Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

factorsthat affected the changes in their perceptions. The seniors were 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 the seniors. This is clearly reflected in theincreases in enthusiasm. Seniors 7 6 5 4 3 2 1 0 beginning of end of freshmen end of sophomore at completion currently freshmen year year year Enthusiam Motivation Perception of Value Group Dynamics

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

considered.Many of Course modules are very high quality, and is in the process for publishing in teachingengineering [10]. A sample list of course modules is shown in Table 3, which reflects differentschool districts, different STEM subjects at both middle and high school levels. A complete list ofcourse modules is posted on the website [4]. Note that these modules all made use of the inquiryapproach to teaching to some extent. Further, many of these modules were implemented insideclassrooms as observed by OU faculty visiting the sites. Thus, we also make the claim that thisallowed more underrepresented students (that is those attending minority school districts) toparticipate in STEM research. In short, intermediate goals 1, 2 and final goals 1 & 3

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matt R. Bohm, Florida Polytechnic University; Hannah Ingram, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

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NSF Grantees Poster Session

recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References1. Nagel, R.L. and M.R. Bohm. On Teaching Functionality and Functional Modeling in an Engineering Curriculum. in ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. 2011. Washington, DC. 62. Nagel, R.L., et al. An Algorithmic Approach to Teaching Functionality. in ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. 2012. Chicago, Illinois: ASME.3. Nagel, R.L., M.R. Bohm, and J.S

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gayle Nelson Evans, University of Florida; Kent J. Crippen, University of Florida; Chelsey S. Simmons, University of Florida; Renee Natalie Simmons

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NSF Grantees Poster Session

of the labs shares common characteristics and the extent to which each lab is unique,potentially allowing us to build “substantive theory offering an integrated framework covering multiplecases” [18](p. 233).Following the quantitative data analysis from the 2017 daily log and survey data, an interview protocolwas developed in which teachers and GA’s were asked to reflect upon their summer experience.Questions were crafted to collect further information about the mentoring relationships experienced byeach person and asked interviewees to recall influential people in the lab, how they considered their ownposition in relation to the other teachers and GA’s in the lab, remembered instances of mentoring given orreceived and they were shown a copy

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

engineering programs. Future research is needed tounderstand specific stressors and elements of engineering programs that promote the associationof stress with engineering in order to improve culture in engineering programs and enhancestudent well-being. Furthermore, understanding disciplinary history and the evolution of socialnorms within each engineering discipline will allow us to consider strategies to dismantle orovercome social norms that no longer reflect current and future engineering practice.AcknowledgmentsA grant from the National Science Foundation (#1738186) supported this study.References[1] L. Schneider, "Perceived stress among engineering students," in St, Lawrence Section Conference, Toronto, Canada, 2007.[2] K. J. Cross

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

. Industry partners’ assessments of participating students and the collaboration4. Students’ weekly and final reports, including reflective writing assignments5. Students’ research presentations6. Group interviews with participating faculty7. interviews with participating undergraduate students,8. Formal project implementation reviewEvaluation question 1: What were the effects of the summer research experiences on theparticipating undergraduate students?A. How successful was the project in recruiting and supporting students from underrepresentedgroups?B. How do the participants understand research in the context of engineering, and anysimilarities or differences between academic and industrial research?C. How do the participants describe

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University; Catherine E. Brawner, Research Triangle Educational Consultants; Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Research (ECR) program.This project is designed to recruit a stratified sample of US institutions with engineeringprograms. In targeting institutions to join MIDFIELD, we aim to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Minority-serving institutions (MSIs) are also targetedwith plans to include adding five additional Historically Black Colleges and Universities(HBCUs), seven Hispanic Serving Institutions (HSIs), five institutions with high NativeAmerican populations, and seven universities with high Asian/Pacific Islander populations. .MIDFIELD partners have the opportunity to conduct peer comparisons, carry out research

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

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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

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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

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chandramouli Viswanathan Chandramouli, Purdue University, Calumet (Engineering); Emily Hixon; Chenn Q. Zhou, Purdue University, Calumet (Engineering); John Moreland, Purdue University Northwest; Jichao Wang, CIVS, Purdue University Calumet; zitao xiong, tappollo; Rameh Teegavarapu, Florida Atlantic University; Pradeep K. Behera P.E., University of the District of Columbia; JAMES FORREST FOX, University of Kentucky

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NSF Grantees Poster Session

any othercomments on the unit of instruction. In courses where the 3D modules was implemented,students were asked to complete a questionnaire containing 40 objective items and 1 open-endeditem. All items included on the questionnaire used prior to 3D implementation are included onthis survey, with minor modifications made to reflect the inclusion of the 3D modules. 21additional items specific to the 3D modules were also added. The construction of thequestionnaire was influenced by the work of Lee (2011) [1] who also examined the use of virtualreality to aid learning.ParticipantsA total of 128 students participated in the study. Forty-five students were in a control group thatdid not use the 3D modules, while 83 students were in the treatment

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan C Morales, Universidad del Turabo; Kenneth A Connor, Rensselaer Polytechnic Institute; Yacob Astatke, Morgan State University; Michael J. Prince, Bucknell University; Idalides Vergara-Laurens, Universidad del Turabo; Miguel A. Goenaga-Jimenez, Universidad del Turabo

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Diversity, NSF Grantees Poster Session

learn how to use the oscilloscope, they were able to see the signals, frequencies, and other parameters that are discussed in the classroom, but are best demonstrated with hands-on activities. Students were able to see how changing input parameters from the signal generator included in the software reflected different responses at the circuit output.  The best thing about this experience is for students to perform the different labs in the comfort of their homes with only the Analog Discovery Board which has a very low cost.  Students can have a virtual laboratory anywhere, once they have access to a PC or laptop.  The ease of using the board, the FFT, the potential to develop a number of experiments

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

M. J. Klopfstein, Oklahoma State University; Lisa Cota, Oklahoma State University; Don A. Lucca, Oklahoma State University; Xiaoliang Jin, Oklahoma State University; Prabhakar R Pagilla, Texas A&M University

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NSF Grantees Poster Session

nonparametric data. Additionally, there is no estimation of population parametersin OOM; the statistics in OOM reflect solely the data collected. In an OOM analysis, theresearcher provides a hypothesized pattern for the data, and the analysis checks the obtained dataagainst that pattern. The resulting statistic, called a Percent Correctly Classified (PCC) index, isthe percentage of the data which fits the hypothesized pattern. For this paper, the hypothesizedpattern was an increase in students’ scores on the Awareness, Motivation or Exposure subscalesafter the lecture as compared to their scores before the lecture.Table 2 shows the results for this model. The column labeled “Percent Correctly Classified(PCC)” gives the percent of students whose score

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

.  Meeting as a group to discuss specific action items based on the survey results, such as curriculum changes and development of instructional materials and technologies.AcknowledgementsThis material is based upon work supported by the National Science Foundation’s AdvancedTechnology Education Program under Grant No. 1304843. 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.References1. Bureau of the Census, Statistical Brief: Advanced Manufacturing Technology SB-13-90, U.S. Department of Commerce, Washington, D.C., 1990.2. Online resource available at: http://www.census.gov/foreign- trade

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science); Sheryl A. Sorby, Ohio State University; Tania Jarosewich, Censeo Group LLC

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NSF Grantees Poster Session

5) Orthographic Projection with feedback. Inclined and Curved Surfaces• Video mini-lectures. The team has professionally 6) Pattern Folding developed 2-5 minute video introductions to 7) Rotation of Objects about One Axis module topics, which are available in common 8) Rotation of Objects about Two or formats for use with a variety of computer More Axes platforms. 9) Reflection and Symmetry• Video how-to instructions. Additional videos 10) Cross-Sections of Solids

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; Nathan E Canney, Seattle University

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NSF Grantees Poster Session

. After analysis of these interviews isunderway, interviews with members of “mobilized publics” will be conducted to examine thisrelationship from both sides.AcknowledgementsThis material is based on work supported by the National Science Foundation under Grant#1551152. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References1 Riley, D. 2008. Engineering and Social Justice. San Rafael, CA: Morgan and Claypool.2 National Academy of Engineering (NAE). 2005. Educating the Engineer of 2020: Adapting EngineeringEducation to the New Century. Washington, DC: The National Academies Press, 47.3 National Academy of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Constans, Rowan University; Shivakumar I Ranganathan, Rowan University; Wei Xue, Rowan University

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NSF Grantees Poster Session

. The planetary gearset is the centerpiece of thebench-scale hybrid powertrain, which our students are completing over the course of fivesemesters. With the successful completion of the planetary gearset, our students are now readyto begin tackling the challenge of developing an overall control strategy for the hybrid system.AcknowledgementsThe authors wish to acknowledge the support of the NSF-TUES program in the Division ofUndergraduate Education, DUE-1044532, which made this research possible. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.Bibliography[1] Toyota Motor Corporation, "Toyota Hybrid

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Aditya Akundi, University of Texas at El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Ryan Wicker, University of Texas, El Paso; Zhonghua Hu, University of Texas at El Paso

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NSF Grantees Poster Session

and reflecting student feedback. New Generation Rapid Prototyping Final Version of Rapid Prototyping Simulator developed based on Simulator Software uPrint® SE Plus 3D Printer Rapid Prototyping Simulator integration in: Additive Manufacturing, Rapid

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saryn R Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy M. Masnick, Hofstra University

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NSF Grantees Poster Session

circumstances, writing is used not so much to demonstrate knowledge as toachieve an understanding of the students’ own learning process. Writing-to-learn assignments inthese contexts usually attempt to make the student aware of his or her learning issues, asking thestudent to reflect on what he or she may not understand. The modalities for doing so are various:students have been required to write step-by-step explanations of their problem-solving; 5, 6, 7they have been asked to explain how to do a problem to a relative neophyte in the class; 8 andthey have been encouraged to embed literary modes in their problem-solving narratives (e.g.explaining how to solve stoichiometric equations through baking analogies).9 While theseapproaches have resulted in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Narayan Bhattarai, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Dhananjay Kumar, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University; Devdas M. Pai, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University; Caroline S. Booth, North Carolina A & T State University

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NSF Grantees Poster Session

content assessment was revised to 13items to better reflect the refined course content. Some of the questions asked in Spring 2013were removed in second year assessment. Sample items from this assessment are shown below.2) The correct nanometer size scale in increasing order (smallest to largest) in terms of wellknown species is:3) Which nanomanufacturing category to pulsed laser deposition (PLD) and mechanical attrition Page 26.673.11(MA) fall under? 10The results from these assessments for Spring 2014 are shown below. NUE Content Assessment Pre & Post-Test Scores by Question

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph A Daraio, Rowan University; Ralph Alan Dusseau P.E., Rowan University

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NSF Grantees Poster Session

an estimated $2.7 billionin damages as a direct result of the storm.[4] Storm water sewer lines were blocked contributingto flooding, almost 100 wastewater treatment systems either failed or had significantinterruptions in service, and the loss of electrical power caused many others to go offline.[4]Over 70% of New Jersey’s water supply systems were impacted by the storm, mostly due to lossof power, and approximately 360,000 residents were under a boil water advisory, of whicharound 10,000 homes in Ocean County were still under a boil water advisory after one month.[4]New Jersey’s coastal counties are home to approximately 60% of the state’s total population[5],and this is reflected in the student population at Rowan University. Many of our

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicolas A. Brown, Florida Atlantic University; Khaled Sobhan, Florida Atlantic University; Edgar An, Florida Atlantic University; Ryne A Sherman, Florida Atlantic University; Nancy Romance, Florida Atlantic University

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NSF Grantees Poster Session

student motivation tended to have students that earned higher grades. Data collection is ongoing to fully investigate the relationship among Faculty Knowledge of SDT, the classroom learning environment, and students’ objective and subjective learning outcomes.AcknowledgementsThis material is based upon work supported by the National Science Foundation (ResearchInitiation Grant in Engineering Education) under Grant No. 1340304. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation. Page 26.1041.9

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

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NSF Grantees Poster Session

State model (including all course materials for EGR 101) can befound at www.cecs.wright.edu/engmath/. Textbook information is available atwww.wiley.com/college/rattan.AcknowledgmentThis work has been supported by the NSF Division of Engineering Education and Centers undergrant number EEC-0343214 (Department-Level Reform Program), by the NSF Division ofUndergraduate Education under grant numbers DUE-0618571 (CCLI Phase 2), DUE-0622466(STEP Type 1) and DUE-0817332 (CCLI Phase 3), and by a Teaching Enhancement Fund grantat Wright State University. Any opinions, findings, conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation or Wright State

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricardo Jose Morocz, Georgia Institute of Technology; Bryan D Levy, Georgia Institute of Technology; Craig R. Forest, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Julie S Linsey, Georgia Institute of Technology

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NSF Grantees Poster Session

presentation in more formal webinars.AcknowledgementsThe authors gratefully acknowledge that the support for this work was provided by the NationalScience Foundation Award No. DUE-1432107/1431923/1431721. 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.Reference1. National Academy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. 2002.2. Torrance, E.P. "Can we teach children to think creatively?" Journal of Creative Behavior 6 114-143 1972.3. Mansfield, R.S. "The effectiveness of creativity training." Review of Educational Research 48(4): 517-536 1978.4. Ma

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

-faculty and student-student engagement. Every effort was made to ensure thatthe speaker diversity reflected that of the REU students, so that students could envisionthemselves taking the speakers’ paths. Further student-faculty interaction was provided throughweekly faculty research seminars. Each week, one faculty member presented brief vignettes oftheir research interests to the group, enabling students to learn of other imaging related researchbeyond their own projects.In addition to the program-related activities, students participated in several University-wideenrichment events. These activities included a weekly brown-bag seminar series on topics suchas Ethics, GRE preparation, Getting into Graduate School, and Abstract Writing

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Jinlee Kim P.E., California State University, Long Beach

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Diversity, NSF Grantees Poster Session

Page 26.352.8groups of students who receive multiple years of exposure to sustainability grow and deepen intheir understanding of sustainability and how to improve BIM skills. The challenge in evaluatingan intervention using a quasi-experimental design is in managing a non-random sample andanalyzing the data to allow for causal inference to be made from the findings.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1140941. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of the National ScienceFoundation.References1. Davis, K. A., and Casey Cline, R. (2009). “Improving course

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Spencer Seung Kim, Rochester Institute of Technology (CAST); Elizabeth Dell, Rochester Institute of Technology (COE)

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Diversity, NSF Grantees Poster Session

plastics production line with prototyping,extrusion, and injection molding machines. Thus, the low-division students were able toexperiment with green materials for the lab activities, and the upper division students couldconduct applied research projects in green plastics manufacturing through co-op.17-20Assessment, Evaluation, and System ApproachThe traditional-transmission learning format, in which the degree of a student’s success dependsonly on the performance of quizzes, tests and projects in class, does not truly reflect theeffectiveness on learning and skills application.1-5, 11-15 We proposed a system approach to drawon the analysis and evaluation of student’s learning outcomes and thus, were able to design acurriculum model to improve an

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine Christine Tetrick, Washington State Univeristy; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Sonya Cunningham, University of Washington

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Diversity, NSF Grantees Poster Session

these categories is far above the university averages reflecting the factthat minorities and first-generation students are more prevalent among those from economicallyand educationally disadvantaged backgrounds.Table 1: 2013-2016 STARS student demographics Cohort I (2013-2014) Cohort II (2014-2015) Cohort III (2015-2016) UW WSU UW WSU UW WSUFirst Generation 80% 58% 80% 79% 45% 70%Underrepresented 47% 45% 44% 48% 31% 48%MinorityFemale 40% 18% 40% 14% 41% 19%Program DescriptionsThe STARS

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Karl A Smith, University of Minnesota, Twin Cities; Ann F. McKenna, Arizona State University, Polytechnic Campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russell Korte, Colorado State University; Christopher Swan, Tufts University

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Veterans in Assistive Technology andEngineering) team who conducted 102 interviews. Their development is reflected in the changes to theirBusiness Model Canvas – Initial (Fig. 2) and Final (Fig. 3). See FIE 2014 paper for further details (32).Fig. 2 ELeVATE’s Initial Business Model Canvas (focus on value propositions and customer segments)Fig. 3 ELeVATE’s Final Business Model Canvas (focus on value propositions and customer segments)Assessing and Changing the I-Corps™ L ProgramQuality Evaluation Designs (QED) conducted a comprehensive evaluation focused on three facets of theI-Corps™ L program: 1. Program delivery, including the 3-day initial workshop, 5 webinars, and 2-day final workshop 2. Impact of I-Corps™ L program delivery on I-Corps

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Bryan W. Boudouris, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette

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NSF Grantees Poster Session

model development requires students tocommunicate their ideas and continue to evolve their solutions to reflect their evolving ideasconcerning the mathematical situation. The model refinement process involves moving from aninitially chaotic model to a more developed model through an iterative process. Importantly,while these activities are to an extent open-ended, they are not the type of open-ended problemwhere any solution is acceptable; there are criteria built into the problem that make somesolutions better than others, aligning with the self-assessment principle (see below).12 In thiscourse, the iterative process involves three major submissions with feedback from both peers andinstructors.16

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

Making activities and maker spaces in childrens’ museums.There is a trend for museums and science/technology centers to establish Maker spaces. ThePittsburgh Children's Museum has created Makeshop, a maker space reflecting 7 specificlearning practices, for example. Research has shown Maker spaces as sources ofmultidisciplinary learning, a blending of communities of practice with formal learning, andfinally that the depth of learning is in the making. While the research points to the values ofMaking in general, and specifically making in museum maker spaces, there seems to be littleresearch on family making, and how museums can encourage family making. This researchhopes to bridge both these gaps by studying the importance of family making and