Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

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NSF Grantees Poster Session

uncertain and perhaps even unwilling toembrace sustainability (at least, the environmental pillar) as a valid and valuable part of theirengineering curriculum. Combined with the relatively weak power of ethics (includingsustainability) over personal and business interests,8 students may see sustainability as a noblebut vague and entirely unreachable state of affairs.Previous research studies in engineering education have highlighted the fact that students oftenbring into the classroom views of sustainability that reflect both the broad and confusingdefinitions of sustainability in national and global circles and a narrow view of what engineersare capable of impacting and desiring to contribute to improved sustainability practices

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

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Diversity, NSF Grantees Poster Session

developing since the 1970’s, led largely by Dr. David Kolb; this theory is based “ona learning cycle driven by the resolution of the dual dialectics of action/reflection and ex-perience/abstraction” 43 . The importance of experiential learning has been discussed for themedical field 1;3;9;15;18;33;61 , engineering 2;19;76;84;85 , leadership roles 16;29;32;34 , and general edu-cation 7;58;86;87 . For further reading on broad applications of the experiential approach, Kolbhas compiled bibliographies containing numerous works spanning decades 44;45;46;47 . Burger found that experience with actual work is one of the strongest factors affectingcareer choice 22 while Tuss concludes that “experiential education strategies will strengthenschool science

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

for Engineering Education, 2020 Spatial Visualization Skills Training at Texas State University to Enhance STEM Students Academic SuccessAbstractA diagnostic of thirty questions administered to incoming STEM students in Fall 2013 and Fall2015 - Fall 2018 reflects that their spatial visualization skills (SVS) need to be improved.Previous studies in the SVS subject [1], [2], [3] report that well-developed SVS skills lead tostudents’ success in Engineering and Technology, Computer Science, Chemistry, ComputerAided Design and Mathematics. Authors [4], [5] mention that aptitude in spatial skills isgradually becoming a standard assessment of an individual’s likelihood to succeed as anengineer.This research reports the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

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NSF Grantees Poster Session

Enhancement (FIRE), is supportedby the National Science Foundation under Grant No. 0969382. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.1.0 Project Activities1.1 Overall Goal Page 23.551.2The most specific and immediate goal of this project is to increase the School of Engineering andEngineering Technology (SEET) graduation rate from its 2009 five-year average of 42% to animproved five-year average of 65%.1 To achieve this target, 1-year retention of new studentsmust be increased to 85% from its 2009 level of 68

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

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NSF Grantees Poster Session

of Learning Styles25 as shown inTable 1 is composed of four dimensions: active/reflective, sensing/intuitive, visual/verbal, andsequential/global. Active learning tools are designed to meet the needs of students with a rangeof learning styles. Particular approaches to teaching often favor a certain learning preference.Therefore, it is important to incorporate a variety of teaching approaches. This index can assistinstructors in creating active learning modules that impact all student learning styles effectively. Page 25.752.7 Table 1. Learning styles categories.Myers Briggs Type Indicator (MBTI) Personality

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

survey on students' online collaborative experience are shown in Table 8. They demonstrate that the students in the groups (B, C, and D) with scaffolding generally had higher level of perception or collaboration activities than those in the control group (A) without scaffolding on online collaborative learning. However, students in the cognitive cooperation-scaffolding group (C) showed lower levels when they were asked “the members in my group collaborate with each other effectively, ” “It motivates me to learn through the use of online discussion,” and “Team online discussion makes me reflect on the course content in a deeper level”. This result is in accordance to the finding by Weinberger 24, i.e., students following the cognitive scaffolding

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micaha Dean Hughes, North Carolina State University, Raleigh; Callie Womble Edwards, North Carolina State University at Raleigh; Tameshia Ballard Baldwin, North Carolina State University, Raleigh

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NSF Grantees Poster Session

reflect the views of the National ScienceFoundation.References[1] B. Donovan, D. M. Mateos, J. F. Osborne, and D. J. Bisacco, “Revising the Economic Imperative for US STEM Education,” PLOS Biology. Jan. 2014. [Online]. Available: https://doi.org/10.1371/journal.pbio.1001760[2] M. Smith and L.N. Willison, “Stem Obstacles In The Collegiate Setting,” Journal of STEM Education: Innovations & Research, vol. 22, no. 4. Oct. 2021. [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/2532[3] A. Zilouchian, N. Romance, A. L. Myers, and D. Hamadeh, “A Collaborative Framework to Advance Student Degree Completion in STEM,” 2020 ASEE Virtual Annual Conference Content Access. July 2020.[4

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Pennsylvania State University, Berks ; Catherine L. Cohan, Pennsylvania State University; Dawn Pfeifer Pfeifer Reitz; Janelle B Larson, Pennsylvania State University

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NSF Grantees Poster Session

)College-Student identity, or (c) Future-Engineer identity. Next, adapting Kaplan and Garner(2017) coding scheme to reflect our context of low-income college engineering students, scholarresponses were further broken down into the four components of the DSMRI model (1)ontological and epistemological beliefs, (2) purpose and goals, (3) self-perceptions and self-definitions, or (4) perceived-action possibilities. Examples of this coding are shown in Table 2.Table 2. DSMRI example codes from scholar interviews (adapted from Kaplan & Garner, 2017) DSMRI Component Description of Component Example Scholar Statements Ontological & Scholar knowledge and Ontological: “Low-income Epistemological emotion from

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

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NSF Grantees Poster Session

𝑊 = ∫ 𝑝𝑑𝑉 𝑉𝑖 The interview protocol was broken up into three separate stages (Figure 2) thatprogressively investigated students’ interpretations of the first law and the provided interviewprompts. To start, participants were asked open-ended questions about the first law ofthermodynamics to better understand how they conceptualized the first law prior to any furtherprompting. Afterwards, students proceeded to separately address one in-discipline and one out-of-discipline interview prompt. Interview questions during the second stage were modeled afterthe dynamic transfer framework [22] by first asking questions that primed students to identifyrelevant target tools and to reflect on their

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University Bloomington; Jing Yang, Indiana University Bloomington ; Jungsun Kim, Indiana University Bloomington; Peter N. Knox, Binghamton University (State University of New York); Soo Hyeon Kim, Indiana University-Purdue University Indianapolis; Nikeetha Farfan D'Souza, Indiana University Bloomington

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NSF Grantees Poster Session

material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Museum of Science. (2021). Engineering is elementary. Available: http://www.eie.org/. [Accessed January 25, 2021].[2] Tufts University, About us: Center for engineering education and outreach. Available: http://ceeo.tufts.edu/about/. [Accessed February 15, 2021].[3] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes, Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc., 2018.[4] S. Brophy, S. Klein, M. Prtsmore, and C. Rogers, “Advancing engineering education in P-12 classrooms,” Journal of Engineering Education, vol. 97, no. 3, pp. 369-387, 2008.[5] M. W

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

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Diversity, NSF Grantees Poster Session

own words.This instrument was developed to measure indicators of impact on the SCCT constructs ofoutcome expectations and self-efficacy. Figure 2: Outcomes and Subscales of the Pre/Post Test. Note: * indicates significant differences favoring Academy Cadets.To supplement the pre/post assessment we collected qualitative data through interviews andstudent reflection journals. At the end of each day of the Academy, students were givenreflection prompts about the day’s activities. Students kept an electronic journal which captureda record of all their responses to each prompt. These journals were analyzed and comparedagainst the findings from the pre/post survey to better understand student attitudes towardSTEM, big ideas students took

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Diversity, NSF Grantees Poster Session

with COVID by setting up a designated study area that is only mine.” • “Adaptability, one of my strengths, has allowed me to accept the situation and work with what has happened.” • “I have adapted and modified my life to use connectedness in new ways. I am able to talk and reach out to others by other means rather than face to face during these times by the use of technology such as zoom.”Ongoing Research: Strengths, Social Identity, and Social NetworksSurveys and interviews by the external evaluator have not explicitly asked students to reflect onthe “strengths from a social justice perspective in engineering and computer science as context”model of mentoring and advising – instead, the evaluator has focused, to date

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Shannon M. Clancy, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

first-year studentswho were interested in pursuing mechanical engineering at a research-intensive university inNorth America. The participants are a subset of a sample from our team’s ongoing multi-methods study, which focuses on the curricular messaging about the nature of engineering workin core courses in two disciplines and how these curricular messages align with students’ ownengineering interests and career ambitions. The three interviews were chosen from the larger dataset to reflect a diversity of practices emphasized.The participants included in the present study varied in their interests, pre-college experiences,and self described social identities. Participant 1 identified as a South Asian woman; Participant2 self-identified as a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Enrique Blair, Texas A&M University; Henry David Banks, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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Diversity, NSF Grantees Poster Session

learned certain tools, or whichtools they had used prior to this semester and their college entry. Given the time between whentools were used and when students completed the surveys in question, their answers may nothave perfectly reflected their experiences. This difficulty in recalling the timeline of tool usageand when tools were learned is compounded particularly with simple tools and features of themakerspace, such as hand tools, whiteboards, or even a desk. Given that such tools and featureshave particularly interesting ramifications for makerspaces efficacy and their outcomes, theinformation lost from this could be considerable.While the information gathered does not perfectly capture how makerspaces are being used andthe motivations

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

expertise of the team. Coordinated iterative cycles of reflection and action were usedfor instrument development [30-31]. The instrument currently has seven baseline categories thatcould be applied to all ERC population groups and will be used to conduct cross-ERCcomparisons. Table 1 documents the baseline categories (excluding demographics):understanding of the ERC, impact on skills, culture of inclusion, mentorship experience, futureplans, and program satisfaction. These six categories were extracted from the NSF ERC BestPractices Manual [3] and ERC program solicitation [32] as cross-cutting categories that NSFrecommends evaluating to monitor ERC progress and impact around workforce development andculture of inclusion initiatives. Comparisons

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Varun K. Kasaraneni, Gannon University

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NSF Grantees Poster Session

increasing behavior until the completion of the project.Additionally, the survey provided open-ended questions where students could identify the factorsthat affected the changes in their perceptions. This group was very satisfied with theirexperience and one stated that “…it got more exciting and we could see the project comingtogether.” This comment was shared by all 80% of this group. This is clearly reflected in theincreases in enthusiasm.Note that this student cohort was also included in the Alumni survey, as these students graduatedin the spring of 2019. Artifact Display Case, Project 1 7 Average Student Response

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine C Tetrick, Washington State University; John B. Schneider, Washington State University; Charles Pezeshki, Washington State University

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Diversity, NSF Grantees Poster Session

differently. When faced with a difficult problem, some children give up or displaypatterns of avoidance believing that they cannot solve the problem. Other children view theproblem as a challenge believing that they can solve it with enough time and effort (Dweck andReppucci, 1973; Dweck, 1986). Later, she studied the effect a child’s beliefs about themselveshad on a child’s goals using the model that a child who viewed their intelligence as a fixedquantity would choose goals that reflected that belief and a child who viewed their intelligenceas a changeable quantity would choose goals in accordance with that belief (Dweck and Leggett,1988). Dweck went on to label these mindsets “fixed” and “growth,” respectively (2008). Inadvocating for mindset

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

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NSF Grantees Poster Session

the environment that served toenable students’ perceptions of access ranged from effective signage above equipment andmachinery, to furniture that made the room both functional and comfortable. In addition tostructural features of the environment, aural characteristics such as music served to makespaces more inviting and “laid back,” as well as offered a buffer to the loud backdrop of themachines.More often, the data revealed the ways in which features of the space served as a barrier toaccess, including locked doors, cluttered and crowded rooms, and poor directional signage.Organization of the makerspaces in relation to one another prompted reflections on the impactof having equipment spread throughout multiple rooms and the inconvenience of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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Diversity, NSF Grantees Poster Session

, erroneously, referenced only within the arts, yet itsdevelopment and nurturing is critical to the sciences as well. Unfortunately, rigid curricula, anover-emphasis on standardized testing, and increased identification and medication of studentswith ADHD all contribute to a decreases within several dimensions of creativity 1.Creativity and innovation, within a supportive structure, are requisite components for reliablydeveloping solutions to complex problems. This is true at an elementary level, but also as itapplies across the learning continuum and eventually, to the workplace 34. The role of individualcreativity is integral to organizational innovation and the highest levels of innovation occur whenthis relationship is symbiotic 38-41.Reflections

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

supplement details in the change ofparticipants’ perceptions appeared in Likert-type questions [42, 43].III. ResultsIn this section, we presented student responses on the pre-post surveys to reveal if the programmet the criteria for success intended for goals of the program. These would reflect any increasesthat favor pursuing graduate education.A. Impact of Program on Career GoalsFigure 1 shows students’ changes in their career goals after the REU programs by program andby total. The number of students that responded to the corresponding survey questions were intotal npre = 32 and npost = 28 (in AERO, npre = 12 and npost = 11; in MSEN, npre = 12 and npost = 11;and in IIT: npre = 8 and npost = 6). Figure 1 shows the percentages of each students in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

survey with the Leadership Community in order tomeasure and document progress, satisfaction and outcomes for the LVCP community. At thetime the survey was administered, the participants had completed the facilitator training and haddeveloped the content of the Safe Zone level 1 and level 2 workshops. The results reflect theperceptions of the members of a Community of Practice in the early stages of development andwill provide an indication of the strength of the foundation of a sustainable community ofpractice capable of achieving individual and community goals.Of the original 20 members of the VCP, one was unable to attend the facilitator training ormeetings due to schedule conflicts, and two were PIs on the project. Links to the online

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathew Kuttolamadom, Texas A&M University; Michael Alexander Liu, Texas A&M University; Jyhwen Wang, Texas A&M University; Bruce L. Tai, Texas A&M University; Samuel F. Noynaert, Texas A&M University; Dinakar Sagapuram, Texas A & M University; Marian S. Kennedy, Clemson University

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NSF Grantees Poster Session

(guided) individual career plans. Research Symposium. Awards ceremony. @ TAMU Formal survey/interview evaluations (both internal & external). Reflection essay. Dinner. Post Database & mailing list setup. Scheduled periodic status-update for continued guidance on 1-year career objectives (for 1-year). Post opportunities. Strategies to get back on track (if needed). Extended Periodic contact (beyond 1-year). Posting opportunities. Track professional career progress. [Fall] Evaluator report. Discussion & intervention plans. Grad student team-management-training. [*TAMU College of Engineering (CoE) Undergraduate Summer Research Grants (USRG) activity][CoE deadline] [#Evaluation activity] [%Brown

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Carol S. Gattis, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas Honors College

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Diversity, NSF Grantees Poster Session

develop effective latent variable model and instrument that reflects the factors of college students’ retention.Dr. Carol S Gattis, University of Arkansas Dr. Carol Gattis is the Associate Dean Emeritus of the Honors College and an adjunct Associate Pro- fessor of Industrial Engineering at the University of Arkansas. Her academic research focuses on STEM education, developing programs for the recruitment, retention and graduation of a diverse population of students, and infusing innovation into engineering curriculum. Carol is also a consultant specializing in new program development. She earned her bachelor’s, master’s and Ph.D. degrees in Electrical Engineer- ing from the U of A and has served on the industrial

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

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NSF Grantees Poster Session

instruction, she spent twelve years teaching K-5 and enrichment at the elementary level. In 2010, Kara began teaching courses and supervising student teachers at ASU. Kara is TAP certified, an evaluation system designed to improve teaching effectiveness and student achievement. The TAP evaluation involves classroom observations, coaching, and feedback/reflection for professional growth. Kara has worked with 60+ student teachers in various subjects at the pre-K through 12th grade level, and conducted over 100 TAP classroom observations. Since the fall of 2016, Kara has been working with the JTFD Project, an NSF grant working to improve active learning in engineering education. She has completed 300 RTOP classroom

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

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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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eun Ah Lee, University of Texas at Dallas; Nicholas Gans, University of Texas, Dallas; Magdalena G Grohman, The University of Texas at Dallas; Marco Tacca, The University of Texas at Dallas; Matthew J. Brown PhD, Center for Values in Medicine, Science, and Technology
, The University of Texas at Dallas

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NSF Grantees Poster Session

are opposed, there istension in the evaluative process.For the purposes of this study, we have chosen to observe students’ relationship to engineeringethics by looking at how they engage in ethical reflection as a team, in the situation of their Page 26.728.3actual project work. This is an alternative to the more common approach of focusing onindividual students and attempting to measure their understanding with an artificial instrument(such as a survey). We suggest that the dual-process account discussed above works as well forteams as for individuals. This study is thus firmly situated in the approach of “team cognition”(Salas & Fiore

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Peter Y Wu, Robert Morris University; Ali A. Ansari, Virginia State University; Walter W Schilling Jr., Milwaukee School of Engineering

Tagged Topics

NSF Grantees Poster Session

delivery readiness. The PI then depositsthe finalized contents in a shareable media for delivery and dissemination. An iterative review method depicted Focus groups Decide on Active Learning Contents in Figure 2 is being used to ensure and Formats (case study, class exercise, or case study video) the modules reflect both academic research and industry best practices. The content development process PI & Co-PI refine Contents List

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kijung Park, Industrial & Manufacturing Engineering, The Pennsylvania State University; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sadan Kulturel-Konak, Penn State Berks; Abdullah Konak, Penn State Berks ; Ivan E. Esparragoza, Pennsylvania State University, Media

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NSF Grantees Poster Session

their curriculum, (2) both course and overall curriculum level assessments arepossible, where the assessment scores reflect the development on an absolute scale, and (3)instruments and rubrics can be upgraded over time to reflect the progress in the assessment ofspecific professional skills.The Model of Domain Learning (MDL) proposed by Alexander et al.1 is a learning theorycharacterized by the interrelations that exist between the learning-based constructs and theexperience-based stages in academic domains. In this study, the MDL based framework isapplied to develop assessment rubrics mapped to the interaction between the experience-basedstages and the learning-based components. The experience-based growth stages in ascendingorder of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Katherine Anne Earl, University of Illinois at Urbana-Champaign; Dong San Choi, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

Students specifically mentioned splitting up projects into pieces and never necessarilyworking together as a team. The delegation of tasks occurred in such a way that limitedteammate interactions. This reflects a lack of relatedness, neglecting the process of workingtogether to integrate individual aspects of the project and sharing knowledge. In essence, teammembers did not engage in teamwork; instead, they completed what amounts to individualprojects. In fact, the following student quotes depict teamwork as a last resort or even go as far asexpressing an interest in not working together at all. In some instances, groups assigned one specific team member the individual task of“putting all the pieces together.” Interestingly, in the quote

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

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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