Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

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Diversity, NSF Grantees Poster Session

qualities they havethat are not reflected in quantitative measures like SAT scores or high school GPA.Next, we review the applications and look for other signs of academic potential and leadership.To us, leadership potential is signaled by significant participation in a student organization or asports team or a volunteer effort. Admittedly, this is not simple to determine, but generally, weare looking for signs of initiative, growth mindset, and working effectively on a team as we readthe applications.Finally, after the application stage we make a short list and interview those selected applicants.Most of these interviews are done on a campus visit day for prospective students. This interviewis not designed to determine if the applicants deeply

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Krishna Bista, Morgan State University; Uttam Gaulee; Ayodeji B. Wemida, Morgan State University; Steve Efe, Morgan State University; Akinyele Oni, Morgan State University; Adedayo Ariyibi, Morgan State University; Caroline Gathigia Ndirangu, Morgan State University; Emmanuel Olamidotun Olanrewaju, Morgan state university; Seong Lee, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Mehdi Shokouhian, Morgan State University; Sotonye Ikiriko, Morgan State University; Antony Kinyua, Morgan State University

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Diversity, NSF Grantees Poster Session

knowledge gains, interest in the degreeprogram, and ability to function as a professional engineer. The mobile boards have also beenutilized in other disciplines such as mechanical engineering using two experiments developedand tested in a class. [5-12].Connor et. al. observed that to successfully adopt and incorporate innovative educational devicesinto curricula within and across multiple institutions, understanding the potential advantages isessential, but understanding the barriers that can occur is just as important to ensure theeffectiveness of implementation. For the Mobile Studio project, they identified barriers as: (i)reflected experience of both students and instructor, (ii) the use and the development ofsupporting resources to the device

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Sarah Hoyt, Arizona State University; Kristi Glassmeyer, Arizona State University

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NSF Grantees Poster Session

during the class session. For instance, these items focus on the subject matter being taught, and the ways in which the instructor includes key concepts. Procedural knowledge (content): These items measure how students engage with course materials. Specifically, these items are focused on assessing the ways that students talk about or characterize the phenomena being taught in the class and whether they are reflective about their learning in the course. Communicative interactions (culture): The communicative interactions section focuses on the types of interactions that occur in the classroom. These items examine if classroom culture is inclusive and what types of

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

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NSF Grantees Poster Session

theinterview questions: • The learning achieved. • Impact on perspective relevant to and plans for the future. • Encouragement toward involvement with research. • Confirmation of abilities or areas for further development. • Confirming interests and intentions related to research, careers, and degrees. • Providing new experiences and expanding personal horizons. • Skill development. • Improving qualifications. • Increases in confidence. • Development/expansion of a relational network.During the interview in year 4, the majority of participants also stated that participation in theprogram caused them to reflect on or refine their educational goals and career plans. While thereare only 6 significant benefits

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; David A. Dillard, Virginia Polytechnic Institute and State University; Sneha Patel Davison, Virginia Polytechnic Institute and State University; Todd P. Shuba, Virginia Polytechnic Institute and State University; Cliff Shaffer, Virginia Polytechnic Institute and State University; Arinjoy Basak, Virginia Polytechnic Institute and State University; Jianqiang Zhang, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

and Drop Problem Solving Interface Part IIAs we continue to work on our prototype, we are writing new items to reflect the concepts thatour research has highlighted as problematic. This involves an item analysis of concepts coveredon mid-terms and final exams that students tend to score the lowest on. One of the primary goalsof this project is to use the innovation in order to systematically study how technology-richenvironments can enhance the learning, teaching, and assessment of complex knowledge.Consequently, our exercises will be designed to enhance and accelerate conceptual learning(rather than use of rote algorithms) by minimizing the extraneous cognitive load of tediouscalculations that can limit student ability to holistically

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mason Andrews, Hampton University; Mujde Erten-Unal, Old Dominion University; Carol L. Considine, Old Dominion University

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Diversity, NSF Grantees Poster Session

reflective stagesof learning, preparing them for success in future research and professional design engagement.As a bridge between academic and professional worlds, it can provide the initiating sense oflegitimately belonging to a profession, a crucial step toward long-term productivity within theprofession [11].The application of the impacts of SBL and of the exploration of developing trans-disciplinarystudy firmly rooted in a process acknowledging inherent conflicts between methods and modelsembedded within each participating discipline should provide useful data, insights, andreplicable models for programs seeking to improve minority persistence and success in STEMresearch and professional practice.In addition to the program’s potential to more

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Farshid Marbouti, San Jose State University; Kelsey Joy Rodgers, Embry-Riddle Aeronautical University - Daytona Beach; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University - Daytona Beach

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Diversity, NSF Grantees Poster Session

modelingrelated questions at the end of the semester. In addition, they provided longer responses andmore specific words related to modeling types at the end of the semester. Further analysis isneeded to understand the extent of their knowledge gain during the semester.AcknowledgementsThis work was made possible by a grant from the National Science Foundation (IUSE 1827406).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation.Table 6 – Word cloud representation of student responses. Course Pre Post Publi c Scho ol Priva te Scho ol Cour se 1 Priva

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University; Tiantian Li, Purdue University at West Lafayette; Ali Khalid Raz, Purdue University at West Lafayette; Kerrie A. Douglas, Purdue University at West Lafayette; John W. Sutherland, Purdue University at West Lafayette (COE); Jorge D. Camba, Purdue University at West Lafayette; Daniel Delaurentis, Purdue University at West Lafayette

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Diversity, NSF Grantees Poster Session

xProject Management x x xBusiness Impact x x x x xAcknowledgementsThis work was made possible by a grant from The National Science Foundation (1935683). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of The National Science Foundation.References[1] S. S. Balram, “Perceptions of Model-based Systems Engineering as the Foundation for Cost Estimation and Its Implications to Earned Value Management,” M.S. thesis, College of Syst. and Ind. Eng., University

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryce E. Hughes, Montana State University; Shannon D. Willoughby; Brock J. LaMeres, Montana State University; Barrett Frank, Montana State University; Elaine Marie Westbrook, Montana State University; Nick Lux, Montana State University

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NSF Grantees Poster Session

poster.FundingThis project is funded by the National Science Foundation under Award XXX- XXXXXX. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. [Online]. Available: https://peer.asee.org/18591.[2] E. Towle, J. Mann, B. Kinsey, E. J. O. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

work may include women who were on the verge of choosing engineering but choseanother career path. This work may also investigate other groups within the U.S. and Moroccancultures. A quantitative approach may be implemented to produce more generalizable results thatmay produce a broader impact.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant N.1927125. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] R. A. Ellis, “Is U.S. Science and Technology Adrift,” Science and Technology, 2007. .[2] T. U. . News, “The U.S. News/Raytheon STEM

Conference Session

NSF Grantees: Student Learning 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

and divided into units that can be coded viaa coding scheme that is based on a priori theoretical assumptions about the processing involvedin the task at hand. Both the frequency of the coded verbalizations and the sequence of thecoded verbalizations can be used as measures of metacognition.Metacognitive declarative knowledge is more likely to be validly measured by off-line measures.[15]. Metacognitive declarative knowledge reflects stable knowledge and beliefs about oneselfas a problem solver and stable traits that one has about performing specific cognitive skills. Aperson’s stable knowledge, beliefs, and traits, although potentially influencing one’s cognitiveactivity, can be retrieved at any time, are resistant to change, and can be

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University of Science and Technology; Justin L. Hess, Purdue University at West Lafayette; Alison J. Kerr, University of Tulsa; Dayoung Kim, Purdue University, West Lafayette; Michael C. Loui, University of Illinois at Urbana - Champaign; Andrew O. Brightman, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

) Reflection and Association, and(7) Prior Ethics Training. In addition to a separate ASEE manuscript detailing these results [50], apaper presenting a methodological overview on strategies for pairing phenomenography with CITis in development [52].Future WorkFuture research related to RQ1 will include (1) finalizing a set of categories; (2) identifying therelationships between categories; and (3) generating an outcome space that presents thatcategories, their dimensions of variation, and the inter-relationships between categories. Thisanalytic process will be further supported by developing “themes of expanding awareness” whichrepresent key features of each category that manifest in different ways for each category. Thefinalized outcome space will be

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

, findings, conclusions andrecommendations expressed are those of the authors and do not necessarily reflect the views ofthe National Science Foundation.References[1] J. Roy, Engineering by the numbers. Engineering College Profiles & Statistics ASEE, 2019.[2] N. Dlodlo and R. N. Beyers, “The experience of girls in a fabrication engineering environment,” Gender Technol. Develop., vol. 13, no. 1, pp. 127-135, 2009.[3] APS Physics, Bachelor’s degrees earned by African Americans, by major. https://www.aps.org/programs/education/statistics/aamajors.cfm accessed Nov 24, 2019.[4] A. A. Bergerson, B. K. Hotchkins, and C. Furse, “Outreach and identity development: new perspectives on college student persistence,” J. College Stud. Retention, vol

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahed Siddique, University of Oklahoma; Andrea L'Afflitto, Virginia Tech; Wei Sun, University of Oklahoma; Jiyoon Lee, Rose State College; Steven L. Fowler, Rose State College; Wayne Jones, Rose State College

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NSF Grantees Poster Session

and frameworks for engineering education need to support development of technicalaptitude and general (meta) competencies [25, 26], that is, those skill sets that enable students tocommunicate effectively, work in teams, operate in complex organizations, meet quality standards,and transfer task-specific skills to new challenges or tasks [27, 28]. Our proposed development ofadvanced UAS technical professionals will be grounded in Kolb’s [29] work, which provides amodel of experiential learning with four stages (i) Concrete Experience: the learner must be willingand actively involved in the experience; (ii) Reflective Observation: the learner must be able toreflect on the experience; (iii) Abstract Conceptualization: the learner must possess

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University; DeDe Griffith, Northwest Louisiana Technical Community College; Cheri Greer, Northwest Louisiana Technical Community College

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NSF Grantees Poster Session

activities, the annual reporting expectations (to NSF), budgetingguidelines, and plans for attending/presenting-at the ATE grantee conferences, among others.Being a 3-year project with a broad array of intended tasks/deliverables, the majority of year-oneactivities were focused on starting up the sub-tasks outlined under goal-1. This primarilyincluded the curriculum road mapping efforts that are intended to gather feedback fromstakeholders (especially, from industry) on what they perceive the knowledge/skill-needs of anIndustry 4.0 worker to be are. Further, the industry will also be encouraged to reflect on whatthey perceive is missing from some of their current workforce as well as what their futureprojected new needs might be. To facilitate this

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maeve Drummond Oakes, Purdue University; Kristin Everett, Western Michigan University; Michael T. Harris, Purdue University at West Lafayette; Maryanne Sydlik, Western Michigan University; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

revised lessons and reflections on the implementation and itssuccess back to the program leaders. While on campus, the teachers attended professionaldevelopment sessions including presentations about engineering majors and careers, discussionsabout gender dynamics and teaming, specifically with CATME, a system of web-based tools thatenable instructors to implement best practices in managing student teams. To help teachersconnect design elements and projects with outreach to solve the needs of a community, teachersparticipated in a three-day Engineering Projects In Community Service (EPICS) K-12 workshop.Their session culminated in a poster presentation for CISTAR faculty, staff, and graduatestudents.REU ProgramSeven undergraduate students

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

external evaluator). Reflection essay. Professional networking.Follow-Up Database & mailing list setup. Scheduled periodic status updates for continued guidance on career (1-year) objectives (for 1-year). Posting of opportunities. Strategies to position for success. Extended Periodic contact (beyond 1-year). LinkedIn updates. Track professional career progress. [Fall] Evaluator report; discussion & intervention plans. Grad student & mentor training. *[College of Engineering (CoE) Undergraduate Summer Research Grants (USRG) activity]-[Optional] [Deadline] #[Evaluation activity] %[Brown bag lecture by Institute for Broadening Participation (IBP)]The majority of the 10-week on-site period involved the

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University; Gabriella Santi; Shahin Vassigh, Florida International University

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NSF Grantees Poster Session

terminology and limited training content, which also hinder theprogress in such a preeminent domain. Similarly, designer, system integrators, softwaredeveloper, and building technologist shared their perspective, which included challenges such aslack of affordable training resources and opportunities such as confidence in job security, newopportunities for entrepreneurship, and job opportunities. Figure 2: AEC Industry Professionals Interview ResultsIn the same phase, 18 industry professional construction representative in South Florida weresurveyed. Those professionals represent a targeted sample associated with the ConstructionIndustry Advisory Board at the Minority Serving Institution, thus reflecting a representativesample to

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University at West Lafayette; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Dina Verdin, Arizona State University, Polytechnic campus; Aaron Robert Hamilton Thielmeyer, Purdue University at West Lafayette; Herman Ronald Clements III, Purdue University at West Lafayette (COE); Zhihui (Sherry) Chen

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Diversity, NSF Grantees Poster Session

interviews was designed to understandstudents’ background and pathways into engineering. The second round of interviews involvedasking the students to complete a journey map to guide the interview focused on understandingtheir identity trajectory. This journey map documented the “high points” and “low points” of astudent’s experiences over the previous semester and was used as a reflective tool and datacollection artifact to guide the narrative interviews. The third round of interviews continues to usejourney maps and students’ stories to understand their development in engineering.The interviews were used to develop “restoryed” case summaries. A restoryed case summary is ashort version of each student’s pathway and highlights. In addition to these

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

for Engineering Education, 2020 Spatial Visualization Skills Training at Texas State University to Enhance STEM Students Academic SuccessAbstractA diagnostic of thirty questions administered to incoming STEM students in Fall 2013 and Fall2015 - Fall 2018 reflects that their spatial visualization skills (SVS) need to be improved.Previous studies in the SVS subject [1], [2], [3] report that well-developed SVS skills lead tostudents’ success in Engineering and Technology, Computer Science, Chemistry, ComputerAided Design and Mathematics. Authors [4], [5] mention that aptitude in spatial skills isgradually becoming a standard assessment of an individual’s likelihood to succeed as anengineer.This research reports the

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College

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Diversity, NSF Grantees Poster Session

develop effective latent variable model and instrument that reflects the factors of college students’ retention.Dr. Carol S Gattis, University of Arkansas Dr. Carol Gattis is the Associate Dean Emeritus of the Honors College and an adjunct Associate Pro- fessor of Industrial Engineering at the University of Arkansas. Her academic research focuses on STEM education, developing programs for the recruitment, retention and graduation of a diverse population of students, and infusing innovation into engineering curriculum. Carol is also a consultant specializing in new program development. She earned her bachelor’s, master’s and Ph.D. degrees in Electrical Engineer- ing from the U of A and has served on the industrial

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie I. Ringleb, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University ; Orlando M Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

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NSF Grantees Poster Session

pilot of this class prior to this grant combined a small,bioinspired robotics course with PSTs in the educational technology course, where the UESs andPSTs could work together on a larger project. Therefore, future collaborations will include eitherthe bioinspired robotics course or electromechanical systems course, both which have smallerclass sizes.Preliminary results [7,8] suggest that the instruments developed for collaborations 1(engineering design process) and 3 (computational thinking) may not be sensitive enough todetect changes in content knowledge. Therefore, additional research is being implemented toimprove those assessments. The reflection assignments provided valuable information on bothwhat students learned and how they viewed

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robin A.M. Hensel, West Virginia University; Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas

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Diversity, NSF Grantees Poster Session

and persistenceto graduation. Scholarship recipients also participate in focus groups and one-on-one interviewsand that data is being analyzed with the goal of gaining a holistic understanding of studentretention and finding trends in longitudinal change in students’ perceptions of the engineeringprofession as well as in their motivation and persistence.This material is based upon work supported by the National Science Foundation under GrantNo. DUE-1644119. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] J. Kruger, and D. Dunning, “Unskilled and Unaware of It: How Difficulties in

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Cady, National Academy of Engineering; Greg Pearson, National Academy of Engineering

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NSF Grantees Poster Session

providers of professionaldevelopment opportunities and educators of prospective K–12 teachers ofengineering should align their work with guidance documents that draw on themost up to date understanding of research and best practices in teacher educationand professional development. As new knowledge accumulates about theprofessional learning of K-12 teachers of engineering, adjustments in programsshould reflect new insights gained from rigorous, high quality scholarshipRECOMMENDATION 5: As evidence accumulates about effective approaches topreparing K–12 teachers of engineering, it will be important to establish formalaccreditation guidelines for K–12 engineering educator preparation programs,such as those developed by the Council for the

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

Foundation under GrantNumber [redacted]. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank [redacted] and [redacted] for help with datacollection.References[1] C. Carrico, H. M. Matusovich, and M. C. Paretti, "A qualitative analysis of career choice pathways of college-oriented rural central Appalachian high school students," J​ournal of Career Development,​ 2017.[2] C. A. Carrico, “Voices in the mountains: A qualitative study exploring factors influencing Appalachian high school students’ engineering career goals,” Ph.D. dissertation, Engineering Education, Virginia Polytechnic

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rafal Jonczyk, Adam Mickiewicz University, Poland, and Pennsylvania State University; Yushuang Liu, Pennsylvania State University; Danielle S. Dickson, Pennsylvania State University ; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma; Janet van Hell, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

Experimental Social Psychology, vol. 35, pp. 4-28, 1999.[18] A. Fink, and M. Benedek, “EEG alpha power and creative ideation,” Neuroscience & Biobehavioral Reviews, vol. 44, pp. 111-123, 2014.[19] W. Klimesch, “EEG alpha and theta oscillations reflect cognitive and memory performance: a review and analysis,” Brain Research Reviews, vol. 29, pp. 169-195, 1999.[20] I. Bakker, A. Takashima, J. G. Van Hell, G. Janzen, and J. M. McQueen, “Changes in Theta and Beta Oscillations as Signatures of Novel Word Consolidation,” Journal of Cognitive Neuroscience, vol. 27, pp. 1286-1297, 2015.[21] M. C. M. Bastiaansen, A. Mazaheri, and O. Jensen, “Beyond ERPs: Oscillatory neuronal dynamics,” in The Oxford Handbook of Event-Related

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremi S. London, Virginia Tech; Brooke Charae Coley, Arizona State University, Polytechnic campus; Julia Machele Brisbane, Virginia Tech; Natali Huggins, Virginia Tech ; Karen Gilbert, Virginia Tech

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Diversity, NSF Grantees Poster Session

]. The thematic synthesis will consist of three phases: 1) coding each line of text, 2)development of descriptive themes associated with the studies, and 3) generation of analyticthemes that interpret the findings [7].AcknowledgementsThis work is supported by the U.S. National Science Foundation award #1828659. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] Annual Estimates of the Resident Population by Sex, Race, and Hispanic Origin for theUnited States, States, and Counties: April 1, 2010 to July 1, 2016. Source: U.S. Census Bureau,Population Division. Release Date: June 2017[2] B. L. Yoder

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of San Diego; Melissa M. Arana ; Mireya Becker Roberto, University of San Diego; Nicole G. Reyes

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Diversity, NSF Grantees Poster Session

, SocialStudies) an opportunity to learn more about how language is embedded in STEAM learning.Moreover, the project also provided an opportunity for all teachers to explore how engineeringcan be used as the integrator in STEAM. The project also introduced teachers to a more holisticview of engineering as a sociotechnical endeavor and how different disciplines can worktogether to create transformative learning experiences for minoritized students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1826354. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundationReferences

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; Craig O. Stewart, University of Memphis; Shani O'Brien, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis

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, and, although in initial stages, interclass interactions.AcknowledgementsWe wish to recognize Mengyuan (Alice) Zhao as coordinator of our efforts on the CN, andhelping researchers access student activity on the CN. This paper directly reflects the work of allPIs on the Urban STEM Collaboratory, from University of Memphis: Stephanie Ivey, James T.Campbell, John Haddock, Aaron Robinson, and Craig Stewart; from University of ColoradoDenver: Maryam Darbeheshti, Michael Jacobson, Martin Dunn, and Tom Altman; from IndianaUniversity Purdue University Indianapolis: David Russomanno, Jeffrey Watt, Karen Alfrey,Clayton Nicholas, Danny King, Terri Talbert-Hatch. This work is supported by NSF S-STEMGrants: #1833987 (UofM), #1833983 (CU Denver), #1833817

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico

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Diversity, NSF Grantees Poster Session

Special Problems.FTIR Spectroscopic Imaging System ComponentsFigure 1 shows the FTIR spectroscopic imaging system. An FTIR spectrometer, an FTIRmicroscope, Data Acquisition system, an optical table and a liquid nitrogen generator werepurchased through this grant. Liquid nitrogen is used to cool the microscope detector. Figure 1. The FTIR Spectroscopic Imaging SystemThe Research and Development Bruker Invenio-R FTIR Spectrometer shown in Figure 2aenables us to collect an average IR spectrum of a sample and characterize it accordingly.Additionally, an Attenuated Total Reflection (ATR) unit was purchased to eliminate samplepreparation steps when using the spectrometer. ATR is a sampling technique used in IRspectroscopy