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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Kevin Cavicchi, University of Akron; John Fellenstein, University of Akron

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NSF Grantees Poster Session

research, relate thisknowledge to each teacher’s independent project, and translate this knowledge and experienceinto a new lesson plan for their high school classroom. These lesson plans were disseminatedbroadly through the web (http://agpa.uakron.edu/p16/ret.php), workshops to local K-12educators, and national conference symposia.The targeted participants were high school science teachers (e.g. chemistry, physics, biology) inthe Akron hub of the Ohio STEM Learning Network within a one hour drive of the University ofAkron.1 This encompasses Summit county and four surrounding counties (Portage, Stark,Wayne, and Medina counties).The intellectual focus of this site was polymeric films and interfaces, but branched out after itsinception to encompass

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

connectionsbetween scientific principles, experimentation, and their classrooms. RET participants are guidedin these connections via workshops on classroom pedagogy that focus on translating nanoscienceand engineering into inquiry-based lessons. The teachers meet weekly during their summerexperience to discuss their research, share their experiences in the lab, develop ideas for theirstudents, as well as plan the dissemination of their research, thus forming a collaborative,supportive community. Each teacher creates a poster to present their research experience on theRice University campus, as well as with their home campus and district or at professionalconferences. In the school year following the research experiences, teachers return to Rice toshare both

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Donna Milgram, Natl Inst for Women in Trades, Technology & Science (IWITTS)

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Diversity, NSF Grantees Poster Session

Training curriculum teaches STEM educators to work in high-functioning teams to focuson specific audiences of prospective female students for targeted recruitment instead of relyingon the traditional broad brush approach of generic STEM career awareness. The team-based, 12-week WTE Online Training combines asynchronous video modules and assignments with liveinteraction and feedback from the trainer in Team Coaching and Live Question & Answer Calls(see Figure 1). The WTE Online Training System also includes nine months of team-basedFollow-Up Support for plan development and implementation that culminates in a GroupPresentation Call where teams present their outcomes.Participants in this NSF Project’s Online Training are now able to see

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, North Dakota State University College of Engineering

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NSF Grantees Poster Session

Sustainability. For six weeks in the summer, accompanied by severalprofessional learning workshops throughout the school year, rural middle and high schoolmathematics and science teachers engage in a research program within the College ofEngineering. The main goal of the program is for teachers to develop an in-depth understandingof how research principles, engineering applications, and the engineering design process (EDP)can enhance the delivery of instruction in their content area through standards-based instruction.The intent is to create a pedagogical shift in how the teacher approaches lesson plan designcreating more meaningful, engaging, and authentic learning experiences for their students. Aunique aspect of this program is the focus on rural

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Inez Hua, Purdue University; Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Michael L Curry, Tuskegee University

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Diversity, NSF Grantees Poster Session

standardsand applications relevant to students. Each teacher developed a plan for her/his own school andcurriculum during this part of the RET. Formative feedback on these plans included weeklyfeedback from graduate student, research mentors, resource specialists from Engineering Projectsin Community Service (EPICS) at PU, and the other teachers in the RET program. Teachers were also embedded into the research groups of their mentors: they attendedgoup meetings, discussed research results, and conducted laboratory work, modeling exercises,or other utilized other methodologies to answer their research questions. Teachers also workedwith their research group to develop implemenation plans, and in particular, what type ofsupplies and equipment

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Andreas Febrian, Utah State University - Engineering Education

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NSF Grantees Poster Session

final yearand it is not yet finished. Some qualitative data analysis and educational activities are not yetfully completed. Therefore, the researcher will request an extension for the project for one moreyear. Self-regulated learning (SRL), or self-regulation, is defined broadly as a complexrepository of knowledge and skills for planning, implementing, monitoring, evaluating, andcontinually improving the learning process [1]. The effective use of self-regulation helps astudent oversee his or her learning process by interpreting requirements, planning andmonitoring ongoing cognitive activities, and comparing outcomes with internal and externalstandards [2]. The influence of SRL in learning and problem solving has been demonstrated

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

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

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College

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NSF Grantees Poster Session

and Stiffness of Engineering Systems. c American Society for Engineering Education, 2017 What’s Shaking with SESMC? A Work in Progress Update on an NSF S-STEM ProjectAbstractScholarships in Engineering, Science, Mathematics and Computer Science (SESMC,“Seismic”) is an NSF S-STEM project at Allan Hancock College (AHC), a community college inSanta Maria, California. In 2012, SESMC was funded at $599,929 for five-years. SESMC’s finalyear will be 2017–18.This work will present the current status of the project. As planned, 12 scholars would be in thefirst cohort, and 24 in each of the following three years, for 84 total annual awards. Awards arebased on equal parts academic

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

their projects (e.g., What is themotivation of your project? What is the research question? How do you plan to solve it? Can youmake significant contributions to publish the work? Do you have enough support?); and (3)during weekly research seminars, we invited PhD students to talk about why they decided to goto graduate school, how they picked their topic, and what their future work plans were (e.g.,industry, national labs, or university).Semester Research Project.The semester project is available for students with background in Mechanical and Manufacturingengineering technology. Students work as a group of two or three. Students work on the projectas the lecture and labs progress throughout the semester. The project allows them to

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

expertiseand skill to coordinate the project might require intentionally allocated resources.As an extended example of re-negotiation, one team described how the success to date of theirproject has emerged, in part, from the alignment of the project goals with the strategic planninghappening on campus and with campus-wide activities relating to their philosophical focus. Ateam member detailed: The buzz is big, that’s what I want to say. CoE [College of Engineering], in our strategic planning, for the first time they put in a goal around inclusion and diversity. The dean is putting in resources around seeing this come to fruition. Our dean was quoted last week in ​Chronicle of Higher Education on recruiting a more diverse

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

interdisciplinary approaches will not only develop competencies of the 21stcentury engineer but also enable undergraduate students to become change agents and promote asustainable future.Research ApproachOur plan to develop and test instructional resources for transferring knowledge between biologyand engineering is outlined in Table 1.Table 1: Plan for incorporating biomimicry into design innovation Create and disseminate evidence-based instructional resources: a. Design instructional resources that help students to identify characteristics of engineering design problems that enable bio-inspired design (making the leap from engineering to biology). Objective 1 b. Design instructional

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

John Moreland, Purdue University Northwest; Michael Edward Hoerter, CIVS; SHENG WANG, PURDUE UNIVERSITY NORTHWEST CIVS

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NSF Grantees Poster Session

assessment throughout the project will enable cyclicalimprovements. Current status of the development and future plans are discussed.IntroductionWith the expansion of the renewable energy sector, the United States is facing a critical shortageof wind turbine technicians skilled in effective and safe troubleshooting strategies [1]. In 2015,wind energy provided 4% of the nation’s electricity and is expected to increase to 35% by 2050[2]. In the next 5 years alone, over 15,000 new technicians will be needed. With wind energyemployers already struggling to find qualified technicians, new methods of education andtraining are needed now to meet wind energy demands [3].Troubleshooting is a key skill thatmany current and prospective wind turbine technicians

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis; Maher E. Rizkalla P.E., Indiana University Purdue University, Indianapolis; Mangilal Agarwal, Indiana University-Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

Careers Course was a Career Module created by three groups of teachers basedon the 2014 National Nanotechnology Initiative Strategic Plan and data from national, state andlocal workforce development entities to help depict the career opportunities in nanotechnologyand the academic and skills attainment that their own students would need in preparation forthose careers. The main deliverable for the pedagogy and lesson plan development course wasfor students to produce five lesson plans centered on their various teaching content areas(biology, earth/space science, chemistry, physics, engineering technology, etc.) whichincorporated a nanotechnology-based theme.Study OverviewIn this multi-methods research evaluation, we sought to understand the

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

solving the complex problems that challenge our future. c American Society for Engineering Education, 2017S-STEM Scholarship Program at UNC Pembroke: A COMPASS for Science MajorsIntroductionIn the United Stated, educating students and creating leaders in science, technology, engineeringand mathematics (STEM) is a growing priority and viewed by many as the key to 21st centuryglobal competitiveness. In 2013, the White House National Science and Technology Councilreleased an ambitious five-year STEM Strategic Plan to coordinate federal investments in STEMeducation targeting five priority areas.1 One of these is graduating one million additional studentswith STEM degrees over the next ten years. Another is

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

committee on ”survey of the state of the practice on traffic responsive plan selection control.” He is also a member of the Transportation Research Board (TRB) Traffic Signal Systems committee, Artificial Intel- ligence and Advanced Computing Applications committee, and the joint subcommittee on Intersection. In addition, he is currently a chair on a task group on Agent-based modeling and simulation as part of the TRB SimSub committee. He also serves as a CEE faculty senator at Virginia Tech. Dr. Abbas is a recipient of the Oak Ridge National Lab Associated Universities (ORAU) Ralf E. Powe Junior Faculty Enhancement Award and the G. V. Loganathan Faculty Achievement Award for Excellence in Civil Engineering Education. He

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Lisa Naderman, University of Wisconsin, Platteville; Lori Wedig, University of Wisconsin, Platteville

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NSF Grantees Poster Session

they are working towarddegree completion.Program ManagementThis one-of-a-kind scholarship program has a complex structure and requires carefulcoordination. Because the program continues to evolve and develop, we created a checklist toensure all key tasks are correctly completed throughout the year (see Appendix A). The checklistcomponents include information on marketing and recruitment, communications, student supportservices, event coordination, and program evaluation and assessment activities; and it is crucialfor replicating and improving program management. In some aspects, the working checklistbecomes a reflective journal for the current year. While there were aspects we planned out beforeimplementation, some facets of the program are

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Mohamed Elzomor P.E., Arizona State University; Kristen Parrish, Arizona State University

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NSF Grantees Poster Session

) provides an opportunityfor vertical integration across courses within CCEM curriculum. The goal of introducingsustainability concepts is two-fold: to enhance undergraduate students’ interest in andunderstanding of sustainability by engaging them in real-world sustainability projects; and toprovide students with necessary knowledge for advancing a career in sustainability withinCCEM. The PBL framework is developed and implemented at "Arizona State University" between alower-division construction management course, Construction Materials, Methods andEquipment (CON252) and an upper-division/graduate cross-disciplinary course between civilengineering course, sustainability, and planning, Urban Infrastructure Anatomy and SustainableDevelopment (CEE

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Comas Lamar Haynes, Georgia Tech Research Institute; Sylvia L. Mendez, University of Colorado Colorado Springs; Valerie Martin Conley PhD, University of Colorado Colorado Springs; Rosario A. Gerhardt, Georgia Institute of Technology

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NSF Grantees Poster Session

advocacy-network paradigm,with special attention upon the quality of the relationships and the mentoring activities.Survey InstrumentAn online 35-item survey was developed for this study to gather opinions on the quality of thementoring relationship; the mentoring received; the career development, sponsorship, andcoaching activities engaged in; as well as the quantity of contact (Fowler, 2009; Sue & Ritter,2012). The survey was based upon prior interviews in which participants were asked to share thementoring and advocacy-networking paradigm activities planned in their mentoring matches.The survey was closed-ended with a mix of factual, categorical response options (Yes/No) andopinion, continuous response options (Likert-scales). The survey

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

schools as the selected applicants,and a few even participated in the program twice. Forty percent of the participants were NativeAmericans and 56% were females. Since the program, teachers have attended approximately 25conferences, several with their students. Program deliverables included a research poster and twoSTEM lesson plans for their classroom – one with indigenous culture embedded into STEMconcepts, and the other based their university research. Additionally, participants received $1500toward classroom supplies to support the RET lesson plans. Outcomes include increased teacherconfidence in performing research, improved laboratory skills, and greater understanding ofSTEM pedagogical development specifically geared toward Native American

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard John A. Paulson School of Engineering and Applied Science; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

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NSF Grantees Poster Session

Dublin, Ireland, in 2003 and M.S. and Ph.D. degrees in Mechanical Engineering from the Massachusetts Institute of Technology in 2006 and 2010. He has been the recipient of over a dozen invention, entrepreneurship, and student mentoring awards including the MIT $100K business plan competition, Whitaker Health Sciences Fund Fellowship, and the MIT Graduate Student Mentor of the Year.Dr. Donal Padraic Holland, University College Dublin D´onal Holland is an Assistant Professor in the School of Mechanical and Materials Engineering at Uni- versity College Dublin, and an Associate at the Harvard School of Engineering and Applied Sciences. His research interests include engineering design education, methodologies for

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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NSF Grantees Poster Session

planned to obtain Stayed Same 55.6% 54.5% 55.0% Increased 44.4% 36.4% 40.0%Based on the results shown in Table 3 and 4, it seems like there is no difference between the firstand second year. However, when comparing the pre and post survey results for 19 differentquestions, there are some differences between the two years. Each question asks REUparticipants’ confidence in one type of ability, such as formulating a research question. Byconducting two-tailed t-test for the first year’s results, only one question (Dealing withunanticipated delays in conducting research) shows significant improvement with p-value of 0.03.For the second year, there are four questions show

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Melissa Thompson P.E. P.E., BridgeValley Community and Technical College

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NSF Grantees Poster Session

-programBridgeValley Community and Technical College, Master Plan, Focusing on the Vision 2015-2020. http://www.bridgevalley.edu/2015-2020-strategic-planS-STEM Grant Research Study (2012), S-STEM Student data collection (2013-present) byBridgeValley Community and Technical College / M. Thompson.

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Planning Monitoring Controlling Evaluating Figure 1: Conceptual Framework of Metacognition (reference removed for blind review)General Assessment of MetacognitionSimply put, metacognition is difficult to measure or assess though not for lack of appropriatetheory. Metacognition is studied directly as described by Veenman, Van Hout-Wolters, andAfflerbach (2006) or as a component of other frameworks such as self-regulated learning (Winne& Perry 2005), self-directed learning (Van Hout-Wolters 2000), and strategic learning(Weinstein, Husman, & Dierking 2005). Our brief review of current methods is informed by

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Penny Rheingans, University of Maryland, Baltimore County; Lee Blaney, UMBC; Marie desJardins, University of Maryland, Baltimore County; E. F. Charles LaBerge, University of Maryland, Baltimore County; Susan Martin, University of Maryland; Carolyn Seaman, UMBC; Gymama Slaughter, University of Maryland Baltimore County; Anne Marie Spence, Baylor University

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Diversity, NSF Grantees Poster Session

2001, Dr. desJardins c American Society for Engineering Education, 2017 Paper ID #19949 was a senior computer scientist at SRI International in Menlo Park, California. Her research is in arti- ficial intelligence, focusing on the areas of machine learning, multi-agent systems, planning, interactive AI techniques, information management, reasoning with uncertainty, and decision theory. She has men- tored 12 Ph.D. students, 27 M.S. students, and 90 undergraduate researchers. She is also active in the CS education community, chairs the Maryland Steering Committee for Computer Science Education, and

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Holly M Matusovich, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Samantha Ruth Brunhaver, Arizona State University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Angela Harris, Stanford University; Rohini N. Abhyankar, Arizona State University; Mitikaa Sama, Arizona State University

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NSF Grantees Poster Session

group. These are members that are the “regulars” of thecommunity – those who can be counted on to interact and participate on an ongoing basis. In 1PEPS, the active group is comprised of key members from the six partner schools. As shown inTable 1, the active members were identified during the planning stages of PEPS.The outermost circle is comprised of the peripheral group. These are members who pop in andout of the community and who interact less regularly. In PEPS the peripheral group is comprisedof advisors and career center personnel at other engineering institutions. And finally, outside thecircle are outsiders –those who are not yet in the

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Brian K Dean, Oakland University; Chris J Kobus, Oakland University; Mark R. Olson, Oakland University

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Diversity, NSF Grantees Poster Session

involvement, and their plans of teaching STEM after graduation.We received a total of 23 applications including one pre-service teacher. Eleven teachers havebeen selected as final candidates to participate in the RET program at Oakland University. Anacceptance letter was sent to the candidates, and all the candidates returned the signed letterwithin a week. Table 1 shows the profile of teachers selected for the 2016 summer program. Table 1: 2016 RET Teachers’ Profile Applicants School District School Level Teaching Years of (F/M) Subject Teaching 1 (F) Avondale High School Math

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Katherine G. Herbert, Montclair State University; Thomas J Marlowe, Seton Hall University; Jerry Alan Fails, Boise State University; Cyril S Ku, William Paterson University; Kelly M Goedert, Seton Hall University; Emily Hill, Drew University; Nina M Goodey, Montclair State University; Donal Thomas MacVeigh S.J.

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Diversity, NSF Grantees Poster Session

withfaculty partners from other institutions. For students from SPU and SHU, once students have self-identified as candidates, they will work with a faculty member there, coupled with a mentor fromMSU to transition into their graduate studies at MSU. If students demonstrate interest earlier thantheir senior year, a faculty member at that institution will advise them as they select their computerscience and other courses to facilitate the transition or to increase the value of the MSCS to theircareer plans. Students accepted into this program who come from a non-NECST consortium memberwill be assigned an MSU advisor; such students as well as MSU undergraduates accepted as NECSTscholars, will interact with the SPU and SHU faculty through other

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

to share these developed skill sets within their tribal and urban communities.Activities and presentations the IOU-NA students participate in include 1) Native NationsInstitute: Workshop on Tribal Governance, 2) Laser Radiation Safety Training, 3) Chemical LabSafety Training, 4) Research Ethics Training, 5) Optics Research Workshop, 6) Sloan ScholarSpeaker Series, 7) Research Plan and Lab Notebook Training, 8) Kathryn Kellner PresentationSkill Lecture, 9) Dr. Julius Yellowhair, Sandia National Labs Presentation, 10) Joshua John,Raytheon Presentation, 11) GRE Preparation Course, 12) GRE Tutoring Sessions 13) GRE FinalReview, 14) Graduate School Symposium, 15) Don Asher’s “Getting into Grad School”Seminar, 16) Performing Research on

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Heather L Cox, Clemson University - Department of Materials Science and Engineering; Shelby K Lanier, Clemson University

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NSF Grantees Poster Session

conduct research projects within a thematic engineering or scienceresearch area. The faculty administrators for these sites are often responsible for recruitingparticipants, providing a high-quality research experience, and facilitating workshops to helpparticipants develop professional and research skills. When administering a REU program site, itmay also be suggested, or even required, that a plan be developed to evaluate the effectiveness ofthe site’s programming. Past and present REU administrators have used variety of routes fordeveloping their evaluation plans, including: using published engineering education articles todevelop an evaluation plan or integrating a social-science researcher who can advise onevaluation. The role of the social

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Clifton L Kussmaul, Muhlenberg College; Heidi Ellis, Western New England University; Gregory W Hislop, Drexel University (Eng. & Eng. Tech.); Lori Postner, Nassau Community College; Darci Burdge, Nassau Community College

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NSF Grantees Poster Session

a Professor and Senior Associate Dean in the College of Computing and Informatics at Drexel University. His scholarly interests span computing education research, information technology for teaching and learning, and software engineering. Prior to coming to Drexel, Dr. Hislop spent 18 years working in government and industry, where his efforts included software development and support, technology planning and evaluation, and development and delivery of technical education.Lori Postner, Nassau Community CollegeDarci Burdge, Nassau Community College Darci Burdge is Assistant Chair and Professor of Computer Science at Nassau Community College. She has worked to increase students understanding of software development and