Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fei Hu, University of Alabama; Thomas Morris, Mississippi State University

Tagged Topics

NSF Grantees Poster Session

build a series of virtual labs that allow the rural students to try the   "virtual hardware". Fig.5 (b)Fig.5 (a) e-classroom: Multimedia video on RSA; (b) Virtual Lab via IMITS shows such an example. Since the rural schools may not have the required lab resources (such as circuit boards, oscillator, etc.), for hardware-based security labs such as IMD power charge security lab, we are investigating the use of the interactive multimedia intelligent tutoring system (IMITS) [12] to guide remote students for hardware settings. For

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Thanina Makhlouf; Colleen M. Seifert, University of Michigan

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Diversity, NSF Grantees Poster Session

qualitative analysis. Sage, 2006.[27] I. B. Rodriguez-Calero, S. R. Daly, G. Burleson, M. J. Coulentianos, and K. H. Sienko, “Using practitioner strategies to support engineering students’ intentional use of prototypes for stakeholder engagement during front-end design,” International Journal of Engineering Education, vol. 38, no. 6, pp. 1923–1935, 2022.[28] K. M. Castelle and R. M. Jaradat, “Development of an instrument to assess capacity for systems thinking,” Procedia Computer Science, vol. 95, pp. 80–86, 2016, doi: https://doi.org/10.1016/j.procs.2016.09.296.[29] C. D. Mote Jr., D. A. Dowling, and J. Zhou, “The power of an idea: The international impacts of the Grand Challenges for engineering,” Engineering, vol. 2, no

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

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Diversity, NSF Grantees Poster Session

National Science Foundation underGrant Number EEC- 1664231 through the Research in the Formation of Engineers program. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] Committee on STEM Education. (2018). Charting A Course for Success: America’s Strategy for STEM Education. Retrieved from https://www.whitehouse.gov/wp- content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf[2] Schell, W. J., & Hughes, B. E., & Tallman, B. (2018, June), Board 130: The Formation of Undergraduate Engineers as Engineering Leaders Paper presented at 2018 ASEE Annual Conference

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Kristi L. Eustice, Arizona State University; Allison Godwin, Purdue University at West Lafayette; Gillian Roehrig, University of Minnesota - Twin Cities; Christopher Barr, Rice University; Kimberly Farnsworth, Arizona State University

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NSF Grantees Poster Session

Foundation's Young Scholars Program," Division of Research, Evaluation, and Dissemination, National Science Foundation, Washington, D.C., 1994.[10] B. Ponomariov, E. Welch and J. Melkers, "Assessing the outcomes of student involvement in research: educational outcomes in an engineering research center," Research Evaluation, vol. 18, no. 4, pp. 313-322, 2009.[11] D. M. Pai, R. G. Liles, C. Lambeth, P. N. Kumta, H. S. Borovetz, S. K. Pixley, P. Roy and J. Sankar, "Bootstrapping a new graduate curriculum through an engineering research center," in American Society of Engineering Education (ASEE) Annual Conference & Exposition, Vancouver, BC, June, 2011.[12] J. Walsh, D. Kelso, J. Troy, B. Shwom and P. Hirsch, "Redefining

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

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Diversity, NSF Grantees Poster Session

Associate Professors. Another recommendation was to establish annualTable 1. Promotion to Full Professor: A Guide for Key Stakeholders (working draft)Preface: Annual letter from Provost and Committee on Appointments & Promotions (COAP)A. Overview of Promotion Process and Roles of Key Stakeholders 1. Process diagram and annual timeline of deadlines and notifications 2. Roles of nominator and advocate a. What’s the difference between the nominator and the advocate? b. Identifying and soliciting external reviewers c. Writing the nomination letter d. Preparing for meeting 1: Translating the candidate’s field and scholarship e. Preparing for meeting 2 3. Roles of COAP members

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

Tagged Topics

Diversity, NSF Grantees Poster Session

recruited via email distribution lists, andultimately 20 leaders were selected from institutions across the country.Since the establishment of the VCP, members have met online via Adobe Connect every 2-4weeks during the academic year to (a) identify LGBTQ inclusion approaches appropriate fortheir department context, (b) share resources and (c) support each other as they develop andimplement an action plan to change climate and promote LGBTQ equality in their owndepartments.During Phase 1 (also called Leadership VCP or LVCP) in the fall of 2015, a series of HumanRelations Facilitation training sessions was led by two meta-trainers who trained twenty STEMfaculty and staff to facilitate Safe Zone workshops. The meta-trainers brought rich

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

differentinstitutions. Additional quantitative surveys, such as the AMS and MAI also did not showsignificant differences over the two-year span for the large public university. 5!a) b) Learning Oriented Behaviors (small private)! Grade Oriented Behaviors (small private)! Learning Oriented Behaviors (large public

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

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Diversity, NSF Grantees Poster Session

institutions can affect faculty diversity. In L. L. Espinosa, J. M. Turk, M. Taylor, & H. M. Chessman (Eds.), Race and ethnicity in higher education: A status report (pp. 273-279). The American Council for Education.Hokanson, S. C., & Goldberg, B. B. (2018). Proactive postdoc mentoring. In, A. Jaeger & A. Dinin (Eds.), The postdoc landscape: The invisible scholar (pp. 91-120). Elsevier.National Science Foundation. (2018). Building the future: Investing in discovery and innovation– NSF strategic plan for fiscal years 2018-2022. https://www.nsf.gov/pubs/2018/nsf18045/nsf18045.pdfPyhältö, K. (2018). Function of supervisory and researcher community support in PhD and post- PhD trajectories. In E. Bizer, L

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Jacob R. Grohs, Virginia Tech; William Michael Anderson, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech; Liesl M. Baum, Virginia Tech; Phyllis Leary Newbill, Virginia Tech; Stacey L. Vaziri, Virginia Tech

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Diversity, NSF Grantees Poster Session

%).Focus group questions (see Appendix) aimed to understand (a) how and why participants choseto enroll in college generally and engineering specifically, (b) the community-level influencesthat supported or hindered their decision-making, and (c) general perceptions regarding how thecommunity portrays both college and engineering careers as well as who should/should notpursue such aspirations. Focus groups not only provided rich data to begin answering RQ1 butthey also helped to identify which individuals from within our sample should be invited forfollow-up interviews to understand experiences in greater depth.First pass analysis of focus group data included developing participant summaries andcategorizing supports, barriers, and major influences

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Alexandra Coso Strong, Florida International University; Erin McCave, University of Houston

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Diversity, NSF Grantees Poster Session

faculty usingcollaborative autoethnography [2] and collaborative inquiry [3]. The results obtained from thisinitial phase will then be explored more broadly in Phase II, by expanding our study populationto include other early career engineering education faculty. The combination of collaborativeautoethnography and collaborative inquiry methods allows us to highlight the diversity of ourtraining, perspectives, and goals [4]. More specifically, in Phase I, we seek to generate initialresponses to the following research questions: RQ1. What impact do early career faculty members hope to have within engineering education? RQ2. How do (a) institutional, (b) individual, and (c) disciplinary field and societal features influence

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

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Diversity, NSF Grantees Poster Session

) supported some Scholars in (a) gaining knowledge of how to apply to industryand academic positions; (b) acquiring academic capital such as content knowledge andeventually certifications like grades, credits, and degrees; (c) navigating institutional structures tosucceed in STEM; and (d) providing social and emotional support that motivated Scholars tocontinue in their degree.Some faculty mentors leveraged their own social networks to provide Scholars withopportunities to network with professionals and work in academia and industry. Several Scholarsspoke about internship and job offers they had received from their STEM CONNECT networksand attribute those connections to their mentors. One Scholar described how their faculty mentorhelped them reach

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susantha Herath, St. Cloud State University; Rohitha Goonatilake, Texas A&M International University ; Suvineetha Herath

Tagged Topics

Diversity, NSF Grantees Poster Session

, attended workshopsand conferences to achieve academic excellence. SCSU’s current and proposed enhancement toinfrastructure assured their success. This award attracted potential applicants and providedsufficient funding to make it possible for financially-disadvantaged students to continue theirstudies in STEM programs allocating more time to study and eliminating the need to work whilestudying.2. Project ObjectivesThe goals of this project, SCSU-STEM, were to (A) Increase the capacity of high-demand STEMareas via recruitment, retention, and graduation of financially-needy, talented students includingunderrepresented groups, and (B) Strengthen student support structures and interdisciplinarycollaborations, enhance faculty and peer mentoring

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie Ph.D., Gullie Consultant Services; Dianna Newman, University at Albany-SUNY; Mohamed F. Chouikha, Howard University; John D. Kelly, North Carolina A&T State University; Craig J. Scott, Morgan State University; Mandoye Ndoye, Tuskegee University; Ibibia K. Dabipi, University of Maryland, Eastern Shore; Corey A. Graves, North Carolina A&T State University; Lei Zhang, University of Maryland, Eastern Shore; Ali Reza Osareh, North Carolina A&T State University; Sacharia Albin, Norfolk State University; Demetris Geddis, Hampton University; Petru Andrei, Florida A&M University/Florida State University; Fred Lacy, Southern University and A&M College; Hamid R. Majlesein, Southern University and A&M College; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Yacob Astatke, Morgan State University; Shujun Yang, Alabama A&M University; Li Jiang, Tuskegee University; Ben O. Oni, Tuskegee University; Saleh Zein-Sabatto, Tennessee State University

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Diversity, NSF Grantees Poster Session

Associate through the Eval- uation Consortium at the University at Albany/SUNY and Gullie Cnsultant Services/ZScore. She was the principal investigator in several educational grants including an NSF engineering grant supporting Histor- ically Black University and Colleges; ”Building Learning Communities to Improve Student Achievement: Albany City School District” , and ”Educational Leadership Program Enhancement Project at Syracuse University” Teacher Leadership Quality Program. She is also the PI on both ”Syracuse City School District Title II B Mathematics and Science Partnership: Science Project and Mathematics MSP Grant initiatives. She is currently the principle investigator on a number of grants including a 21st

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Ana Karen Pizano, College of Lake County; Bradford C. Petersen, College of Lake County

Tagged Topics

NSF Grantees Poster Session

measurement of impacts,” in 122nd annual conference & exposition of the American Society Engineering Education, Seattle, WA., June, 2015. 2. M. E. Andrews, M. Borrego, and A. Boklage, “Self-efficacy and belonging: the impact of a university makerspace,” International Journal of STEM Education, vol. 8, no. 1, pp. 1- 18, 2021. 3. R. M. Marra and B. Bogue, “Women engineering students' self efficacy--a longitudinal multi-institution study,” Women in Engineering ProActive Network, 2006. 4. N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring undergraduate students' engineering self‐efficacy: A validation study,” Journal of Engineering Education, vol. 105, no. 2, pp. 366-395

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Karen A. High, Clemson University

Tagged Topics

NSF Grantees Poster Session

research on career development and the role of ETin the workforce has been conducted prompting national organizations such as NSF and theNational Academy of Sciences to prompt more research in this area [1].The primary objectives of this project are to: (a) identify dimensions of career orientations andanchors at various stages of professional preparation and map to ET career pathways, (b) developan empirical framework, incorporating individual career anchors and effect of institutionalculture, for understanding ET professional formation, and (c) develop and pilot interventionsaimed at transforming engineering formation systems in ET contexts. The three interdisciplinarytheoretical frameworks integrated to guide design and analysis of this

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

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NSF Grantees Poster Session

ofcommunities of practice. Wenger [5] originally proposed and Kolikant, McKenna, & Yalvac [6]summarized the key dimensions: (A) “What it is about”: A joint enterprise as agreed upon by itsmembers, (B) “How it functions”: Mutual engagement that creates a social bond between members, and(C) “What capability it has produced”: the shared repertoire of resources (e.g., vocabulary, artifacts)created by members. We have outlined several activities to encourage development of a community ofpractice among students (Table 1). The following are pertinent to the summer calculus experience:1. The Citadel’s College Success Institute (CSI): Our students participate in CSI before their freshman year. Through CSI, students are acquainted with campus life

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Beyza Nur Guler, Virginia Tech ; Talha Bin Asad, Virginia Tech ; Diana Bairaktarova, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

. Briefly explain how this process works in a thermodynamic sense? You might want to consider concepts such as temperature, partial pressure, specific and relative humidity, dew point, condensation, et cetera” Rubber is a polymer that consists of ● Psychrometric ● Plastic rubber band long chains of molecules that are Applications weakly crosslinked (i.e. there are weak bonds between adjacent chains). The figure below shows schematic diagrams of rubber when it is (a) relaxed (unstretched), and (b) stretched. Recall that the entropy change of closed system can be written as , where σ is the entropy production. Recall also the “increase of entropy” principle: σ = ΔSsystem + ΔSsurroundings ≥ 0. A

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alberto Cureg Cruz, California State University, Bakersfield; Dennis Derickson, California Polytechnic State University, San Luis Obispo; Amin Malek, California State University, Bakersfield

Tagged Topics

NSF Grantees Poster Session

corporations (A, B and C) joined the grant proposal submission. Corporation A is a smallsoftware engineering corporation offering Computer Science internships. Corporation B is a smallengineering corporation specializing in wireless technologies, offering Computer Engineeringinternships. Corporation C is a large petrochemical extraction corporation offering ComputerScience and IT internships. Post award, the team pursued MOU to formalize an internship pipeline.Corporation B backed out of the partnership citing financial hardship due to the COVID-19pandemic. Corporation C did not follow up on attempts to formalize a partnership. The team spent considerable effort to find more internship hosts. One candidate was a smallstart-up, a government

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University

Tagged Topics

Diversity, NSF Grantees Poster Session

Office of the Provost and Vice President for Academic Affairs, as well asthe office of the Vice Provost for Research and by the School of Engineering and ComputerScience at Oakland University.References 1. About the AERIM REU program, retrieved from http://me-reu.secs.oakland.edu 2. L. Guessous, Q. Zou, B. Sangeorzan, J.D. Schall, G. Barber, L. Yang, M. Latcha, A. Alkidas and X. Wang, "Engaging Underrepresented Undergraduates in Engineering through a Hands-on Automotive-themed REU Program," Paper # IMECE2013-62111, ASME 2013 International Mechanical Engineering Congress and Exposition, San Diego, CA, November 2013. 3. L. Guessous, Q. Zou, B. Sangeorzan, L. Smith, L. Yang, X. Wang, J.D. Schall, G. Barber and M

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

Tagged Topics

Diversity, NSF Grantees Poster Session

attitudes saw some changes, shifts in attitude for the overall respondent groupwere minor; most respondents agreed with all statements to a “Moderate extent” or “Greatextent” both before and after the program (See Figures A and B).Figure A. 2010-2016 Pre-Program AttitudesFigure B. 2010-2016 Post-Program AttitudesParticipant Perceived ConfidenceParticipants were also asked to indicate their level of confidence in a specified set of skills inorder to assess if the RET ROKET program boosted their confidence in these skills. Pre- andpost-program survey responses were very comparable - 80% or more of ROKET teachersindicated that they were “Moderately confident” or “Very confident” in the specified skills, bothbefore and after the RET (See Figures C and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

Tagged Topics

NSF Grantees Poster Session

component of this analysis. Students were asked to individually reflecton the first coaching session by responding to the following questions: 1. What are the top three things you are taking away from this meeting? 2. What interaction with your supervisor do you remember most and why? 3. Is there anything that happened during the meeting that a. especially helped you understand something? and/or b. was especially confusing and you wanted to discuss more?Student answers to these reflection questions were hand written and returned to the instructor.Responses were received from 104 students. Student responses to the above questions provideinsights

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. National ScienceFoundation (Award DUE-1042030). Any opinions, findings, conclusions, and/orrecommendations are those of the investigators and do not necessarily reflect the views of theNational Science Foundation.References [1] Kilgore, D., Atman, C. J., Yasuhara, K., Barker, T. J., & Morozov, A. (2007). “Considering Context: A Study of First‐Year Engineering Students,” Journal of Engineering Education, 96(4), 321-334. [2] Olds, B. M., & Miller, R. L. (2004). “The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study,” Journal of Engineering Education, 93(1), 23-35. [3] Pendergrass, N. A., Kowalczyk, R. E., Dowd, J. P., Laoulache, R. N., Nelles, W., Golen, J

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney D Giles, University of Vermont; Larry R Medsker, University of Vermont; VARUNI ANURUDDHIKA SENEVIRATNE, University of Vermont; Priyantha Wijesinghe, University of Vermont

Tagged Topics

NSF Grantees Poster Session

student success in engineering education,” European Journal of Engineering Education, vol. 42, pp. 368-381, 2017.[2] J. Salazar-Fernandez, M. Sepulveda, J. Munoz-Gama, and M. Nussbaum, “Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout,” Applied Sciences, vol. 11, p. 1436, Feb. 2021.[3] J. Main and A. Griffith, “The Impact of Math and Science Remedial Education on Engineering Major Choice, Degree Attainment, and Time to Degree,” in Proceedings of the 2022 American Society of Engineering Education, Annual Conference on Excellence Through Diversity, Minneapolis, MN, USA, June 26-29, 2022, Paper ID #36978.[4] B. Snyder and P. McPherson, “The Equity

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Topics

Diversity, NSF Grantees Poster Session

, “Female peer mentors early in college increase women’s positive academic experiences and retention in engineering,” Proceedings of the National Academy of Sciences, vol. 114, no. 23, pp. 5964–5969, 2017.[2] M. Besterfield‐Sacre, M. Moreno, L. J. Shuman, and C. J. Atman, “Gender and ethnicity differences in freshmen engineering student attitudes: A cross‐institutional study,” Journal of engineering Education, vol. 90, no. 4, pp. 477–489, 2001.[3] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women engineering students and self‐efficacy: A multi‐year, multi‐institution study of women engineering student self‐ efficacy,” Journal of engineering education, vol. 98, no. 1, pp. 27–38, 2009.[4] D. Christe, A. Shah, J. J

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed F. Chouikha, Howard University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY

Tagged Topics

Diversity, NSF Grantees Poster Session

integrated manydevices such as servos, cameras, microcomputer, various sensors and etc. By the use of the kit,student can test and operate on-site all functions as they need it and when they needed which ismuch more convenient than using the traditional lab setting. Fig. 1 illustrates another seniordesign project, a wearable device ‘Communicare’ in this case the ADB kit is used to mimicpulses in different rates to test the cardiac analytic algorithm that the students developed. (a) (b) a) The project suit, and b) demonstration of firethrower. (a) (b)Fig. 1. Senior design project: wearable device ‘Communicare’.VIII, SummaryAs the project reaches the midpoint of year three

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

enroll,” in 118th ASEE Annual Conference and Exposition, 2011, pp. 1–15.[8] E. D. Crede, M. Borrego, and L. D. McNair, “Application of community of practice theory to thepreparation of engineering graduate students for faculty careers.,” Adv. Eng. Educ., vol. 2, no. 2, p. n2,2010.[9] K. Shanachilubwa and C. G. P. Berdanier, “Examining pathways into graduate school throughstewardship theory,” in ASEE Annual Conference and Exposition, 2020.[10] D. F. Carter, H. K. Ro, B. Alcott, and L. R. Lattuca, “Co-curricular connections: The role ofundergraduate research experiences in promoting engineering students’ communication, teamwork, andleadership skills,” Res. High. Educ., vol. 57, no. 3, pp. 363–393, 2016.[11] O. Pierrakos, A. Zilberberg, and R

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

. Analysis of the program impact isprovided in the Results and Discussion: Assessments and Surveys section. Only 4 cohort 2PRISE Scholars are currently actively participating in the program. (Note: Identifying referencewithheld will be added to final version).Academic Workshops: The PRISE scholars participated in three academic workshops duringtheir first semester. The workshops were focused, one and half hour sessions. Each workshopwas assessed for learning outcomes and perceived value. The content of each workshop is below. Time Management Workshop: The time management workshop seeks to improve students’ time management skills by a) increasing knowledge of campus resources and b) increasing skill with using technology to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara

Tagged Topics

Diversity, NSF Grantees Poster Session

field lacks representation fromdiverse student groups. Further, STEM degree acquisition is low for students at community collegesand even lower for underrepresented students of color (Varty, 2022). The study is guided by an overarching research question: What helps STEM students succeedat an HSI community college? In pursuit of that answer, four sub questions were also generated tohelp focus the research activities: a) How do community college students develop a STEM identity?b) What do students attribute their success to? c) How do faculty members either support or hinderSTEM SUCCESS AT AN HSI COMMUNITY COLLEGE 3students in their educational journey? and d) What external

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bethani Cogburn, University of North Carolina, Charlotte; Rachel Saunders, University of Cincinnati; Stephanie Galloway; Brett Tempest, University of North Carolina at Charlotte

Tagged Topics

Diversity, NSF Grantees Poster Session

concretes and incorporation of wastes and c ©American Society for Engineering Education, 2023 A PRELIMINARY ANALYSIS OF IDENTITY DEVELOPMENT IN THE FIGURED WORLDS OF HIGH ACHIEVING, LOW INCOME ENGINEERING STUDENTSBackground The ongoing lack of diversity in engineering fields has been described as both: a) acritical issue with a detrimental impact on the United States’ ability to compete with globalinnovation [1] and b) a systemic issue that excludes certain groups of people from opportunitiesfor economic mobility and job security [2]. Historically excluded groups, including women,Black/African Americans, Latino/Hispanic Americans, and economically disadvantagedindividuals, continue to be in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis

Tagged Topics

Diversity, NSF Grantees Poster Session

very important for preparingthem for future careers in academia or industry.AcknowledgementThis work was supported by NSF IUSE award (#2120819, PI Preza).References[1] E. Coyle, J. Allebach, and J. Krueger, "The Vertically-Integrated Projects (VIP) program inECE at Purdue: Fully integrating undergraduate education and graduate research," in ASEEAnnual Conference and Exposition, Conference Proceedings, 2006.[2] M. Baxter, B. Byun, E. J. Coyle, T. Dang, T. Dwyer, I. Kim, C. H. Lee, R. Llewallyn, and N.Sephus, "On project-based learning through the vertically-integrated projects program," inProceedings - Frontiers in Education Conference, FIE, 2011.[3] E. J. Coyle, J. V. Krogmeier, R. T. Abler, A. Johnson, S. Marshall, and B. E. Gilchrist