Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint

Tagged Topics

NSF Grantees Poster Session

lasers and their applications inmanufacturing. The emphasis on lasers is reflected in the program name and in the programcurriculum. Lasers are presented in the introductory photonics course, taught in depth in theLaser Fundamentals and Laser Systems courses, and are also heavily featured in the PhotonicsApplications course. The Optics and Photonics Laboratory supports this emphasis by includingseveral types of lasers: HeNe, carbon dioxide, fiber, diode, Nd:YAG and Argon ion. Test andmeasurement equipment include detectors, power and energy meters, beam profilers,spectrometers, and high speed oscilloscopes. Miscellaneous optical components, opticalbreadboards and tables, and various laser safety glasses complete the equipment list

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

efforts on the PLCs helps us learn by getting hands on experience Using the PLCs in class Being able to apply what I learn and check my understanding. To be able to learn hands on how the program interacts. Be able to check my understanding of the concepts and materials. being able to visualize the process Being able to actually see if our programs work. To get instant feedback on a program. Being able to see the ladder logic and how it reflects on the Portable PLC is the best way for me to learn this. The practice of programming The usefulness of this being used in a practical situation. It helps to keep the tools straight (i.e. which command is examine-if-closed, examine-if- opened, etc.). Seeing how

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University

Tagged Topics

NSF Grantees Poster Session

to counteringthem. We developed a workshop that does not take a great deal of class time but alerts studentsto the erroneous beliefs, illustrates their harmful effects on writing, and introduces beliefs andpractices more consistent with engineering practitioners’ writing. The workshop demonstrates tostudents that effective writing and effective engineering practice are interconnected. More Page 26.552.2specifically, the workshop incorporates the following:  quotations from students that reflect the myths and samples from student papers that exemplify how the myths lead to ineffective writing  quotations from practitioners

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G Belu, University of Alaska Anchorage

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NSF Grantees Poster Session

part.Measurement and Instrumentation course uses a variety of sensors and measurement techniquesto monitor machining processes (sensors including vibration, acoustic emission, cuttingdynamometers). Data acquisition and processing for tool breakage and quality control ofmachined parts has been added to the course curriculum. This course is a core curriculum coursefor all concentration for BSET. Similarly Quality Control course is a core curriculum one. Bothof them include laboratory experiments based on the equipment and instrumentation provided bythe funding of this project. The manufacturing and prototyping related courses reflect thecompetitive trend in the evolution of manufacturing towards increased flexibility, high speedmachining, remote quality

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Talbot Bielefeldt, Clearwater Program Evaluation

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NSF Grantees Poster Session

) (b) Fig. 2: (a) Sample learning roadmap in Gridlock; (b) Sample KWS in GridlockIn the initial run of Gridlock, help was provided in a way that required students to actively seekanswers to their problems. Although there were mechanics to allow students self-reflecting theirlevel of proficiency, there was no connection between the learning roadmap and the identifiedstudent needs in KWS. When surveying students on the utility and usability of gameinterventions, they voiced their different views of system improvement. Some felt that thecurrent support was just right to provide necessary assistance in identifying domain knowledgeas “(KWS) concisely pointed you in the right direction", and "(Roadmap) contained volumes

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eve A. Riskin, University of Washington; Dawn Wiggin, University of Washington; Jeremy Kingma, Washington State University; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington; Scott Winter, University of Washington

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NSF Grantees Poster Session

developed a STARS chemistry prep course. WSU has incorporated structured problem sessions where students work in small groups on problems directly related to their current math and chemistry classes. Each university also designed a year-long STARS Seminar series to build study and learning skills. Seminars include topics such as time management, group study, regular reflection on goal-setting and keys to success, learning to learn and cultivating an open mindset, note-taking, asking for help and utilizing resources, reading textbooks, and developing relationships with faculty.Figure 2: Sample UW and WSU First Year Curriculum University of Washington Sample STARS Washington State University Sample

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mukasa E. Ssemakula, Wayne State University; Gene Yeau-Jian Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

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NSF Grantees Poster Session

and WSU Distinguished Fac- ulty Fellow. He is the founding editor of the Journal of Applied Statistical Methods. His areas of interest are in research and experimental design, psychometrics, applied robust and nonparametric statistics, and quantitative and qualitative program evaluation. Page 26.252.1 c American Society for Engineering Education, 2015 Assessing the Learning Gains of Manufacturing Students in an Integrated Hands-on Curriculum1. Introduction Traditional engineering instruction tends to favor intuitive, verbal, deductive, reflective

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amro El Badawy, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller, Global Waste Research Institute, California Polytechnic State University; Gregg L. Fiegel, California Polytechnic State University; Kevin Brian Kopp, California Polytechnic State University

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NSF Grantees Poster Session

activities, poster presentations, and oralpresentations. The weekly meetings with mentors and/or faculty generally focused on researchand included discussions of the previous week's work as well as future plans. The weekly writingassignments consisted of progress reports in which the students reflected on accomplishmentsand challenges during the preceding week. In some occasions, the writing assignments weremore than just a progress report and included extra requirements: (1) each student was asked, aspart of one report, to provide a concise and descriptive title for their research project, assumingthis title would be used to describe a technical paper, research poster, and/or research report;(2) each participant provided a list of specific

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Firdous Saleheen, Temple University; ZIcong Wang, Temple University; William Moser, Temple University; Vira Oleksyuk, Temple University; Joseph Picone, Temple University; Chang-Hee Won, Temple University

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NSF Grantees Poster Session

encouraging and showed the benefits of VOLTA. Theeffectiveness assessment showed VOLTA students performed better thanthose of traditional lab students in eleven pairs of similar tests. VOLTA students were taught in asimilar way as the traditional lab students, except without any handouts. Outside the lab,VOLTA students obtained help from VOLTA any time and from TAs during office hours. Thetraditional lab students got help from TAs only. VOLTA students received a greater amount ofhelp compared to the traditional students, which was reflected in the effectiveness analysis.The Spring 2015 version of VOLTA achieved p < 0.001, which was much better than the Fall2014 version.The Spring 2015 version of VOLTA had one new feature “Hardware Help”, which

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Naima Kaabouch, University of North Dakota; Deborah Worley, University of North Dakota; Matthew Cavalli, University of North Dakota; Nuri Oncel, University of North Dakota

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Diversity, NSF Grantees Poster Session

approachencourages collaborative and multidisciplinary learning for the students and helps them acquirethe knowledge and skills necessary to compete in the global market and to contribute to the NSNTfield in an environment that is reflective of today’s workplace.II CoursesFor this project, the collaborators developed and offered two NSNT courses that satisfy electiverequirements for mechanical, chemical, and electrical engineering Bachelor of Science (BS)degrees as well as for chemistry and physics BS degrees. The first course, “Nanoengineering andNanoscience” (cross-listed course numbers: CHEM 431; EE490; ME490; PHYS492) was offeredduring Fall 2015. It covered the fundamentals of nanoscience and nanoparticles based on theirphysical and electronic

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saniya Leblanc, The George Washington University; Steffi A Renninger, George Washington University; Ekundayo Shittu, George Washington University

Tagged Topics

NSF Grantees Poster Session

colleagues. There is a nice balance between realizing that we are students early in our undergraduate career, in the mini-lectures, and fully capable colleagues in the EBL training or researcher seminars… this program provides a hands-on and personal experience unlike a lot of other opportunities. I like that were running our own projects yet we have a professor or graduate student to refer to.There may be a need for more scaffolding related to experiment and research methodology. Thestudents’ lack of experience led to apprehension and anxiety during the research project in spiteof the advising and mentoring resources as expressed by multiple fellows’ reflections: …my least favorite part of the program has been

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla B. Zoltowski, Purdue University at West Lafayette; Brent K. Jesiek, Purdue University at West Lafayette; Stephanie Claussen, Colorado School of Mines; Shiloh James Howland, Brigham Young University; Dayoung Kim, Purdue University at West Lafayette; Swetha Nittala, Purdue University, West Lafayette

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NSF Grantees Poster Session

, pp. 28-49, 1986.[11] C. B. Zoltowski, W. C. Oakes, and M. E. Cardella, “Students' ways of experiencing human-centered design,” Journal of Engineering Education, vol. 101, no. 1, pp. 28-59, Jan. 2013.[12] E. Dringenberg, J. A. Mendoza-Garcia, M. Tafur-Arciniegas, N. D Fila, and M.-C. Hsu, “Using phenomenography: Reflections on key considerations for making methodological decisions” in Proceedings of the ASEE Annual Conference and Exposition, June 14-17, 2015, Seattle, WA, USA. [Online]. Available: https://peer.asee.org/using- phenomenography-reflections-on-key-considerations-for-making-methodological- decisions[13] N. D. Fila and Ş Purzer, “Work in progress: A preliminary investigation of the

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Seoyeon Park, Texas A&M University; Rebecca A. Atadero, Colorado State University; Anne Marie Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, Texas A&M University; Jody Paul, Metropolitan State University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christopher Douglas Griffin, West Virginia University; Ronald R. DeLyser, University of Denver; Christina Paguyo, University of Denver; Scott T. Leutenegger, University of Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

? concepts? learning new ways to get computers to do what you want? Identity Please select In general, being an In general, being a computer the best engineer is an important science student is an important answer on a part of my self-image. part of my self-image. scale from 1 Being an engineer is an Being a computer science to 7 (anchors important reflection of who student is an important in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

described as a process of “enculturation,” in which the learners arelike apprentices learning to use domain-specific knowledge as tools as they develop anunderstanding of the rules and culture rooted in the community of practice. Thus, the learningprocess should resemble the ordinary practices of the culture, which usually involvecollaboration, interaction, and social construction of knowledge. Herrington and Oliver’s [10]critical elements of situated learning provide a useful framework to analyze the learning process,which include: (1) authentic contexts, (2) authentic activities, (3) access to expert performancesand modeling, (4) multiple roles and perspectives, (5) collaborative construction of knowledge,(6) reflection, (7) articulation, and (8

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eric Constans, Rowan University; Jennifer Kadlowec, Rowan University; Hong Zhang, Rowan University; Bonnie Angelone, Rowan University

Tagged Topics

NSF Grantees Poster Session

testing will be conducted to assess a) change in retention between courses and b)change in student problem-solving and design skills.BackgroundMany sources have made the case for reforming engineering education to reflect modern trends.Most notably, a recent National Academy of Engineering (NAE) report found that2 Engineering education must avoid the cliché of teaching more and more about less and less, until it teaches everything about nothing. Addressing this problem may involve reconsideration of the basic structure of engineering departments and the infrastructure for evaluating the performance of professors as much as it does selecting the coursework students should be taught.The report also stressed the importance of teaching

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

discussed codes for each interview until we agreed unanimously on all codes to reduceindividual variation in perceptions about students’ statements. Second, after theme development,we conducted peer debriefing where we asked two peers with knowledge of the course redesignproject and of relevant qualitative methods who were uninvolved in the study to debrief with uson our themes from the interviews. Through this process, we uncovered any interpretive leaps wemade during theme development and further refined our themes. Third, we carried out memberchecking by sharing a complete draft of the manuscript with the interviewed students and askingwhether it accurately reflected their experiences in the course. All students approved thepresentation of their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Maura J. Borrego, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, conference papers from 2008-2012, and a pedagogic research statement for the field, (2) personal reflections on three related conferences and a study relevant PhD theses; and (3) meeting notes of an engineering education research special interest group from 2009 – 2013. The final outline includes 13 first-level terms and 43 second-level ones.Outcome: From the three commissioned keyword outlines, Access Innovations (the nation’s largesttaxonomy creation firm) created a draft taxonomy. They integrated and refined the outlines, normalizedterms, and worked to consolidate the two-level structure into a more hierarchical one. The resultingtaxonomy (version 1) included 1,079 keywords arranged in 13 branches and seven levels.Mapping the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

(i.e., average) to thequestions were 8%, 11%, and 9%, respectively, in the accumulative responses of the surveys.However, strong disagreement responses (i.e., poor) were negligible in most questions, anddisagreement responses (i.e., below average) were ranged between 0% and 5%, respectively.Active learning is generally defined as any instructional method that engages students in thelearning process.11-12 These survey-results reflected the effectiveness of learning modules invarious lab activities.15-17Some negative responses were to be considered in Questionnaire 2 which measured a level of thecomprehension of the learning modules for the POGIL lab activities. Such negative responsesshowed that students, who had limited experiences in POGIL

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mafruhatul Jannat, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

beliefs about active learning, their current application of active learning exercises in their courses, and connectivity with other workshop participants.Assessment of workshop effectivenessThe impact of the workshop on participants was assessed with reflective open-ended surveyquestions. For that purpose, three surveys were developed and administered in sequence tocollect information on participants’ belief of active learning and conceptual assessmentexercises, the extent they are connected to curriculum development network, and the influence ofthe workshop on participants’ classroom practice. To accumulate data on each category, surveyswere administered at the beginning of the conference on the first day, at the end of theconference

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Thorsen, University of Alaska, Fairbanks; Lori Sowa P.E., University of Alaska, Southeast

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

application of test/simulation/manufacturing tools to design projects; (ii)communications skills via writing lab reports and oral project presentations, including thepresentation of data and design choices; and (iii) team skills via a modified BESTEAMS [Schmidt,et. al 1999] curriculum; all are skills used in subsequent courses.In 2006, we obtained the Circuit Concept Inventory from Helgeland and Rancor [personalcommunication, 2006]. This test was modified to reflect the content of the course and administeredto 15 students as a pre/post-test in 2007. The blue marker in Figure 1 indicates the average gainachieved by those students. Figure 1 was created in the manner of Hake [1998] who comparedlearning gains obtained in introductory physics courses that

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Noemi V Mendoza Diaz, Texas A&M University; Russ Meier, Milwaukee School of Engineering; Deborah Anne Trytten, University of Oklahoma; Janie M Moore, Texas A&M University; So Yoon Yoon, University of Cincinnati; Harry A. Hogan, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

and computing. We began our work by designing a computational thinkingdiagnostic that can be administered to students as they enter the engineering program in order todetermine student's ability to use the principles and practices that are learned by studyingcomputing. We can report that 3584 students were participants during the development of theEngineering Computational Thinking Diagnostic (ECTD) and the last 469 were involved inexploratory and confirmatory analysis.Engineers use computing to design, analyze, and improve systems or processes. ABET citescomputing as a foundational skill for engineering proficiency [1], [2]. The Taxonomy for theField of Engineering Education Research also reflects the importance of computational thinkingas a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston

Tagged Topics

Diversity, NSF Grantees Poster Session

the engagement levels could be analyzed.In addition, affective engagement data was also collected via class reflection papers at the end ofeach semester in the third and fourth semester of the program. The third-semester reflectionpaper assignment had 12 prompts which asked students to discuss their reasons for applying,their expectations for the program, and their perceived role in the program. The fourth-semesterreflection paper was more open-ended and asked students to reflect on their overall experience inthe Endeavour Program and also to describe how they felt that the pandemic had impacted theircollege experience. The reflection papers had no page limit but had a minimum lengthrequirement of two pages.Data AnalysisDescriptive

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

examining and creating a comprehensive roadmap for includinginnovative ideas and best practices in engineering curriculum enhancements.The opportunity for this workshop was created by a confluence of needs, resources, and interdisciplinaryinterests. Integrating previous experiences with service learning and social innovation learningopportunities, our interests matched NSF IUSE’s exploration and development (E&D) implementationframework. The workshop, funded by NSF, implemented and reflected the steps of design thinking asincreasing the engagement of students is a classic human-centered opportunity. This opportunity prioritizesthe engagement of the targeted stakeholders, rather than experts who are often at a distance from theproblems they seek

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

feedback on how well an initial list of practices aligned with engineers’own academic and professional engineering experiences and asked for suggestions of additionalpractices that were reflective of their experiences. In addition, our team reviewed responses froman earlier study phase in which participants identified types of engineering skills they felt wereimportant in their work to capture those practices not on our original list [34]. Our team thensought feedback on the clarity of items through an informal focus group of undergraduate andgraduate engineering students in one of the authors’ labs. Finally, we conducted pilot interviewswith an additional seven engineering students to further check clarity and comprehensiveness ofthe list of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Reeping, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University; Steve Robert Harrison, Dept of Computer Science, Virginia Tech; R Benjamin Knapp, Institute for Creativity, Arts, and Technology; Luke F Lester, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Annie Yong Patrick; Matthew Wisnioski, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity 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.Steve Robert Harrison, Dept of Computer Science, Virginia Tech Steve Harrison is the Director of the Human-Centered Design Program at Virginia Tech, an associate professor of practice in Computer Science

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

Tagged Topics

Diversity, NSF Grantees Poster Session

2012​, S-STEM projects were required to dedicate 85% of budgets to scholarships.Starting in 2012, the NSF solicitation changed to allow increased expenditures for programmatic,evaluation and knowledge generation efforts. S-STEM teams are challenged to implementprograms that reflect best practices and generate evidence regarding successful interventions.1.2 Institutional ContextAugsburg University is a private Lutheran institution with an enrollment of about 3,000 students,approximately two thirds of whom are undergraduates. Founded in 1869, Augsburg has a strongcommitment to providing broad access to a quality education and supporting students fromdiverse backgrounds. As of Fall 2019, 45% of the full-time undergraduates were students ofcolor

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Stephen R. Hoffmann, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Ranjani Lakshman Rao, Brian Lamb School of Communication, Purdue University; Abigail R. Jahiel, Illinois Wesleyan University; Thomas P. Seager, Arizona State University; Linda Vanasupa, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

other ISSST sessions, reflecting back to participants whatwe heard and saw but through the lens we were developing on sustainability. To prepare for thesession, the research team spread across three concurrent sessions of ISSST, and took notesbased on the following items: 1. What do people consider “sustainability”? 2. What are things our students should understand, know, be able to do? 3. Do we see evidence of our initial gateway concepts: Time; Scale; Feedback; Energy; Modeling 4. What mentions of contexts are made: values; social; political; technical 5. To what degree are conversations focused on US or globally? 6. Any mentions of corporate, industrial, governmental, educational contexts? 7. What did we miss in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Connie Mosher Syharat, University of Connecticut; Todd Campbell, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

identification have been identified as strengths among individuals withautism [30, 31].CodeWithin epistemic communities, code represents the language, drawn from theory, that supportsepistemic community members in understanding and interpreting experiences. The codes offercommunity members a common way of communicating about their experiences and observationsor for examining or reflecting on their experiences [20]. In the engineering department, a codeshift was made possible through the introduction of specific language that framed neurodiversityas an asset; this change in language usage was in stark contrast to previous use of language thatreflected a framing of neurological variations as cognitive disorders.The most important example of the code used

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Memorie Gosa; Debra Moehle McCallum, The University of Alabama

Tagged Topics

Diversity, NSF Grantees Poster Session

by Dr. Miriam Sweeney of the School of Library and Information Science atthe University of Alabama) to engage participants in the histories, politics, and socialconsequences of engineering (and other technical fields), 4) completing the self-guided HallowedGround Project (developed by Dr. Hilary Green) , and 5) a final written reflection on theirexperiences guided as a "3-2-1" writing prompt (What are 3 things that have left an impressionon you from your time [participating in these activities]? What are 2 impacts that you think thesehistories continue to have on education? What is 1 thing you would want to learn more aboutrelated to these topics?).From the final focus group in 2022, the students reported that the prompt to reflect on

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

tina Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University

Tagged Topics

Diversity, NSF Grantees Poster Session

Introduction Week 2 Technology Training Week 3 Healthy relationship building Week 4 Time management Week 5 Resume Writing and Job Interview Preparation Week 6 Invited Guest Speaker from local industry Week 7 Influencing People Week 8 Leadership & Delegation Week 9 Project Progress Report Week 10 Entrepreneurship Week 11 Accountancy & Budgeting Week 12 Diversity & Gender issues in professions Week 13 Health & Safety Week 14 Field trip Week 15 Project PresentationsProject-based Work Studio environmentExperiential learning incorporates hands-on learning and reflection on learning [23]. A principalchallenge that STEM