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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Stephanie Farrell, Rowan University; Ying Tang, Rowan University; Cheryl A Bodnar, Rowan University; C. Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; Parth Bhavsar, Rowan University; Angela D Wenger, Center for Aquatic Sciences; Patricia Lynn Hurley, Rowan University; Roisin Breen, Rowan University; DeMond S Miller, Department of Sociology and Anthropology; Kara Ieva Ieva, Rowan University; Megan Casey Mittenzwei

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skills. Students also learn to use Excel/Matlab for data analyses, plotting andstatistical methods.3.9 Ethics, Social and Environmental InjusticesOne of highlights of the project is the inclusion of progressive humanities and qualitative socialsciences. Students in teams are required to watch movies and documentaries that reflect onsocial/environmental injustices, breach of ethics along with gender biases in STEM fields, andsocial prejudices. Students also participate in debates that focus on public policy and arerequired to study the discussions and decisions of the Whitehouse Office of Science andTechnology Policy.3.10 WebsiteA website has been created for the Algae Grows the Future project to promote outreach andmake the project’s resource

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University; Norma Perez, Houston Community College

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improvement.AcknowledgementThis material is supported by the National Science Foundation under DUE Grant Numbers 1501952and 1501938. Any opinions, findings, conclusions, or recommendations presented are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References[1] Wang, J., Fang, A. & Johnson, M., (2008). Enhancing and assessing life long learning skills through capstone projects. ASEE Annual Conference and Exposition, Conference Proceedings. Pittsburgh, PA, 2008-324.[2] Shuman, L.J., Besterfield-Sacre, M. & Mcgourty, J., (2005). The abet "professional skills" — can they be taught? Can they be assessed? Journal of Engineering Education, 94 (1), 41-55.[3] Earnest, J., (2005). Abet

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NSF Grantees Poster Session

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2017 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Wendy Michelle Olson, Washington State University, Vancouver; Kevin Michael Wandro, Washington State University - Vancouver; NarayanKripa Sundararajan, Washington State University, Pullman; Olusola Adesope, Washington State University

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or agreed that they had the chance toupdate the writing instructional materials for their courses during this workshop. This feelingwas reflected in Figure 2(a) which shows the response to the statement “I had the chance toupdate the writing instructional materials for my courses during today’s sessions”. “I learned how to generate dimensions for my rubric” “I had the chance to update the materials for my own course” Engineering Engineering English English (a) Generating rubric dimensions (b) Updating

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Marah B. Berry, University of Florida

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. Walther, N. W. Sochacka, L. C. Benson, A. E. Bumbaco, N. Kellam, A. L. Pawley, and C. M. L. Phillips, “Qualitative research quality: A collaborative inquiry across multiple methodological perspectives,” Journal of Engineering Education, vol 106, no. 3, pp. 398-430, 2017.[57] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” Journal of Engineering Education, vol 102, no. 4, pp. 626-659, 2013.

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas C Williams, University of Louisiana; Aimee Barber, University of Louisiana at Lafayette; Peter Sheppard, University of Louisiana at Lafayette

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, andBiomimicry​, participants were asked to reflect to what extent they felt prepared to teach K-12children maker-centered learning, innovator competencies, and biomimicry. Responses wererecorded on a Likert scale from 1 (no emphasis) to 5 (complete emphasis).For the scale ​Value of Maker-Centered Learning, Innovator Competencies, and Biomimicry,​participants were prompted to identify the extent to which they see value in K-12 studentsengaging with 15 topics related to maker-centered learning, innovator competencies, andbiomimicry. Participant responses were recorded on a Likert scale from 1 (no value) to 5(complete value).For the scale ​Utility of Maker-Centered Learning, Innovator Competencies, and Biomimicry,​participants were prompted to rate the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; James Franklin Wysong Jr., Hillsborough Community College; Peter Stiling, University of South Florida; Gerry G. Meisels, University of South Florida; Robert L. Potter, University of South Florida

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observers and how to provide collegial and useful feedback. Later in thesemester, after all members of a group have completed their observations, each group meets toprovide feedback to one another. Finally, each participant submits a reflection paper at the endof the semester. Eleven faculty (including three from Hillsborough Community College)participated during year three and thirteen more are set to participate in spring 2019. Participantsare provided a stipend of $500.(d) Training for graduate assistants in laboratory coursesPrior to the start of a fall semester, three to four days of training are provided to graduatestudents who are assisting in laboratory courses. The morning sessions are led by STEERpersonnel who model active learning

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Nidhal Carla Bouaynaya, Rowan University; Ravi P. Ramachandran, Rowan University

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Paper ID #25278Board 34: Use of Big Data Analytics in a First Year Engineering ProjectDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Nidhal Carla

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Frances Harackiewicz P.E., Southern Illinois University, Carbondale; Lizette R. Chevalier P.E., Southern Illinois University, Carbondale; Omer Salih Elsanusi, Southern Illinois University Carbondale; Karen Sue Renzaglia

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being answered affirmatively. So far, for addressing program elements in #2, students aremost satisfied when being given tours of energy businesses and buildings, and surveys are beingdeveloped to address the question thoroughly.Acknowledgement of SupportThis material is based upon work supported by the National Science Foundation under Grant No.1565068.DisclaimerAny opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.5. References[1] National Science Foundation, "NSF Scholarships in Science, Technology, Engineering, and Mathematics Program | NSF - National Science Foundation," 2018. [Online]. Available

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Madeleine Jennings, Arizona State University; Kimberly Grau Talley P.E., Texas State University

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Diversity, NSF Grantees Poster Session

typically represent the dominate groups inengineering programs.Future work will complete this study with the full data set and seek corrective action for thetroubling trend of intervention driving students away. Additionally, more tailored approach to eachmajor type may be necessary in order to prevent negative consequences of intervention.AcknowledgementsThis material is based upon work supported by the National Science Foundation under grant no.DUE-1431578. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] W. S. Swail, K. E. Redd and L. W. Perna, Retaining Minority Students in Higher Education: A

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette; Susan M Lord, University of San Diego; Marisa K. Orr, Louisiana Tech University; Catherine E. Brawner, Research Triangle Educational Consultants

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Diversity, NSF Grantees Poster Session

related to those. In spite of these constraints, there are plans to expandboth the number of participating institutions and research access to the dataset.Expansion strategy. New institutional partners will receive funding to provide and update data.As the database becomes larger in size, joining the MIDFIELD partnership becomes even moreattractive. Twenty institutions have signed letters of commitment to join MIDFIELD. Newinstitutions will be targeted to reflect variability in geographic region, institution size asdetermined by the number of engineering graduates per year, and institutional control (public orprivate). Institutions will also be targeted that have a high or low graduation rate for under-represented minorities – plans include

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason, Seattle University

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NSF Grantees Poster Session

and surface N. 4. Angle factors are available in equation or graphic form in both publications cited in the Reference section. They must be determined from the area and local geometry of all the enclosing “panels” that are “seen” by the person whose comfort is being assessed. Angle Factor Charts and equations are shown in Figure 9. The equations apply to a small horizontal plane, whereas the charts (not shown) reflect the view of a rotated person represented by plane projections. 5. A site visit will be required to measure the window areas and a, b, and c view factor dimensions.bNecessary Assumptions: 1. The indoor glass surface temperature must be calculated or measured

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; John Reutter III, J.F. Drake State Community and Technical College; Craig J. Kief, COSMIAC at UNM; Bassam H Matar, Chandler Gilbert Community College; David M. Hata, TEMPlaTe Educational Consulting

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12 38 African-American 7 5 12 Native-American 0 0 0 Other Ethnicity 10 3 13 Table 2. “Applied Value” survey results for fall semester 2014 and spring semester 2015 at four-year colleges.A total of 23,000 student-hours of microcontroller instruction was delivered at the college levelduring the 2014-15 academic year. The number of student-hours of instruction delivered at thefour-year level was double that delivered by community colleges and may reflect a greater abilityto apply the technology

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg Kepner, Midwest Photonics Education Center; Anca L. Sala, Baker College, Flint

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Diversity, NSF Grantees Poster Session

DUE# 1400561 “Midwest PhotonicsEducation Center.”Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1. http://www.light2015.org/Home/Event-Programme.html?tab=1. Accessed Jan. 11, 2016.2. http://www.aimphotonics.com/. Accessed Jan. 11, 2016.3. http://www.op-tec.org/index.php. Accessed Jan. 11, 2016.4. http://www.op-tec.org/resources/industry-demand-report. Accessed Jan. 30, 2016.5. http://www.mi-light.org. Accessed Jan. 11, 2016.

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NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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sociotechnical mindsets that our students can instill inengineering practice.References 1. Huff, J. L. (2014). Psychological journeys of engineering identity from school to the workplace: How students become engineers among other forms of self. Retrieved from ProQuest, UMI Dissertations Publishing (3669254). 2. Huff, J. L., Smith, J. A., Jesiek, B. K., Zoltowski, C. B., Graziano, W. G., & Oakes, W. C. (2014). From methods to methodology: Reflection on keeping the philosophical commitments of interpretative phenomenological analysis. Proceedings of the 2014 ASEE/IEEE Frontiers in Education Conference. October 2014, Madrid. 3. Huff, J. L., Jesiek, B. K., Zoltowski, C. B., Ramane, K. D., Graziano, W. G

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Steven H Chin, Rowan University; Kevin D. Dahm, Rowan University; Liang Hong, Tennessee State University; Sachin Shetty, Tennessee State University; Robert M Nickel, Bucknell University; Richard J. Kozick, Bucknell University; Ying Tang, Rowan University; Robi Polikar, Rowan University

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Diversity, NSF Grantees Poster Session

from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Liang Hong, Tennessee State University Dr. Liang Hong received the B.S. and the M.S. degrees in Electrical Engineering from Southeast Univer- sity, Nanjing, China in 1994 and 1997, respectively, and the Ph.D. degree in Electrical Engineering from University of Missouri, Columbia, Missouri in 2002. Since August 2003

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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. Adams, R. S.; Turns, J.; Atman, C. J., Educating effective engineering designers: The role of reflective practice. Design Studies 2003, 24 (3), 275-294.21. Bursic, K. M.; Atman, C. J., Information gathering: A critical step for quality in the design process. Quality Management Journal 1997, 4 (4), 60-75.22. Christiaans, H.; Dorst, K. H., Cognitive models in industrial design engineering: A protocol study. Design Theory and Methodology 1992, 42, 131-140.23. Crismond, D. P.; Adams, R. S., The informed design teaching and learning matrix. Journal of Engineering Education 2012, 101 (4), 738-797.24. Atman, C. J.; Bursic, K. M., Teaching engineering design: Can reading a textbook make a difference? Research in Engineering Design 1996

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Seda McKIlligan, Iowa State University; Meisha Nicole Berg, Iowa State University; Shanna R. Daly, University of Michigan; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Eli M. Silk, Rutgers, The State University of New Jersey; Wesley Teerlink, Penn State University

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compensate for missing information and using it toconstruct the problem space5.Forster et al. have examined how different preparations, variations in goal setting, and alternativetask instructions impact performance6. By framing given design tasks in either a novel or afamiliar manner or by priming participants with reflection on novel or familiar events prior tocompleting a task, it was found that participants with less direct experience associated with agiven problem were more open to being primed in a particular manner. Chen et al. investigatedhow different facilitation effects correlate with the creative performance across differentcultures7. They tested Chinese college students and US college students by providing explicitinstructions to half

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University; Richard . Layton, Rose-Hulman Institute of Technology

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drawn are of particular interest, sincethese affect persistence studies in all disciplines.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant 1129383 in the Research on Engineering Education (REE) program. The opinionsexpressed in this article are those of the authors and do not necessarily reflect the views of NSF.References1 Lord, S. M., R. A. Layton, and M. W. Ohland, “Trajectories of Electrical Engineering and Computer Engineering Students by Race and Gender,” IEEE Transactions on Education, 54(4), 610-618 (2011).2 Orr, M. K., S. M. Lord, R. A. Layton, and M. W. Ohland, “Student Demographics and Outcomes in Mechanical Engineering in the U.S.,” International Journal of

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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NSF Grantees Poster Session

interests include interdisciplinary collaboration, design education, communication studies, identity theory and re- flective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Page 26.60.2 c American Society for Engineering Education, 2015 A Knowledge-Delivery Gravity Model to Improve Game-Aided

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elif Ozturk; Bugrahan Yalvac, Texas A&M University; Michael Johnson, Texas A&M University; Xiaobo Peng, Prairie View A&M University; Ke Liu, Prairie View A&M University

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NSF Grantees Poster Session

of work in industry, engineers multiple perspective characteristicswere enhanced. However, besides having significant results, the number of theparticipating engineers (N=14), which was a relatively small sample, was a limitation ofthat work. Future studies with an increased number of engineers should generate moreprecise and clear results.AcknowledgementThis material is supported by the National Science Foundation under EEC GrantNumbers 1129403 and 1129411. Any opinions, findings, conclusions, orrecommendations presented are those of the authors and do not necessarily reflect theviews of the National Science Foundation. Page 26.155.8

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Collection

2015 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Liang Hong, Tennessee State University; Sachin Shetty, Tennessee State University; Kevin D. Dahm, Rowan University; Richard J. Kozick, Bucknell University; Robert M Nickel, Bucknell University; Robi Polikar, Rowan University; Ying Tang, Rowan University; Steven H Chin, Rowan University

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NSF Grantees Poster Session

various conferences, international journal articles, book chapters in research and pedagogical techniques. He is the director of the Cyber Defense and Security Visualization LaboratoryDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Richard J. Kozick

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Srividya Kona Bansal, Arizona State University; Odesma Onika Dalrymple, University of San Diego; Ashraf Gaffar, Arizona State University

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NSF Grantees Poster Session

system (IMODS) using user-centered design methodology 2. Assess the effectiveness, efficiency, and usability of IMODS in creating outcome-based course designThis paper describes our efforts in the High-level (Conceptual) Design phase of the UCDmethodology. This phase follows the collection of data from potential users on what theycurrently do and will need in the future. The main goal of high-level design is to create an earlyblueprint of the system. We have identified 2 tools that will be most suitable for this phase of theproject: Navigation Model and Prototyping. The navigation model will illustrate how all userinterface screens should be connected. Ideally this should reflect the user’s mental model tofacilitate

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Rachel E McCord, University of Tennessee, Knoxville; Cheryl Carrico, Virginia Tech; Danielle Almetria Smalls, Virginia Tech Engineering Department; Philip Reid Brown, Virginia Tech Department of Engineering Education

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NSF Grantees Poster Session

he or she did not see how learning could be applied. In contrast, “thermo 2” was difficult tounderstand yet seemed to be more “practical” with “interesting applications.” A seeminglystraight forward question about interest results in a complex answer using words and expressionsthat reflect motivation constructs generally without direct statements. The one statement using aconstruct says the applications were interesting, but not the course.Implications and ConclusionsOur findings demonstrated that each clinical interview approach was problematic for revealingmotivation for conceptual understanding; in both cases, the interview context and dialog arecritically important and can directly shape motivation. While problem solving interviews offer

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Raquel Perez-Castillejos, New Jersey Institute of Technology

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NSF Grantees Poster Session

example, the statement “The research requirementsnecessary to complete a graduate degree are undesirable” is phrased negatively so thatdisagreement becomes a positive response. For the overall scoring of the survey, responses tothe negatively phrased statements are reversed so that higher average scores reflect more positiveattitudes toward graduate studies.The AGSS also includes several open-ended questions about students’ major, their GPA, howstudents chose their major, whether they have decided to pursue an advanced degree, how theycame to their decision(s) if they decided to pursue another degree in a field other than their Page

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nolan Alexander LaSota, University of Pittsburgh; Robert S. Parker, University of Pittsburgh; Cheryl A Bodnar, University of Pittsburgh

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thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Author Robert Parker also acknowledges financial support from the B.P.America Faculty Fellowship of the Swanson School of Engineering at the University ofPittsburgh. We also thank the Department of Chemical and Petroleum Engineering for staffsupport of this REU program.References1. Congressional Budget Office. Technological Change and the Rate of Health Care Spending. Pub. No. 2764. The Congress of the United States, 2008.2. Besterfield-Sacre, M., Gerchak, J., Lyons, M., Shuman, L.J., Wolfe, H. (2004). Scoring Concept Maps: An Inegrated Rubric for Assessing Engineering Education. Journal of Engineering Education. 93(2), 105-115.3

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fabien R Durand, Georgia Institute of Technology; Jin Woo Kim, Georgia Institute of Technology; Dorian Henao; Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Michael Helms, Georgia Institue of Technology

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of effective ideas.AcknowledgmentsThe authors acknowledge the support provided by the National Science Foundation NSF EEC1025155/1338383. Any opinions, findings, and conclusions or recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Kim JW, Tsenn J, Durand F, et al. Does the Mechanical Engineering Curriculum Hurt Engineering Creativity and Design Self-Efficacy? Journal of Engineering Education. in preparation.2. Fabien Durand MEH, Joanna Tsenn, Erin McTigue, Daniel A. McAdams, Julie S. Linsey. Teaching Students to Innovate: Evaluating Methods for Bioinspired design and Their Impact on Design Self Efficacy IDETC

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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this study: Dean Tonie Badillo, El Paso CommunityCollege; Dr. Monica Cortez, Texas A&M University; Dr. Eli Esmaeili, South Texas College; Dr.Ben Flores, UTEP; Assistant Dean Patricia A. Gore, UT Austin; Dr. Julie Martin, ClemsonUniversity; Dr. Sylvia McMullen, Blinn College; Dr. MaryJane McReynolds, Austin CommunityCollege; Ms. Jackie Perez; Texas A&M University; Dr. Soko S. Starobin, Iowa State University;Dr. Cristina Villalobos, UT Rio Grande Valley.This 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

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Holly M Matusovich, Virginia Tech; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University; Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University

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. This research is funded by the NSF as acollaborative research grant (EEC-1360665, 1360956, and 1360958). Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the NSF.Bibliography[1] National Science Foundation, National Center for Science and Engineering Statistics, 2010 SESTAT Integrated Data System, 2013, Retrieved from http://www.nsf.gov/statistics/sestat.[2] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K. Jackson, and S. D. Sheppard, “An engineering major does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors,” J. Eng. Ed., vol. 98, no. 3, pp. 227-234.[3] National Center

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NSF Grantees Poster Session II

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2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

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morecomparative analysis of what experiences are the most beneficial.AcknowledgementsThis work was supported in part by NSF Grant#EEC-1424444. We would like to thank ourinformants for participating in the field studies reported here. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References1. ABET. (2011). Criteria for Accrediting Engineering Programs – Program Outcomes and Assessment. Baltimore, MD: Accreditation Board for Engineering and Technology.2. ASEE (2012). Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Leah H. Jamieson and Jack R

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NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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, Indianapolis, IN.• Salzman, N., & Ohland, M. W. (2013). Precollege Engineering Participation among First-Year Engineering Students. Presented at the 5th First Year Engineering Experience (FYEE) Conference. Pittsburg, PA. Acknowledgements The authors would also like to acknowledge the support of the National Science Foundation (EEC Grant # 1550961). Any opinions, findings, conclusions, or recommendations do not necessarily reflect the views of the National Science Foundation. The authors would also like to thank Dr. Cathleen Barczys Simons and Dr. Stephen Hoffman for assistance with data collection and analysis for this project. References 1. Carr, R. L., Bennett, L. D. & Strobel, J. Engineering in