Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Temesgen Wondimu Aure, University of Cincinnati

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NSF Grantees Poster Session

Engineers; and many more). Students documenteach experience in a Service Learning Activity Hours Report Form and also write a reflection on Page 26.662.7their community engagement experience for the semester.Industry-Mentoring Program The industry-mentoring program provides an opportunity for students to interact withengineering professionals. The key outcomes of this mentoring program are the professionaldevelopment of the student, increased student awareness, readiness, and disposition towardsengineering careers, and educational training needed. It provides an opportunity to the student toexperience the various work environments and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Brent K Jesiek, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Kavitha Durga Ramane; William G Graziano, Purdue University, West Lafayette

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NSF Grantees Poster Session

creating programs or eventsthat allow for students to form personal friendships. Such welcoming environments might becritical to increasing enrollment in engineering among women.References 1. Huff, J. L. (2014). Psychological journeys of engineering identity from school to the workplace: How students become engineers among other forms of self. Retrieved from ProQuest, UMI Dissertations Publishing (3669254). 2. Huff, J. L., Smith, J. A., Jesiek, B. K., Zoltowski, C. B., Graziano, W. G., & Oakes, W. C. (2014). From methods to methodology: Reflection on keeping the philosophical commitments of interpretative phenomenological analysis. Proceedings of the 2014 ASEE/IEEE Frontiers in Education Conference

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical Univ., Daytona Beach; Christina Frederick, Embry-Riddle Aeronautical University

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NSF Grantees Poster Session

, grant number EEC 1441825. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do not Page 26.228.5necessarily reflect the views of the National Science Foundation.Bibliography1. Bualuan, R. (2006). Teaching Computer Programming Skills to First-year Engineering Students Using Fun Animation in MATLAB,” Paper presented at the 2006 American Society for Engineering Education Annual Conference & Exposition, Chicago, IL.2. Devnes, P.E. (1999). MATLAB and Freshman Engineering. Paper presented at the 1999 American Society for Engineering Education Annual Conference &

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

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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

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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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Morris, West Virginia University; Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University

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Diversity, NSF Grantees Poster Session

responses is being analyzed to determine the most impactfulprogram aspects and to assess the participant’s feelings of belonging and inclusion.This material is based upon work supported by the National Science Foundation under Grant No.1644119. 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.6.0 References[1] O. Brown, M. Morris, R. Hensel, and J. Dygert, “An Integrated Supplemental Program to Enhance theFirst-year Engineering Experience,” ASEE Annual Conference & Exposition, Salt Lake City, UT, USA, June2018.

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryce E. Hughes, Montana State University; Shannon D. Willoughby; Brock J. LaMeres, Montana State University; Barrett Frank, Montana State University; Elaine Marie Westbrook, Montana State University; Nick Lux, Montana State University

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NSF Grantees Poster Session

poster.FundingThis project is funded by the National Science Foundation under Award XXX- XXXXXX. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. [Online]. Available: https://peer.asee.org/18591.[2] E. Towle, J. Mann, B. Kinsey, E. J. O. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

work may include women who were on the verge of choosing engineering but choseanother career path. This work may also investigate other groups within the U.S. and Moroccancultures. A quantitative approach may be implemented to produce more generalizable results thatmay produce a broader impact.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant N.1927125. 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] R. A. Ellis, “Is U.S. Science and Technology Adrift,” Science and Technology, 2007. .[2] T. U. . News, “The U.S. News/Raytheon STEM

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Arnold, Alma High School, Alma, MI; Ze Zhang; Tolga Kaya, Central Michigan University; Bingbing Li, Department of Chemistry, Science of Advanced Materials Doctoral Program, Central Michigan University ; Qin Hu, Central Michigan University

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NSF Grantees Poster Session

before beginning any laboratory experience. Students then moveinto the hands-on experience with guidance before given the opportunity to exploreindependently. Through exploration, students have options to investigate which promotesdiscussion and sharing of information with others. Students are asked to reflect on their findingsfrom their laboratory or hands-on experience and make predictions about their understanding.To conclude the learning experience, students are asked to make a final product based on theirnewly acquired knowledge or compare their findings with standard information used in today’schemistry course. Table 1. Proposed curriculum changes. Scientist Units

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University; Lin Li, Prairie View A&M University

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NSF Grantees Poster Session

connected with the developed onlinemanagement system to incorporate more experiments. The authors and colleagues in otherengineering departments will collaborate to share the facilities to achieve a broader impact onmultidisciplinary teaching and research.Acknowledgment This project is supported in part by National Science Foundation award #0817462, #0942807,and #1238859. Opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. "Leadership Under Challenge: Information Technology R&D in a Competitive World", President's Council of Advisors on Science and Technology, Aug 2007.2. Jorgenson, D.W.; and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

taughtbasic science in a more coherent way. The existence of various learning styles has also been well documented and multipleclassification systems have been developed. For example, the Felder-Silverman model12separates learning styles into four dichotomous categories: student learning can be 1) sensory orintuitive, 2) visual or verbal, 3) active or reflective, and 4) sequential or global. Parallel to thisstudent learning model, corresponding teaching styles are either 1) concrete or abstract, 2) visualor verbal, 3) active or passive, and 4) sequential or global. Evidence suggests that the currentstudent population has a diverse learning style. Therefore, the typical teaching approach(utilizing the abstract, verbal, passive, and sequential

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University

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NSF Grantees Poster Session

materials.AcknowledgementsThis material is based upon work supported by the National Science Foundation Course,Curriculum, and Laboratory Improvement Program under Grant No. 0837749. Anyopinions, findings and conclusions or recommendations expressed in this material arethose of the author and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. I.A. Halloun and D. Hestenes, The Initial Knowledge State of College Physics Students. American Journal of Physics, 53(11): p. 6. (1985).2. S. Krause, J.C. Decker, and R.F. Griffin. Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses. in Frontiers in Education. (2003).3. G.L. Gray, et al. The dynamics concept

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liping Guo, Northern Illinois University; Jingbo Han, Northern Illinois University; Andrew Wasonga Otieno, Associate Professor

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NSF Grantees Poster Session

anexcellent platform for the students to study the theory and explore different designs for the suntracking solar power system. After testing and verification using the simulation, a prototypesystem will be built in the laboratory.AcknowledgementPartial support for this work was provided by the National Science Foundation's TransformingUndergraduate Education in Science, Technology, Engineering and Mathematics (TUES)program under Award 1140447. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Lei Huang, Prairie View A&M University

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NSF Grantees Poster Session

not necessarily reflect the views of the National Science Foundation.Bibliography1. Allen, I. E.; Seaman J., “Class Difference: Online Education in the United States, 2010”, Sloan Consortium of Individual, Institution and Organizations Committed to Quality Online Education, http://www.sloan- c.org/publications/survey/staying_course, 20102. Bell, J. T.; Fogler, H. S., “Virtual Reality Laboratory Accidents”, Proceedings of the American Society for Engineering Education (ASEE) Annual Conference and Exposition, Albuquerque, New Mexico, June 20013. Valera, A.; Diez, J. L.; Valles, M.; Albertos, P., “Virtual and Remote Control Laboratory Development”, IEEE Control Systems Magazine, pp. 35- 39, February 2005.4. Chen, X.; Song, G.; and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Karen V. Reynolds, Wichita State University

Tagged Topics

NSF Grantees Poster Session

plans for success will be implemented.Acknowledgment This material is based upon work supported by the National Science Foundation underGrant No. 0807019. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Page 25.683.6

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elaine P. Scott, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato

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NSF Grantees Poster Session

styles. The index of learning styles include reflective or active learners (processing), sensing or intuitive learners (perception), visual or verbal learners (input), and sequential or global learners (understanding).  Personality Styles: A brief overview of different personality styles in terms of strengths and weaknesses. The Myers-Briggs Type Indicator (MBTI) test is used to provide psychological preferences for four categories with opposite pairs.  Defining Purpose and Goals: A brief overview on how to best define your personal purpose and goals to achieve maximum satisfaction. The module looks at the challenges of the 21st century workplace, and helps students to recognize their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Paul D. Mathis, Purdue University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 24.259.5 References1 Genco, N., Holtta-Otto, K., & Seepersad, C. C. (2010). An experimental investigation of the innovation capabilities of engineering students. Proceedings of the 2010 American Society of Engineering Education Annual Conference & Exposition.2 Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., et al. (2010). Enabling engineering student success: The final report for the Center for the Advancement of Engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

project? 2) How do student motivation and goal orientations change throughout their interaction with the curriculum changes? 3) How does students’ self-efficacy for design learning, specifically their comfort with “messy” open-ended engineering design problems and use of higher-level cognitive strategies change as they experience and reflect on errors or failure during prototyping and design activities?The quantitative project evaluation will consist of three previously developed and validated in-struments, the Situational Motivation Scale (SIMS26), the Motivated Strategies for LearningQuestionnaire (MSLQ27), Metacognitive Awareness Inventory (MAI28) and the Learning Inven-tory29, while qualitative data will be

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Topics

NSF Grantees Poster Session

activities that present direct challenges tostudents’ most common misconceptions. Students are presented with physicalsituations or simulations in which the most-common misconceptions will leadthem to make a false prediction of the outcome. For example, predicting that thetemperature of a ceramic floor tile is lower than the temperature of a piece ofwood. Students then actively engage in experimenting with the situation, takingthe opportunity to convince themselves that reality is not as they had predicted.Students then reflect on their experience in order to cement their learning. Thekey aspects of Laws et al’s approach are summarized in Table 1.TABLE 1:Elements of Inquiry-Based Activity Modules [2](a) Use  peer  instruction  and  collaborative

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; John L. Falconer, University of Colorado, Boulder; Ronald L. Miller, Colorado School of Mines

Tagged Topics

NSF Grantees Poster Session

works areparticularly noteworthy. First, the Force Concept Inventory (FCI) provided an instrument tomeasure students’ fundamental conceptual understanding of Newtonian mechanics. 1,2 The Page 25.322.2questions were designed to test a student’s ability to apply the fundamental laws and principlesin a way that does not require computation. Second, Eric Mazur published his book PeerInstruction, which describes the use of ConcepTests to engage students in conceptual learningduring lecture.3 This structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Osakue, Texas Southern University; Xuemin Chen, Texas Southern University; Chenyu Wang, Texas Southern University; Osman Ahmed

Tagged Topics

NSF Grantees Poster Session

for streaming instrumentation data, and fast client-side,JavaScript based cross-browser graphing/plotting.AcknowledgmentsThis work is partially supported by the National Science Foundation under Grant Numbers DUE-0942778, EEC-0935008, EEC-0935208 and HRD-0928921.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography 1. I. E. Allen, and J. Seaman, “Going the distance: Online education in the United States, 2011.” The Sloan Consortium, 2011. 2. X. Chen, G. Song and Y. Zhang, "Virtual and Remote Laboratory Development: A Review," in Proceedings of Earth and Space 2010, pp. 3843-3852

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

Tagged Topics

NSF Grantees Poster Session

toolssuggested some necessary refinement for students to get most benefit from the game experiences.ACKNOWLEDGMENTThis work is supported under a Innovations in Engineering Education, Curriculum,and Infrastructure grant EEC#0935089 from the National Science Foundation.BIBLIOGRAPHY[1]. Bowen, B. A., “Four puzzles in adult literacy: Reflections on the national adult literacy survey,” Journal of Adolescent and Adult Literacy, 42, 314-323, 1999[2]. Klemp, R., “Academic Literacy: Making Students Content Learners,” http://www.greatsource.com/rehand/6-8/pdfs/Academic_Literacy.pdf[3]. Stothard, S. E. and Hulme, C., “A comparison of reading comprehension and decoding difficulties in children,” Cornoldi C. and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

27 3.0 1.2 41% crunching 3. Book didn’t complement the problem set 25 2.8 1.4 32% 4. Spreadsheets took focus away from 27 2.8 1.3 26% concepts 5. One group member did the work, but all 27 2.3 1.3 27% got credit 6. Too much repetition of concepts 26 2.3 1.1 11%The feedback from the students regarding interferences provided us with opportunitiesfor reflection and adjustments. Given the size of the class and support budgets for thecourse, it is difficult to see what can be done to reduce class wait time for help. A moreeffective way to run the course, especially given all the other inductive

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yi Guo, Stevens Institute of Technology; Shubo Zhang, Stevens Institute of Technology; Arthur B. Ritter FAIMBE, Stevens Institute of Technology; Hong Man, Stevens Institute of Technology

Tagged Topics

NSF Grantees Poster Session

Page 25.1251.7delivery and teaching pedagogy. Evaluation results show positive learning experiences.Future work includes more pilot-testing in biomedical engineering courses.AcknowledgmentPartial support for this work was provided by the National Science Foundation's Course,Curriculum, and Laboratory Improvement (CCLI) program under Award No. 0837584. Anyopinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Y. Guo, S. Zhang, H. Man, and A. Ritter, “A Case Study on Pill-Sized Robot in Gastro-Intestinal Tract to Teach Robot Programming and Navigation”, Proceedings of ASEE Annual Conference and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Monica E. Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

standards, reflecting the increasing acceptance of engineering at the K-12 leveland its potential value to students. In addition to promoting outcomes that benefit all studentsregardless of career aspirations such as increased math and science achievement and greatertechnological literacy, K-12 engineering programs have been identified as a means of recruitingand retaining potential students in engineering.The growth of precollege engineering programs means that increasing numbers of incomingengineering students will have had some exposure to engineering prior to their enrollment inengineering programs. However, the impact of precollege engineering experiences onundergraduate engineering students is relatively unexplored. To address this lack

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Alexander C. Yin, Pennsylvania State University, University Park; Amy L. Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Janice M. Margle P.E., Pennsylvania State University, Abington; Jill L. Lane, Clayton State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel P.E., Pennsylvania State University, University Park

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

about students’ majors in Year 1 and Year 2 reflecttheir pre-major status or preferences. Retention data about students’ majors in Year 3 reflect themajor into which they were admitted after going through the Entrance-to-Major process. Becauseit reflects objective major status rather than preferences and is available for students exposed tothe three interventions, we focus on retention in Year 3 rather than on graduation rates. Math Tutoring OutcomesTo improve performance and retention in the foundational math classes for STEM majors, wepresent data on two math interventions administered for the eight semesters of the project. Fourcampuses instituted a 1-credit weekly tutoring class taken in conjunction with

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo Ph.D., University at Buffalo, SUNY; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Timothy W. Simpson, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Adam R Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell, Northwestern University; Steven B. Shooter, Bucknell University; Marie C Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Christopher B. Williams, Virginia Tech

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NSF Grantees Poster Session

Education and co-director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State Univeristy; Inanc Senocak, Boise State University

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NSF Grantees Poster Session

Foundation (NSF) for supporting this project: A SynergisticApproach to Prevent Persistent Misconceptions with First-year Engineering Students (EEC-1232761). 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 NSF.Reference1. Prince, M., Vigeant, M., & Nottis, K. Assessing misconceptions of undergraduate engineeringstudents in the thermal sciences. International Journal of Engineering Education, 2010, 26(4),880-890.2. Yang, D., Streveler, R. A., &Miller, R. L. Can instruction reinforce misconceptions?Preliminary evidence from a study with advanced engineering students. Paper presented at theAnnual Meeting of the American Educational

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly A Warren, University of North Carolina at Charlotte; Chuang Wang, University of North Carolina, Charlotte

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NSF Grantees Poster Session

design and conduct experiments (ABET student outcome [b]), and 3) theability to identify, formulate, and solve engineering problems (ABET student outcome [e]). It isimportant that engineering faculty of all disciplines continuously push the envelope and work toelevate student learning and comprehension so that they can apply the fundamental concepts inengineering design and decision making. The existence of various learning styles has also been well documented and multipleclassification systems have been developed. For example, the Felder-Silverman model7separates learning styles into four dichotomous categories: student learning can be 1) sensory orintuitive, 2) visual or verbal, 3) active or reflective, and 4) sequential or global

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Zongnan Wang, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Xuan emily Gedney; Alex M. Phan, University of California, San Diego; Nathan Delson, eGrove Education; Maziar Ghazinejad, University of California, San Diego

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Diversity, NSF Grantees Poster Session

guide students’ learning towards a deeper and conceptuallevel. They can also serve as a more authentic assessment tool than traditional written exams.Thus, in the end-of-quarter survey, students were asked to reflect on whether the oral examschanged their learning strategies. Overall, results show a quite even distribution of students’agreement level on how they find interactions during the oral assessment(s) changed theirlearning strategies. 29.4% of students agreed/strongly agreed on the prompt, while 38.1% ofstudents didn’t have a preference, and 32.4% of the students disagreed/strongly disagreed. Figure 7. Students’ perception of oral exam change their learning strategyResults showed that more URM students, FG students, and