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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

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Ph.D. and B.S. in Electrical Engineering from Howard University and a M.S. in Electrical Engineering from Cornell University. He is currently serving as professor and chairper- son of the Department of Electrical and Computer Engineering at one of the nation’s preeminent public urban research institutions, Morgan State University. His career spans over twenty-eight years of progres- sive scholarly experience in such areas as research administration/ implementation, pedagogical inno- vation, international collaboration, strategic planning, promoting community engagement and academic program development. He instructs courses in computer vision, computer graphics, electromagnetics and characterization of semiconductor

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis

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Mentor-focused Professional Development for Investigators Initiating Discipline-based Educational Research (DBER) in Biomedical EngineeringAbstractOur work (NSF PFE: RIEF Award 1927150) initiates a discipline-based educational researchstudy of student design self-efficacy in an undergraduate biomedical engineering (BME)program. A key component of this work focuses on our own professional development asengineering education researchers, which contributes to our abilities to undertake current andfuture engineering education studies. Our professional development goal is to establish andfollow a mentoring plan that facilitates our development of engineering education research skills.We targeted three areas for

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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the following goals for this 3-yearcycle: (1) Excite, empower, and educate 30 undergraduate participants in traditional/advancedmetrology and NDI, (2) for the undergraduate participants to experience an immersive research-training through a related transformative project, (3) to mold the undergraduate participants asboth independent/collaborative researchers capable of effective communication, (4) for theundergraduate participants to learn to ask the right questions, formulate plans, pragmaticallyinterpret data, and (5) inspire and enable the undergraduate participants to pursue advanced studyand related STEM careers. This site was a direct response to a recurring concern raised byindustry partners and technical workforce recruiters about the

Conference Session

NSF Grantees Poster Session

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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

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by the rows in Table 3) as we also guide participants in using backward design todevelop their individual metacognitive activities for students in their context (as depicted by the columnsin Table 3). We will also employ flipped workshops in the short course to focus on participant’sdevelopment and needs. Each of the three workshops will have homework completed prior to theworkshop to maximize collaborative work on the specific objectives for each workshop. The short coursedesign also models the use of metacognitive experiences by calling on instructors to engage in planning,monitoring, and evaluating their own understanding and processes.Before starting the workshops, participants will learn about metacognition through our existing modules

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

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Diversity, NSF Grantees Poster Session

that the minor is new and that the first cohorts were relativelysmall, the number of students completing the survey was modest (n = 15). Results indicate thatstudents were motivated to minor in Applied Computing by a desire to improve their dataanalysis skills and better prepare themselves for the job market / graduate school, as well as abelief that programming is a necessary skill for the future. A large majority of students indicatedthat their peers, instructors, and homework assignments supported their learning very well,whereas they found topics covered and course projects to be less supportive, followed by pacingof course content. With respect to career plans, a majority of students agreed that the minorprovided them with their desired

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

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Diversity, NSF Grantees Poster Session

selected your major, who, if anyone, were asked about their contributed to your choice? What courses, if any, prepared you major selection and for your major? influences on deciding 2. What factors/characteristics are required for success in your on that major. major? 3. How important are technical in your major? Professional skills? Section 2. Participants 1. What elective track/specialization have you selected/plan to select were asked about their within your major? Why? specialization or 2. What factors/characteristics are required for success in your area elective track within of specialization? their major. 3. What are the ways, outside of coursework

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego

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Spring2020 was certainly not the semester we had planned due to disruptions from COVID-19, we areoverall quite pleased with this initial offering of the course.What worked well?First and foremost, we should acknowledge we had a small and highly engaged group of 18students enrolled in this course. During the first weeks of the semester, students were able tobuild a strong bond with each other and the instructor. This served as an excellent foundationwhen we transitioned to emergency remote teaching (ERT) roughly halfway through thesemester. We capitalized on the opportunity to explore students’ response to COVID and ERTas well as their response to the course itself [1].One lesson we took from our research into CSPs was the importance of connecting

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlin Mallouk, Rowan University; Alexandra Coso Strong, Florida International University; Courtney June Faber, University of Tennessee at Knoxville; Darby Rose Riley, Rowan University

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engineers.BackgroundResearch indicates that many faculty at U.S. Colleges and Universities have not adoptedevidence-based approaches to teaching engineering students [1], [2]. And yet, the professionalformation of engineers is largely reliant on faculty to enhance course-specific and broaderdevelopmental outcomes. We know that “high-quality teaching is essential to retain qualifiedengineering students” [3] and decades of effort have resulted in many evidence-based approachesfor achieving these technical and broader developmental outcomes; still, these approaches oftenremain unused. Recently, research has been conducted to try to understand characteristics ofpedagogical innovations and dissemination plans that lead to adoption of new practices amongfaculty (Table 1

Conference Session

NSF Grantees Poster Session

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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

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pilot institution has beencollected and assessed at the institutional, departmental, and for different educator rolesincluding faculty, support staff, and administrative leaders to produce inputs towards developinga detailed plan of action. Early results from baseline data, visualizations, planning responses, andinitial project activities for student work experiences and faculty professional development willbe reported in the submission. The impact of Covid-19 to Year 1 activities will also be discussed.Expected long term results of the project include: development of sustainable mechanisms tofoster cross-sector partnerships; increased student retention and workforce readiness; andmeasurable successes for STEM students, particularly Hispanic

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tameshia Ballard Baldwin, North Carolina State University at Raleigh; Callie Womble Edwards; Latricia Walker Townsend, North Carolina State University at Raleigh

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) changing the baselinedata collection from the 5th grade statewide Science Test to the 5th grade statewide ScienceReleased Exam. The first two changes align with social distancing procedures. The third changeis due to a lack of 5th grade statewide End-of-Grade (EOG) Science Test administration or scoresfor spring 2020. As such, the researchers planned to use the released exam as a proxy for 5th gradeEOG.It should be noted that even with these pivots, the team continued to experience additional ad hocchallenges throughout Year 1. For example, the student assent and parent consent process wassignificantly delayed due to several compounding factors including not being able to send studentsand families consent forms prior to the course start, students

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Victor Hugo Minces, University of California, San Diego

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a program uses to popularize its product, its plan will fail if the productdoes not connect with the stakeholders’ interests and needs. By creating tools to explore thescience of music, LTW connects with the children and educators' innate interest in music, andthe schools’ need for hands-on, engaging science activities. There are several other reportedexperiences connecting music with STEM. Most of them have required heavy support fromSTEM professionals [1]–[6] and consequently have not gone beyond a few implementations,whereas some others requiring less training have become more popular [7], [8]. Given theinherent interest in music on the part of both educators and students, I think it is possible toenvision a much larger and broader

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University; Maeve Drummond Oakes, Purdue University; Allison Godwin, Purdue University

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summarize complex studenttrajectory data across time.Summer Program EffortsCISTAR has run three programs for high school and undergraduate students over the past fouryears. In the first two years of the Center, the programs were offered in-person at PurdueUniversity. In year three of the Center, the COVID-19 global pandemic shifted plans (describedin more detail below). Plans for the upcoming fourth year of programs include mostly virtualofferings of the programs at all five sites of the Center.During the third year of the Center (2020), the plans and strategies of the EWD pillar weresubstantially impacted by the COVID-19 global pandemic. Summer program efforts werechanged to a virtual program or postponed due to university restrictions for on

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

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began working with Dr. Brobst on research related to this projectin 2019.This summary gives a short overview of the program and reports on student demographics, butfocuses primarily on the research, including both the design and findings so far. This summarycloses with a brief discussion of plans for the future. Further details will be provided in the fullposter presentation.OverviewThe CS/M Scholars Program supports WWU students majoring in math or computer sciencewith scholarships averaging about $4500 per year, renewable for up to four years, and variouscurricular and co-curricular activities. Students are recruited from WWU’s applicant pool whilethey are still in high school. Typically, ten to fifteen new CS/M Scholars are recruited for

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kakan C. Dey, West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Julia Daisy Fraustino, West Virginia University; John Deskins, West Virginia University; Abhik Roy, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University

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Virginia University Dr. Pyrialakou is an Assistant Professor at the Wadsworth Department of Civil and Environmental En- gineering at West Virginia University. She received her Diploma in Civil Engineering from the National Technical University of Athens, Greece, in 2011 and in 2016 she earned a Ph.D. in Civil Engineering from Purdue University. Dr. Pyrialakou’s expertise and interests involve the use of statistical, econometric, spa- tial, and economic analysis tools in the broader research area of transportation planning and evaluation of transportation systems. She started working in the area of engineering education at Purdue University when she taught Introduction to Transportation Engineering in spring 2016. She

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Aldo A. Ferri, Georgia Institute of Technology; Kathy Ann Gullie, Gullie Consultant Services LLC; Dean T. Spaulding , Gullie Consultant Services LLC; James William Brown Ph.D., School of Professional Studies, City University of New York; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University

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mechanics, sustainable infrastructure development, and material model development. He had been actively involved in planning, designing, supervising, and constructing many civil engineering projects, such as roads, storm drain systems, a $70 million water supply scheme which is comprised of treatment works, hydraulic mains, access roads, and auxiliary civil works. He had developed and opti- mized many highway design schemes and models. For example, his portfolio includes a cost-effective pavement design procedure based on a mechanistic approach, in contrast to popular empirical procedures. In addition, he had been equally engaged in the study of capacity loss and maintenance implications of local and state roads (a World

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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, and mathematics (STEM) classrooms. We designedan instructional development workshop to motivate STEM instructors to use active learning andto adopt evidence-based strategies to reduce student resistance to active learning. Our study is arandomized control trial (RCT) to investigate the impact of this workshop intervention on STEMinstructors’ attitudes and behavior. To measure this, we plan to survey both instructors and theirstudents, before and after the workshop. To prepare for our RCT, we developed surveyinstruments, assessed pilot offerings of our workshop, and investigated student resistance toactive learning in classes of workshop participants. As a result of the COVID-19 pandemic, we delayed our RCT study and temporarilyshifted

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

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learningframework sessions and specific content tracks. The work herein presents the design,implementation, and observed results on students learning of the bridge course in chemistry, firstimplemented in the summer of 2020.Bridge course designThe bridge course herein uses a backward design model proposed by Fink [7] referred to as theIntegrated Course Design. Our instructional design definition is the “systematic and reflectiveprocess of translating learning and instruction principles into plans for instructional materials,activities, information resources, and evaluation” [8]. There are two fundamental approaches todesign instruction: forward design and backward design. Forward design is typically content-centered and initiated, and characterized by a

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Todd Freeborn, University of Alabama; Memorie M. Gosa, University of Alabama

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.” "In light of these earlier experiences, our current REU program aimed to i) increase the number ofgroup activities, ii) increase the satisfaction with group activities, and iii) engage students withthe history of Alabama. In this work an overview of the REU activities will be detailed, with afocus on the logistical elements for the social, cultural and professional development efforts. Asummary of the student feedback, experiences of the program coordinators, and future plans torefine and improve these elements will be presented.Activity PlanningThe design of our program followed the same general protocol that has been reported by Straub[5]: identify program start/end dates, identify conference that students will attend, identify datesfor

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Amari Simpson, University of Illinois at Urbana - Champaign; Lara Hebert Ph.D., University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana-Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign; Tasha D. Henderson

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stakeholders called IDEA Teams (Inclusion, Diversity, Equity, andAccess). Professional development sessions focus on engineering project implementation andcreating equitable and inclusive STEM environments. As outcomes of the initial 10-day trainingsession, members of these teams develop action research for equity projects (AREPs) in theirhome schools with the purpose of creating more equitable and inclusive STEM environments.Additionally, they plan for the implementation of informal STEM-enrichment clubs in theirschool settings. Networked Improvement Community (NIC) meetings were held virtually eachmonth throughout the first school year to allow IDEA Teams to discuss their progress onimplementation of their AREPs and STEM clubs. In addition to the

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Leen-Kiat Soh, University of Nebraska - Lincoln; Gwen Nugent, University of Nebraska - Lincoln; Wendy Smith, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska - Lincoln; John T. Sutton, ResultED LLC; Kent Steen, Lincoln Public Schools

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Diversity, NSF Grantees Poster Session

lesson plans. Figure 1. Summer PD program’s first-week CS/CT content course schedule.2.1.2. Course 2The second-week course was held at a local school district conference center. The course wastaught by four different CS teachers—a college professor, a high school teacher, a middle schoolteacher, and an elementary school teacher. Presentations were arranged so each instructor had achance to talk about teaching the concepts of loops, variables, conditionals, and functions at theirrespective grade level, allowing teachers to understand curricular progressions across the K-12grade span.An outline of the course schedule can be found below in Figure 2. Daily reflections werecompleted online at the end of each day and were graded for completion

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Christy Wheeler West, University of South Alabama; Eric J. Steward, University of South Alabama; Joseph D. Richardson, University of South Alabama

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thetransfer to a new university easy. Strategies employed by the LINK scholarship program focuson integration of new transfer students into the College of Engineering culture and onprofessional planning and skill development. We recognize that extracurricular involvement andleadership experience while an engineering student are important aspects in professionaldevelopment, but that a two-year timeline makes them difficult to achieve without intentionality.Efforts to integrate new transfers include a zero-credit (no cost) seminar that serves to familiarizestudents with the college and university environment and resources. Resumes are written,evaluated, and edited, and visits from the career services offices make sure that students areaware of support

Conference Session

NSF Grantees Poster Session

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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

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Diversity, NSF Grantees Poster Session

--- --- 100% --- 1:1 Mentorship: Grow Your Network --- --- 50% 50% Parenting as a Professor --- --- --- 100% COVID-19 Check-In --- --- 100% ------ = 0%Survey results also revealed participants found the sessions to provide information beneficial totheir academic career planning process, as nearly 100% of the sessions were rated as “beneficial”or “very beneficial” (see Table 3). The How to Write Stellar Research Articles session wasidentified by all participants as “very beneficial.”Table 3. Session Information was Beneficial for Academic Career Planning Session Title

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Katherine M. Ehlert, Clemson University; Haleh Barmaki Brotherton, Clemson University; Jessica Allison Manning, Clemson University

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paths that could lead to success. Our second goal is to improve thestructure of the Decision-Making Competency Inventory (DMCI) so that it can explain student'sdecision-making competency in more detail and in congruence with the Self-Regulation Modelof Decision-Making. This instrument will be used to map decision-making competency toacademic choices and outcomes. The third goal is to develop an Academic Dashboard as a meansfor sharing relevant research results with students. This will allow students to have access to thestrategies, information, and stories needed to make and implement adaptive decisions. This paperhighlights our progress in the fifth year of the project and our plans going forward.Mapping Pathways - Studying OverpersistenceThe

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Summer 2021 program in an online or hybrid environment, we will summarizelessons learned from the 2020 experience.Cohort 1 Student OutcomesEighteen rising sophomores participated in the first cohort of the Engineering Fast-ForwardProgram in 2017. All eighteen students have been retained in a STEM degree program (100%STEM retention). Fifteen of the eighteen graduated in Spring 2017, fourteen with undergraduateengineering degrees and one with a mathematics degree (83% 4-yr graduation). The threeremaining Cohort 1 students are on-track to complete their degrees during the next year, two inengineering and one in biology. Both engineering majors have intentionally chosen a five-yeardegree plan to enrich their education: one is in the process of

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

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competencies and interest, 3)future plans, and 4) camp satisfaction. Listed in Table 2, these subscales were either developedby the research team to detect specific constructs (e.g., confidence describing industries), oradopted for use because they had prior evidence of validity and reliability (e.g., STEMSemantics Survey). All subscales were tested and found to be reliable and sufficient to cover theconstructs under study. This instrument was administered to all cadets prior to and uponcompletion of their JROTC camp experience (Academy or JCLC camp) as well as at the end oftheir spring semester of their senior year of high school. The instrument also includes open-ended response questions to help better understand the student experience in his/her

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Omar Ochoa, Embry-Riddle Aeronautical University; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

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engineering researchers in February of 2001. TheManifesto staked out distinction with the prevailing software development approach at the time,called planned development and otherwise known as waterfall. The Agile Manifesto states, We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: Individuals and interactions over processes and tools Working software over comprehensive documentation Customer collaboration over contract negotiation Responding to change over following a plan That is, while there is value in the items on the right, we value the items on the left more.Agile has been called

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Srinjita Bhaduri, University of Colorado Boulder; L. Lee Biddy, University of Colorado Boulder; Melissa Rummel, University Corporation for Atmospheric Research; Jeffrey B. Bush, University of Colorado; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; John Daniel Ristvey Jr., University Corporation for Atmospheric Research; Alexandra Gendreau Chakarov, University of Colorado Boulder; Tamara Sumner Sumner, University of Colorado Boulder

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benefits of engaging with engineering technologies.ContextIn Fall 2020, we worked with two western US rural mountain middle schools. Due to schooldistrict pandemic regulations, teachers Eva and Sean (Pseudonyms) taught four days in-person(one-hour long sessions) with one day for asynchronous learning and lesson planning. Membersof the research team provided remote/virtual curriculum resources, research instruments, andongoing support in the form of weekly video calls and other communication. We designed a 3Dprinting curriculum using an instructional design approach called storylining [6], to promotecoherence, relevance, and meaning from the students’ perspectives by using students’ questionsto drive the lessons. Students solved the question: “How

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Adam R. Carberry, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron

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Publications & Workshops Future Plans Key Future RQs: Local & National Impact 1. How is engineering intuition 1. Home Institution and Engineering developed among different Program disciplines? 2. Local Communities (e.g., Introduce a 2. What game-changing classroom Girl to Engineering and Girls RockIt interventions can we create that days) improve students’ ability to develop, 3. Affiliated societies (e.g., AIChE, recognize, and improve upon their ASEE

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

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obtain original construction documents, including architectural andstructural plans. At least five school construction documents were available. The selectedbuilding had a typical structural system observed in many local schools and it was known thatthis school was affected by the seismic activity in the south area of Puerto Rico on January 7,2020. Table 4: Conference case study outline.Case Study OutlineTitle: Seismic Vulnerability in Puerto RicoDescription: Seismic hazard in PR including Tsunami and Liquefaction risksParticipants: All the teamsLocation: Puerto RicoEnvironmental condition studied: earthquake risks, building fragility, code compliance,tsunami risks, liquefaction maps, power plants risks, methods for

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

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curriculumdevelopment in Big Data, especially machine learning, to experienced science, technology,engineering, and mathematics (STEM) middle and high school teachers. We hosted two summercohorts in the labs of the engineering school at our metropolitan research university before thepandemic forced us to postpone the third planned cohort until it is safe to meet in person. Thispaper illustrates the importance of the in-person cohort experience for developing teachers aslearners and facilitators of computational thinking using the concept of machine learning.Machine learning (ML) models are now being used increasingly in many sectors, ranging fromhealth and education to justice and criminal investigation. Hence, these algorithmic models arestarting to