Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

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NSF Grantees Poster Session

interpersonal skills - Social outcomes, such as a longer-term civic engagement and greater tolerance - Learning outcomes, with higher self-efficacy and better preparation for open-ended questionsEyler and Giles4 present the structuring principles that frame a positive S-L experience. Of highimportance is the need to connect students to their peers, their community partners and theirmentors. Also paramount is the quality of the projects: they must be challenging without beingoverwhelming. Finally, the need for reflection concerning the experience and its context (i.e. anaffirmation that the messiness of community projects offers other paths to learn) must also beaddressed.In the SLICE program, most of the S-L projects, as

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

community workshop where members shareaccess to tools in order to produce physical goods” [5]. In a recent literature review, Mersanddefined a makerspace as “an area that provides materials and tools to encourage individuals orgroups to make things, to create new knowledge, or to solve problems” [6]. In educationalcontexts, makerspaces should provide access to defining elements of the Maker movement,including digital tools, community infrastructure, and “the maker mindset,” involving a positiveview of failure and focus on collaboration [7].While these definitions do not mention gender or race, they may reflect a bias of the predominantusers of makerspaces [8], as makerspaces have, at times, struggled to adequately serve a broadcommunity [9]. Rather

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

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NSF Grantees Poster Session

as reflected in ENGR350 projects; and (3) promotion of diversity inthe regional technology workforce.4. Second Year ResultsRecruitment, Retention, and DemographicsThe program began the [inaugural] 2022-23 academic year with ten scholars enrolled. Onescholar left the program after the fall 2022 semester due to academic difficulties. Two scholarsleft the program after the spring 2023 semester to attend other institutions. The program retainedseven students to begin the 2023-24 academic year. As shown in Table 2, the program has acapacity of twenty-four participants in the second year. Thus, recruiting for fall 2023 aimed tofill seventeen available seats.The recruiting campaign began with an email solicitation to students who had been accepted

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut; Connie Syharat, University of Connecticut; Christa L. Taylor, University of Connecticut

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Diversity, NSF Grantees Poster Session

for all students.Within the context of this project, the course redesign process is guided by a set of faculty-created standards for neuroinclusive teaching, known within the project as I-Standards; thesestandards have undergone multiple iterations to reflect the team’s understanding of current bestpractices. The standards were developed along with experts from the university’s Center forExcellence in Teaching and Learning and the School of Education. Anchored in a strengths-based approach to neurodiversity, the standards focus on three main areas: 1) building a cultureof inclusion, 2) instructional design and inclusive teaching practices, and 3) enhancingcommunication and supports for students [41]. The teaching and learning standards are

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy Masnick, Hofstra University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

responses were challenging to grade effectively and consistently, even with awell-defined grading algorithm. It became clear that even if this intervention were effective, itwould be unlikely to be broadly implemented due to these challenges. The interventionresulted in only small trends in improved test performance. These observations led us toreconsider and redefine our writing prompt.After considerable re-assessment, discussion and continued research, we streamlined the writingassignment. In the latest iteration of the prompt, implemented during the Fall 2013 semester, weasked students to reflect on any confusion they had about how to solve the selected homeworkproblem and then revise this reflection after receiving instructor input

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

reflect on and modify their curricula prior to implementation in their ownclassrooms. The STEM summer camps included students from grades 4-8, and teachers wereable to pilot their curricula with a group of approximately eight students for two 2.5 hoursummer camp sessions. During the fall, the teachers made changes to their curricula based ontheir pilot experiences, so they were ready to implement the curricula in their classrooms.ParticipantsOur sample includes 10 participants who developed 5 curricular units during the summerinstitute. The participants are affiliated with 8 schools within 2 large districts in the Midwest.Table 1 provides information about the participants and their schools. Only units that wereimplemented into the classroom by

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Ismail I. Orabi, University of New Haven; Joseph J. Rencis P.E., Tennessee Technological University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Ella R. Sargent, University of the Pacific; Brock Dunlap, University of Texas, Austin; Christopher Allen Wejmar, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

a real-world manner. FE learning modules provide specific instructions onhow to build the FE model of the engineering problem to increase student performance in theanalysis for “Concrete Experience” on Kolb’s Cycle. Page 24.212.7 4  Figure 1. Kolb Learning CycleLearning StylesEach FE ALM developed in this work is designed to span a spectrum of different characteristicsin which students learn. The Felder-Soloman Index of Learning Styles25 is composed of fourdimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

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NSF Grantees Poster Session

, critical reflection, social justice, innovation.Ms. Laura Mae Rosenbauer, Smith College Laura Rosenbauer is an engineering major and landscape studies minor at Smith College. She is a research assistant on the national and international capstone survey efforts and the development of CDHub 2.0. She is also assisting with a new research collaboration to study the transition from capstone design to work. She was a summer intern at the Urban Water Innovation Network, where she studied the thermodynamic and hydrologic properties of pavements. She is interested in a career in civil engineering.Mr. Sidharth Arunkumar, New Mexico Tech Sidharth Arunkumar is pursuing his Masters in Mechanical Engineering at New Mexico Tech. His key

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

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NSF Grantees Poster Session

, and specifically engineering design, is increasingly understood to be a socialactivity, engineering education’s understanding of ethics needs to reflect this developingawareness. Within engineering and design teams, engineering educators are concerned not onlywith how individual students develop ethically, but also how everyday ethical decision-makingemerges during team interactions and becomes integrated in design solutions. Furthermore, theseethical decisions often do not present themselves as traditional dilemmas, but are issues that areconfronted in the everyday process of design, and are influenced by team members’ cultural anddisciplinary backgrounds and the ethical climates of the team and the organization.In considering engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Lisa Benson, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

., university, major, QPA), travel abroad/international experiences (e.g., level of interest in international issues, foreign languageproficiency), and characteristics of the international experiences (e.g., programmatic elements ofexperiences such as duration, amount of reflection, and comfort zone). The background surveyitems also provided independent predictor variables to help explain the results of the outcomeinstruments (EGPI and GPI). Samples (from each of the four partner institutions) of seniorengineering students, each of whom had engaged in an at least one international experience wereinvited to complete the set of instruments (EGPI, GPI, and background survey). In addition tosampling seniors with international experiences, each campus also

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Shawn S. Jordan, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Adam R Carberry, Arizona State University; Jeremi S London, Arizona State University, Polytechnic Campus

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NSF Grantees Poster Session

included asegment focused on characterizing the TPS ecosystem using elements of the BMC. We used thenine boxes to structure a set of reflective group activities to begin to understand our customersegments, what they value, and what they might need for success14.!Coordinating a NEXUS: Realizing an additive innovation and risk taking mindset!The focus of “NEXUS” is to develop and implement ways to engage faculty (and indirectly,students) in realizing a mindset of additive innovation to promote sharing, scaling, sustainability,and propagation of a risk-taking and innovative culture within our engineering program. Theterm NEXUS signifies the coordination/intersection of several goals of the project: advancing theadditive innovation mindset, impacting

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Javiera Espinoza von Bischhoffshausen, University of Michigan; Lisa R. Lattuca, University of Michigan; Shanna R. Daly, University of Michigan

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Diversity, NSF Grantees Poster Session

participants felt were important in solving a complex problem, aswell as their understanding of what it means to have a systems perspective, both personally andhow they perceived it to be defined in their field, company, and/or educational context. Focusingon participants’ lived experiences likely facilitated deep reflection, rich detail, and greateraccuracy, in contrast to general questions about systems thinking which may only yield vague orsuperficial responses that may not reflect participants’ experiences in practice [18], [19].Data Analysis. Two trained coders initially coded interviews based on a codebook developedinductively by the study team. This coding scheme was primarily descriptive, flaggingparticipants’ responses to different study

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia

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Diversity, NSF Grantees Poster Session

, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. ©American Society for Engineering Education, 2023

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Sherry Hsi, BSCS Science Learning

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Diversity, NSF Grantees Poster Session

work supported by the National Science Foundation under Grant No.1751369 and Grant No. 2005784. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] V. Svihla, T. B. Peele-Eady, and A. Gallup, "Exploring agency in capstone design problem framing," Studies in Engineering Education, vol. 2, no. 2, pp. 96–119, 2021, doi: 10.21061/see.69.[2] V. Svihla and T. B. Peele-Eady, "Framing agency as a lens into constructionist learning," Proceedings of Constructionism, pp. 313-324, 2020. [Online]. Available: http://www.constructionismconf.org/wp-content/uploads/2020/05/C2020

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Anna Stepanova, Texas A&M University; Vimal Kumar Viswanathan, San Jose State University; Vinayak Krishnamurthy; Wayne Li, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University; Kerrie A Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Kerrie A Douglas, Purdue University, West Lafayette Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Donald R. Webster, Georgia Institute of Technology

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NSF Grantees Poster Session

maturity asthe students move through the courses. To create lasting change, the organizational structures must also be supportive. Twoinitiatives took place at this level. First, a School-wide climate study was conducted to assess senseof belonging, engagement, and perception of support in the undergraduate students, graduatestudents, and faculty and staff in the School. Second, modifications to the School’s strategic visionwere made to reflect a mission of EM and holistic education.Results Results presented in the poster represent a work in progress. These are the preliminaryresults and strategies we have used in this ongoing change process.RQ1: How can we develop effective learning environments for knowledge, skills, and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katie Evans, Houston Christian University; Marisa K. Orr, Clemson University; Mitzi Desselles, Louisiana Tech University

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Diversity, NSF Grantees Poster Session

specifically designed for the program.ConclusionsHaving concluded the execution of the summer program, the team has started to reflect on NSFproject outcomes. The stated goal of the program was for 80% of the S-STEM Scholars tograduate with a STEM degree within four years. The 4-year graduation rates in STEM forCohorts 1 through 3 were 83%, 53%, and 84%, respectively. Program goals were met in two ofthe three years for which data is available. As mentioned above, the extent to which COVID-19had an impact on retention and graduation is unknown.Program sustainability is a significant challenge given that the scholarship funding covered fullcost of attendance for students, i.e. tuition, fees, books, housing, and meals. Sustaining theprogram will require

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, The University of Toledo; Bryan Thomas Bosch

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Diversity, NSF Grantees Poster Session

requirements and are admitted to anExploratory Studies major in the university’s University College. Historical data indicates thatapproximately 170 students per year with a high school GPA of 3.00 or higher are admitted toExploratory Studies because they do not meet the College of Engineering admissions criteria. Ofthose, roughly 78 students remain at the University after one year. Of those 78, only about 45students per year transition to College of Engineering majors by the end of their first year, withthe majority of these students transferring to engineering technology majors. The low transferrate for students to the College of Engineering in general and to engineering majors in particulardoes not accurately reflect the ability of these students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Emilie A. Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Tech

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Diversity, NSF Grantees Poster Session

State University, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering.Dr. Michelle Soledad, Virginia Tech Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Gendreau Chakarov, University of Colorado Boulder; Jeffrey Bush, University of Colorado Boulder; Quentin Lee Biddy, University of Colorado Boulder; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; Tamara Sumner, University of Colorado Boulder

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NSF Grantees Poster Session

professional learning model supports middleschool science and STEM teachers, many of whom have limited experience with computationalthinking, to implement these units in their classrooms.Professional LearningWe designed a professional learning approach, called the CT-Integration Cycle (Biddy et al.,2021; Gendreau Chakarov et al., in press), that supports teachers to design, adapt, implement,and reflect on instructional activities that use programmable sensor technologies. Thisprofessional learning model usually consists of an in-person summer workshop series and fourfull-day workshops throughout the school year. Due to the COVID-19 Pandemic, the summerworkshop shifted to a remote platform, and the school year workshops shifted to 90-minutebiweekly

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Micah Lande, South Dakota School of Mines and Technology

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NSF Grantees Poster Session

thatcan paint the evolution of students’ knowledge and skills over time over a set of learningexperiences (Clements & Sarama, 2004; Simon, 1995; Sztajn et. al., 2012; Corcoran, Mosher &Rogat, 2009; Maloney and Confrey, 2010). We use a theoretical framework based on adaptiveexpertise and design thinking adaptive expertise to further advance a design learning continuum(Hatano and Inagaki, 1986; Schwartz, Bransford & Sears, 2005; McKenna, 2007; Neeley, 2007).Project OverviewThis research project has been to explore and understand how open-ended, hands-on makingwork and activities are reflected in the learning trajectories of students and their learning gains inthe product-based learning, undergraduate engineering classroom. The aim is to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Joanna K. Garner, Old Dominion University

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Diversity, NSF Grantees Poster Session

contribute to the development of students’ self-efficacy, identity, andsense of belonging? and 2) How does early exposure to computer science through courseworkand career awareness affect the experience of CS/M Scholars? Data sources are focus groupinterviews, surveys of the Scholars and a comparison group, and Scholars’ written summaries ofconversations with their mentors. The summary presented here draws upon the latter two datasources. The summaries written by students reflect their perceptions of the mentoring experienceand along with the focus groups and surveys provide multiple points of triangulation, givingimportant insight into their experience with the program overall.Survey Sample – Scholars & Comparison StudentsAll CS/M Scholars are

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Jeanne L. Sanders, University of Nevada, Reno

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NSF Grantees Poster Session

mixture ofanecdotes, advice, and study findings contributing to participants’ knowledge of transitions intoengineering education, the RIEF grant process, and mentorship in engineering education. Groupactivities at the virtual workshops were focused on participants’ reflecting about their ownmentorship experiences and needs, their motivations for participation in EER, and ways theycould actively enhance their involvement in the EER community.Community Building in Year 2Our team’s Summer 2021 networking event was designed to reduce these barriers to entry intoengineering education research by facilitating mentor-mentee introductions. Participants in theevent are asked to create a short slide introducing themselves as either prospective mentors

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ann Thompson, Loras College; Danial J. Neebel PE, Loras College; Robert S. Keller, Loras College

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NSF Grantees Poster Session

when they apply to either graduate school or apply for an industrial position. Thesearticulation skills are practiced in class in the form of personal reflections. The four requirementsof the project are that the scholars work in a group, they use their new and growing STEMskillset, the project must benefit the community, and it must be sustainable. In this casesustainable means that the project itself can continue for multiple years, with new studentspossibly taking over. The projects that are currently under way include STEM educationprogramming, Mental Health Information, Expanding Local Food Options, and AssessingCollege Energy Usage.Program GoalsThe program, as funded by the NSF S-STEM grant, has four goals set forth in the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Lisa D. McNair, Virginia Tech; Adam Stark Masters, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.S Masters, Virginia Polytechnic Institute and State University S. Masters is a doctoral student and Graduate Research Assistant at Virginia Polytechnic Institute and State University. Masters received a B.S. in Mechanical Engineering from University of Delaware and is currently pursuing a Ph.D. in Engineering Education at Virginia Tech. Masters’ research interests include equity and social justice in engineering with particular attention to the experiences of women & LGBTQ

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Joseph F. Mirabelli, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Allyson Jo Barlow, University of Nevada, Reno

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NSF Grantees Poster Session

and diversificationof the engineering education community and bridge the gap between research and practice. Thecurrent work describes an effort to assess the needs of both mentors and mentees in EER andpreliminary work to build community for the NSF PFE: RIEF program.MethodInstitutional Review Board approval was obtained for the study. In the fall of 2019, a briefsurvey was distributed to current and past RIEF grant awardees (PIs and co-PIs that wereidentified from the NSF award database). In addition to providing background information abouttheir project (role, current or completed project), participants were asked to reflect on thefollowing questions: • What support from the RIEF community would benefit you and your work? • What