Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Jessi L. Smith, University of Colorado, Colorado Springs

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Diversity, NSF Grantees Poster Session

, increase persistence rates both within degree programsand into the workforce. The initial study on student beliefs and endorsements wascompleted in 2017 and the video production intervention was piloted in 2018. At the time ofthe 2019 ASEE annual conference, the data analysis on the intervention will be completeand will be presented at the poster session.2. Background Goal-Congruity Theory (GCT) states that people are more likely to pursue a career thataffords the values they endorse (Diekman, 2010). From the perspective of a student, thereare two places that values are important: 1) what values does a student personally holddear? and 2) what opportunities does a student believe a given career provides for? Whenthese two types of values are

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

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Diversity, NSF Grantees Poster Session

evolution of the program, and comparedto the retention rates of their peers. The retention rates were compared across engineering tracks andother demographics such as gender. An analysis of the retention data showed only a small increase inretention rate for program participants compared to the general FTFT population. Figure 1 shows acomparison of the retention rates of all program participants from the 2012 through 2016 cohortscompared to retention rates for all FTFT freshman divided by Engineering Track.Figure 1: Retention comparison of FTFT program participants and FTFT students in the first-yearengineering program by engineering track. [1]The data displayed in Figure 1 indicates that the AcES program increases the retentions of ENGR Track 2and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University ; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Daniel Lapsley, University of Notre Dame; Kerry Meyers, University of Notre Dame; Emily C. LaPorte; Khalid Oladeji Bello, University of Louisville

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Diversity, NSF Grantees Poster Session

, mobile, and global economy, STEM skills areincreasingly important. They are key to stabilizing and rebuilding our middle class, as STEMjobs generally provide higher wages and have above average job growth [1]. There is, however, agrowing divide between those who can and cannot engage. Underrepresented minorities, women,first generation students, and low socio-economic status (SES) students still generally havedisproportionately lower engagement and higher attrition in STEM fields. This is critical to bothequity and our competitive advantage in the United States [2].These challenges are compounded in many communities in the United States, particularly theRust Belt or deindustrialized Midwest, because they struggle more than others to attract

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

engineering.The approach and findings will pave the way for more comprehensive and better aligned ethicaltraining in other STEM fields as well. In turn, a more ethically prepared workforce will lead tomore positive social outcomes. In our paper, we present an overview of the study (backgroundand methods), progress to date related to Objectives 1 and 2 above, and how we expect the resultsto inform engineering ethics education and industry ethics training.BackgroundProfessional codes are currently among the most common frameworks for understanding andteaching engineering ethics [6]. While codes are recognized as important to understanding ethicalpractice in specific engineering disciplines and in engineering generally [7]-[9], ethics codes donot address

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dennis M Lee, Clemson University; Shannon K Stefl, Clemson University; Sandra Linder, Clemson University; Cindy M. Lee, Clemson University; Faiza M. Jamil, Clemson University; Karen A High, Clemson University

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Diversity, NSF Grantees Poster Session

, and Slaton’sstructure of sessions (2017) as it was designed to build to a preliminary research agenda. Day 1 Session 1 Welcome, Expectations, Participants were formally welcomed to the workshop and Setting the stage, and organizers outlined the goals of the event, the model used Prior Research to create the preliminary research agenda, and the three workshop threads. They also shared visual depictions of attendee’s range of interests and experiences using word clouds generated from their responses to pre-workshop

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

/design focus. Such restructuring is aimed atrendering “traditional” design courses more welcoming to students with diverse learning styles,life history and prior experiences. A key aspect of the first year of restructuring has integratedhands-on projects and student work in the makerspace.The targeted engineering courses are US 1100, TECH 1311, and TECH 2310, two at freshmanlevel and one at sophomore level. The courses for pre-service STEM teachers are EDTC 5310and EDTC 5330. Two of the courses were impacted in year one, as described below:1. U.S. 1100 – University Seminar – This course prepares freshman to be successful in theuniversity. Multiple generic versions of this course are offered each semester. However, a limitednumber of discipline

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, the State University of New Jersey; Idalis Villanueva Alarcón, Utah State University

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Diversity, NSF Grantees Poster Session

a mechanism for enhancing the engagement and performance of underrepresented groups(UGs) in spatial learning [1], physics [2], computer science, general engineering [3], softwareand electrical engineering [4] – [17], mechanical engineering (ME) [18] – [25] computer aideddesign [26], and aerospace engineering [27]. Less than a handful of these studies have exploredgames’ appeal, efficacy or UG performance as a function of gender. For example, Joiner et al.,[19] who studied a population of 138 ME UGs (15/138 female) found that there was nodifference in “motivation towards engineering” (4.2 + 0.5, pre- and post-survey results) or in“perceived engineering competence” (3.4 + 0.7, pre-survey to 3.3 + 0.4, post-survey) after videogame use for

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashis Nandy, Northern New Mexico College; Steve Cox, Northern New Mexico College; Stephanie Amedeo-Marquez, Northern New Mexico College

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Diversity, NSF Grantees Poster Session

and Technology(CET) at Northern New Mexico College (NNMC) has implemented a comprehensive strategyand work-plan to increase the retention rate and eventually the graduation rate of severelyunderprepared aspiring Engineering majors. The institute serves underrepresented minoritystudent population; nearly two-thirds of whom rely on Pell grants and more than 50% of themare first-generation college students. The institution’s struggle to retain general studentpopulation is evident from the following data: 78% retention from first to second semester, 66%retention from second to third semester, and the retention rate drops to 50% by the fourthsemester.The major goals of the project include: 1) Improve Engineering learning and learningenvironments

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University

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Diversity, NSF Grantees Poster Session

between military, civilian, academic, professional, and engineering related contexts? b. How do SVSM engage in engineering professional identity development?In this project, we approach narrative data generated with SVSM from both critical andinterpretive perspectives to develop new understandings about how SVSM experienceengineering education within public institutions of higher education and civilian engineeringprograms. Within the first strand (RQ 1), we employ Critical Theories [5-6] (i.e., Veteran CriticalTheory and Community Cultural Wealth) to identify systemic and institutional effects that arepresent within participants’ narratives. The goal of this critical strand is to add to an emergingVeteran Critical

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dan DelVescovo, Oakland University; Darlene Groomes, Oakland University; Bianca Bryant; Laila Guessous, Oakland University

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Diversity, NSF Grantees Poster Session

connected with almost 3000K-12 students over the summer, the team felt that the GEA program would have a more significantimpact overall as it focuses on providing educational opportunities to underrepresented minoritystudents and could provide a good service learning opportunity for the eight REU students takingpart in the 2022 AERIM REU program.While the schedule for the GEA participants was quite full, it generally included time in theafternoons for more open-ended, hands-on activities. The REU students were working in teams oftwo on a variety of research projects and would be on the same teams for their service learningundertaking. The organization of the outreach activity proceeded as follows: 1. REU students were reminded on the first day of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Meabh Kelly, University of Connecticut; Ido Davidesco, University of Connecticut; Aaron Kyle, Columbia University in the City of New York

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Diversity, NSF Grantees Poster Session

science education community?” ACM Inroads, vol. 2, no. 1, 2011.[13] A. Yadav, N. Zhou, C. Mayfield, S. Hambrusch, and T. Korb, “Introducing computational thinking in education courses,” in Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, Dallas, TX, 2011.[14] F. Rivera, “Summit closing remarks: NSF program officers”, in STEM + C PI Summit, September, 2019. Available :http://stemcsummit.edc.org/agenda.html. [Accessed Feb. 1, 2023][15] National Science Foundation, “Discovery Research PreK-12,” 2020. Available: https://www.nsf.gov/publications/pub_summ.jsp? WT.z_pims_id=500047&ods_key=nsf20572. [Accessed Dec. 28, 2022][16] National Science Foundation, “Award abstract

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

higherinitial scores in Engineering self-efficacy 1 and Engineering self-efficacy 2, indicating that theymay have an unrealistically high expectation for their success in engineering. Additionally,students who left engineering also scored higher in test anxiety, overall, than those who stayed inengineering.The fall 2018 cohort data, however, indicates very different trends. First, the retention rate issignificantly different between the fall 2017 and the fall 2018 cohorts. Second, those students inthe fall 2018 cohort who left engineering before the start of the second year scored higher in onlytwo categories, general self-efficacy and self-regulation, than their peers who retained to thesecond year. These students apparently viewed themselves more

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

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Diversity, NSF Grantees Poster Session

Conference. She also was an NSF Graduate Research Fellow for her work on female empowerment in engineering which won the National Association for Research in Science Teaching 2015 Outstanding Doctoral Research Award.Dina Verd´ın, Purdue University, West Lafayette (College of Engineering) Dina Verd´ın is a Ph.D. candidate in Engineering Education and M.S. student in Industrial Engineering at Purdue University. She completed her undergraduate degree in Industrial and Systems Engineering at San Jos´e State University. Dina is a 2016 National Science Foundation Graduate Research Fellow and a 2016 Ford Foundation Honorable Mention Her research interest focuses on first-generation college students focusing on engineering

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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Diversity, NSF Grantees Poster Session

University Indianapolis (IUPUI). However, awardingtalented students is only one element that this collaboration is using to promote the growth of aSTEM identity in their students. The Collaboratory is expected to generate new knowledge inSTEM education by investigating a variety of mechanisms for supporting a diverse set ofstudents in an urban context in their development of a STEM identity--the lack of which is afundamental reason students often select out of STEM majors and careers [1].The funding for this project was awarded on October 1, 2018. Because this was after theacademic year had already begun, the team decided to delay funding of the first cohort ofscholars until 2019-20 so that the program could be implemented with fidelity to the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

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Diversity, NSF Grantees Poster Session

Co-Curricular Participation of Students Underrepresented in Engineering,” thisstudy seeks to gain an understanding as to 1) how engineering students decide to participate ornot participate in out-of-class activities; 2) how these students perceive the impact of varioustypes of out-of-class activities on their engagement in school and development of technical andprofessional competencies; and 3) how each type of activity may differentially impact academicand career outcomes. This project is unique in its focus on various types of out-of-classexperiences and is shaped by specific calls for further research on the influence of out-of-classinvolvement on persistence, learning and workforce entry by engineering education researchers.Such research

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Tancy J. Vandecar-Burdin, Old Dominion University

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Diversity, NSF Grantees Poster Session

standard layup techniques with processing in autoclave and thermalforming. The session on additive manufacturing included key elements of developing a 3Dprinted structures and how to tailor the fabrication conditions for better mechanical performance.Students also learned about technical writing and presentation skills organized by the WritingCenter on campus at ODU. This session allowed students to discuss and practice the keyelements of technical and research writing. The future seminars during the second year of theprogram will involve technical proposal writing sessions to offer support in achieving the know-how for various external opportunities for financial supports and fellowships, includingopportunities for post-graduation employment in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

University of Maryland Baltimore County (UMBC). Her research generally falls under the umbrella of empirical studies of software en- gineering, with particular emphases on maintenance, organizational structure, communication, measure- ment, and technical debt. She also conducts methodological research in qualitative research methods, as well as research in computing pedagogy. She holds a PhD in Computer Science from the University of Maryland, College Park, a MS in Information and Computer Science from Georgia Tech, and a BA in Computer Science and Mathematics from the College of Wooster (Ohio). She has worked in the software industry as a software engineer and consultant, and has conducted most of her research in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Wong, Contra Costa College; Sergio Alexander Alvarez, Contra Costa College; Jonathan Alexander Canel, Contra Costa College; Phiroze Jhalman Duggal; Yesenia Rodriguez Moreno ; Daven Ng ; Nathalie Zaldivar; Chao Liu, Contra Costa College; Jeff Kamalian, Contra Costa College; Seti Sidharta, Contra Costa College

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Diversity, NSF Grantees Poster Session

project improved my expression skills. 0 8 4 2 0 0 4.4 12. The mentors seemed more interested in testing what I 1 1 0 4 4 4 2.2 had memorized than what I had understood 13. It was hard to discovery what was expected of me in 0 1 1 0 6 6 1.9 this project. 14. I was generally given enough time to understand the 0 6 6 2 0 0 4.3 things I had to learn 15. The mentors made a real effort to understand 0 9 4 1 0 0 4.6 difficulties I might be having with my work. 16. The mentors normally gave me helpful feedback on 0 9 3 2 0 0 4.5 how I was going. 17. My

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin, Stout; Elizabeth Anne Buchanan, UW-Stout

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Diversity, NSF Grantees Poster Session

course and how it impacted their thinking. A total of 214 pre-surveyresponses and 170 post-survey responses have been gathered over three semesters.As a control group, we also surveyed the general student population about their ethics and valuesrelated to professional responsibilities. A total of 123 students responded to that survey.UW-Stout is a unique institution in which to conduct such comparative work. As a polytechnic,most students are studying to join a technical profession but in a variety of fields. Early,preliminary interpretations of these survey results have been presented and discussedpreviously. 4,5 A more complete data analysis will be presented later.The project team has also participated in two EWB-USA conferences, where in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah E. Glisson, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

resources or materials · Insufficient training or knowledge in engineering concepts · Limited time within the curriculum · Difficulty in aligning engineering activities with existing subjects · Resistance from students or colleagues · OtherWhich types of professional development experience would be most beneficial to support the integration of engineering into yourclassroom? (Select all that apply) 1. Workshops focusing on engineering concepts and their application in education 2. Collaborative sessions with engineers or industry professionals 3. Online courses specifically tailored for integrating engineering into curriculum 4. Networking opportunities with educators experienced in teaching

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna C Tanguma-Gallegos, Arizona State University; Caroline VanIngen-Dunn, Arizona State University; Cynthia Kay Pickering, Arizona State University

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Diversity, NSF Grantees Poster Session

and social relationshipsthat influence change in general knowledge and learning.References[1] Crisp,G.(2012).Overview Of Hispanics In Science, Mathematics, Engineering And Technology (STEM): K-16 Representation, Preparation And Participation. 22.[2] Excelencia in Education. (2020). Hispanic-Serving Institutions (HSIs): 2018 -19 Fact Sheet. Excelencia in Education. Washington, D.C.[3] Krogstad, J. M. (2014, April 24). More Hispanics, blacks enrolling in college, but lag in bachelor’s degrees. Pew Research Center. http://www.pewresearch.org/fact-tank/2014/04/24/more-hispanics-blacks-enrolling-in-col lege-but-lag-in-bachelors-degrees/[4] Morrison, K. L. (2017). Informed asset-based pedagogy: Coming correct, counter

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

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Diversity, NSF Grantees Poster Session

Students Number of Students Comments Indicator First Generation 90% 18 College Students Foster Youth 10% 2 English as a Second 10% 2 Language Student Veteran 5% 1The Programs would like to highlight this particular demographic data in Table 1.2, with 90% ofstudent participants identifying as First generation students, 10% Foster Youths, 10% ESL and5% Veteran.Table 1.3: Gender of Participants Gender % of Students Number of Students Comments Female 25% 4 Male 70% 15 Prefer not to 5% 1 IndicateAccording to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team, survey and interviewparticipants for their participation in the study.References[1] L. L. Bucciarelli and S. Kuhn, “Engineering Education and Engineering Practice: Improving the Fit,” in Between craft and science: Technical work in US settings, S. R. Barley and J. E. Orr, Eds. Cornell University Press, 1997, p. 210.[2] P. M. Leonardi, M. H. Jackson, and A. Diwan, “The Enactment-Externalization Dialectic: Rationalization and the Persistence of Counterproductive Technology Design Practices in Student Engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohsen Azizi, New Jersey Institute of Technology

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Diversity, NSF Grantees Poster Session

undergraduate research and senior design projects, which have been conducted in the REST laboratory. • The publications including journal and conference papers. • An online feedback form for the users to anonymously provide their suggestions for continuous improvement.External Advisory Committee (EAC)The EAC included the industry partners from S&C Electric Company, Energy Vault, GE Power,and SunLight General Capital, who reviewed all the materials developed for the new course andlaboratory, and provided comments and feedback for modification and enhancement. Thefeedback which was provided to the EAC included the following four questions: 1. Lecture notes: Do they provide the knowledge required in the field? What additional

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

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Diversity, NSF Grantees Poster Session

experiencespromote learning, technical communication, metacognitive ability, social-technical thinking, andother skills. However, little is known about how teamwork informs or is informed by students’engineering identities. Understanding the connection between teamwork and the engineeringidentity of diverse students, especially among underrepresented groups, enables instructors tocreate inclusive teaching and learning environments. Such learning environments improvestudent performance and promote interest and recognition, which are crucial to a student’sprofessional formation.Funded by the Research Initiation in Engineering Formation (RIEF) program of the NationalScience Foundation, our project aims to (1) depict teamwork experience through the behaviors

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nellone Eze Reid, New Jersey Institute of Technology

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Diversity, NSF Grantees Poster Session

Americans, LatinX, women, students with disabilities and first-generation college students. Thegoals of this project are to 1) engage undergraduate students to foster innovative research cancerdiagnostics to therapeutic intervention; 2) cultivate multidisciplinary research among NJIT faculty; and 3)increase the participation in research by underrepresented minority groups, resulting in participants beingco-authors on publications and presenters at scientific conferences. During the 10-week summer program, -related researchprojects in biomedical engineering, materials science and photonics. Students gain perspective on theircareer paths through weekly seminars

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

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Diversity, NSF Grantees Poster Session

(currently in year four)multi-institutional NSF IUSE (Improving Undergraduate STEM Education) funded program,The Partnership for Equity (P4E), is to challenge the culture of engineering and computerscience by developing, implementing, and evaluating novel curricular changes intended toengender inclusive professional identities in engineering and computer science students. Studentswith inclusive professional identities will: “(1) have the necessary technical knowledge, skills,and abilities to work in their chosen field; (2) appreciate how all kinds of diversity strengthenengineering and computer science as disciplines; (3) know how to act in inclusive ways andcreate inclusive environments within their fields; and (4) consider an endeavor’s impact

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Samantha Asbell, Texas A&M University

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Diversity, NSF Grantees Poster Session

approach [3], we first identified the five constructs onentrepreneurship mindset that aligned with the Site program goals. Then, the items for eachconstruct were generated by adopting items from the existing scales or constructing new itemsthrough the literature review [2], [4]. Students’ responses were scaled on the seven-point Likert-type choices (1 = strongly disagree to 7 = strongly disagree). As reported in the previous study[1] the internal consistency reliability coefficients ranged from Cronbach’s α = 0.867 to 0.932with the overall Cronbach’s alpha = 0.951 (n = 61), which indicates good reliability evidence ofthe scale [5].Table 2. Definitions and Reliability Evidence of the Constructs on the Perceptions ofEntrepreneurship Scale

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Andres Nieto Leal; Anthony Olukayode Yusuf, Virginia Tech; Abiola Akanmu, Virginia Tech; Sheryl Ball; Andrea Nana Ofori-Boadu, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

] Lave, J. and E. Wenger, Situated learning: Legitimate peripheral participation. 1991: Cambridge university press.[21] Li, L.C., et al., Evolution of Wenger's concept of community of practice. Implementation science, 2009. 4(1): p. 1-8.[22] Ogunseiju, O. and A. Akanmu, Holographic learning environment for bridging the technical skill gap of the future smart construction workforce, in 20th International Conference on Construction Applications of Virtual Reality (CONVR 2020) 2020: Middlesbrough, United Kingdom.[23] Vanderpool, J., Emerging Professional Identity Development in Freshman Architecture, Engineering, and Construction Women. 2019.[24] Stevens, R. and R. Hall, Disciplined perception: Learning to see in technoscience

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marisol Clark-Ibanez, California State University, San Marcos

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Diversity, NSF Grantees Poster Session

3We present three sets of preliminary results. First, we share the outcomes of the Fab Fridaystudent satisfaction surveys. Second, we demonstrate the impact of computer science motivationbetween Fab Friday participants and CS majors who never participated in Fab Friday. Finally, wehighlight student voices (i.e., qualitative data) that provide additional nuanced insights as to theimpact of Fab Friday to enhance students’ social capital.3.1 Fab Friday Satisfaction3.1.1 Perception on Skill BuildingStudents were asked to rate their level of agreement (scale 1 to 6; 6 highest agreement) tostatements about how the sessions helped improve several skills. With a range from 4.47-5.44,most student participants agreed or strongly agreed that activities