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Board 395: Supporting STEM Faculty in Adopting and Adapting Writing Pedagogies

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bruce Kovanen, University of Illinois Urbana-Champaign; Paul Prior; John R Gallagher, University of Illinois Urbana-Champaign; Celia Mathews Elliott, University of Illinois Urbana-Champaign; John S Popovics P.E., University of Illinois Urbana-Champaign; S. Lance Cooper, University of Illinois Urbana-Champaign; Julie L Zilles, University of Illinois Urbana-Champaign
Tagged Topics: Diversity, NSF Grantees Poster Session

a process orientation [14] to report writing, with studentscompleting various milestones throughout the semester that represented various sections of thereport (e.g., executive summary, objectives, methodology). Dr. Roesler was interested inadditional methods of providing feedback to students before milestone drafts were assessed bygraduate teaching assistants.Over the course of the Fall 2019 semester, WAES team members John Popovics, BruceKovanen, and Gail Scott worked with Dr. Roesler to develop a framework for peer review. Inthis case, peer review was implemented during class time and framed as an opportunity forstudents to explore alternative organizational structures for the report and to improve their own.For example, when assessing

Relevance Score: 1.7753628

Board 323: Investigating Engineering Undergraduates’ Writing Transfer from Two First-Year Writing-Intensive Sites to Introductory Engineering Labs

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Franny Howes, Oregon Institute of Technology; Wendy Michelle Olson, Washington State University, Vancouver; Dave Kim, Washington State University, Vancouver
Tagged Topics: NSF Grantees Poster Session

, GFRP, nanocomposites, etc.) for marine and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with a focus on fatigue strength improvement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas. ©American Society for Engineering Education, 2024Work-in-progress: An Investigation of Engineering Undergraduates’ Writing Transfer from Two First-Year Writing-Intensive Sites to Introductory Engineering LabsAbstractTransfer of learning theory explains how learners can apply their previously acquired knowledgeand skills in a new situation or

Relevance Score: 1.6644522

Board 428: Work in Progress: An Open Educational Resource to Improve Architectural Engineering Students Conceptual Knowledge When Writing-to-Learn: Investigation 1

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Ryan Solnosky P.E., Pennsylvania State University; Roy B. Clariana, Pennsylvania State University
Tagged Topics: NSF Grantees Poster Session

(40% vs. 39%) and especially like peers in the other group (72%). These findings show thatwriting-to-learn with GIKS with immediate network feedback improves conceptual knowledgeas expected but at the cost of detail.Keywords: Writing to learn, conceptual knowledge, group networks, architectural engineering,quantify written work.Introduction Conceptual understanding of core engineering fundamentals enables engineers to predicthow a system will behave, to determine appropriate solutions for problems, to choose relevantprocesses for design, and to explain how the world around them works [1]. While conceptualunderstanding is key, newly entering college students and even recent graduates commonlymisperceive significant engineering concepts

Relevance Score: 1.189657

Board 286: Formative Assessment of Equity and Inclusion in Student Teams

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Andrew Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L Matz, University of Michigan; Xiaping Li, University of Michigan; Spencer JaQuay, University of California, Irvine; Madison Jeffrey, University of Michigan; Mark Mills, University of Michigan
Tagged Topics: NSF Grantees Poster Session

work is to to understand factors that inhibit full participation of students who identify with historically marginalized groups and investigate evidence-based strategies for mitigating these inequities. In addition, she is interested in technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments.Rebecca L Matz, University of Michigan Becky Matz is a Research

Relevance Score: 0.03320086

Board 408: Toward Building a Human-Computer Coding Partnership: Using Machine Learning to Analyze Short-Answer Explanations to Conceptually Challenging Questions

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts, Lowell; Anna Rumshisky, University of Massachusetts, Lowell; Milo Koretsky, Tufts University
Tagged Topics: NSF Grantees Poster Session

to Conceptually Challenging QuestionsIntroductionThis NSF Grantee Poster Session paper describes work on an NSF-funded collaboration betweenengineering education and machine learning researchers to automate the coding of short-answerexplanations written by students to conceptually challenging questions in mechanics andthermodynamics [1], [2]. Concept questions, sometimes called ConcepTests [3], are challengingmultiple-choice questions that allow students to practice utilizing conceptual knowledge in newscenarios. These questions have been used within multiple active learning strategies to promoteconceptual understanding and student engagement [4] - [11]. Furthermore, students can be askedto write short-answer explanations

Relevance Score: 0.030800354

Board 257: Engineering BRIDGE Program to Enhance Transfer Students’ Sense of Belonging

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jeyoung Woo, California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona; Winny Dong
Tagged Topics: NSF Grantees Poster Session

is planned to enhance the incoming transfer student’s sense of belonging, to prepare their career development (resume writing, interview), and to review the bottleneck course contents (Surveying and Statics).3) Faculty development activities To help in developing and offering more lower-division engineering courses at the three partnering institutions, the project hosts the Faculty Learning Community (FLC) with the faculty from Cal Poly Pomona and community colleges. Then, the faculty from Cal Poly Pomona shares teaching materials (lecture notes, assignments, quizzes, and exams) with the other faculty for their reasonable amount of workload to develop and offer lower- division

Relevance Score: 0.029912047

Board 353: Preparing Resilient Individuals to Succeed in Engineering Through NSF S-STEM Program

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University
Tagged Topics: Diversity, NSF Grantees Poster Session

years.Program goals include: (1) Use the scholarships and programs to improve scholars’ academicperformance in engineering foundational courses; (2) Develop a resiliency program to increaseCollege of Engineering (CoE) student retention by building upon a sense of community createdthrough existing peer-based programs (Geisinger & Raman, 2013; Ikuma et al., 2019); and (3)Increase employers’ recognition of low SES students’ strengths and valuations of their employablecompetencies through a paid internship program.The general objectives were established including; (1) New pathway to success. Scholars areprovided a pathway to complete an engineering degree including direct education and interventionapproaches for their engineering academic career

Relevance Score: 0.027479298

Board 235: Design and Implementation of a Professional Development Course for Interdisciplinary Computational Science Graduate Students

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University
Tagged Topics: NSF Grantees Poster Session

Skills, (e) Networking, Finding Mentors &Mentoring, (f) Understanding and Exploring Pathways to Interdisciplinary Careers, (f)Leadership and Entrepreneurship Skills for career success, (g) Professional & ResponsibleConduct, (h) Mental Health & Wellbeing. These topics were tailored specifically for the needs ofcomputational science students with a goal to increase their awareness and preparation forinterdisciplinary careers. This paper discusses the modifications and adaptations made to fosterthe success of first year graduate students from diverse academic backgrounds throughnavigating interdisciplinary computational science and developing peer cohorts and pathways tocareers.Course learning outcomes and students’ development were

Relevance Score: 0.026254892

Board 391: SUCCESS Scholars: Early Findings from an NSF S-STEM Project

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Krystal Corbett Cruse, Louisiana Tech University; David Hall, Louisiana Tech University; Mary E Caldorera-Moore, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University
Tagged Topics: NSF Grantees Poster Session

additional two hours per week with their engineering instructor and supplementalinstruction led by upper-level peer mentors. Faculty mentors are introduced to the studentsthrough weekly lunches beginning after their first quarter. The lunches, which provide a venuefor professional development discussions, are also leveraged to build community among thestudents and faculty. As the first cohort progresses into their second year of study and begins tobranch out into more discipline-specific courses, the weekly lunches have become the primaryconnection point for the students and faculty. Additionally, the faculty mentors meet with theirstudents regularly and serve as academic advisors to guide the students as they progressacademically.This paper will

Relevance Score: 0.024459606

Board 330: Looking Back: Alumni Assessment of Activities Offered Through NSF S-STEM Grant

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University
Tagged Topics: Diversity, NSF Grantees Poster Session

your (professional development or personal growth), 1 through 7 with 7 as most effective.”All questions were to be answered on the same 7-point scale. An option to mark NA (notapplicable) was also provided. In addition, students were invited to write in personal perceptionsor clarifying or additive remarks. In total, 17 questions were asked, with 12 of those related toprofessional development activities, and 5 related to personal growth. Results are summarized inTable 1 (professional development) and Table 2 (personal growth).Results: Professional DevelopmentSEECS activities related to professional development have been chosen and tested over the yearsto address retention, employment potential and bolster enthusiasm for careers

Relevance Score: 0.024140932

Board 437: Work in Progress: Transforming STEM Undergraduate Education Through a Hispanic Student Success Servingness Framework

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Katherine R. McCance, The University of Texas at San Antonio; Vanessa Ann Sansone, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Arturo Montoya, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio
Tagged Topics: Diversity, NSF Grantees Poster Session

is underway, with plans to expand to the College of Sciences.Outcomes will be measured using interviews, surveys, reflective writings, and peer teachingobservations. Educational Research This poster will highlight an IRB-approved qualitative study that is being conducted aspart of the grant project. The research is guided by the HSI servingness framework [7]. Theoverall purpose of the research is to understand the ways in which the university is serving itsSTEM students, using a mirror approach [13] to study and self-reflect on the institution, herebyfocusing on the organization as the main unit of analysis. Findings from this research willdirectly inform plans and actions to revise policies and

Relevance Score: 0.024140932

Board 250: Electrical and Computer Engineering Canvas Applications to Improve Fundamental Math Skills in Pre-Calculus Math

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Monika Neda, University of Nevada, Las Vegas; Jacimaria Ramos Batista, University of Nevada, Las Vegas; Jorge Fonseca Cacho, University of Nevada, Las Vegas; Vanessa W. Vongkulluksn Ph.D., University of Nevada, Las Vegas; Mei Yang, University of Nevada, Las Vegas
Tagged Topics: Diversity, NSF Grantees Poster Session

is insufficient to address Latinx student needs, especially atHSIs[10], [11], [12]. A 2017 paper [13] outlines a literature review of innovations and interventionsthat intend to improve the outcomes for areas of study based in mathematics. The pedagogicalapproaches discussed in the reviewed literature included active learning, hands-on projects,mentoring programs, use of technology, one-to-one help, and peer study groups. The paper notedthat there is relatively little literature on rigorous evaluations of the interventions. There is a need todevise innovative math remediation methods that are more engaging, effective, and less costly tostudents. In this National Science Foundation funded project, engineering and math faculty from thelarge R1

Relevance Score: 0.022821182

Board 328: Lessons Learned from First-time, First-year Startup of ASES S-STEM Program

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dick Apronti, Angelo State University; William A Kitch P.E., Angelo State University; Elaine Stribling, Angelo State University; Stephanie Solis, Angelo State University
Tagged Topics: NSF Grantees Poster Session

in the fall of 2022, the inauguralcohort comprised eight students, including new first time (NFT) students and transfer students.The following year saw the addition of a second group of 15 students, increasing the totalnumber of students enrolled into the program to 23. Beyond offering financial aid, ASESsupports its participants with academic resources, such as a credit-bearing course on engineeringleadership and career development, and access to faculty and peer mentorship in a mentorshipprogram. Throughout its first three semesters, spanning from Fall 2022 to Fall 2023, the programsuccessfully retained a significant number of its students.The literature suggests that bolstering student support systems and fostering faculty

Relevance Score: 0.022786094

Board 201: Assessing change in research perceptions following participation in an REU site focused on converting biological wastes into products of value

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Brendan Higgins, Auburn University; Laura Parson, North Dakota State University; Sushil Adhikari, Auburn University; Fredricka Saunders, North Dakota State University
Tagged Topics: Diversity, NSF Grantees Poster Session

8.8 8.8% Q2_8 Engage in effective team practices. 83.5 88.0 4.5 4.5% Q2_9 Discuss research ideas with peers. 80.5 81.3 0.8 0.8% Q2_10 Consult senior researchers for ideas. 85.3 94.8 9.5 9.5% Q2_11 Decide when to quit searching for related 56.7 66.2 9.5 9.5% research/writing. Q2_12 Decide when to quit generating ideas based on 61.3 73.3 12.0 12.0% your literature review. Q2_13 Synthesize current literature. 68.2 85.5 17.3 17.3% Q2_14 Identify areas of

Relevance Score: 0.022451479

Board 380: Self-storytelling Interventions to Promote Engineering Student Success

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Krishna Pakala, Boise State University; Eric Jankowski, Boise State University; Sara Hagenah; Anne Hamby, Boise State University; Brooke Ward, Boise State University
Tagged Topics: NSF Grantees Poster Session

highlighted the increased sense of communitythey felt with their peers. Interviews highlighted how students reconsidered their professionalidentity within the major when they spoke about their feelings relating to imposter syndrome andhailed this as a unique opportunity in their engineering education to reflect on their engineeringidentity and purpose in the field. Students indicated it influenced their sense of belonging asthey talked about how participation in this workshop and story performance challengedstereotypes and broadened their perspective of what it means to be an engineer and whichtypes of people get to become engineers. Students experienced a boost in confidence in boththeir writing and public speaking abilities and a result of sharing

Relevance Score: 0.02236486

Board 357: Psychosocial and Skills-Based Outcomes of Participating in Vertically Integrated Projects (VIP)

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis
Tagged Topics: NSF Grantees Poster Session

multi-scale, long-term research projectteams led by faculty and their graduate students [3-6]. Participation in the VIP program isgraded, and students receive course credit for at least two years. Participation in VIP teamsprovides the time and context for students to [1]: • acquire in-depth experience and insights within their field of study. • learn and practice research and professional skills. • make substantial contributions to real-world projects; and • experience different roles on large, multi-disciplinary teams.The VIP model provides opportunities for undergraduate and graduate students to developleadership and collaboration skills through peer support and peer management [2,7].Additionally, participating students are

Relevance Score: 0.02222674

Board 335: Native American Teachers’ Pre-post Participation Experiences in Online Coding Curriculum and Professional Learning

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bahar Memarian, University of Toronto; Ashish Amresh, Northern Arizona University; Jeffrey Hovermill, Northern Arizona University
Tagged Topics: Diversity, NSF Grantees Poster Session

-based curriculum development process and before they began teaching their students.Consenting students also completed a survey after experiencing the coding lessons their teachersdeveloped and shared their experiences. Data collection included information on teachingmaterials developed by the teachers, teacher-related survey data, and student-related survey data.The data analysis focuses on two aspects of the work, namely the applications developed bythree teachers and their experiences, as well as the findings of their student surveys. While moreteachers and students participated, we were only able to reflect on these three teachers and theirstudents at the time of writing this paper.2.1 Overview of research-practice partnership professional

Relevance Score: 0.021516018

Board 431: Work in Progress: Fostering Team Science in an Engineering Education Research Team

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Philip J. Parker P.E., University of Wisconsin, Platteville
Tagged Topics: Diversity, NSF Grantees Poster Session

Wiley. He has helped lead the ©American Society for Engineering Education, 2024 WIP - Fostering Team Science in an Engineering Education Research TeamAbstractThis poster displays results from a project supported by an NSF grant to enhanceinterdisciplinary collaboration in civil and environmental engineering education. In its secondyear, part of the project focused on improving team science competencies within the coreresearch group. Key activities included workshops on collaborative writing and grant writingbest practices. The team attended a Science of Team Science (SciTS) workshop to refinecollaboration skills and responded to the Teaming Readiness Survey, which revealed

Relevance Score: 0.021298112

Board 405: The Stressors for Doctoral Students Questionnaire (SDSQ): Year 3 of an RFE Project on Understanding graduate Engineering Student Well-Being and Retention

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jennifer Cromley, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Joseph Francis Mirabelli, University of Michigan
Tagged Topics: Diversity, NSF Grantees Poster Session

health services compared to their peers [4]. These issues wererecently claimed to be understudied [5], but efforts to explore the mental-health-related andattrition-related experiences of engineering graduate students have become more common (e.g.,[6], [7], [8]).Our work investigates the implications of stressors on student well-being and retention. Stresshas been linked to attrition rates for engineering graduate students [8], [9] and stress has beenrelated to mental health challenges in graduate students [10], [11], [12]. Research has suggestedthat a relationship exists between doctoral student mental health and attrition, particularly forstudents exhibiting high anxiety symptoms [11], [13], suggesting that the three phenomena ofstress, mental

Relevance Score: 0.0200439

Board 423: What Drives You? Exploring the Motivations and Goals of Low-Income Engineering Transfer Students for Pursuing Engineering

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Anna-Lena Dicke, University of California, Irvine; Athena Wong, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine; Lorenzo Valdevit
Tagged Topics: Diversity, NSF Grantees Poster Session

community colleges holds great potential in contributingto the desired diversification of the engineering workforce[1]. However, transfer studentscommonly experience a “transfer shock” when transitioning from community colleges to four-year bachelor-degree awarding institutions. They need to learn to navigate a new environment[2] and often struggle to gain access to departments, people and guidance to help them with thistransition [3,4]. Due to the fact that they are also joining already existing social networks, theyoften also experience a lack of personal relationships with faculty and a lack of social integrationinto their peer group [3,4]. All these extra challenges can affect their academic achievement,retention, and degree attainment

Relevance Score: 0.019763723

Board 389: Student Success in Engineering Through Customized Support and Internal and External Partnerships

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Vellore S. Gopalaratnam, University of Missouri, Columbia; Douglas J Hacker; Sarah Lynn Orton P.E., University of Missouri, Columbia; Rose M Marra, University of Missouri, Columbia
Tagged Topics: NSF Grantees Poster Session

averse to entering college, and once they do enter do not persistbeyond two years and many more do not persist to completion. A major cause for the lack ofpersistence for low-income students has been attributed to their feelings of alienation or isolationwithin the college experience (AAAS, 2021). Low-income students are often high achievers inhigh school, and yet when they enter college, they may suffer from anxiety stemming from theirbeliefs that their academic performance is perceived by others as inferior and that they will oneday be exposed as impostors or frauds not on an academic par with their peers (Sakulku &Alexander, 2011). Negative self-perceptions act as a confirmation bias that feeds into theirnegative stereotypes (Seymour &

Relevance Score: 0.019683158

Board 208: Breaking Through the Obstacles: Strategies and Support Helping Students Succeed in Computer Science

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach
Tagged Topics: Diversity, NSF Grantees Poster Session

experiences at multiple stages of the major withdifferent support and preparation for a CS major (SES and first-generation status), or the studentswho are at risk of dropping out or who have already dropped out as they may reveal reasons andcircumstances for attrition.Literature ReviewOur team investigated the lived experiences of students on their trajectory to and throughComputer Science. According to Tinto’s “Model of Institutional Departure” [10], the best way tohave student persistence and retention in Computer Science is to integrate positive formal andinformal academic systems (such as academic performance and staff interactions) as well asformal and informal social systems (such as extracurricular activities and peer-group interaction).We

Relevance Score: 0.019591551

Board 435: Work in Progress: Preliminary Findings from NSF Award No. 2205033 - Research Initiation: Mapping Identity Development in Doctoral Engineering Students

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University; Kelli Cargile Cook, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University; Jason Tham, Texas Tech University; Md Rashedul Hasan, Texas Tech University
Tagged Topics: NSF Grantees Poster Session

communication and rhetoric at Texas Tech University. He is author of Design Thinking in Technical Communication (2021 Routledge) and co-author of UX Writing (2024 Routledge), Writing to Learn in Teams (2023 Parlor Press), Designing Technical and Professional Communication (2021 Routledge), and Collaborative Writing Playbook (2021 Parlor Press). He has also edited the collection Keywords in Design Thinking (2022 University Press of Colorado).Md Rashedul Hasan, Texas Tech University I am working on my MS in Systems and Engineering Management at Texas Tech University. I am from Bangladesh, a South Asian country known for its abundant green landscapes. After completing my master’s program, I intend to pursue a Ph.D. in

Relevance Score: 0.019211117

Board 205: Being Mentored and then Mentoring: A Four-Year Success Story with CISTAR and NSBE SEEK Partnering in an NSF-funded Research Experience and Mentoring (REM) Summer Program

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University
Tagged Topics: Diversity, NSF Grantees Poster Session

positively affect motivation [1]. At the root of the model is that behaviorscongruent with one’s identities are preferred and motivating, whereas behaviors incongruent arenot preferred and viewed as unimportant and meaningless. Moreover, what children and youngadults perceive as congruent for them is heavily influenced by what they see and experience. Assuch, role models (teachers, mentors, peers) who reinforce and share in a given identity make itfeel congruent. It can then be more readily adopted as a part of their identity – who they are.This is why having caring, dedicated and multiple mentors, for example, is at the heart of boththe CISTAR and NSBE SEEK parts of the REM program and is so critical for changing thedemographics of fields such as

Relevance Score: 0.01905149

Board 338: NSF S-STEM: A Community College and University Partnership to Support STEM Student Success; Achievements and Challenges in the First Year of Implementation

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lynn A. Albers, Hofstra University; Jessica Santangelo, Hofstra University; Margaret A Hunter, Hofstra University; John Carmine Vaccaro, Hofstra University; Scott T Lefurgy, Hofstra University; Jacqueline Lee, Nassau Community College; Rakhi Agarwal, Nassau Community College
Tagged Topics: Diversity, NSF Grantees Poster Session

experience at each institution.Surveys were administered to the NCC Scholars before and after the Summer ResearchExperience. One set of survey questions asked Scholars to think about starting college in the fallsemester and report how well-supported they felt with respect to engaging in activities importantfor success in STEM in college (Figure 2). While the first cohort at NCC was small (N=5), gainswere seen in how well-supported Scholars felt in writing lab reports, raising their hand in class,using tutoring, using academic advising, working with peers to study, working on groupassignments, talking with teachers and using college/career readiness opportunities (Figure 2).Scholars were also asked about a series of support services offered on campus

Relevance Score: 0.019017652

Board 187: A Hybrid Community of Practice Model to Prepare Pre-Service STEM Teachers to Teach Engineering

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Betsy Chesnutt, University of Tennessee at Knoxville
Tagged Topics: NSF Grantees Poster Session

sharedwith local teachers and the public. Examples course assignments are provided in Table 1.Table 1: Example projects completed by students in EF327/TPTE115 [adapted from 17] Project Description Examples Mini-Teach Students choose a topic and have 5 (1) An explanation of computer minutes to teach the class about their sorting algorithms chosen topic. Each student is provided (2) An overview of the with feedback from peers and instructors. engineering design process Community Students work in small groups to select (1) Think Like a Computer Outreach engineering-focused activities to use to

Relevance Score: 0.017833441

Board 291: Future STEM Leaders: An Innovative Career-Readiness Program for Female Graduate Students

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Alfreda Samira James, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Catherine A Scott
Tagged Topics: Diversity, NSF Grantees Poster Session

group also included master’s levelstudents from the university’s engineering and computer science programs.Regardless of academic field or degree program, all students cited a fervent desire to thinkcritically about different career paths in a writing prompt issued on the first day of class.The instructional methods for CAR 551 combined practices of empowerment associated withstudent development [22] as well as recent scholarship related to teaching online [23].Furthermore, the course relied on insights from resources based on virtual feminist pedagogy[24]. The instructional goal was to promote an online culture that encouraged students toinvestigate social variables that can influence professional choices while learning collectivelyfrom peers