their Learning: responses focused description of implementationWorkshop Parts 1 and 2) and ● Watch pre-workshop activity showing ● Complete peer complete the provided video on assessing alignment

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The SEECRS Scholar Academy at Whatcom Community College: Three Cohorts of S-STEM Scholarships Later

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College
Tagged Topics: Diversity, NSF Grantees Poster Session

(15.2%) compared to enrollment patterns in the general student population (21.7%). Disparitiesin enrollment are partnered with inequitable rates of course completion, with historicallyunderserved students completing 71% of these courses with a grade of C or better, compared toan 82% course success rate for their peers. These demographics mirror national demographictrends that indicate student access to degree and career opportunities in STEM offered by twoyear colleges disproportionately favors students who identify with hegemonic norms in STEM[2],[3]. The SEECRS project represents one institutions attempts at designing programming todismantle structures that reproduce these disparities.Beginning in 2018, Whatcom Community College started

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The AGEP Engineering Alliance: A Model to Advance Historically URM Postdoctoral Scholars and Early-Career Faculty in Engineering

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning
Tagged Topics: Diversity, NSF Grantees Poster Session

specialties include water quality, water resources, remediation of contaminated soil and water, environmental sustainability, hydrology, hazardous waste management, and STEM ed- ucation. Dr. Clark has been blessed to have the opportunity to edit three books, produce nearly forty peer-reviewed publications, in addition to over fifty presentation to national and international audiences. He has also served as a reviewer for numerous technical journals and a panel reviewer for the National Science Foundation, the U.S. Department of Education, and the Environmental Protection Agency nu- merous times. Dr. Clark’s research interests include combining chemical and environmental engineering techniques for hazardous waste handling

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DuSTEM: A Comprehensive Approach to Student Success

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kristen Ann Thompson, Loras College; Danial J. Neebel PE, Loras College; Robert S. Keller, Loras College
Tagged Topics: NSF Grantees Poster Session

maximum of 8 semesters.Program HighlightsThe DuSTEM program is designed to improved retention of students in STEM. Support isbroken into three areas: financial, academic, and community [1]. These ideas are predicated onthe nine key principles advanced by the non-profit “Building Engineering and Science Talent”which identifies nine qualities of programs that are successful in nurturing well-qualified STEMgraduates [2]. These principles are • Institutional leadership • Personal attention • Bridging to the next level • Targeted recruitment • Peer support • Financial assistance • Engaged faculty • Enriched research opportunities • Continuous evaluationThe DuSTEM program is designed support

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Experiential Learning during COVID-19: A Systemic Approach for Increasing Diversity in Engineering & Engineering Technology

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector
Tagged Topics: Diversity, NSF Grantees Poster Session

, Gabe has gained significant appreciation for the importance of clearly- defined, structured, and supported pathways for program participants. Gabe has a Bachelor’s degree from San Francisco State University in English; Creative Writing. He lives in the East Bay and enjoys exploring new rivers, lakes, and beaches in the area.Mr. David Gruber, Growth Sector American c Society for Engineering Education, 2021 Experiential Learning during COVID-19: A Systemic Approach for Increasing Diversity in Smart ManufacturingAbstractExperiential Learning is a key component in Engineering and Engineering TechnologyEducation. However, the current engineering an

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Partnering Middle School Teachers, Industry, and Academia to Bring Engineering to the Science Classroom

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University
Tagged Topics: NSF Grantees Poster Session

students develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding being nearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University.Dr. Gary R

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Using Enhanced Professional Networks to Increase Overall Student Retention

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity, NSF Grantees Poster Session

demonstratedto improve collegiate graduates’ entry-level starting salaries, level of initial position, and jobresponsibilities [10] [11] [12]. The authors discuss the importance of experiential experiences inthe formation of professionalism in RS students [13]. To establish a reflective element withineach RS student experience, each fall the students come together for a one-hour seminar to talkand write about their journey and to continue learning about methods of growing their supportweb with university professors and staff [14].The RS students selected for this program implementation were typically residential applicantsof a low-socioeconomic status (SES) and that selected an under-represented minorityrace/ethnicity in their database entry. There was

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Pandemic Pivots: The Successful Transition of an NSF Research Internship to an Online Format

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nicole Evans McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity, NSF Grantees Poster Session

program.When designing the remote Transfer-to-Excellence program, the administrative team had severalpriorities: First, the team hoped to provide as many interns as possible with a research internship.They also sought to provide an experience as similar as possible to the planned in-personprogram. This required that interns felt a strong sense of community with their research lab andpeer interns. As the interns were all physically isolated from their peers, mentors, and facultyhosts, the administrative team sought to ensure interns felt well supported and as connected aspossible. However, they acknowledged that interns would not be able to spend excessive time onvideo calls, due to risk of zoom fatigue or boredom [9].Twelve faculty hosts unfortunately

Relevance Score: 0.019937832

The Endeavour S-STEM Program: A Multi-College Collaboration to Increase Engagement and Retention in STEM

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston
Tagged Topics: Diversity, NSF Grantees Poster Session

student engagement and academic success measures (such as retention) hasbeen well-established in the literature (e.g.,[3]), the program was designed to create a smalllearning community experience for students who would be less likely to demonstrate highengagement with the university, the curriculum, their instructors, and their peers. There are manyreasons why low-income students might show low-engagement levels. One reason is that aschool and/or family obligation requires them to work a significant number of hours each week.It is difficult to attend football games or join a sorority when you are working 20-40 hours aweek off-campus. Engagement is a luxury that many low-income students simply cannot afford.The Endeavour Program was designed to

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Redesigning Engineering Education for Neurodiversity: New Standards for Inclusive Courses

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut
Tagged Topics: Diversity, NSF Grantees Poster Session

programs remain extremely low. The emphasis on conventionalpedagogical methods in engineering programs, coupled with a deficit-based approach that isfocused on the remediation of weaknesses, does little to foster the unique strengths ofneurodivergent students. In addition to the obstacles posed by traditional education system, thestigma related to a disability label leads many neurodivergent college students to neither discusstheir diagnosis with peers and professors nor obtain academic accommodations that may helpthem to persist in a challenging learning environment.To address these challenges and realize the potential contributions of neurodivergent individualsto engineering fields, a research project funded by the Engineering Education and

Relevance Score: 0.018137872

Gendered Elective Track Choice in Engineering Undergraduate Education: Antecedents and Career Path Implications

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Teresa Cardador, University of Illinois at Urbana - Champaign ; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign
Tagged Topics: Diversity, NSF Grantees Poster Session

majors—Bioengineering,Computer Science, and Electrical Engineering. Each major represents a single case with whichwe will conduct within- and between-case analysis. We are using this methodology tosystematically examine how and why elective track choices become gendered duringundergraduate engineering education, and what the career implications might be for women. Inparticular, we are collecting multi-year, and multi-level (institutional, educator, and student)archival, survey, and interview data relevant to educational tracks and track selection as well ascareer attitudes and decisions during undergraduate engineering education. We are examininghow personal factors (e.g., interests and beliefs), relational factors (e.g., peer) and

Relevance Score: 0.017222762

Black Males in Pursuit of Advanced Engineering Degrees

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University
Tagged Topics: Diversity, NSF Grantees Poster Session

research has appeared in peer-reviewed journals, such as the Journal of Counseling and Development, Professional School Counseling, The High School Journal, and Urban Education. Equally important, Dr. Hines is an ACA Fellow and received the Al Dye award for co-editing the special issue, Group Work with African Americans Children and Adolescents published in the Journal for Specialist in Group Work. Dr. Hines received his Ph.D. from the University of Maryland, College Park in Counselor Education with a concentration in Urban School Counseling. Finally, he has worked as a counselor in various K-12 settings and for the Ronald E McNair Post-Baccalaureate Achievement Program.Dr. Ayesha Boyce, University of North Carolina

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Examining the Components of an Engineering Leadership Identity

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: William J. Schell IV P.E., Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman; Brett Tallman P.E., Montana State University - Bozeman; Monika Kwapisz, Montana State University - Bozeman; Tessa Sybesma, Montana State University
Tagged Topics: NSF Grantees Poster Session

engineering leadership identity. Details of the findings from the quantitativestudies, including differences between engineering students and their peers in other fields, can befound in [4-9]. The results of those studies were then integrated with protocols found in theliterature from numerous qualitative studies of leadership and / or identity to develop thequalitative focus group protocols utilized with students. The qualitative protocols explored threedistinct areas of student perceptions: engineering identity, leadership identity, and engineeringleadership identity. Table 1 provides an example of the questions utilized in each of the threeprotocol areas.Table 1. Sample Protocol Questions by Area Topic Area Sample Question(s

Relevance Score: 0.015974902

Work-focused Experiential Learning to Increase STEM Student Retention and Graduation at Two-year Hispanic-serving Institutions

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Cynthia Kay Pickering, Arizona State University; Caroline Vaningen-Dunn, Arizona State University; Maria A. Reyes, Phoenix College
Tagged Topics: Diversity, NSF Grantees Poster Session

more girls in STEM to make it the new norm. She has also architected SFAz’s enhanced Community College STEM Pathways Guide that has received the national STEMx seal of approval for STEM tools. She integrated the STEM Pathways Guide with the KickStarter processes for improving competitive proposal writing of Community College Hispanic Serving Institutions. Throughout her career, Ms. Pickering has written robotics software, diagnostic expert systems for space station, manufacturing equipment models, and architected complex IT systems for global collaboration that included engagement analytics. She holds a US Patent # 7904323, Multi-Team Immersive Integrated Collaboration Workspace awarded 3/8/2011. She also has

Relevance Score: 0.01560426

CAREER: Learning from Students’ Identity Trajectories to Actualize Latent Diversity

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine
Tagged Topics: Diversity, NSF Grantees Poster Session

consists of “institutionalstructures, resources, and responsibilities that influence students’ identities within their academicinstitution and engineering as a career” [9, p. 2].The networking strand includes two elements ofnetworks, interpersonal and intertextual to support their personal, academic, and professionaldevelopment. Interpersonal networking consists of the present, past, and historical relationshipsbuilt with faculty, peers, and professionals that contribute to students; identity development andsuccess, while intertextual networking includes students’ accessing books, articles, andeducational technology to expand their knowledge and understanding of the field.ResultsWithin the research project’s lifespan, we have collected stories

Relevance Score: 0.015008807

It’s a Context Gap, Not a Competency Gap: Understanding the Transition from Capstone Design to Industry

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: 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
Tagged Topics: Diversity, NSF Grantees Poster Session

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 Communication, Technical Communication and Technical Communication Quarterly. Julie has a PhD in Rhetoric and Professional Communication from New Mexico State University, an MA in English with Technical Writing Emphasis from the University of North Carolina at Charlotte

Relevance Score: 0.014946707

Tinkering with Theoretical Objects: Designing Theories in Scientific Inquiry

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: ShaKayla Moran, Boise State University; Leslie Atkins Elliott, Boise State University
Tagged Topics: NSF Grantees Poster Session

. Kapon, M. Schvartzer, and T. Peer, “Forms of participation in an engineering maker-based inquiry in physics,” Journal of Research in Science Teaching, vol. 58, no. 2, pp. 249–281, 2021.[13] L. Atkins Elliott, K. Jaxon, and I. Salter, Composing science: A facilitator’s guide to writing in the science classroom. Teachers College Press, 2016.[14] I. Salter and L. Atkins, “Student-generated scientific inquiry for elementary education undergraduates: Course development, outcomes and implications,” Journal of Science Teacher Education, vol. 24, no. 1, pp. 157–177, 2013.[15] N. R. Council et al., National science education standards. National Academies Press, 1996.[16] L. Atkins and I. Salter, “Engaging future teachers in having

Relevance Score: 0.014946707

Computational Thinking Frameworks used in Computational Thinking Assessment in Higher Education. A Systematized Literature Review.

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Laura Melissa Cruz Castro, Purdue University at West Lafayette (PPI); Huma Shoaib, Purdue University; Kerrie A Douglas, Purdue University at West Lafayette (COE)
Tagged Topics: NSF Grantees Poster Session

this section, the sources of information and decisions, followedby the inclusion/exclusion criteria and the description of the data analysis process for the articles,are described. In total, 19 articles were the result of the inclusion and exclusion criteria. Theprocedure used for including and excluding the papers was the four-phase flow diagram of thePRISMA Statement [12]. A recommended quality procedure is used widely in systematic literaturereviews.2.1 Data SourcesAcademic and peer-reviewed papers published in 2006 – 2020 on computational thinking in thecontext of CT assessment in higher education were retrieved. The articles reviewed were publishedin peer-reviewed journals, and three databases were used for this purpose: ERIC

Relevance Score: 0.014762368

An NSF-LSAMP Model for the Successful Transition of Underrepresented Students into STEM Majors and Beyond

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lauren J. Donovan, Stony Brook University; Monica Bugallo, Stony Brook University; Thomas Woodson, Stony Brook University; Candice June Foley, Suffolk County Community College; Shanise N. Kent, University at Albany, State University of New York; Bonita London, Stony Brook University; Stacie Swingle Nunes, SUNY New Paltz; Maurie McInnis, Stony Brook University
Tagged Topics: Diversity, NSF Grantees Poster Session

. Additionally, researchpreparation skills, including research methods courses, presentation skills, abstract and researchproposal writing, and grant proposal seminars were incorporated. LSAMP scholars werementored and supported for opportunities to attend and to present their research, via poster ororal presentations, at conferences in local and national arenas.Many SUNY LSAMP Alliance institutions conducted Summer Research Institutes. Theseprograms were carefully planned to include both pre-freshman and undergraduates. Theundergraduate programs had a duration of six to ten weeks. These included research placementsand a variety of professional training, graduate school preparation, training for research,community building and service activities. In

Relevance Score: 0.01337508

Leveraging Changes in Engineering and Computer Science Curricula to Engender Inclusive Professional Identities in Students

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver
Tagged Topics: Diversity, NSF Grantees Poster Session

both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams

Relevance Score: 0.013312357

Lessons Learned in an S-STEM Program: How to Improve Recruitment and Cohort Building

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University; Anastasia Marie Rynearson, Campbell University
Tagged Topics: Diversity, NSF Grantees Poster Session

thoroughly enjoyed the mentoring aspect of the program. . . my mentor for the last year . . . helped me in more ways than I could imagine.”In year 3 we continued with virtual professional development sessions, peer and facultymentoring, and one social event each semester. It is challenging to navigate communitybuilding during a pandemic, but we have found ways to get together. In fall 2020 we hadan outside bonfire and served dinner. In spring 2021, we had a star gazing party withbonfire and dinner. Mentoring sessions have continued either virtually or online (at thediscretion of the mentoring pair) and we look forward to reporting from Spring 2021.Finally, we ordered shirts for everyone with a design inspired by a

Relevance Score: 0.01277992

Toward a Quantitative Engagement Monitor for STEM Education

Conference Session: NSF Grantees Poster Session
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Aly A. Farag, University of Louisville; Asem Ali, University of Louisville; Islam Alkabbany, University of Louisville; James Christopher Foreman, University of Louisville; Tom Tretter, University of Louisville; Marci S. Decaro, University of Louisville; Nicholas Carl Hindy, University of Louisville
Tagged Topics: NSF Grantees Poster Session

on measuring student engagement and evaluating teaching methods, such thatclassroom sessions can now be re-engineered to improve engagement. This is illustrated in Fig 1. Figure 1: Closing the engagement measurement loop in the classroom.In the past several years, much work has been accomplished to change the dynamics of theclassroom environment and of the delivery of course material, such as with flipped classrooms,team-based and peer-assisted learning, etc., in an effort to increase academic success,presumably by increasing engagement. In all of these scenarios, evaluation of the success of thenew method largely rests on the evaluation of instructor observation, student surveys, andacademic performance. Instructor observation