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2017 ASEE Annual Conference & Exposition

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

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-based learning wrapped up in Making-Based Learning. We have sharedlearning attributes of making; it could be a useful intellectual exercise to consider how suchvalues are amplified or lessened within an engineering learning culture. The concept of additiveinnovation is mentioned above. Can that be supported in K-12 and undergraduate learningexperiences? Is the current implementation more convergent and less exploratory in nature?The study of Makers, Making and Making-Based Learning is a ripe opportunity for theengineering education community to reflect on our approach to teaching and learning. Making-Based Learning may already fit into some aspects of the engineering curriculum, such as first-year Introduction to Engineering courses and project

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2017 ASEE Annual Conference & Exposition

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Jeremi S London, Arizona State University, Polytechnic campus; Maura J. Borrego, University of Texas, Austin

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based onMessick’s Unified Theory of Validity. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.[12] Spencer, D. (2009). Card sorting: Designing usable categories. Rosenfeld Media.AcknowledgementsThis work is supported by the U.S. National Science Foundation award EEC-1564629. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do no necessarily reflect the views of the National Science Foundation.

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2017 ASEE Annual Conference & Exposition

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Carl Nelson Blue, University of Southern Maine

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scheduling S-STEM Scholar events where attendance to our S-STEM Scholars programs had to take into account that many of these students would haveexternal obligations that would conflict with organizing group activities.    Additionally, many of our S-STEM Scholar participants came from both an older part-timestudent population, and/or commuter student population that reflected the increasingly largerportion of the overall student body. It was understood that these students have a higher rate ofattrition from college than their more traditional (4-year) counterparts. However as documentedresearch has determined, the reasons for the drop-out rate is not as well understood unless wereview some of the potential causes [8]. According to the National

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Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Rajeev Darolia, University of Missouri; Cory Koedel, University of Missouri; Junpeng Yan, University of Missouri; Jean Felix Ndashimye, Univesity of Missouri-Columbia

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. Degree reflects degree acquisition in sixyears. Graduation rate is overall graduation rate, regardless of major, for students in each subgroup.A greater proportion of male students (21%) major in engineering compared to female students(3%). Column 2 suggests that even though men enter engineering at higher rates than women, theymay also have relatively lower graduation rates in engineering. Only 12% of men and 2% ofwomen who graduate with bachelor’s degrees do so in engineering. The graduation rate for allmajors in column 3 lends some support to this. Men’s graduation rate of 56% is lower thanwomen’s graduation rate of 62%. These reported graduation rates, however, are for all studentsregardless of major. We examine more closely these trends in

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2017 ASEE Annual Conference & Exposition

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Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

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mentors, they made more use of officehours when tutoring was not offered or when the hours conflicted with their schedules.Overall, student ratings for tutoring and SI improved from Fall 14 (the first semester in whichCOMPASS students provided feedback) until Fall 15 (see Figure 1). Ratings declined somewhatin Spring16, which appears to correlated with the fact that fewer students were attending tutoringsessions. It also likely reflects the loss of the SI program after the first year.Figure 1. Student Ratings of Tutoring/Supplemental Instruction Tutoring/SI 100% 90% 80% Extremely  important 70% Very  important

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2017 ASEE Annual Conference & Exposition

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Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

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the Entrance to Major process at the beginning of the junioryear (i.e., enrollment in a specific major). Secondary outcome measures are retention in STEMmajors and retention at the University. This research is generously funded by the NationalScience Foundation (NSF IUSE #1525367). Please note that 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. The Intellectual Merit of this research is two-fold: examine variation in Engineeringretention for three models of bridge programs and produce a series of workshops on Engineeringbridge leadership, funding, and sustainability strategies for Engineering summer

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2017 ASEE Annual Conference & Exposition

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

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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

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2017 ASEE Annual Conference & Exposition

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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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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

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2017 ASEE Annual Conference & Exposition

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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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, 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

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2017 ASEE Annual Conference & Exposition

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Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Polytechnic Institute and State University

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game and 10for DZ-Man game) in all the cases. The significance levels are 0.0051 for 2014 DZ-Man data,0.0006 for 2015 DZ-Man data, and 0.0006 for 2015 Angry Curves data. This means the increasesof students’ understanding on the targeted concepts (reflected by the quiz scores) are statisticallysignificant. a) 2014 DZ-Man data b) 2015 DZ-Man data c) 2015 Angry Curves data Figure 7. Matched Pairs T-Tests for Different Experiments Pre/Post Scores4. Beyond the CampusAt this stage of the project, we allow users from all over the world to have access to the games.This means the users of the games will no longer be limited within campus. The players’ datawill still be collected for further research purpose. The paper

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Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Aran W Glancy, Purdue University, West Lafayette (College of Engineering); Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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practice of engineering requires the application of science, mathematics, and engineeringMathematics Knowledge (SEM) knowledge and engineering education at the K-12 level should emphasize this interdisciplinary nature. Students should be independent and reflective thinkers capable of seeking out new knowledge andEngineering Thinking (EThink) learning from failure when problems arise. Conceptions of Engineers and K-12 students not only need to participate in an engineering process, but understand what an engineer Engineering (CEE) does.Engineering Tools, Techniques, Students studying engineering need to become familiar and proficient in the processes, techniques

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2017 ASEE Annual Conference & Exposition

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Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava P.E., University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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, and data analysis of those focusgroups—and mixing results with the quantitative data—are ongoing. Thus far, early findingshave been disseminated at multiple conferences. 10,11,12,13,14AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1428502. 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.References1 Laanan, F. S., Starobin, S. S., & Eggleston, L. E. (2010). Adjustment of community college students at a four-year university: Role and relevance of transfer student capital for student retention. Journal of College Student Retention

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2017 ASEE Annual Conference & Exposition

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Rachael Paige Shemran, Arizona State University ; Renee M Clark, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Clemson University; Kristen Parrish, Arizona State University

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, from merely understanding, to reflection, creation, and evaluation. Boardgames and role-playing games are formats that create community; students interact with oneanother over intellectual, enjoyable, and memorable shared experiences. When the co-authorsplay board games in their classrooms, they note 100% of students in class that day engage ingame play – anecdotally, this activity seems to engage more students than other types of activelearning strategies. And finally, board games and role-playing games are an ideal format becauseany faculty or student can easily modify them. This poster presents our project results to date andprovides recommendations and resources to adopt game design in civil engineering andconstruction courses

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2017 ASEE Annual Conference & Exposition

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Ramin Madarshahian, University of South Carolina; Chao Chen; Juan M Caicedo, University of South Carolina; A. Steve McAnally, University of South Carolina; Charles E. Pierce, University of South Carolina; Gabriel Terejanu, University of South Carolina

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represents either adeep-rooted misconception or misunderstanding, or an unwillingness to use the coin distributionmethod as a reflection of one's uncertainty in knowing the answer. In either case, these studentresponses do not provide much more information than the traditional, deterministic approach foranswering multiple-choice questions. There is, however, a small population of students thatprovide some reasonable likelihood (>25 coins) that the correct answer could be correct, eventhough it was not the final selection. A threshold of 25 coins is used because that numberrepresents random selection of an answer. In other words, a student with no knowledge wouldtheoretically assign 25 coins to each one of four answer choices.Coin Distribution

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2017 ASEE Annual Conference & Exposition

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Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, North Dakota State University College of Engineering

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3.60 1.00engineering design processHave students communicate solutions to a problem 2.60 3.60 1.00in oral formatHave students communicate solutions to a problem 1.80 2.80 1.00by formal presentationHave students reflect in a notebook or journal 1.80 3.00 1.20Have students develop a design portfolio 1.20 2.40 1.20Have students critique their own work 2.20 3.40 1.20Have students critique other students' work 1.80 3.00 1.20Have students rework solutions based on self or 1.40 3.40 2.00peer

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2017 ASEE Annual Conference & Exposition

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Susan Metz, Stevens Institute of Technology; Tania Jarosewich, Censeo Group ; Sheryl A. Sorby, Ohio State University

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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 provide step-by-step instruction for difficult concepts for several exercises, including the first isometric sketch, which can be daunting for students with weak spatial skills. Engagement tracking. Instructors can login and determine how much time students spend on each activity. This data will inform optimal design of the materials available to students. iPad sketching exercises. iPad touch-screen capability enables the development of sketching exercises that can be completed with

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2017 ASEE Annual Conference & Exposition

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Eduardo Santillan-Jimenez, University of Kentucky Center for Applied Energy Research; William Henderson III, University of Kentucky

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). Counseling and social support: Perspectives and practice. Newbury Park, CA: Sage.Philip, K., & Hendry, L. B. (2000). Making sense of mentoring or mentoring making sense? Reflections on the mentoring process by adult mentors with young people. Journal of Community & Applied Social Psychology, 10(3), 211-223.Pounds, A. W. (1987). Black students' needs on predominantly white campuses. New Directions for Student Services, 1987(38), 23-38.Sedlacek, W. E. (1983). Teaching minority students. New Directions for Teaching and Learning, 16, 39-50.Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: Why undergraduates leave the sciences (Vol. 12). Boulder, CO: Westview Press.Steele, C. M., &

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Yin Pan, Rochester Institute of Technology; Sumita Mishra, Rochester Institute of Technology; David I. Schwartz, Rochester Institute of Technology (GCCIS)

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encouraging. To expandour forensics modules, we plan to develop Internet forensics and cloud forensics in the near future.The main improvement suggestion we received from students was developing more advanced andchallenging game modules to inspire creativity. We will continue to disseminate our gameframework to communities. In the near future, we plan to develop a repository to collect variousmodules developed by the community and share them with the academic and professionalcommunity.7. AcknowledgementsThis material is based upon work partly supported by the National Science Foundation underAward DUE-1400567. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect

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Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Scott Duplicate Streiner, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, Lehigh University; Lisa Benson, Clemson University

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background (e.g., university, major, QPA), travel abroad/ international experiences(e.g., level of interest in international issues, foreign language proficiency), and characteristics ofthe international experiences (e.g., programmatic elements of experiences such as duration,amount of reflection, and comfort zone). The combined set of instruments (EGPI, GPI, andbackground survey were administered to two samples of seniors at each of the four partnerinstitutions – those who had at least one international experience and those with no internationalexperiences. In addition, a third sample of incoming freshmen served as both a comparison groupand an institutional baseline. This dataset was then used for the quantitative studyThe 25% of seniors with the

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2017 ASEE Annual Conference & Exposition

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Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Holly M Matusovich, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Samantha Ruth Brunhaver, Arizona State University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Angela Harris, Stanford University; Rohini N. Abhyankar, Arizona State University; Mitikaa Sama, Arizona State University

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) engineering and en- trepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript.Dr. Angela Harris, Stanford University Angela is currently a Fellow with the Thinking Matters program at Stanford University. Angela received her PhD in Stanford’s Environmental Engineering and Science Program (Spring 2015). Angela completed her B.S. in Chemical Engineering at the Georgia Institute of Technology prior to coming to Stanford for her M.S. in Civil and Environmental Engineering. Angela conducts research related to water, sanitation, and child health in developing countries. Angela has extensive experience in developing survey

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Yongpeng Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University

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#P120A140064. Opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding agency.ReferencesAbel, J. & Deitz, R. (2014). Do the Benefits of College Still Outweigh the Costs? Current Issues in Economics and Finance, Federal Reserve Bank of New York, 20(3), 2014.American Psychological Association, (2012). Ethnic and Racial Disparities in Education: Psychology’s Contributions to Understanding and Reducing Disparities, American Psychological Association, 2012.Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125–145.Baum, S

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Weihang Zhu, Lamar University; Julia Yoo, Lamar University; James C Curry; Brian Craig P.E., Lamar University; Jiang Zhou, Lamar University; Hsing-wei Chu P.E., Lamar University; Nicholas Andres Brake, Lamar University

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critical to outreach in the large surrounding school districts whoseminority populations averages 72.5%, and 64.8% of students are considered to be economicallydisadvantaged. Our scholarship program will strengthen its role in increasing the number of well-educated and skilled engineers from diverse and underserved backgrounds.AcknowledgmentThe project is sponsored by the National Science Foundation grant #1457880. Their support isgreatly appreciated.References 1. Packard, B.: Mentoring and Retention in College Science: Reflections on the Sophomore Year. Journal College Student Retention 6(3), 289-300 (2004) 2. Wilson, Z., Holmes, L., de Gravelles, K., Sylvain, M., Batiste, L., Johnson, M., McGuire, S., Pang, S., Warner, I

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2017 ASEE Annual Conference & Exposition

Authors

John Moreland, Purdue University Northwest; Michael Edward Hoerter, CIVS; SHENG WANG, PURDUE UNIVERSITY NORTHWEST CIVS

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Postsecondary Education: Reflections on Principles and their Application," Journal of Postsecondary Education and Disability 19.2, 2006.

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2017 ASEE Annual Conference & Exposition

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

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in the field studies reported here. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Arnold, A. (1999). Retention and persistence in postsecondary education: A summation of research studies. Texas Guaranteed Student Loan Corporation, 5.2. Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580.3. Hayes, R. Q., Whalen, S. K., & Cannon, B. (2009). Csrde stem retention report, 2008–2009. Center for

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Nadia N. Kellam, Arizona State University; Audrey Boklage, Arizona State University ; Brooke Charae Coley, Arizona State University, Polytechnic campus; Joachim Walther, University of Georgia; Joshua M Cruz

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empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Mr. Joshua M Cruz Joshua Cruz is a PhD student studying education at Arizona State University. He is interested in in- novating qualitative methods in research, how students transition between high school and college-level coursework, student writing, and student engagement studies. He currently teaches educational founda- tions courses at Arizona State University’s Mary Lou Fulton Teachers College. c American Society for Engineering Education, 2017 Connected Ways of Knowing: Uncovering the Role of Emotion in Engineering Student Learning“Connected

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Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Nelson Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Monique S Ross, Florida International University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Benjamin P. Jackson, Purdue University; Swetha Nittala, Purdue University, Engineering Education Dept.; Tiantian Li, Purdue University

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within the team. Students were alsoless likely to exhibit the largest negative shifts in teaming attitudes (bottom quartile) if they hadpositive shifts in their multicultural awareness - openness. Results of this quantitative work wereused to further refine instruments and data collection protocols for replication in the subsequentphases of the project.Diversity OrientationsQualitative results indicate that students consistently described why diversity was important intheir teams and in engineering as a field. These descriptions reflected conversations within theirclasses and the language used by instructors to discuss why diversity and working in teams wereimportant learning objectives in the courses. However, when talking about their

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2017 ASEE Annual Conference & Exposition

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Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M Ehlert, Clemson University; Dennis M Lee, Clemson University; Penelope Vargas

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were contributing to research, they often mentioned it was because they were staying withinwhat is already known, rather than seeking something new. In contrast, other participants believethat performing research or experimentation alone makes one a researcher. Some studentsexpressed a temporal aspect to their researcher identity, dependent on their level of activitywithin the research community. This was reflected in comments such as, “[…] I stopped doingresearch at the end of my junior year (I am currently a senior), so I don't really consider myself aresearcher currently […]”. Many students discussed how research needed to contribute to societyand have altruistic goals, whether through the outcomes of their research, the products theycreate

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2017 ASEE Annual Conference & Exposition

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Susan M Lord, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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from Cognitive Information Processing theory to moreaccurately reflect SVE decision making about majoring in engineering. Practically, the resultscan inform military transition assistance programs and improve university efforts to ensure thatstudent veterans experience a successful transition from their military career to higher educationand engineering studies.This work focuses on two research questions. For Research Question # 1 “What are somebroader influences on the decision to major in engineering?” three themes emerged from ourdata. Theme 1: Decision to major in engineering was made prior to military service. Theme 2:Decision to major in engineering was prompted through the encouragement from otherindividuals. Theme 3: Decision to major

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2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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of the summer research experience (See Figure E)as well, with general attitudes reflecting an extremely positive experience for most respondents;a majority of responses were “Strongly agree,” and the following statements received 75% ormore “Strongly agree” responses: “My position provided me with opportunities for learning andprofessional growth”, “There was a positive value to the research project in which I wasengaged”, “I would be interested in another research experience at CIAN”, and “I wouldrecommend this program to my colleagues.”Figure E. 2010-2016 Aspects of ExperienceParticipant Reported Perception of ExperienceROKET participants were asked to rate their overall experience, to which 89% indicated it was“Excellent” (97% indicated

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2017 ASEE Annual Conference & Exposition

Authors

Tatiana Melguizo, University of Southern California; Federick Ngo, University of Southern California

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high stakes nature of placement tests and do not adequatelyprepare for them (Avery & Kane, 2004; Safran & Visher, 2010; Venezia, Bracco, & Nodine,2010). This suggests that placement test results may be an inaccurate reflection of students’ mathskills and knowledge and should be interpreted with some caution. Third, faculty andadministrators typically use standardized tests as enrollment management tools in ways thatincrease the number of students in remedial classes both because they believe it reduces variationin academic preparation of students in the higher level classes and also because it is easier to hirestaff to teach at lower levels (Melguizo, Kosiewicz, Prather, & Bos, 2014). If this is true, thenstudents may be