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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee, Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M. Ehlert, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, Ohio State University; Teresa Porter, Ohio State University

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NSF Grantees Poster Session

part of their research experiences. From thislist of potential codes, codes were identified based on what was found in Phase II interviewtranscripts. These include activities such as constructing knowledge that is new to participant ornew to field, collaboration, testing ideas, and dissemination. Some codes reflect students’attitudes and beliefs, such as career goals or plans; challenges they faced when doing research;and aspects of mentoring or supervision. Other codes reflect aspects of students’ experiences,such as recognition, failure, gaining skills, or feeling a sense of gratification. These codes will beparticularly important for Phase III of this project, in which we will identify ways to transfer ourfindings to instructional practice

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason P.E., Seattle University; Jennifer A. Turns, University of Washington

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Diversity, NSF Grantees Poster Session

controls system and the use of technology to enhance engineering education. Dr. Mason is a member of the Amer- ican Society of Engineering Education and the Society of Manufacturing Engineers. He is a licensed professional engineer.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support c American Society for Engineering Education, 2018 Paper ID #22165engineering students in reflecting on experience, how to

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker

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NSF Grantees Poster Session

must make their own decisions to determine how best toproceed to complete their tasks. To support students in developing and engaging in self-directedlearning, students regularly engage in explicit metacognitive focused reflection activities. Forinstance, students may complete a metacognitive memo to reflect on the strategies used for aproblem solving activity. The overall process of engaging in their self-directed learning includesorganizing and documenting their learning as it happens, reflecting on the learning and learningprocesses on a frequent basis, making qualitative judgments on the quality of the learning, andthen making regulative changes to their learning strategies based on their judgments.MethodsParticipants and Procedure. We

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

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NSF Grantees Poster Session

reflection, grounded in authentic software development settings. Tools in this project include process oriented guided inquiry learning, automated feedback to students through an intelligent tutoring system, case studies in software communication, and guided reflective exercises on team communication. As part of this research, the Ag- ile Communicators team has investigated communication practices in a variety of student and professional software development environments. Wallace has been intimately involved with undergraduate Computer Science curriculum development since his arrival in 2000. He cofounded Michigan Tech’s Software Engineering degree program in 2003. Wallace currently serves as Director of Undergraduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

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NSF Grantees Poster Session

the Southwest embarked on a study of how the introduction ofmetacognition and strategies on “learning how to learn” to engineering students could impacttheir performance in class. Our preliminary data indicates that 75% of freshmen, 50% ofsophomores, and 35% of juniors do not routinely adopt effective study strategies. Our NSF-funded research project focuses on freshman students enrolled in Engineering 100, Introductionto Engineering, which is part of the innovative First-year “Engineering Experience” program.Along with improving instruments to assess metacognitive thinking, we are developingminimally-intrusive interventions including a workshop, handouts, and reflective writingdesigned to improve students’ metacognitive awareness (their

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

LeAnn E. Faidley, Wartburg College; Christine A. DeVries, Wartburg College; Mariah Birgen, Wartburg College

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Diversity, NSF Grantees Poster Session

structure is enhanced through mentoring relationships withpeers, faculty, and alumni who can share experiences and direct students to resources. Finally,students work in teams to complete impactful projects that show them the relevance of theSTEM disciplines to the important problems of the world. Throughout all of these activities,students are given ownership of their experiences through choices in the classes, projects, andactivities that lead to the learning objectives of the program. Additionally, the students areencouraged to reflect regularly on their experiences, becoming more self-aware and better able tocontribute to their society. The ACES program has benefited from partnerships across thecampus of Wartburg College, liberal-arts private 4

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

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NSF Grantees Poster Session

skills bycomparing planned weekly schedules to actual time spent on those activities and reflecting onhow to plan accordingly. Academic Reflections give Scholars an opportunity to reflect on theirmost recent semester as they are about to enter a new semester and to analyze what went well,what went less well, and what they might do differently going forward. It also gives moreadvanced students in the cohort a chance to mentor younger students in the same degreeprogram, which both helps younger Scholars succeed academically and strengthens the socialbonds of the cohort. Scholars consistently rate these opportunities to get to know and learn fromone another as among their favorite aspects of CLEAR Scholars. Month

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin J. McCave, University of Houston; Courtney June Faber, University of Tennessee, Knoxville; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Courtney S. Smith-Orr, University of North Carolina, Charlotte

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NSF Grantees Poster Session

more broadly?We are answering these questions through a two-phase qualitative study. Phase I leverages bothcollaborative inquiry and collaborative autoethnography, guiding our exploration of our livedexperiences and respective academic cultures. Initially focusing on our own experiences, as earlycareer engineering education faculty, allows a deeper understanding of our experiences, bothgood and bad, that may not be revealed in a less intimate approach. The longitudinal nature ofour approach also makes it possible for us to document and reflect on our experiences and howwe navigate obstacles. Phase II will use constant comparative methods to expand and refinePhase I findings through a series of semi-structured interviews with 12-15 additional

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

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NSF Grantees Poster Session

education, and a case study to demonstrate its capabilitiesas a method of collecting and analyzing data from student design teams. The system isintended to support educators in coaching and monitoring student designers, encouragestudents in reflective reporting on their experiential learning, and to serve as a data collectiontool for education researchers.This poster also presents the results of a case study of a proposed framework involving DEFTdata to evaluate project-based design courses. The research consisted of interviews with thelead instructor of the classes (n=1), weekly observation of the student groups and the analysisof self-reported student design process data (n=12) to review the efficacy of the design class.The poster concludes by

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

toclasses. They recommended that the research be better integrated into the classes and programoverall, perhaps to more clearly connect the experience to their development as engineers.Future WorkProject assessment revealed a need to re-work the content of the professional developmentcourses. Students had a bimodal response to the spatial visualization course content: somestudents were not interested in the content and found it to be a waste of time while other studentsfound the material challenging. Students also reported that they wanted to see more time in theprofessional development course focused on the professional side of engineering and integratingthese professional skills and reflections with the industry trips. Additionally, more events

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb P.E., Ph.D, California State Polytechnic University, Pomona

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NSF Grantees Poster Session

the choice between active and passive voice); judgments of the holisticeffectiveness of papers; and student comments in surveys, reflection papers, and interviews.3) The materials use a functional approach to language. That is, they emphasize to students (andfaculty) that words, grammar and organization have an impact on meaning. Effective writing isconnected to the accuracy and precision that are hallmarks of engineering, and writing choicesare connected to their impact on reader comprehension. The approach thus connects writing withthe practice of engineering, rather than describing writing in terms of stylistic choices andconventions that sound arbitrary to students.4) The materials use a direct, analytical approach for teaching writing

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thomas J. Siller, Colorado State University; Michael A. de Miranda, Texas A&M University; Elizabeth Deuermeyer, Texas A&M University

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Diversity, NSF Grantees Poster Session

yetimplemented at another university have been developed.In an effort to broaden the impact of this project a summer workshop was held with a select groupof invited universities. Results from that summer workshop indicate a range of approaches fornew engineering pathways for pre-service teacher preparation will be required to reflect theparticular culture of the universities. Potential approaches identified include:• The use of a minor in STEM education to complement an existing engineering degree, this reflects additions to existing undergraduate engineering degrees• Post-Baccalaureate degree programs –this minimizes impact to undergraduate engineering degrees• Working with educational technology programs –they tend to have greater flexibility

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College; David Jonathan Woehr, University of North Carolina, Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants

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NSF Grantees Poster Session

 other training materials were included in an experimental design:   Video‐based modeling. We expect that these video‐based materials are more engaging,  because they demonstrate teamwork behaviors using scenes from popular movies.  Nevertheless, "engaging" does not necessarily mean "more effective." The use of these  videos is acceptable under "fair use" copyright guidelines as long as these videos are  shown live in class and cannot be downloaded by students.   In‐class teamwork reflection. This is an exercise to serve as a default comparison case  the frame‐of‐reference and video‐based training. It presents some brief scenarios that  can occur in teams for teams to discuss how to manage those

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Jeremiah Sullins; Shari E. Miller, University of Georgia

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Diversity, NSF Grantees Poster Session

Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of Environmental Engineering from the University of Queensland.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

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NSF Grantees Poster Session

(referred to as “interventions” in the research questions). Thus, ourpreliminary findings are related to the first part of research questions one and four and researchquestion two. We will focus on three qualitative measures: teacher pre-academic year interviews,observations of classroom activities, and student reflections of the classroom activities.Preliminary Findings. Because our research is in early stages, our analysis and findings to datehave focused on helping us revise, adapt and improve our classroom activities and relationshipswithin our developing partnership. We are analyzing data by summarizing notes and throughformal coding process. Overall we are taking an approach consistent with Miles and Huberman(1994) [18].Teacher Interviews

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Ann Saterbak, Duke University; Megan McSpedon, Rice University; Michael Wolf, Rice University; Kristi Kincaid, Rice University

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NSF Grantees Poster Session

program administratorshave determined those to be the courses students struggle with most in their first year in STEMat Rice [12]. Further, as not all topics can be covered in six weeks, individual topics within eachsubject area have been selected to ensure students are taught material on which underpreparedstudents at Rice have historically performed poorly compared to the rest of the class.Summer courses in RESP are taught by university professors, who cover the same content duringRESP that is taught in their classrooms during the regular semester. RESP students receivegrades for their work that reflect the same grading standards as regular fall and spring semesterclasses, though these grades do not count as part of the student's official

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Priya Mohabir, New York Hall of Science; Satbir S. Multani; Katherine McMillan Culp, New York Hall of Science

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Diversity, NSF Grantees Poster Session

participation. The diversityof the participants reflects the diversity of the local community. Over half of the participants arefemale, the majority are immigrants themselves or children of immigrants, and members of thegroup speak over twenty different languages. Currently 24% of participants are Latino/Hispanic,18% are Asian/Pacific Islander, 14% are South East Asian, 12% are African American, and 10%are West Indian.Conducting the participatory action researchDuring this twelve-month project, researchers and program leaders worked with a cohort of eightNew York City public high school and early college students who were already working for thescience museum as docents with a focus on a major exhibition about design engineering. Theseyoung people

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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Diversity, NSF Grantees Poster Session

STEM courses and postsecondary majorsin the STEM fields.BackgroundScience, technology, engineering, and mathematics (STEM) is critical for our future advancement.However, the diverse workforce required to drive STEM advancements forward is lacking. Thisshortage is due in-part to academic preparation disparities, which appear early in the elementaryschool years and continue into the 8th grade [1]; national test scores suggest that many U.S.students finish the middle grades underprepared in STEM subjects [1-5]. The National Assessmentof Educational Progress finds roughly 75% of U.S. 8th graders are not proficient in math at theend of 8th grade [2]. Reflecting on the disparity of URMs in the U.S. that enter the STEM fields,fostering success among

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Jeremi S. London, Arizona State University, Polytechnic campus; Bevlee A. Watford, Virginia Tech; Teirra K. Holloman, Virginia Tech; Gilbert Jew, Arizona State University; Atota Bedane Halkiyo, Arizona State University

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Diversity, NSF Grantees Poster Session

the Innovation Cycle of Educational Practice and Research be modified to reflect a meaningful agenda for broadening participation of African Americans in engineering and computer science?The conceptual framework guiding this study is the Innovation Cycle of Educational Practiceand Research [3]. This model depicts an idealized, cyclical relationship between research andpractice: a scenario in which practical issues drive research questions and research insightsinfluence what happens in practice. Unfortunately, this is rarely what happens in reality—mostof what happens in practice is not informed by research, nor is it properly assessed for accuracyof meeting objectives [3]. The same is often true in the reverse, as research

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

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Diversity, NSF Grantees Poster Session

contributed to the students’ success in coursework. The followingare some responses that highlight perception of these skills. These first comments reflect theutility of professional skills and how work helps learners to learn them: DP1: “I am only a few weeks into my first course in my degree so the GPA is not reflective of my current progress. However, I do believe that having some experience in the work force has given me perspective on what I'm learning as well as having professionalism in emails and speaking with my professor. I also think that after working for a year, I have a better understanding in working with other people in a group setting.” DP2: “More comfortable asking questions; improved leadership

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

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Diversity, NSF Grantees Poster Session

United States moves toward minority-majority status, that change isnot reflected in the number of graduate degrees being awarded to underrepresented minorities.The Preparing Engineering Graduates Students for the 21st Century (PEGS21) project at UCDavis seeks to look at the transition from undergraduate to graduate study and extend priorresearch that identifies barriers to graduate degree attainment in first generation students.PEGS21 scholars participate in weekly seminars and a series of professional developmentworkshops in the UC Davis GradPathways program and are asked to reflect on the value of eachworkshop on their learning. Analysis of the results from these reflection assignments suggeststhat GradPathways workshops have the potential to

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Texas A&M University; David B. Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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Diversity, NSF Grantees Poster Session

between 2007 and 2014. Research sites include four of the top ten producers of U.S.Hispanic/Latino engineers; the framework of transfer student capital was used to organize thisstudy's data collection and analytical plan.For our 2018 ASEE poster, we explore engineering transfer students’ reflective responses toquestions about their perceptions of the transfer processes; it represents an area of investigationthat falls under the Transfer Student Capital component of Laanan’s research framework.Through our analyses, we identify emergent constructs and explore differences across subgroupsof transfer students (i.e., type of institution - selective versus open enrollment; type of transferpathway - lateral versus vertical; student status as Hispanic

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Carolyn L. Sandoval, Texas A&M University; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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NSF Grantees Poster Session

biases and increasing active learning in the classroom, with the ultimate goal of increasing student engagement, success, and retention. Further, these positive effects are projected to be strongest for underrepresented minority (URM), women, and first-generation students. The project period is March 1, 2017 to February 29, 2020.  Regarding social cognitive biases, ISE-2 focused on two major components. Implicit bias consists of attitudes, beliefs, and stereotypes that we are not aware that we hold and, in turn, influence our actions in an unconscious and unaware manner. Implicit biases often reflect broader stereotypes and cultural narratives about groups and therefore behavior based in implicit biases seems correct

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

pairs to solve problems or complete 50% assignments. Have students work on real‐world problems or contextual examples. 50% Hold all students in a group accountable for group projects. 50% Moderate Change Provide means for students to ask questions outside of class (i.e., discussion forum, chat). 50% Use peer mentors to support student problem solving and/or reflection. 50% Big Change Teach strategies for solving problems rather

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

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Diversity, NSF Grantees Poster Session

’ designalternatives and matrices. Studies show that student learning improves when they are exposed tothe ideas of others, when they respond to the questions and critique of peers, when they formmore substantial justifications for their views, and when they evaluate competing ideas throughargumentation [24, 25]. Following the gallery walk student teams are given time to reflect oncritical feedback and revise their own work. Effective reflection includes keeping a record ofchanges made and justification of those changes. During stage five, prototypes of the bestdesigns – as determined through matrix scoringand argumentation in the previous stages – arebuilt and tested (Fig. 3). Importantly, this is afluid, iterative process; iterative design

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut; Christa L. Taylor

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Diversity, NSF Grantees Poster Session

siteprovided students with ADHD an opportunity to engage in research outside the confines of thetraditional engineering curriculum and interact with other students facing similar challenges. Thispaper presents quantitative and qualitative findings from a semi-structured interview and post-program survey of the students’ experiences. Overall, the major findings suggest that participatingin the program enhanced students’ 1) interest in engineering research, 2) interest in pursuinggraduate studies in engineering, and 3) feelings of belonging in engineering. For instance, allparticipants (N=10) responded either “agree” or “strongly agree” to statements reflecting thatattending the REU site increased their interest in research and in pursuing graduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patrick J. Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Chris Venters, East Carolina University; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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NSF Grantees Poster Session

modules also provided students opportunities to practice new strategies for learning andself-monitoring, receive feedback, and reflect on outcomes. We focused on student self-monitoring because it is a key element of metacognition as it is instrumental in directing learningbehaviors (Zimmerman 2005; Winne, 2005). The accuracy of self-monitoring is particularlyimportant for successful learning (Schraw & Gutierres, 2014).MethodsOur overall study is a quasi-experimental study with a pre/posttest design with an intervention(Krathwohl, 2009). We did not have a control group. All students participated in theintervention and they were invited to self-select into the research.Site and Intervention DescriptionOur research site was a small engineering

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Gary Lichtenstein, Arizona State University, Polytechnic campus; Lisa Olcese Olcese; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Cheryl Carrico P.E., Virginia Tech; Helen L. Chen, Stanford University; Holly M. Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

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NSF Grantees Poster Session

current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M. Matusovich, Virginia Tech c American Society for Engineering Education, 2018 Paper ID #22016 Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Robert A Linsenmeier, Northwestern University; Timothy Reissman, University of Dayton; Mary Beth Finch, Northwestern University

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NSF Grantees Poster Session

the learning objectives of the courses have been accomplished, theirconfidence in taking on new challenges in these domains, and the degree to which they feel thatthe HPL centers entered into the course. This last topic was addressed by a series of elements notdirectly asking about HPL, but framed to reveal this. For example, to understand whether thecourse was assessment-centered we asked their level of agreement with the statements, “Ireceived adequate feedback on my work,” and “I was able to obtain enough practice onimportant topics.”Another part of the quantitative study was gauging to what extent the teaching reflects HPL. Weexpected simply by using the laboratory kits and employing active learning, these courses will beassessment and

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University

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NSF Grantees Poster Session

designerly epis- temic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University. c American Society for Engineering Education, 2018 Student Learning Trajectories from Making and Engineering ActivitiesIntroductionThe research objective of this NSF-funded EAGER: MAKER: Student Learning Trajectoriesfrom Making Activities Learning Trajectories project is to explore and understand how open-ended, hands-on Making work and activities can reflect student learning trajectories and learninggains in