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2023 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, North Carolina State University, Raleigh; Zackary Tyler Hubbard

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Diversity, NSF Grantees Poster Session

and its development process, and will share the badgedevelopment process and badge modules with educators and others with an interest in helpingtechnicians develop cyber awareness. The project team is also considering ways to share thebadge development process with some or all of the eight federal agencies that lead skilledtechnical workforce development programs [8]. This work is part of a project funded by the Advanced Technological Education Program of the National Science Foundation DUE #2000867. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.References Cited:[1

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Nathan Lemke, Bethel University; Gabriel Michael Hjelle; Zachary Erickson

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NSF Grantees Poster Session

, assuming there was no deformation at the boundary. After analyzing the data, theYoung’s modulus of the metal samples could be determined; typically, this was accurate towithin about 25-50%. We found that the clamping force, which was provided by a small thumbscrew, was inadequate to assume a perfectly rigid clamped boundary condition and that theactual deformation was somewhere between the limiting cases of simply supported and perfectlyclamped. Following the lab, students were asked to reflect on their experience and to answersome qualitative questions about the system. Students reported excitement at the extremeprecision of the optical technique, but also some frustration that they were not able to reproducethe Young’s modulus exactly

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

assess whether the factors of chemicalengineering self-efficacy, coping self-efficacy, and student integration have a significant impacton the achievement and persistence of chemical engineering sophomore students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2025035 through the Professional Formation of Engineers: Research Initiation in EngineeringFormation (PFE:RIEF) program. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] Culberson, O.L. “Attrition of ChE Undergrads,” Chemical Engineering Education, 4(1), 24- 27 (1970)[2

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Teresa Cardador; Karin Jensen, University of Michigan; Grisel Lopez-Alvarez, University of Illinois, Urbana - Champaign; Isabel Miller, University of Michigan; Hannah Chiou; Andrea J. Kunze, Delta State University; Sohee Kim, University of Illinois, Urbana - Champaign

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practicerelated to improving the diversity of students participating in the more technically-oriented rolesand career paths within engineering and will provide insight into institutional changes to enhancegender equality in engineering education curricula in order to better prepare women to entertechnical roles in the workforce. Taken together, results from our project reveal importantinsights about the track/specialization decision factors and career path plans of engineeringstudents.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1848498. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

John Zachary Clay, The University of Texas, Austin; Xingang Li, The University of Texas, Austin; H. Onan Demirel; Molly H Goldstein, University of Illinois, Urbana - Champaign; Rundong Jiang; Charles Xie; Darya Zabelina; Zhenghui Sha, The University of Texas, Austin

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NSF Grantees Poster Session

concepts. While the review work is in progress, we share the EDT modelin this paper in the hope that it could benefit the community and anyone who wants to use it intheir own research on design thinking and design cognition.AcknowledgmentThe authors would like to gratefully acknowledge the financial support from the U.S. NationalScience Foundation (NSF) via grant # 2207408. Any opinions, findings, and conclusions expressedin this publication or presentation are those of the authors and do not necessarily reflect the viewof the NSF.References[1] J. Mountstephens, and J. Teo, “Progress and challenges in generative product design: a review of systems,” Computers, 9(4), 80, 2020. https://doi.org/10.3390/computers9040080[2] M

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L. Brooks, Oregon State University; Halle Miller, Harding University; Grant R. Countess, Harding University; Kyle Shanachilubwa, Harding University

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NSF Grantees Poster Session

contribute to a culture of engineering thatdemonstrates compassion, both interpersonally in the practice of engineers and intrapersonallysuch that we collectively value our holistic identities.AcknowledgementsThis work was supported through funding by the National Science Foundation (NSF CAREER#2045392). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Additionally, the authors gratefully acknowledge the anonymous reviewersfor their constructive feedback, which helped us to sharpen the paper.References [1] J. L. Huff, B. Okai, K. Shanachilubwa, N. W. Sochacka, and J. Walther, “Unpacking professional shame

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2023 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Monica Alfaro; Carmen M. Bellido; Matias J. Cafaro; Bernadette M. Delgado, University of Puerto Rico, Mayaguez

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Diversity, NSF Grantees Poster Session

faculty to get to know their students andprovide opportunities for students to connect with their instructors outside the classroom.• Provide a Positive Campus Culture: Foster a positive and inclusive campus culture thatsupports and values all students.Implementing these strategies can help universities create a supportive environment forstudents and reduce the factors contributing to attrition and dropout.4. Acknowledgement.This material is based upon work supported by the National Science Foundation under GrantsNo. EECOS 1833989, NoTeS 190139, RISE-UP 1832468 and 1832427. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Courtney S. Smith-Orr, University of North Carolina, Charlotte; Valentina Cecchi, University of North Carolina, Charlotte; Paras Mandal, University of Texas at El Paso; Sukumar Kamalasadan

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NSF Grantees Poster Session

outlined in 1 inaccuracies; most links features outlined in 2 properly and reflect an agreeing with fact, the subject area; and 2. Does not fit well are correct. and 3. Does not fit well accurate understanding logic or known truth inappropriate words or into either category. into either category. of subject matter, terms are used. The meaning little or no map documents an misconceptions

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

results. In Fall 2023, we plan to offer a revisedversion of this PD program, recruiting a new cohort of engineering instructors. Data collectionwill be expanded to additional courses. We plan to collect data across all levels of theengineering program (e.g., first, second, third, and fourth-year courses) and across alldepartments.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2215003. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] American Society for Engineering Education, “Profiles of Engineering and Engineering Technology, 2021

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2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University, Bozeman; Sidrah MGWatson

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Diversity, NSF Grantees Poster Session

is on the three outcome measures we gathered in our survey. Thesemeasures include a sense of belonging in one’s major, science and engineering identity, andcommitment to one’s major. Each of these outcomes has been shown to predict retention in orcompletion of a STEM degree [7-9], serving as important intermediate outcomes along astudent’s trajectory toward that longer term goal. Here, we will define each of these outcomesand how they are measured, followed by the steps we took to test how well our surveysperformed in measuring each of these outcomes.Sense of belongingSense of belonging reflects the extent to which a student feels they are a part of a specificcommunity of interest. We adapted our measure of sense of belonging from one

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Samuel Enrique Blair, Texas A&M University; Claire Crose; Julie Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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Diversity, NSF Grantees Poster Session

. This work was made possible through the support of theNational Science Foundation under grants 2013505 and 2013547. Any opinions, findings, orconclusions found herein do not necessarily reflect the views of NSF and its employees.References[1] M. Tomko, R. Nagel, M. Alemán, W. Newstetter, and J. Linsey, "A makerspace is more than just a room full of tools," presented at the ASME IDETC 2018, Quebec City, Canada, 2018.[2] T. Sawchuk, E. Hilton, R. Nagel, and J. Linsey, "Understanding Academic Makerspaces through a Longitudinal Study at Three Universities," presented at the American Society for Engineering Education Annual Conference, Tampa, FL, 2019.[3] E. Hilton, R. Nagel, and J. Linsey, "Makerspace involvement

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NSF Grantees Poster Session

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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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investment in this area is essential. Without this investmentthe academy’s stated commitment to broadening participation in engineering rings hollow.Funding AcknowledgementThis research is sponsored by the National Science Foundation (NSF) Alliances for GraduateEducation and the Professoriate (AGEP; award numbers: 1821298, 1821019, 1821052, and1821008). Any opinions, findings, conclusions, or recommendations are those of only theauthors and do not necessarily reflect the views of the NSF.ReferencesChakraverty, D. (2020). The imposter phenomenon among black doctoral and postdoctoral scholars in STEM. International Journal of Doctoral Studies, 15, 433-460. https://doi.org/10.28945/4613Griffin, K. A. (2019). Redoubling our efforts: How

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jay Phillip Jefferson, Florida International University; Alexandra Coso Strong, Florida International University; Trina L. Fletcher, Florida International University; Jade R. Moten, Florida International University

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Diversity, NSF Grantees Poster Session

the author(s) and do not necessarily reflect theviews of the National Science Foundation.References[1] I. A. Toldson, I, “Why historically black colleges and universities are successful with graduating black baccalaureate students who subsequently earn doctorates in STEM (editor’s commentary),” J. Negro Educ., vol. 87, no. 2, pp. 95–98, 2018.[2] R. Winkle-Wagner and D. L. McCoy, “Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU,” Race Ethn. Educ., vol. 21, no. 5, pp. 593-606, 2018.[3] R. T. Palmer, R. J. Davis, and T. Thompson, “Theory meets practice: HBCU initiatives that promote academic success among African Americans

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University

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NSF Grantees Poster Session

Applications” innext phase of the project.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1935646. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] G. Giffi, P. Wellener, B. Dollar, H. Ashton Manolian, L. Monck, and C. Moutray, “Deloitte and The Manufacturing Institute skills gap and future of work study,” 2018.[2] S. A. Ambrose, M. Lovett, M. W. Bridges, M. DiPietro, and M. K. Norman, How learning works : seven research-based principles for smart teaching. San Francisco: US: Jossey- Bass, 2010.[3] S. A. Ambrose and L

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Wong, Contra Costa College; Sergio Alexander Alvarez, Contra Costa College; Jonathan Alexander Canel, Contra Costa College; Phiroze Jhalman Duggal; Yesenia Rodriguez Moreno ; Daven Ng ; Nathalie Zaldivar; Chao Liu, Contra Costa College; Jeff Kamalian, Contra Costa College; Seti Sidharta, Contra Costa College

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Diversity, NSF Grantees Poster Session

student body is 44% Hispanic/Latinx, 19% Asian, 17% African-American, 11%Caucasian, and 6% Two or more races. The college’s student body is 60% female and 39%male. 48% of students received Pell grants. In this project, we explore the effects of providinglow-income, underrepresented, and female students with hands-on research experience in STEM.In doing so, we hope to encourage them to continue their studies of science and technical fieldsand to give them practical context for applying what they learn in their classes. In this paper, weexamine the role of project-based learning on student retention in the technical fields. Theultimate goal is to have scientists and engineers with ethnic backgrounds better reflecting thepopulation in the

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; James M. Widmann, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

workshops(e.g., NETI, ASEE section meetings, the ASEE National meeting, CW workshops), and haverecruited six participants in our Action Research Fellows program. By studying the context inwhich instructors adopt and utilize the CW, we will be able to provide recommendations forencouraging use of the CW and of other pedagogical innovations.AcknowledgmentsWe acknowledge the support from National Science Foundation (NSF) through grants DUE1821439, 1821445, 1821638, 1820888, and 1821603. Any opinions, findings, and conclusions orrecommendations expressed are those of the authors and do not necessarily reflect the views ofthe NSF.References[1] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, “Active

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Eric Meyer Jr., Miami Dade College; Elodie Billionniere, Miami Dade College

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which 21 werehigh school students, and 37 Solutions Architects including 10 high school students.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations-past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology-engineering-and- mathematics-stem-occupations-past-present-and-future/pdf/science

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2021 ASEE Virtual Annual Conference Content Access

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Karen Wosczyna-Birch, CT College of Technology

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and third goalsoutlined above. This relates to finding future success in the workforce and confidence indeploying 21st century workforce skills such as teamwork. The results suggest that students inYear 3 had more fully reached these goals than any previous year of CT CLICKs, reflecting astrengthened and continuously improving program. The improved results in Year 3 are attributedto a restructuring and redesign of faculty training materials which are presented in the trainingmanual delivered in fall 2019. In early fall 2019, workshops and associated resources wereredesigned to include a greater focus on student goals, the student and team building experience,and creating ways to develop workforce skills within the CT CLICKs classroom-based

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2021 ASEE Virtual Annual Conference Content Access

Authors

Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University; Olusola Adesope, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Muhammad Asghar P.E., Utah State University

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recommendations for how to make HIEP more accessible to all E/CS students. 4. Recommendations will be provided on which HIEP are most effective, how much participation should be encouraged, and interventions for removing potential barriers to participation.Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] G.D. Kuh, “High-impact educational practices: What they are, who has access to them, and why they matter,” Washington, DC: Association of American

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NSF Grantees: REU 2

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2020 ASEE Virtual Annual Conference Content Access

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville

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NSF Grantees Poster Session

theinterview questions: • The learning achieved. • Impact on perspective relevant to and plans for the future. • Encouragement toward involvement with research. • Confirmation of abilities or areas for further development. • Confirming interests and intentions related to research, careers, and degrees. • Providing new experiences and expanding personal horizons. • Skill development. • Improving qualifications. • Increases in confidence. • Development/expansion of a relational network.During the interview in year 4, the majority of participants also stated that participation in theprogram caused them to reflect on or refine their educational goals and career plans. While thereare only 6 significant benefits

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

James E. Payne, Orangeburg-Calhoun Technical College; Linda Lawson Payne, Orangeburg-Calhoun Technical College; Charles Richard Murphy, Orangeburg-Calhoun Technical College

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Utilizing Modules as an Objective in ATE Projects”) to the Community CollegeJournal of Research and Practice and the manuscript has been published. The ATE-RAMPLeadership Team also submitted an abstract to the American Society for Engineering Education(ASEE) which has been accepted as a poster presentation at its Annual Meeting (June 2017 –Columbus, Ohio).E. AcknowledgementThis paper was made possible through funds from the National Science Foundation under grantnumbers DUE-1501828. Any opinions, findings, and conclusions or recommendations expressedin this paper are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Jeff Johnson, LeTourneau University

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streamlining and strategizing to maximize efficiency to prepare for sustainabilityas our grant funding comes to an end.AcknowledgementsPrior versions of some of the information provided in this executive summary has been presentedin various forms in previous ASEE papers1,2,3,4,5 that address other aspects of this project. Thedata provided here has been updated to reflect the state of the project at the time of this writing.This project, entitled First-Year Initiatives for Retention Enhancement, is supported by theNational Science Foundation under Grant No. 0969382. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.1

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2017 ASEE Annual Conference & Exposition

Authors

Keith W. Buffinton, Bucknell University; Vincent P. Manno, Franklin W. Olin College of Engineering; Joseph J. Helble, Dartmouth College; Susan M Lord, University of San Diego; Ann F. McKenna, Arizona State University, Polytechnic campus; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

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education that havealready occurred over the last number of years. That question was, “Are we actually making anyprogress?” This question addressed the core purpose of the workshop and raised the issue of thetrue opportunity for change. The workshop organizers considered this question and decided thatan unplanned reflective exercise would be valuable using the simple prompt, “What progresshave we made?” Each group of two representatives from the attending institutions was asked toreflect and comment on the progress made in the areas of the 5 themes identified earlier in theworkshop at either their home institution or nationally within the engineering educationlandscape.Responses to this simple prompt were illuminating and in many ways inspiring

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Kevin C Bower P.E., The Citadel; William J. Davis P.E., The Citadel

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Diversity, NSF Grantees Poster Session

reflection integration of academic/ student interactions. activities difficult. professional development activities. Weekly Site visits, service Many students expressed Continue site visits, meeting learning, and dissatisfaction with service learning, and activities professional diversity workshops, citing professional mentoring. mentoring helped that they were disconnected Encourage students to students develop from professional practice. interact directly with professional identity diverse

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Tressa Kay Mikel, University of California, Berkeley; Aida Marie Morales; Sanya Sehgal; Melissa L. Whitson, University of New Haven

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National Science Foundation under GrantsNo. 1360987/1361028. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.We would like to thank Amelito Enriquez for partnering with us to pursue this work. We wouldalso like to acknowledge the insight and contributions of advisory members Monica Cardella,Holly Matusovich, C. Judson King, and Mark Graham.References Cited 1. U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2015 (NCES 2016-014), Chapter 3. 2. http://www.bestcolleges.com/features/49-best-colleges-for-older-students/; accessed: Feb 10

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Jessica Nicole Chestnut, North Carolina State University; Daniel Eamon Briggs, North Carolina State University; Blanca Miller, University of Nevada, Reno

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NSF Grantees Poster Session

the student perspective and moving beyond traditionalinstitutional reporting begins to elucidate and provide evidence about the “true” engineeringgraduate experience. This increasingly accurate reflection of graduate experiences providesnovel insight into the experiences of students that have been traditionally ignored or unjustifiablylumped in with other students who share the title of graduate student.The initial findings of our qualitative analysis indicate that student perceptions of control and theability to utilize multiple resources to overcome barriers are fundamental to the successfuldevelopment of their identities and motivations. Students’ perceptions of control provide ameans of discerning the difficulty of a given choice or task

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University, San Luis Obispo; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., Cal Poly, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

cohort, but they also have the PEEPS Support Team (i.e., Engineering Student Supportstaff, engineering faculty, AmeriCorps VISTA member, financial aid staff) available forassistance. We have multiple avenues of inquiry to the PEEPS experiences, such as quarterlycheck-ins (that are also individualized advising sessions), periodic reflections, and a end of theschool year focus group.Therefore, while the PEEPS project enables the cohort members to take certain courses together,study with one another, and socialize together, do they really support each other academicallyand emotionally to make a difference? How do the PEEPS Support Team and PEEPS activitieshelp students, if any? How can we take what we’ve been learning through the PEEPS project

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NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Adeyemi Awolumate P.A; Mitchell Rudy, Rowan University; Ravi P. Ramachandran, Rowan University; Nidhal Carla Bouaynaya; Kevin D. Dahm, Rowan University; Rouzbeh Nazari, Rowan University; Umashanger Thayasivam, Rowan University

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NSF Grantees Poster Session

Processing Technical Committee for the IEEE Circuits and Systems society. His research interests are in digital signal processing, speech processing, biometrics, pattern recognition and filter design.Nidhal Carla BouaynayaDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of

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2017 ASEE Annual Conference & Exposition

Authors

Richard E Groff, Clemson University; Ian D Walker, Clemson University; Pamela E Mack, Clemson University

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objective measure of the core reasoningskills needed for reflective decision making concerning what to believe or what to do.” [6]Initial Offerings and Course ModificationsThe original concept for the course included a hands-on component using Lego Mindstorms.The original conception also restricted the course to non-engineering majors [8], largely becauseengineering majors were thought to have a considerable advantage working with the LegoMindstorms. The hardware requirement imposed severe constraints on another important coursegoal, online delivery. Ultimately we decided not to implement the hands-on component. Thathad the side benefit of allowing us to open the course to all majors, including engineeringmajors. The course discussion boards have

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Caymen May Novak, Oakland Unversity

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Diversity, NSF Grantees Poster Session

students, as well as tothemselves. Furthermore, it shows that some of the REU students started to reflect about theeffectiveness of their “teaching” and of ways to further improve the benefit to other students inthe future.Given that the outreach activity took place close to the end of the school year, efforts to get thealready time-strapped elementary school teachers to complete a survey were unsuccessful.However, email feedback from the teachers indicated that they were very happy with theactivities as they saw their students engaged and excited about engineering and hands-onactivities. Efforts will be made in the future to obtain additional assessment data to gage theimpact on the K-5 students.All and all, this was a positive experience for all