Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

creating forcommunity use.AcknowledgementThis work was supported, in part, by National Science Foundation award 1700581. The FSUresearchers would like to thank our team at Chipola College and our regional state collegepartners for their generous and important participation in this project.References[1] Florida Department of Economic Opportunity [DEO]. (2016). Florida Information Technology industry. 2016 edition [Online]. Available: http://lmsresources.labormarketinfo.com/library/pubs/industryprofile/information_techno logy.pdf.[2] M. J. Orlando and M. Verba, "Do only big cities innovate? Technological maturity and the location of innovation," Economic Review, Federal Reserve Bank of Kansas City, no. Second

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

the role of the faculty mentor [13],[15], [16]. Perez and Gong [17] found that the main factors impacting minority students’ accessto graduate school included cost, knowledge of available graduate programs, understanding ofgraduate study and research in general, and career relevance of the graduate degree options.B. Purpose of the StudyA main purpose of this study was to explore the impacts of undergraduate students' researchexperiences on their perceptions of career goals, graduate school, research knowledge and skills,and engineering career path at a Southwestern public research university in the United States(US). The following research questions guided this study. 1. How does the REU influence students’ career goals? 2. How does the

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University at West Lafayette; Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University at West Lafayette; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

Interactions in Engineering Teams: Findings from a Multi-Year Mixed Methods Study at Three InstitutionsIntroductionA key learning outcome in engineering is the ability to work in collaborative and inclusiveteams. As engineering becomes a global endeavor, this outcome gains increasing importance toundergraduate engineering education. When it comes to working in teams in this globalenvironment, research shows positive and negative findings for students working in diverseteams (i.e., race/ethnicity, gender, sexual orientation, disability status). Positive findings includeincreased divergent thinking, idea generation, higher quality products, and increased productivity[1]-[3]. Negative findings highlight sustained conflict in teams, decreased

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Kenneth Reid, University of Indianapolis; Matthew W. Ohland, Purdue University, West Lafayette; NAHAL RASHEDI, University of Cincinnati

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Diversity, NSF Grantees Poster Session

documentation was revisited to resolve thediscrepancy.Another type of error we explored was whether a course was listed as a prerequisite orcorequisite but was not listed in the plan of study. Again, we revisited the plan of study to ensurethe correct prerequisite relationship was recorded in the data. Unlike the consensus-basedverification, it was possible for an “error” not to be caused by an oversight during data entrybecause the course did indeed not appear in the plan of study. These false positives were oftenfound with courses in the first year, such as Calculus 1, which technically have prerequisites butstudents are intended to be placed in these through mechanisms like a math placement test.Once we completed the verification process, we

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

informativemeeting about a student-based engineering organization on campus. In the second stage, weagain used web-based survey data, but drew a larger sample (N=406), of undergraduateengineering majors currently enrolled in introductory general engineering and design courses i.In this stage we conducted item-analyses, alpha reliability testing, and Principal ComponentsAnalysis (PCA) to develop the scale measures of each construct (i.e., engineering values, self-efficacy, and identity). Then we used information obtained from the power analysis to draw 9random subsamples of the optimal size (see Stage 1 below), to test hypotheses 1-3 by assessingthe bivariate correlations between each of the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Nicholas Langhoff, Skyline College; Erik N. Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College

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Diversity, NSF Grantees Poster Session

support these experiments with minimal travel toa college campus, without compromising the caliber of technical skill typically gained in a labwith a comprehensive set of equipment. In addition to exposure and exploration in the majorengineering disciplines, emphasis was placed on fostering general experimentation skills such ashow to design an experiment; familiarity with lab instrumentation; how to properly plot, analyze,and interpret data; how to assess and quantify measurement error; and how to report results withhonesty and integrity.In terms of the lab activities, the course begins with labs designed to teach students skills inexperimentation, measurements, and error analysis, along with techniques in a spreadsheetprogram and MATLAB/FreeMat

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David M. Krum, California State University, Los Angeles; Zoe Wood, California Polytechnic State University; Eun-young Kang, California State University, Los Angeles; Ayaan M. Kazerouni, California Polytechnic State University; Jane L. Lehr, California Polytechnic State University; Sarah Hug, Colorado Evaluation and Research Consulting; Paul Salvador Bernedo Inventado, California State University, Fullerton; Fang Tang; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Yu Sun, California State Polytechnic University; Mohsen Beheshti; Aakash Gautam, University of Pittsburgh; Aleata Hubbard Cheuoua; Sahar Hooshmand; Kevin A Wortman, California State University, Fullerton

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Diversity, NSF Grantees Poster Session

and ethnicity and (b) synthesizing alliance data collected across all years.Evaluation of Objective 3 Led by Dr. Hug, the data collection and reflective practices used tounderstand the outcome of the faculty learning community include: • Participation in all sessions of the FLC, recorded; • Participation in all planning sessions of the FLC, recorded; • Reflection meetings with structured agenda, following each session, recorded; • Focus groups with faculty participants, twice annually; • Documentation of curriculum development and changes over time; • Course observations in Year 2 across at least 3 campuses; • Faculty departmental climate survey for participating departments in Years 1 and 3.How the research and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cassandra J. Groen, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech

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Diversity, NSF Grantees Poster Session

, no. 5, 1999, pp. 664-682.[14] B.M. Capobianco, “Undergraduate Women Engineering their Professional Identities,” Journal of Women and Minorities in Science and Engineering, vol. 12, no. 2-3, 2006.[15] D.P. Dannels, “Learning to be Professional: Technical Classroom Discourse, Practice, and Professional Identity Construction,” Journal of Business and Technical Communication, vol. 14, no. 1, 2000, pp. 5-37.[16] M.C. Loui, “Ethics and the Development of Professional Identities of Engineering Students,” Journal of Engineering Education, vol. 94, no. 4, 2005, pp. 383-390.[17] R. Stevens et al., “Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning,” Journal of Engineering Education, vol

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meghan Berger, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University; Kalynda Chivon Smith, North Carolina A&T State University; Scott Grant Feinstein; Gloria Jones-Johnson, Iowa State University; Luis Gonzalez-Diaz

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Diversity, NSF Grantees Poster Session

Paper ID #30929A Tale of Two Universities: An Intersectional Approach to ExaminingMicroaggressions Amongst Undergraduate Engineering Students at an HBCUand a PWIMeghan Berger M.A., North Carolina A & T State University Meghan is a PhD student in the Rehabilitation Counseling and Rehabilitation Counselor Education pro- gram at North Carolina Agricultural and Technical State University. Her broad research interests include exploring the experiences of marginalized groups and multicultural competency in counseling. In the clinical setting, she focuses on culturally relevant therapeutic interventions with African-American and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Laurie O. Campbell, University of Central Florida; Richard Hartshorne, University of Central Florida; Melissa A. Dagley, University of Central Florida; Sam Spiegel, Colorado School of Mines; Tian Tian, University of Central Florida; Zhongzhou Chen, University of Central Florida; Julie Donnelly, University of Central Florida; Adrian Tatulian, University of Central Florida; Florencio Eloy Hernandez, University of Central Florida; Shadi Sheikhfaal, University of Central Florida; Hossein Pourmeidani, University of Central Florida; Hans Esteves, University of Central Florida

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Diversity, NSF Grantees Poster Session

?  Symposia: crosslinking sessions in which conferences? CSCL, CSCW, EDM, ASEE, AERA, etc. Figure 6: Themes in Track 1 and their corresponding Guiding Questions.3.4.2 Track 2: Personalizing Collaborative Learning through AnalyticsThe focus of Track 2 was the personalization of collaborative learning through analytics. Primarytopics of Track 2 included the following:  Utilizing offline data-mining of assessments for automated optimization of team composition and sustained back-end reporting of learning outcomes;  Collecting and leveraging real-time observations of team member participation, dynamically identifying learners needs/ZPD, restructuring learner cohorts, and generating instructor/learning guidance on-demand; and  Defining

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Ashley Lytle; Maxine Fontaine, Stevens Institute of Technology ; Frank T. Fisher, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

) [18]. There are 19 eligible STEMundergraduate programs at Stevens. Low-income students were defined by Stevens’ Office of FinancialAid as students whose (FISAP/FAFSA) total family income was less than $65,000. NSF S-STEMScholarship Eligibility includes the following, the student is: 1) enrolled in an S-STEM eligible programwith a cumulative GPA over 3.0; 2) has a FISAP total family income of less than $65,000; and 3) hasunmet financial need.Major findings from this second study include the following: ● No statistically significant differences in any of the AE subscales between this cohort of first-year low-income students (n=49) and the general first-year non-low-income student population from the initial baseline study (n

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathanial David Wiggins, San Jacinto College; Sadegh Davari, University of Houston, Clear Lake; Sharon Perkins Hall, University of Houston, Clear Lake; Krishani Abeysekera, University of Houston Clear Lake; Norman H. Liebling, San Jacinto College; James LeRoy Meeks, San Jacinto College

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Diversity, NSF Grantees Poster Session

annual STEM challenge. 29 teams made up of 112 studentsparticipated in the competition at two levels: beginner and advanced. Winners and participantswon prizes including scholarships, internships, quadcopters and various other gifts, as shown inFigure 1. The internships were provided by AtLink Communications Inc. and Tietronix.STEM Challenge 2017 was sponsored by Flow-Cal Inc., Esyntaxis and AtLink CommunicationsInc. Breakfast was generously donated by Panera Bread. Lunch was provided at a concessionrate by Freebirds Inc. Additional support was provided by various other companies andrestaurants in the community. Faculty members from community colleges, high schools andUHCL participated actively and served as judges, mentors and in various other

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago; Yeow Siow, University of Illinois at Chicago

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Diversity, NSF Grantees Poster Session

(NSF) Grantees Poster Session during the 2020 ASEE Annual Conference &Exposition. The poster describes the progress and the state of an NSF Scholarships in Science,Technology, Engineering, and Math (S-STEM) project. The objectives of this project are to 1)enhance student learning by providing access to extra- and co-curricular experiences, 2) create apositive student experience through mentorship, and 3) ensure successful student placement in theSTEM workforce or graduate school. S-STEM Scholars supported by this program receivefinancial, academic, professional, and social development via various evidence-based activitiesintegrated throughout their four-year undergraduate degrees beginning during the summer prior tostarting at the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

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Diversity, NSF Grantees Poster Session

), 6.0 (community service project), 5.5 (internship shadowing)[5] and 5.73 (site visits). A word cloud generated from student comments may be found inFigures 3-6; these comments would suggest that the ability to interact with workingprofessionals, see a professional environment, connect with potential future employers andparticipate in a meaningful design project were all very effective, though the “internshipshadowing,” at weighted average of 5.5, is among the lower scoring activities.Internship shadowing is a technically optional but strongly encouraged activity wherein first-yearstudents, who are not yet eligible for cooperative educational employment per Gannon universityrequirements, spend an hour shadowing a current cooperative education

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College; brian Warren, Southern University and Agricultural & Mechanical College; Fareed Dawan, Southern University and Agricultural & Mechanical College; Yasser Ismail, Southern University and Agricultural & Mechanical College; Albertha Hilton Lawson, Southern University and Agricultural & Mechanical College

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Diversity, NSF Grantees Poster Session

clear and logical algorithms is crucial, demanding proficiency incomputer programming languages commonly used in engineering, such as Python, Java,MATLAB, or others relevant to the discipline. Additionally, CT serves as a foundational skill fordata analysis and modeling across various engineering disciplines. Its widespread adoption inSTEM education institutions, as evidenced by the incorporation of Next Generation ScienceStandards (NGSS), reflects a positive trajectory in developing CT abilities and meeting thedemands for skilled technical workers [12]. The implementation of CT in engineering education necessitates a shift towards student-centered learning strategies to mirror the complexities of real-world problem-solving

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; Kameryn Denaro; Analia E. Rao; David A. Copp, University of California, Irvine; Hye Rin Lee, University of Delaware; Gregory Diggs-Yang, University of California, Irvine; Lorenzo Valdevit

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Diversity, NSF Grantees Poster Session

project aimed at fostering the persistence and retention of low-income engineering transfer students.Kameryn DenaroAnalia E. RaoDr. David A. Copp, University of California, Irvine David A. Copp received the B.S. degree in mechanical engineering from the University of Arizona and the M.S. and Ph.D. degrees in mechanical engineering from the University of California, Santa Barbara. He is currently an Assistant Professor of Teaching at the University of California, Irvine in the Department of Mechanical and Aerospace Engineering. Prior to joining UCI, he was a Senior Member of the Technical Staff at Sandia National Laboratories and an adjunct faculty member in Electrical and Computer Engi- neering at the University of New

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sabrina Lynette Strong-Nasabal, University of Illinois, Urbana-Champaign; Lara Hebert, University of Illinois, Urbana - Champaign; Meagan C Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois, Urbana - Champaign; Luisa-Maria Rosu

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Diversity, NSF Grantees Poster Session

community colleges(N=2). This three year period was one of constant transition as COVID-19 and lessonslearned from previous cohorts pushed us to revise the professional development modelswe used. Cohort 1 received 2-weeks of an in-person summer institute followed bymonthly Zoom network meetings to touch base about implementation and strategiesbeing put into practice at each school. Cohort 2 was all online with concentratedsynchronous workshops spread across a two week period in the summer, followed by halfday monthly synchronous sessions during the school year. Cohort 3 participated in fewerdays of online professional development in the summer, followed by monthly networkmeetings and a fall 2-day hybrid session with some participating online while

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

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Diversity, NSF Grantees Poster Session

the University of Arizona togrow the limited body of knowledge of how to best implement ABP in post-secondaryengineering contexts [7], [8]. To this end, we are developing professional development topromote evidence-based inclusive instructional practices guided by ABP.A review and analysis of change strategies related to STEM instruction identified severalattributes and lessons for creating change in instructional practices [3]. These include: • Opportunities to challenge and change faculty beliefs and conceptions. • Concerted and focused efforts over an extended period time (e.g., four weeks to a semester or even a year). One-time workshop sessions are generally ineffective. • Feedback mechanisms such as consultation

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

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Diversity, NSF Grantees Poster Session

National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann methods for studying plasma turbulence and plasma jets. His research has also included fluid physics and electric propulsion using Lattice-Boltzmann methods, spectral element methods, Weighted Essentially Non-Oscillatory (WENO), etc. Past research includes modeling single and multi-species plasma flows through ion thruster optics and the discharge cathode assembly; computer simulations of blood flow interacting with blood vessels; modeling ocean-air inter- action

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica McGill, Institute for Advancing Computing Education; Isabella Gransbury, North Carolina State University; Leigh Ann DeLyser; Jennifer Rosato, University of Minnesota, Twin Cities; Julie M. Smith

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Diversity, NSF Grantees Poster Session

), Joshua Childs (University of Texas Austin), Jayne Everson (University ofWashington), Todd Lash (University of Illinois Urbana-Champaign).References [1] Francisco del Cerro Vel´azquez and Gin´es Morales M´endez. Augmented reality and mobile devices: A binominal methodological resource for inclusive education (sdg 4). an example in secondary education. Sustainability, 10(10):3446, 2018. [2] National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academies Press, 2012. ISBN 9780309217422. URL https://books.google.com/books?id=b2L5VShktGIC. [3] Deborah Seehorn and Lissa Clayborn. Csta k-12 cs standards for all. In Proceedings of the 2017 ACM SIGCSE Technical

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Gordon D Hoople, University of San Diego; R. Jamaal Downey

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Diversity, NSF Grantees Poster Session

] and group interviewing into our data collection.Next StepsIn Year 2, we plan to analyze and publish the data we generated during the collaborativeautoethnographic process in Year 1 to begin revealing the scripts of Whiteness at play inengineering spaces. To expand beyond our own experiences, we are moving forward withinterviews with a diverse set of engineering faculty to collect a broader perspective on howWhiteness manifests itself and is framed across different identities and contexts.Through the course of our own CAE, we identified several reasons why a faculty developmentprogram may not be the best mechanism for our transformative learning experience. Not onlywere questions about participants’ emotional and psychological safety raised by

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech; Crystal M. Pee, Virginia Tech; Teirra K. Holloman, Virginia Tech; Chanee Hawkins Ash, Virginia Tech

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Diversity, NSF Grantees Poster Session

Paper ID #24830Board 93: Toward a National Agenda for Broadening Participation of AfricanAmericans in Engineering and Computer Science: A Systematic Review ofWorkforce BarriersDr. Jeremi S London, Virginia Polytechnic Institute and State university Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; Tom Altman; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; Marie E. Evans, University of Colorado Denver; David C. Mays, University of Colorado Denver

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Diversity, NSF Grantees Poster Session

by providing resources to faculty that make it easy for them to include examples of successful engineers of all backgrounds and/or show examples of great engineering from multiple cultures. 3. Create low-cost boot camps and summer courses to strengthen math and technical skills for struggling students. Year 3 (2025) Goals: 1. Create a cycle of class observation and review of all faculty that provides suggestions for implementing active learning techniques, with follow up to help iterate on these practices.Before the November workshop, the student focus group report was transmitted to the FLCparticipants, who were asked to review the report in light of the previous 2½ years of FLCtraining. The student focus group report

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

establish collaborative partnerships that address 21st century societal grand challenges, promote entrepreneurship, and educate the next-generation workforce. Its primary goal is to conduct purpose-driven research and education that create actionable results that will have tangible results throughout the economy, including those for the underserved. As DPI’s first full-time director, I have moved the institute from vision to reality while engaging a diverse set of stakeholders. During the 8 months that I have served as interim director, I have 1) built strong faculty support and engagement (including ˜1000 faculty across our three system universities), 2) built strong support and engagement with the Chicago business and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Jenna Wong, San Francisco State University; David Quintero, San Francisco State University; Yiyi Wang, San Francisco State University; Wenshen Pong, P.E., San Francisco State University; Robert Petrulis

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Diversity, NSF Grantees Poster Session

Educational Psychology 92(1): 191-201.18. Emerson, N. (2007). Engaging introductory students in independent research at a two-year college. Proceedings, Annual Meeting of the Geological Society of America, Denver, CO, Oct. 28–31, 2007.19. Ishiyama, J. & V. Hopkins. (2002). Assessing the impact of a graduate-school preparation program on first-generation, low-income college students at a public liberal arts university. Journal of College Student Retention 4: 393-405.20. Barlow A. & M. Villarejo (2004). Making a difference for minorities: Evaluation of an educational enrichment program. Journal of Research in Science Teaching 41: 861-881.21. Cabrera, A., J., Crissman, E., Bernal, A., Nora, & E., Pascarella. (2002

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., The University of Akron; Jenna P. Carpenter, Campbell University; Alan Cheville, Bucknell University; Douglas Bohl, Clarkson University; Jacqueline A. El-Sayed, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

excellence.Notably, the framework has three levels: (1) Registered Engineering Educator (REE), (2)Certified Engineering Educator (CEE), and (3) Leading Engineering Educator (LEE). The initialentry point is ASEE membership. We note that the REE level is foundational, while the CEElevel provides both flexibility in pathway and requires application of skills learned at the REElevel. The LEE level recognizes impact of an individual beyond their own classroom.During the 2022 ASEE Annual Conference, the Task Force utilized part of the ASEE Town Hallstructure to both introduce the draft framework in a broader way and receive additional feedbackon the framework. However, no new themes emerged based on this session, so the frameworkwas not modified.Additionally

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaowen Gong, Auburn University; Daniela Marghitu, Auburn University; Thaddeus A. Roppel, Auburn University; Chih-hsuan Wang; Melody L. Russell

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Diversity, NSF Grantees Poster Session

Science Education Technical Symposium, In- ternational Technology and Persons with Disabilities Conference, International Conference on Software Engineering Advances, EDUCAUSE, Association for Advancement of Computing in Education, Inter- national Society for Technology in Education, Society for Design and Process Science, American Soci- ety for Engineering Education, Human Computer Interaction International Conference, and International Academy, Research, and Industry Association) in USA, Canada, England, France, Germany, Spain, Italy, Portugal and Romania. Her work was also presented by co-authors at conferences in Brazil, Taiwan and S. Korea. Among Dr. Marghitu’s honors and awards are the following: 2011

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

technical toolssuch as those from Federal Agencies (FEMA) or Research Institutes (Applied TechnologyCouncil). The different teams of students and professors were assigned based on their programsof study but having in mind not only each personal interest but the benefit to haveinterdisciplinary learning experiences. Table 3 shows the interdisciplinary team composition. Forthis learning and research case study project four (4) students and one (1) professor wereassigned. One student from Civil Engineering, two students from Architecture and one studentfrom Electrical Engineering. Two University Campuses were involved: Mayaguez and Rio-Piedras. Table 3: Interdisciplinary student team for case study Student

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Tara C. Langus, University of Nevada, Reno; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

both positive and negativeexperiences for students, especially those from underrepresented groups in engineering (e.g.,women, racial minorities, LGBTQ+ students, and students with disabilities) [1]–[5]. Forexample, a group of diverse problem-solvers will routinely outperform a homogeneous group[6]; however, diversity may lead to increased conflicts in teaming scenarios, resulting in lesseffective teams and problem solutions [7]. To better understand how the experience of workingin a diverse engineering team shapes students’ perception of diversity, our guiding researchquestions are: 1) What changes occur in students’ diversity sensitivity, multiculturaleffectiveness, and engineering practices as a result of working in diverse teams? and 2) How

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vibhavari Vempala, University of Michigan; Emily Buten, University of Michigan; Joi-lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

Governors State University; and a B.S. degree in General Engineering from the University of Illinois at Urbana-Champaign. Prior to her graduate studies, she worked as a professional in the areas of manufacturing, operations, technical sales, and publishing for ten years. She also served as an adjunct faculty in the Engineering Technology Program at Triton College in River Grove, IL for seven years. ©American Society for Engineering Education, 2023 Mentoring Competencies from the Perspective of Mentors and their Racially Marginalized STEM MenteesAbstractDespite various efforts to broaden participation, racially marginalized students (i.e., Black,Hispanic/Latinx, and American Indian/Alaskan