Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Melissa Rose Taylor, University of Dayton; Ahsan Mian, Wright State Unviersity; Sandra M Preiss, Dayton Regional STEM Center; Leanne Petry, Central State University; M. Suzanne Franco

Tagged Topics

NSF Grantees Poster Session

teachers and pre-service teachers joinedother professionals in the region in an immersive materials “boot camp” facilitated by ASM priorto the start of their research experience. Field trips, guest speakers and group work that producedK-12 curriculum complemented the teams’ research experience. During the culminatingactivities, the groups presented the STEM curriculum developed, the final laboratory projectresults and provided regular guided reflections regarding their efforts during the six-weekprogram. Local System Change (LSC), Mathematics Teaching Efficacy and Beliefs Instrument(MTEBI) and Science Teaching Efficacy and Beliefs Instrument (STEBI) surveys wereadministered to identify changes in attitudes, beliefs and practices. Results of the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

Tagged Topics

Diversity, NSF Grantees Poster Session

conference; American Chemical Societyconference; travel to Haiti for a solar panel installation project; and travel to Ghana, Africa, forthe construction of a school.As a condition of the funding support, students are asked to disseminate their research findingsor knowledge gained at conferences on the campus community. This helps to encourage otherstudents to pursue similar opportunities. Student participants also write a reflective summary ofhow the experience enhanced their classroom learning. Representative anecdotal quotations fromsome of these reflections are included here:  “The experience was incredible. I was exposed to elements of the civil engineering world above and beyond what I could learn in a typical classroom setting

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Frazier F. Benya, National Academy of Engineering; Rachelle Hollander, National Academy of Engineering; Karin Ellison, Arizona State University; Kelly Laas, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering; Thomas M. Powers, University of Delaware

Tagged Topics

Diversity, NSF Grantees Poster Session

. These areas oftendo not fit into just one field or discipline in scienceand engineering.The field areas reflect the six editorial boards thatassist the OEC (figure 2). These are primarily basedon science and engineering disciplines, but theaddition of research ethics and international ethicsallows special attention in those areas andencourages the disciplinary groups to focus more onmacro ethical issues. These groups also worktogether to address topics across groups, especiallyin regard to international and research ethics issues.  Connecting ResourcesThe new site provides an enhanced method for Figure  2:  Field  areasviewing longer cases, papers, and coursedescriptions. This system makes use of a table of contents that includes

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gon Namkoong, Old Dominion University

Tagged Topics

NSF Grantees Poster Session

students, even though it is a fundamental keystone of solar technologies. Totransform the way that the light interaction with materials is taught, structural visualization isapplied with virtually stacked planes consisting of dielectric, organic semiconductor, andmetallic electrodes through which EM waves propagate. In such frames as shown in Figure 1, thetransfer matrix method (TMM)15 isemployed since it enables precisedescriptions of EM propagation bytaking into account the cumulativeeffects of reflection and transmission atall interfaces and absorption in eachlayer of the system. After the matrixequation is numerically solved, thedistribution of the EM field, localenergy dissipated in the material by useof the Poynting formula, and the rate

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

followingobservations may downplay the importance of advanced mathematics in third and fourth yearcourses. Additionally, because the sample has focused on only one institution so far, our resultsmay not be reflective of faculty perceptions at other institutions. Specifically, many of ourengineering department faculty are applied mathematicians and scientists who switched toengineering rather than engineers by training. Additionally, our institution is a top five, highlyselective engineering program which may skew the expectations of our faculty on students’abilities.4. ResultsFaculty described a range of desired mathematical skills and attitudes when describingmathematically mature students. A mathematically mature engineering student has fast

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

session with theirSenior teammates who were working on their capstone projects. Sophomores were also requiredto write a reflection paper which demonstrated their knowledge of the project. This limitedinteraction was designed to expose the Sophomores to the fully open-ended nature of a capstoneproject without imposing an undue burden on the Seniors, who are typically time-constraineddue to project expectations.Post review of PBL artifacts, journals, and surveys highlighted several positive outcomes fromthe PBL activities as well as several areas needing improvement.15 Scholars stronglyacknowledged the perceived benefits of working in teams, managing and conducting open-endeddesign projects, and gaining pre-exposure to subsequent capstone

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lynn Olson P.E., Boise State University; Amy J Moll, Boise State University; Doug Bullock, Boise State University; Sondra M Miller, Boise State University; Amit Jain, Boise State University; Janet Callahan, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

college directly from high school.In this paper we describe how our program connected transfer students with university staff,faculty and resources. To date, this program has a 100% retention rate, with the exception of onestudent on an official leave of absence, and a projected 100% graduation rate with 91% of thestudents already graduated. In addition, approximately 22% of scholarship graduates arepursuing graduate degrees.IntroductionBoise State University’s College of Engineering was founded nearly two decades ago inresponse to regional demand for engineering education from industry leaders. The College ofEngineering student body now comprises approximately 3,000 students, reflecting approximately15% of the university’s enrollment. In 2014-15

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A Atadero, Colorado State University; Christina Paguyo, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Heather Lysbeth Henderson, West Virginia University

Tagged Topics

Diversity, NSF Grantees Poster Session

, but never before did the panels havethis specific structure or the targeted questions. She was very pleased with the questions and thetypes of specific information the questions elicited from the panel. In the ENGR 101 class,students received a follow-up reflection assignment intended to promote the sense-makingprocess in student engineering identity development. The assignment was composed of thefollowing questions: 1. Based on what you learned from the panel, what do undergraduate students need to know and do to become good engineers? Which of these things are already areas of strength for you? 2. What kinds of qualities or skills do you want to strengthen while you are in school to help you become an engineer? 3. What

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

Tagged Topics

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

Tagged Topics

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 Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Thomas Martin, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

, 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, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg L. Saylor, University of Cincinnati; Anant R. Kukreti, University of Cincinnati

Tagged Topics

Diversity, NSF Grantees Poster Session

semester, giving them anopportunity to interact with local community leaders. Prior approval of the community serviceplanned is required. Regular interactions of this kind will build the students’ networks, enhancetheir social skills, enhance their appreciation of the value of service to the university andcommunity, and reflect positively on the university and the FSSP. The FSSP includes proactiveand just-in-time mentoring of three types: peer mentoring provided by the University ofCincinnati’s McNair RECON Peer Mentor Program, mentoring from an assigned S-STEMproject faculty member, and research mentoring provided by the University of Cincinnati’sOffice of Undergraduate Research, Scholarly Endeavors and Creative Practice (URSC). Thesethree

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Jacqueline Doyle, Florida International University; Hank Boone, University of Nevada, Reno; Dina Verdin, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

identity are allowed to naturally separate themselves in this picture of theexperiences of the individuals. For example, students may be traditionally identified as comingfrom one or more underrepresented groups in engineering and, hence, assumed (wrongly) tohave some “different” attitudes about engineering, without attention to the diversity within suchgroups. Instead, the TDA approach allows for the “normative” or popular attitudinal clusters tobe first identified in the data, and then traditionally underrepresented individuals will appearwithin these attitudinal clusters in a way that is faithful to each individual's response (e.g., atraditionally underrepresented student who reflects dominant attitudes towards engineering willappear in that

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Koretsky, M., Falconer, J., Brooks, B., Gilbuena, D., Silverstein, D., Smith, C., and Miletic, M. 2014. The AIChE Concept Warehouse: A Tool to Promote Conceptual Learning", Adv. in Eng. Ed.2. Meyer, J.H.F. and R. Land. 2003. Enhancing Teaching-Learning Environments in Undergraduate Courses Occasional Report, Centre for Teaching, Learning and Assessment, The University of Edinburgh.3. Male, S.A. and C.A. Baillie. 2011. Threshold capabilities: an emerging methodology to locate curricula thresholds, Research in engineering education symposium. Madrid.4. Champagne, A., L. Klopfer, and R. Gunstone. 1982

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emad Habib, University of Louisiana, Lafayette; David G Tarboton, Utah State University; Matthew Wayne Deshotel, University of Louisiana at Lafayette; David J Farnham, Columbia University

Tagged Topics

NSF Grantees Poster Session

relations in the processes and the dynamics connecting climate andecosystems. The overarching goal of this study is to address the needed paradigm shift inundergraduate education of engineering hydrology and water resources to reflect paralleladvances in hydrologic research and technology, mainly in the areas of new observationalsettings,1,2 data and modeling resources,3,4,5 professional practice, and web-based technologies6,7.This paper presents efforts to develop a set of learning modules that are case-based, data andsimulation driven, and delivered via a web user interface. The modules are based on real-worldcase studies from three regional hydrologic ecosystems: Coastal Louisiana, Florida Everglades,and Utah Rocky Mountains. Each ecosystem

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vann Priest, Rio Hondo College; Gisela Spieler-Persad, Rio Hondo College; Ryan Taylor Bronkar, Rio Hondo College

Tagged Topics

Diversity, NSF Grantees Poster Session

otherneighboring cities of Montebello, Downey, La Puente, Norwalk, City of Industry, and easternLos Angeles. It is a federally designated Hispanic Serving Institution (HSI).The total enrollment (unduplicated annual headcount) is approximately 27,000. As its district ismore than two-thirds Hispanic, the students reflect the demographic; 67.7% of the studentsidentify as Hispanic. Among first-time students, 76% state that an academic degree or transfer toa four-year institution is their educational goal; however, 98% of them assess into a basic skillsmathematics course.2 The college is ranked 24th nationally for the number of Associate degreesawarded to Hispanic students.3STARSS ObjectivesThe purpose of STARSS is to support academically talented, financially

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Lam, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield

Tagged Topics

Diversity, NSF Grantees Poster Session

this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography[1] S. G.-O. a. E. O. Sheybani, "Retaining Minority Students in Engineering: Undergraduate Research in Partnership with NASA," in ASEE Annual Conference, San Antonio, Texas, June 2012.[2] C. a. Z. D. Alvarado, "Women in CS: an evaluation of three promising practices," in Proceedings of the 41st ACM technical symposium on Computer science education, 2010.

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. George PhD, East Carolina University; Nathaniel Paul von der Embse, Temple University; Zachary J Domire, East Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

contactwith their home mentors throughout the summer program. Following the program, homeinstitution mentors continue mentoring by helping to reflect on the summer experience andprepare for conference presentations. The REU faculty members continue to mentor their REUstudents after the program, but students have direct access to their home institution mentors. Toencourage collaboration with the home institutions, we submitted press releases with a shortstudent biography and information on their REU research and national presentations. Thesereleases were well received.AssessmentInteractions with home institution mentors are self-reported by students in a pre-program surveyand include mode and frequency. Students are requested to meet with their home

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; David L. Tomasko, The Ohio State University; Rachel Tuttle, The Ohio State University ; Jan Upton, Institutional Research Consultants, Ltd.

Tagged Topics

NSF Grantees Poster Session

coursework compared to only 40 percent in the GES group. Three quarters(75%) of the HES students reported that scholarships allowed them to pursue their preferredmajors and made it possible for them to do research or participate in service learningopportunities (significantly higher than the GES group). While 60 percent of the GES studentsagreed that scholarships allowed them to pursue their preferred majors, no GES studentsindicated that the scholarships made it possible for them to pursue research or service learningprojects, which was a statistically significant difference. Another significant gap between the twogroups is reflected in the 55 percent of HES students who affirmed that scholarships had giventhem more time to research graduate

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Idalis Villanueva, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

of the literature that I was reading and how I felt like I forgot all that I read immediately after I put the paper away. Through practice, I was able to learn to read articles differently and more quickly, looking for the main points.” “Seminars at the beginning of the research project were very informative; I learned a multitude of things about research in general….. I, throughout the summer, learned many valuable things about myself. This experienced opened my eyes to my strengths, weaknesses, likes, dislikes, and much more. I discovered things about myself I had not known or reflected upon before.”Concluding RemarksThis paper has reported the most recent results of our ongoing REU Site program that focuses

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Lunt, Southern Utah University; John S. MacLean, Southern Utah University

Tagged Topics

Diversity, NSF Grantees Poster Session

indicated the seminar helped “a moderateamount” or “a little,” and (as during the 2013-2014 school year) only one student felt it did nothelp him/her at all with coursework. Those for whom the seminars were less relevant to helpingwith coursework may have attended sessions designed for other purposes, such as to widenexposure to the field or to introduce students to topics not closely related to current coursework.Sixteen out of 20 students (80%) rated the S-STEM program as being “very supportive” or“somewhat supportive” when difficulties were encountered. One student (5%) rated the programas “minimally supportive,” and three stated that they “have not had major difficulties requiringsupport.” These responses reflect a slight drop from the previous

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo; Gina C Adam, National Institute of Microtechnologies, Romania

Tagged Topics

NSF Grantees Poster Session

conceptualunderstanding in Heat Transfer12, 13 as well as in Dynamics14. The term “inquiry” has been usedto describe a number of teaching activities and has been used extensively in science education.The NRC15 identifies five critical features of inquiry that extend across all K-12 levels:1. Learners are engaged by scientifically oriented questions.2. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.3. Learners formulate explanations from evidence to address scientifically oriented questions.4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.5. Learners communicate and justify their

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farhan Azhar, University of Massachusetts Lowell; Kristofer Tite, University of Massachusetts, Lowell; Stephen Johnston, University of Massachusetts, Lowell; Christopher Hansen, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; Alaina M Schiano; David Joe Willis, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

Thinking. This included interactive lectures in design process, prototyping methods and production. The course textbook, “Making It”19 was used extensively during this por- tion of the course. • Week 13 (11/30/15): Keys to academic success as a Mechanical Engineering student. This motivational lecture is included to promote reflection on the students’ exposure to Mechanical Engineering, as well as provide advice and insight into expectations in the sophomore, junior and senior years

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

Tagged Topics

NSF Grantees Poster Session

energy minor, internships, and related activities of the consortium http://liaec.aertc.org/education.htm  Co-development and use of templates for electronic portfolios, used by students in the minor program to document evidence of learning, collect reflections, and assess student progress, both in the minor and in internships related to minor program requirements.  Several consortium meetings held to assess progress, discuss obstacles, and collect information on cross-registration and course development.Energy Education ModelSeveral learning objectives were established for the minor in energy science, technology andpolicy (ESTeP). The goal is that when students complete the minor, they should be able to: 1. Understand

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Dian Mitrayani , University of Wisconsin-Milwaukee

Tagged Topics

NSF Grantees Poster Session

; this may suggest that students andfaculty have different ideas of what constitutes a critical thinking skill.(3) Faculty perceived students learning how to work independently as a much lower rate thanthe students themselves identified, likely reflecting what each group would consider to be“independent” work. Faculty also saw significantly less success by the students in learning howto conduct a research project (#6), which may indicate that the students are not fully sharing theirmentor’s vision of what is involved in conducting research at a high level. This is mirrored bybenefit #8, regarding a student’s research skills, which a much larger percentage of studentsthought was a benefit received in comparison to the percentage of faculty who

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Sally M. Reis, University of Connecticut; Joseph S. Renzulli, University of Connecticut; James C Kaufman, University of Connecticut

Tagged Topics

NSF Grantees Poster Session

. For the studied group of engineering students, there are no significantcorrelations between Creativity Index and GPA or the Creativity Index and SAT scores,indicating that SAT scores and GPA are poor predictors of creativity. Because creative potentialis not reflected in the current evaluation methodology, the most creative engineering studentsmay not be at the top of their class, so their unique potential may be underappreciated inengineering programs. This observation indicates the urgent need to revisit the studentevaluation is performed in the current engineering education. Potentially low GPA of highlycreative engineering students may become an impediment for their recruitment for jobs that arehigh demand for creative ideas. The

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala, George Mason University; Jaime Lester, George Mason University

Tagged Topics

NSF Grantees Poster Session

that may improve the students’ performanceand help them graduate on time. One possible future work is to identify the bottleneck coursesand investigate the paths that lead to failing or passing them.AcknowledgementsThis work was supported in part by NSF Grant# 1447489. We would like to thank ourinformants for participating in the field studies reported here. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References[1] Pandey, U. K. and Pal, S. (2011), “A Data Mining View on Class Room Teaching Language”, (IJCSI)International Journal of Computer Science Issue, Vol. 8, Issue 2, 277-282, ISSN:1694-0814[2

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine McGough, Clemson University; Justine Chasmar, Clemson University; Adam Kirn, University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

facilitate student reflection on how classroom activities are connected to their FTPs toincrease the relevance of present tasks, thus increasing their motivation to achieve. Students whohave limited understanding of college environments or engineering as a major and professionmay also need additional assistance in structuring FTPs and future possible selves. As suchequipping students with self-crafted working definitions of engineering or their enrolled major asa profession can help these students determine their future in the field and use their future fordeveloping important skills through present experiences.In addition to replication of previous results, the classifications that emerged from this study maybe better represented as a continuum

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Bonnie H. Ferri, Georgia Institute of Technology; Aldo A. Ferri, Georgia Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology; Kathleen Meehan, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

“outsideuse” it was typically reported as used with a partner and independently to reinforcelearning by experimenting with different variables.80% of the students found the personal instrumentation to be a valuable tool for thecourse, indicating that it was effective both as a learning tool and in developing theirconfidence within the content area. Students’ positive perceptions related to itsusefulness in promoting experiential learning to practice course concepts (72%),increasing knowledge (71%), reflecting real practice (57%), and in improving confidencelevels (57%). 72% of the students reported that it facilitated a collaborative workingenvironment with their fellow students. Approximately half the students wanted moreuse and more time for that