Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C. Newstetter, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

Technology Dr. Julie S. Linsey is an Assistant Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers’ cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 100 technical publications including twenty-three journal papers, five book chapters, and she holds two patents. c

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin P.E., University of Washington; Jana Milford, University of Colorado, Boulder; Janet Callahan, Boise State University; Pamela Cosman, University of California, San Diego; John B. Schneider, Washington State University; Kevin Pitts, University of Illinois, Urbana-Champaign; Emily Knaphus-Soran, University of Washington; Donna C. Llewellyn, Boise State University; Ann E. Delaney, Boise State University; Beth A. Myers, University of Colorado, Boulder; Katherine Christine Tetrick, Washington State University; Sonya Cunningham, University of Washington; Tanya D. Ennis, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Michelle Ferrez, University of California, San Diego; Tiffany D. Pan, University of Washington; Jessica Baldis, University of California, San Diego

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Diversity, NSF Grantees Poster Session

Alaskan Native (4.1% vs.2.0%, not statistically significant), Native Hawaiian or Pacific Islander (0.6% vs. 1.9%, notstatistically significant), or Other (2.3% vs. 2.8%, not statistically significant).Table 1. Number and demographic description of Redshirt and non-Redshirt survey respondentsby institution BSU CU-B UCSD UIUC UW WSU Total Redshirt 11 42 21 16 50 31 171n Comparison 7 26 273 48 177 11 542 Redshirt 54.6 64.3 81.0 75.0 70.0 71.0 69.6% First Generation Comparison

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

,with similar topics to those for Cohort 1, with additional topics on remote learning.2.2.1. Course 1The program structure covered CS concepts using JavaScript in the morning session and CSpedagogy in the afternoon session. This section will focus on the morning, CS content session,corresponding to Course 1 as described earlier in Section 2.1.2. The schedule for the morningcan be found below in Figures 3 and 4. The morning session was taught by a local high schoolteacher, a team of three teaching assistants (TAs): one graduate and two undergraduates, and twotop-performing teachers from the previous cohort. All activities, assignments, andannouncements were available for the teachers via the online learning tool, Canvas.Figure 3. Cohort 2 Summer

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin G. Tuchscherer, Northern Arizona University; Ron Gray, Northern Arizona University; Christine Allison Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

engineers [4].Engineering NormsEngineering ways of knowing. Generally, engineering coursework is tightly bound in a way thateach individual problem addresses a single technical concept. The singular objectivity ofcoursework devalues cognitive diversity, encourages students to think and be the same, andrestrains the expansion of professional identity. Engineering programs are highly prescriptive.Prescriptiveness flattens individual identity and encourages conformity. In addition, despiterecent emphasis on pedagogies that better engage students, the inertia of ritualization slowsadoption of new approaches and bolsters “the way we’ve always done it”.Engineering ways of thinking. Engineering is defined by means of a dominant technicistideology. However

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

) and general engineeringcore thermodynamics (E 234). The 4-credit Calculus 1 (MA 121, MA 122) and 2 (MA 123, MA124) courses are split into two sequential half-semester 2-credit modules, with also a pre-calculusmodule (MA 120) for entering students with weaker preparation. This modularization is aninnovation that preceded the Foundations project and provides progress flexibility that hasenhanced student success. It should also be noted that engineering students at Stevens do notofficially elect their major until late in the third semester, so all follow a core sequence thentypically take two technical electives defined by the major in semester four.Table 1. Core Courses and Sequence (Engineering) included in the Foundations Project Discipline

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

formalpresentations, roundtable discussion, technical tour and cultural activities will be arranged in theprogram.Student RecruitmentThe REU program will initiate the collaboration from junior and senior students, the futurechange makers, at their most curious stages in their academic careers. Underrepresented groupswill be the main targets of the program and will be engaged by recruitment at identified minorityand primarily undergraduate institutions with limited STEM research capabilities. Twenty ofsuch institutions have agreed to support the REU program and work closely with the authors torecruit participants. The program will have 8 students each year (4 at each institution). Theprogram will be broadly advertised through the following mechanisms:1. The

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

represents a student who decided to leave engineering to studyhealth data science. Following the narratives, we describe underlying themes observed throughouteach narrative.Restoryed Case Narratives of AnnaAnna is an electrical engineering student at a large northeastern institution. Anna’s incomingattitudes and beliefs aligned with individuals characterized as Group A in our study [21].Individuals in Group A are generally motivated by intrinsic and extrinsic factors, strong interest inmathematics, and strong beliefs about their abilities to understand and do well in physics. Thesestudents also indicated moderately high responses of belonging broadly in engineering and in theengineering classroom.Interview 1. From kindergarten until middle school I

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

following academic year. Over the 3 years ofthe program, the RET participants created 29 engineering modules to implement inside theirclassrooms. The purpose of this paper is to share the experience of organizing and running such aresearch and teaching program for the teachers and to report the program organization, outcomesand some assessments results.IntroductionThe science and engineering workforces in the US are aging rapidly in general [1] and there is asteady decline in the number of engineers 35 and younger [2]. This is expected to become moresevere in the automotive industry where many baby boomers are reaching retirement age, whilethe number of educated STEM graduates in Michigan has been declining [3]. It is imperative thatthis talent gap

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tiago R. Forin, Rowan University; Stephanie Farrell, Rowan University; Kauser Jahan P.E., Rowan University; Stephanie Lezotte, Rowan University; Beena Sukumaran, Rowan University; Harriet Hartman, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.; Sarah K. Bauer, Rowan University

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Diversity, NSF Grantees Poster Session

five years to support the CEE Department’sinitiatives. These initiatives include curriculum changes, faculty development, mentoring, andchanges in admissions. The initiatives taken by the researchers are influenced by criticaleducation theory which is a framework that utilizes practices in education that enable socialtransformation in students where equity is developed for all students [1]. The research teaminvolved in the RED grant represents a multidisciplinary personnel with backgrounds in civil andenvironmental engineering, engineering education, higher education, and sociology. Currentlythe RED grant is in the fourth year of its lifespan. This year, the researchers added considerablefocus to initiating changes beyond the department to the

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: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ronald B. Bucinell, Union College; Rebecca Cortez, Union College; Holli M. Frey, Union College; Joanne D. Kehlbeck, Union College; Michael E. Hagerman; David A. Cotter, Union College

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Diversity, NSF Grantees Poster Session

1993, he has taught courses and laboratories in engineering mechanics, design, and entrepreneurship. His other responsibilities include undergraduate academic advising, senior design project supervision, undergraduate research supervision, and graduate research supervision. Dr. Bucinell has advised the SAE Baja, SAE Formula, and projects related to the ASME Human Powered Vehicle project. Dr. Bucinell has directed the International Virtual Design Studio project that ran in collaboration with the Middle East Technical University in Ankara, Turkey; Altim University in Ankara, Turkey; and ESIGELEC in Rouen, France. He also founded a chapter of Engineers Without Boarders at Union College and has traveled to Boru Village

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Andrew Scott, Alabama A&M University; Saurav Kumar, Arizona State University; Ali Yalcin, Montana State University, Bozeman

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Diversity, NSF Grantees Poster Session

+ views of the YouTube lectures, and 90K+ visitors to the ”numerical methods guy” blog. This body of work has also been used to measure the impact of the flipped, blended, and adaptive settings on how well engineering students learn content, develop group-work skills, and perceive their learning environment. He has written more than 115 refereed technical papers, and his opinion editorials have appeared in the Tampa Bay Times, the Tampa Tribune, and the Chronicle Vitae.Dr. Andrew Scott, Alabama A&M University Andrew Scott has been a faculty member with the Department of Electrical Engineering and Computer Science at Alabama A&M University, Huntsville, since 2002. He has a strong background in high-performance

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Diversity, NSF Grantees Poster Session

utilization andimpacts of this model in mentoring and advising contexts within this California-based Multi-Institutional S-STEM project.Community College Transfer to B.S.-Granting InstitutionsIncreasing access to and success for community college transfer students in STEM disciplines isnecessary to meet national and California workforce needs [4, 5]. California currently faces a“2025 skills gap” in technical fields that exists, in large part, due to under-participation of Latinx,first generation, and low-income students in STEM education and professions [4, 6, 7, 78].Efforts to increase retention and persistence are key – a 2010 study by the Institute for HigherEducation Leadership and Policy found that six years after enrolling at a community

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

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Diversity, NSF Grantees Poster Session

enrollment inhigher education at a rate of 1.6% compound annual growth, while currently, students under 25years of age comprise about 61% of all higher education enrollments, and are expected to growonly at a rate of 1.1% CAGR.9 Figure 1 (above) provides an illustration of the complexities ofU.S. non-traditional college student.Research indicates that non-traditional students, regardless of age, are generally lessacademically prepared for higher education than their academically focused high schoolcounterparts. Because the overall proportion of individuals above eighteen years of age who seekenrollment in postsecondary programs continues to grow, the risk factors and deficits inacademic preparation of new cohorts of students are increasing.16 This

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Dennis R. Parnell Jr., University of Florida; Pasha Antonenko, University of Florida; Brian Abramowitz, University of Florida; Victor Perez

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Diversity, NSF Grantees Poster Session

curated thelesson plan content to directly relate to their specific context, in collaboration with each other and ourresearch team.We built the curriculum leveraging students’ existing conceptions and misconceptions about AI from priorwork while testing the feasibility of addressing AI learning objectives, as well the AI4K12’s Five Big Ideas,in the broader context of middle school science, technology, engineering, mathematics, and computing(STEM+C) education. Our lessons were scaffolded using the iterative machine learning developmentprocess: 1) data collection and preparation; 2) selecting and training the model; 3) evaluating the models’accuracy; 4) tuning model parameters to improve performance. Each stage of the development processconstituted

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

research investigates the factors in engineering culture that hinderLGBTQ inclusion. The new knowledge that is generated from the research is continuallyincorporated into the targeted Safe Zone interventions to better tailor them to an audience ofSTEM professionals and students, and is used by the VCP members to develop strategies toeffect change within their own STEM departments. This approach is based on the transformativecyclical research model described by Mertens [35].ResearchCech and Waidzunas [18] and others have suggested that heteronormativity and heterosexismmay be promoted through particular ideologies in engineering culture, especially“technical/social dualism” (devaluation of social, communicative and personnel-related aspects)[36-38

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chip W. Ferguson, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Paul M. Yanik, Western Carolina University

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Diversity, NSF Grantees Poster Session

several professional skills and careerreadiness related activities. Twelve in-session vertically integrated PBL group discussions werefollowed by 7 PBL project activities. The 27 participants also conducted multiple Junior-leveland Senior-level industry sponsored PBL group design projects within the department’s variousprograms. Project topics ranged across the engineering disciplines, including: Borg-WarnerTurbo High Speed Motor Drive Power Train; Optical Cable Cooperation FPGA SystemDevelopment; General Electric CNC Lockout System; Hydro-Charger; General Electric 2-PieceAssembly System; etc. Prior in-session group projects sought to encourage development ofprofessional skills, such as leadership, group work, project management, project

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmanuella Obiageli Ejichukwu, University of Michigan, Dearborn; DeLean Tolbert Smith, University of Michigan, Dearborn; Hanadi Matar, University of Michigan, Dearborn

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Diversity, NSF Grantees Poster Session

share insights from the family narrative (synthesisof all the data generated from the family’s participation) and results of how the family enactedspecific engineering practices. Also, the authors will share a preliminary reflection on how thesepractices might serve as a vehicle to positively impact the sense of belonging of Blackengineering students.1 IntroductionThe academic success of Black students is linked to the familial cultural capital. The familymodel has been employed as a means of helping students adjust to the rigors of higher education[1]. Positive effects on academic accomplishment are produced when a child's academicendeavors are supported by their family [2]. Familial capital shows up in the form of motivatingthe student to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

enrollment in higher education at a rate of 1.6% compound annual growth, whilecurrently, students under 25 years of age comprise about 61% of all higher educationenrollments, and are expected to grow only at a rate of 1.1% CAGR.9 Figure 1 (above) providesan illustration of the complexities of U.S. non-traditional college student.Research indicates that non-traditional students, regardless of age, are generally lessacademically prepared for higher education than their academically focused high schoolcounterparts. Because the overall proportion of individuals above eighteen years of age who seekenrollment in postsecondary programs continues to grow, the risk factors and deficits inacademic preparation of new cohorts of students are increasing.16 This

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

, while currently, students under 25 years of age comprise of 61% of all higher educationenrollments, and are expected to grow only at a rate of 1.1% CAGR.9 Figure 1 (above) providesan illustration of the complexities of U.S. non-traditional college student.Research indicates that non-traditional students, regardless of age, are generally lessacademically prepared for higher education than their academically focused high schoolcounterparts. Because the overall proportion of individuals above eighteen years of age who seekenrollment in postsecondary programs continues to grow, the risk factors and deficits inacademic preparation of new cohorts of students are increasing.16 This presents a significantburden to postsecondary institutions that admit

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aleksandr Sergeyev, Michigan Technological University; Mark Bradley Kinney, Bay de Noc Community College; Nasser Alaraje, Michigan Technological University; Scott A Kuhl, Michigan Technological University

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Diversity, NSF Grantees Poster Session

: BasicBooks, Inc., 198026. http://www.worldrobotics.org/downloads/2009_First_News_of_Worldrobotics.pdf27. Johnson, J., “Children, robotics, and education”, Artificial Life and Robotics, 7 (1-2), pp. 16-21.28. Fernandez, K., “ NASA summer robotics interns perform simulation of robotics technology”, Proceedings ofASEE AC 2009-328.29. Ciaraldi, M., “Robotics engineering: a new discipline for a new century”, Proceedings of ASEE AC 2009-997.30. Alimisis, D., “Technical school students design and develop robotic gear-based constructions for the t ransmission of motion”, In Gregorczyk G., WalatA., Borowiecki M., (eds.), Eurologo 2005, Digital Tools for Lifelong Learning, Proceedingd, Warsaw: DrukSfera, pp. 76-8631. Chang, D., “Educating generation

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

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Diversity, NSF Grantees Poster Session

to University of Southern Maine. In the terms of broader impacts, the summer “BridgePrograms,” including the monthly seminars provided an increased awareness of STEM careeropportunities for a larger, more diverse population of non-traditional, underrepresented, first-generation students with the goal of being placed upon graduation.Rational and SignificanceCentral goals of the S-STEM Scholars project provided non-traditional (NT) students with both acomprehensive summer “bridge” program as an introduction to college experience, andfacilitated monthly developmental seminars as a framework to encourage scholastic success andsupport gainful employment in their selected academic STEM degrees. At the University ofSouthern Maine (USM), NT students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida; Gretchen A. Dietz, University of Florida

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Diversity, NSF Grantees Poster Session

conferences. The end goal of thisproject is to create a more welcoming and diverse community within the computer andinformation technology industry.IntroductionThe computer and information technology industry has been under the spotlight in recent yearsfor the reputation of toxic environments at many of the companies [1], [2]. According to analysesfrom the site information is beautiful, out of 23 different companies within the industry Amazonis the sole company with a workforce that meets and/or exceeds parity for Blacks (21%) in theUS population [3]. According to Connor [4], “Black people and Latinos earn nearly 18% ofcomputer science degrees but hold barely 5% of tech jobs…People of color who enter the techindustry leave the field more than 3.5

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

my ability to understand research I would enjoy working on a research project I am confident I could be successful working in industry 1 2 3 4 5 Post PreREM (subset of REU and RET participants)The goals for the REM summer experience were: • Increase in knowledge and comfort of general research, CISTAR research, and lab safety • Increase in knowledge and comfort on how to collaborate effectively with researchers from diverse backgrounds and inter-disciplinary areas • Ability to design a technical poster and present it to the public

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

2015, she served as Technical Mentor/Project Lead at the Data Science for Social Good Fellowship, in the Center for Data Science and Public Policy at the University of Chicago. She is a member of ACM, ACM SigKDD, senior member of IEEE and IEEE-WIE. She is also on the leadership team of the Kentucky Girls STEM collaborative network.Dr. Jason Immekus, University of Louisville Dr. Immekus is associate professor in the Department of Educational Leadership, Evaluation, and Orga- nizational Development.Ms. Jody Zhong, University of Louisville Ms. Zhong is a fifth-year doctoral student in the College of Education and Human Development at the University of Louisville. Ms. Zhong’s interests lie in researching

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Benjamin Franklin Cummings Institute of Technology; Nicole P. Pitterson, Virginia Tech; Helen Zhang, Boston College

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Diversity, NSF Grantees Poster Session

, Year 2The goal of the Electrical Engineering (EE) Scholars Path to Boston Power (PtoBP) program is to enableacademically qualified students--with financial need--from greater Boston Public Schools, communitycolleges, and those enrolled in the Benjamin Franklin Cummings Institute of Technology (BFCIT) two-year technology associate degree programs, to complete a BS in electrical engineering (EE) leading toemployment or an advanced degree in EE, particularly in Electric Power Engineering. The mission ofBFCIT, which is a Minority Serving Institution, is to provide technical education to under-served,economically disadvantaged communities. The community of S-STEM Scholars is supported by: a pre-matriculation overnight stay, in Maine to learn about

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University

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Diversity, NSF Grantees Poster Session

achievement for students of color; and (c) improving and increas- ing postsecondary opportunities for first generation, low-income, and students of color (particularly Black males). Additionally, his research interests include career exploration in the fields of Science, Technol- ogy, Engineering, and Mathematics (STEM) for students of color. Dr. Hines has secured research funding to study the college readiness and persistence of Black males to improve their academic and career out- comes. Further, Dr. Hines has worked on several grants aimed at increasing awareness of STEM careers for students of color and rural students. He has over 30 publications and secured over $1,000,000.00 in extramural and internal funding. His

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tommaso A. Vannelli, Whatcom Community College; Eric Davishahl, Whatcom Community College; Michael Jason Babcock, Whatcom Community College; Dan Hanley, Western Washington University; Ed Harri, Whatcom Community College

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Diversity, NSF Grantees Poster Session

activities, authentic science practice, and socialactivities. Students are introduced to disciplines of interest through opportunities to engage incourse-based undergraduate research experiences (CUREs) in Biology, Chemistry andEngineering courses, funded summer research opportunities, and seminars presented by STEMprofessionals. Communities of practice will be nurtured through the introduction of cohortbuilding and faculty mentorship. Cohort development starts with a required two-credit course forall scholars that emphasizes STEM identity development, specifically focusing on identifyingand coping with the ways non-dominant individuals (racial/ethnic minorities, non-male gender,lower socioeconomic status, first-generation, 2-year community college

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine C Tetrick, Washington State University; John B. Schneider, Washington State University; Charles Pezeshki, Washington State University

Tagged Topics

Diversity, NSF Grantees Poster Session

administrator.The number of applicants to STARS roughly matched the number of accepted students duringthe first three years. Given that a student filled out an application, acceptance into the programwas nearly guaranteed provided their math placement score put them in a pre-calculus orCalculus I course. The fourth year saw an increase in the number of applicants due to the earlierand more active recruitment effort. Some demographics for the first four cohorts of the programare provided in Table 1. We note that the increased recruitment efforts actually resulted in adecrease in the percentage of first generation and underrepresented minorities (putting themroughly in alignment with overall WSU demographics) but an increase in the percentage offemales

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

level 11. Negative stereotypes towardneurodiverse learners abound within both academic and social frameworks 12,13. Moving to astrength based definition of neurodiverse learners will require a fundamental and necessary shiftin our ability to attract and retain those uniquely abled, neurodiverse idea generators andproblems solvers who are innately best suited to effecting change and progress in engineering.To increase the participation of a traditionally underrepresented population of students and beginto dismantle the deficit based view of ADHD, a specialized Research Experience forUndergraduates (REU) Site titled “REU Site: Research Experience in Cyber and CivilInfrastructure Security for Students with ADHD: Fostering Innovation”, has been