Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin F. Hopkins, University of Louisville ; Keith Brandon Lyle, University of Louisville; Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Topics

NSF Grantees Poster Session

administered one month after the end of the precalculus course. We found thatstudents were significantly more likely to retain precalculus objectives when quiz questions hadbeen spaced versus massed. Increasing the number of quiz questions did not significantly affectretention. These findings suggest that educators wishing to increase students’ long-termretention of mathematics knowledge should increase the spacing, rather than the amount, ofretrieval practice in their courses.IntroductionCollege courses require students to learn large amounts of information, but students can rapidlylose the ability to recall information from previous courses or semesters [1 - 4]. This loss ofinformation is especially harmful when success in upper-level courses

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

for the paceof innovation substantiate the need for STEM, where there is advocacy for “curricula that betterintegrate science and technology knowledge with a broader set of business, entrepreneurship andcommercialization skills that nurture creativity, intelligent risk taking, and ambition” [1].Similarly, in the United States, STEM jobs are predicted to grow almost twice as fast as anyother profession, with over 1 million jobs by 2018 in STEM fields, but with only 16% of degreesanticipated to be awarded in STEM specializations [1]. While similar in some ways, weanticipate that the approach to STEM education may have notable differences between Canadaand the US. Part of our vision is to explore these differences and identify strengths in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #21841Impact of Undergraduate Research Experiences on Diverse National and In-ternational Undergraduate ResearchersDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Rick Olson, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Topics

NSF Grantees Poster Session

Justice This workshop was developed to understand critical issues that must be considered when evaluating the how the learning outcomes for a technical course might be framed in the context of social justice.A Faculty that embraces a redefined engineering canonMany of the schools faculty members were skeptical of the need for significant changes tocurricula. Recognizing this, another goal of the RED grant was to: “Createaculturewithintheschoolwherefacultyrecognizetheneedforarevisedcanonthatinfusesprofessionalskillsandvalueswithdisciplinarycontenttodevelopchangemakingengineers.”Consequently, a primary approach for achieving change is to use a transformative and emergentchange model [1] to develop broader support for the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Cognitive Career Theory (SCCT) (Lent, Brown, & Hackett, 1994, 2000) describes therelationship between person, environment, and behavior relative to career choices. SCCTidentifies processes and resulting pathways through which students form academic and careerchoice goals and make decisions regarding necessary actions to attain their goals. Specifically,SCCT posits that students will base their career choice on having 1) the skills and knowledge forthe career, 2) the expectations of the reward for the career, 3) an interest to do the work related tothe career, and 4) a supportive climate for pursuing the career. In particular, the supportiveclimate is based on environmental influences which can be proximal (i.e. direct and immediate)to the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Instruction for K-12 Engineering (Work in Progress)IntroductionEfforts to diversify the engineering workforce are informed by the fact that engineeringcontinues to remain a White, male-dominated profession [1]. Underrepresented students leavescience, technology, engineering, and mathematics (STEM) programs in middle school, highschool, and in undergraduate programs [2]-[4] at a disproportionate rate compared to their Whitemale colleagues.In order to broaden participation and provide equitable engineering education forunderrepresented students, better approaches are necessary to support these students’ pathwaystoward STEM careers. One approach for encouraging diverse participation in engineering isthrough disciplinary literacy instruction (DLI

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette; Nelson S. Pearson, University of Nevada, Reno; Benjamin P. Jackson, Purdue University; Tara C. Langus, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

MotivationTeaming is a core part of engineering education, especially in the first and last years ofengineering when project work is a prevalent focus. There is significant prior literature onengineering teams, but the effects of incorporating diversity into teams are understudied [1]. It isimportant to understand not only the practical outcomes of working in diverse teams, but alsohow the experience of working in diverse teams influences whether students see themselves asengineers and whether or not they feel they belong in engineering. Our project, “BuildingSupports for Diversity through Engineering Teams (NSF EEC-1531586/1531174),” investigateshow students’ attitudes towards diversity influence how they experience working in diverseteams through

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

verbal protocols as well as the participants’ non-verbal cues or observational protocol. Used in the data collection, the design challengespresented involved different scenarios depending on the participants’ academic level. Someexamples of the design challenges can be seen in Table 1. Following the data collection, therecorded think-aloud protocols were segmented into individual utterances and coded using the 17mental processes for solving technological problems, defined and validated by Halfin (1973).The operational definition of each mental process is provided in Appendix A. Based on a reviewof the literature, the mental process of modeling was determined by the researchers to be toosimilar to the other codes of model/prototype constructing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

Tagged Topics

NSF Grantees Poster Session

into a one-page report for each student toprovide them with sought feedback. Sample reports are illustrated for discussion with conferenceattendees whose valuable feedback is considered to improve future reports.Motivational attitudes and behaviors instrumentsThe Likert-scale assessment tools used in this study are shown in Table 1 and 2. Themotivational attitudes instrument, consisting of 20 items, is shown in Table 1. The first 10 itemsare classified as intrinsic in nature and the last 10 items as extrinsic.Attitudes: How often are you motivated by the following attitudes? (Students rates themselveson the following questions using a 10-point Likert scale from “Rarely” to “Most of the time”)1. Apply professional skills 11

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College; Laurie F. Caslake, Lafayette College

Tagged Topics

NSF Grantees Poster Session

Collaboration with an NSF-funded Engineering Research CenterUndergraduate research experiences are known to benefits students ([1], [2], [3], [4], and [5],among others). Lafayette College, like many small liberal arts colleges, prides itself on an abilityto offer research experiences to students. The latest National Survey of Student Engagementresults for the college indicate that, “By their senior year, 50% of students have done researchwith a faculty member” (web link to be provided in final paper). Research experiences forstudents also benefit faculty members at small colleges by keeping the faculty members engagedin their areas of expertise; many small colleges, including ours, also consider continuingengagement in research when evaluating a

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Kelli Paul, Indiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

students identifyingundergraduate engineering students as role models.IntroductionUniversity-based outreach initiatives are a major driver in K-12 engineering education. In theUnited States, an estimated 600,000 K-12 students participate in university-led engineeringoutreach annually [1]. Reaching students as young as elementary school is important as studentsform their interests and impressions in engineering and other STEM disciplines early [2], [3],[4], [5] and those interests often decline in middle school [5], [6], [7], [8]. It is widely believedthat university outreach programs can increase and broaden participation in engineering studyand careers by introducing youth to undergraduate students as engineering role models. To thisend

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mi Thant Mon (Thant) Soe, Drexel University; Robert Shultz, Drexel University; James M. Muscarella, Plymouth Whitemarsh High School; Jessica S. Ward, Drexel University (Eng. & Eng. Tech.); Adam K. Fontecchio, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Microde- vices Laboratory at the Jet Propulsion Laboratory. Dr. Fontecchio received his Ph.D. in Physics from Brown University in 2002. He has authored more than 75 peer-reviewed publications. c American Society for Engineering Education, 2018 A Project-Based Approach to Develop Engineering Design Process Skills Among High School Students (WIP)IntroductionImplementing engineering curriculum in high school improves student learning and achievementin science, technology and mathematics, increases awareness of the contributions of engineers tosociety, and promotes student pursuits of STEM careers [1]. In a 2009 report, the Committee onK-12 Engineering Education from the National

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

Tagged Topics

NSF Grantees Poster Session

integratedinstitutional network of supports that increases students’ self-efficacy, sense of belonging to theirmajor, and belief in the importance of their contributions to society. These are key factors thataffect retention in STEM fields [1]-[7]. The FS2 program is funded by the National ScienceFoundation, is focused on engineering and computer science (CS) majors and is designed toimprove retention and graduation rates. The FS2 program is currently in the fourth and finalacademic year and has engaged 470 first-year engineering and computer science students. Thepaper describes the main challenges in implementing these retention initiatives in a small collegesetting and outlines approaches to overcome these challenges.GoalsThe primary goals of this five year

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Carolyn L. Sandoval, Texas A&M University; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

Tagged Topics

NSF Grantees Poster Session

conducted using environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS)1 to assess the classroom climate of faculty in the experimental (ISE-2) and control groups. Student surveys were also administered to students who were taught by ISE-2 faculty and control group faculty to assess student engagement and classroom climate. While the project is still ongoing, feedback from faculty regarding ISE-2 have been positive.  Introduction The National Science Foundation, through EEC-Engineering Diversity Activities, awarded “Improving Student Experiences to Increase Student Engagement” (ISE-2) to Texas A&M University. ISE-2 is a faculty development program that focuses on reducing implicit

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Sensorimotor Neural Engineering (CSNE) for two summers, engaging in engineering research and writing pre-college engineering curricula. c American Society for Engineering Education, 2018 Neuroscience and Engineering:   Interdisciplinary STEAM Curriculum at a Girls Middle School   (Work in Progress)  Background To support students’ meaningful learning, the  Framework for K­12 Science Education emphasizes the importance of incorporating engineering practices in science instruction [1]. Students who are more actively engaged in engineering design will be better equipped to participate in and contribute to addressing societal and environmental challenges in the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center (MATRIC); Hyland Anthony Markle; Robin A. M. Hensel, West Virginia University; Melissa Lynn Morris, West Virginia University

Tagged Topics

NSF Grantees Poster Session

, 2018 Algebra-Related Misconceptions Identified in a First Year Engineering Reasoning CourseBackground:Students join engineering programs with a significant level of knowledge; some of thisknowledge is correct and some incorrect [1, 2]. Students’ pre-instructional knowledge is definedas “preconceptions”. It has been shown that educators need to assess these preconceptions,because they affect new learning, especially since learning depends on whether the newknowledge agrees with or contradicts existing preconceptions [2].Preconceptions that are consistent with the concepts learned in class are called “anchoringconceptions”[3]. Preconceptions that are inconsistent with concepts learned in class are termed“alternative

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

summers, engaging in engineering research and writing pre-college engineering curricula. Her research interests include physics and engineering education and teacher professional development. c American Society for Engineering Education, 2018 Integrating Authentic Engineering Design into a High School Physics Curriculum (Work in Progress)Background and ObjectivesThe Framework for K-12 Science Education calls for the integration of engineering practicesinto pre-college science classrooms [1], because “providing students a foundation in engineeringdesign allows them to better engage in and aspire to solve the major societal and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, West Fargo Liberty Middle School

Tagged Topics

NSF Grantees Poster Session

categorized as over 99% rural, and it is common forschools to be separated by 30-40 miles or more [1]. Therefore, teachers in these areas aretypically the only teacher in their content area and lack the support, resources, and professionalopportunities required to develop effective teaching strategies. However, these teachers havesignificant influence over the development of their students, since they may be the onlymathematics or science teacher their students ever have while in that building. Many of theseteachers have 5-7 different preparations of classes per day and only one planning period. Whenpolicies and assessment methods change, such as with Common Core and Next GenerationScience Standards, these solitary STEM teachers may struggle to

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, University of Alabama; Memorie Gosa, University of Alabama

Tagged Divisions

Biomedical Engineering

applied behavioral science with a scope of practice that includesscreening, assessment, treatment, and technology/instrumentation related to the areas of fluency,speech production, language, cognition, voice, resonance, feeding and swallowing, and auditoryhabilitation/rehabilitation [1]. Speech-language pathologists (SLPs) receive hundreds of hours ofclinical training involving direct patient care. SLPs are keenly aware of the many ways thattechnology can be applied to improve outcomes for patients with speech, language, voice, andswallowing problems. Their training however does not provide the technical knowledge andexperiences to design and implement technologies to support their clinical practice and patients.In contrast, engineering students

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alissa Ruth, Arizona State University; Tameka Spence, Arizona State University; Joseph V. Hackman, Arizona State University; Jennifer Velez M.Ed., Arizona State University; Hope Parker, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

EPICS High in 2012.The ASU program currently serves 800 high school students within 32 schools in the PhoenixMetro area. The EPICS High model is integrated into existing classroom frameworks. Teachers aretrained on the EPICS high curriculum that is then incorporated into their STEM or CTE classesor in afterschool clubs. The curriculum is grounded in design education and service learning andpromotes engineering for social good (social entrepreneurship), see figure 1. Figure 1By pairing meaningful community service with engineering instruction, EPICS High provides aconduit for students to engage in project-based learning to master course content while fosteringgreater civic responsibility and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

Tagged Topics

NSF Grantees Poster Session

identity plays in learning. The investigation began by analyzing anational data set of students’ leadership development experiences and the self-reported impact ofthose experiences. The data was used to explore the leadership experience and perception of theimpact of these experiences of engineering students when compared to their peers in other STEMfields and those outside the STEM fields. Initial results indicate significant differences betweenthese groups.IntroductionAs society finds itself facing ever more complex challenges, many have rightfully called fortraining greater numbers of engineers to provide our workforce with the skills needed tosuccessfully design solutions to these challenges [1]. However, designing these solutions isdifficult

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, we also used a targeted mailing campaign to recruit studentsfrom a nearby school district where over 60% of the students are members of anunderrepresented ethnic minority [1]. As a result of these efforts, there were 58 applicants for the40 available camp spots. Fifty-four percent of applicants were members of the underrepresentedminority groups (40% Hispanic, 9% Native Hawaiian/Pacific Islander, and 5% AfricanAmerican). In addition to the ethnic diversity of our applicants, the selected participants also hadpublic (89%), private (5%) and homeschool (5%) educations, as well as a wide range ofacademic abilities (68% of applicants had 3.7 GPA or higher; 11% had a 2.9 GPA or lower). Asa result of this diverse applicant pool, we sought out the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, AmeriCorps VISTA; Katherine C. Chen, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

volunteers to support the goals of the program. Webelieve the VISTA program can be a source of institutional support to NSF grantees and we urgeothers to investigate these opportunities in their own state or institutional systems.S-STEM PEEPSPEEPS is an S-STEM scholarship and support program at California Polytechnic StateUniversity, San Luis Obispo. The aim of the program is to support students from under-resourced backgrounds in as many ways as possible to help them complete engineering degrees.The 13 students in the program receive up to $10,000 per year of financial scholarships and awide range of other support throughout their time at Cal Poly. We designed the cohorts aroundthe Posses Foundation Scholarship program [1]. Initially, we helped to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhinav Dixit, Arizona State University; Uday Shankar Shanthamallu, Arizona State University; Andreas S. Spanias, Arizona State University; Sunil Rao; Sameeksha Katoch, Arizona State University; Mahesh K. Banavar, Clarkson University; Gowtham Muniraju, Arizona State University; Jie Fan, Arizona State University; Photini Spanias, Arizona State University; Andrew Strom, Corona Del Sol High School; Constantinos Pattichis; Huan Song

Tagged Topics

NSF Grantees Poster Session

Univer- sity. She is teaching math methods classes. Her research interests are in math methods and in teacher preparation. She is also interested in online education research.Andrew Strom, Corona Del Sol High School Andrew Strom has been teaching mathematics at Corona Del Sol for 21 years. He has taught a variety of subjects: Algebra 1-2, Geometry, Algebra 3-4, Honors Algebra 3-4, Pre-Calculus, Honors Pre-Calculus, College Mathematics and AP Statistics. Andrew enjoys the beauty of mathematics and loves working with young people.Prof. Constantinos PattichisHuan Song c American Society for Engineering Education, 2018 Multidisciplinary Modules on Sensors and Machine

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lynn Van den Broeck, Faculty of Engineering Technology, Leuven Engineering Science and Education Centre (LESEC), KU Leuven; Tinne De Laet, KU Leuven; Carolien Van Soom, KU Leuven, Faculty of Science, LESEC; Marlies Lacante, KU Leuven & University Free State (South Africa); Greet Langie Langie, KU Leuven

Tagged Divisions

Two-Year College

educational research in engineering and science HE-programmes. From 2012 until now she’s the vice dean of the Faculty of Engineering Technology (KU Leuven, Bel- gium). In her research she’s focusing on the transition from secondary to university within the STEM- field. She’s the project coordinator of the two following Erasmus+ projects: (1) readySTEMgo, in which she focuses on early identification of STEM readiness and on targeted academic interventions (see http://iiw.kuleuven.be/english/readystemgo) and (2) PREFER, in which she studies professional roles and employability of future engineers (see http://preferproject.eu/). Greet Langie is committee chair capacity building within SEFI, she’s a member of the SEFI Physics

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Kerrie Pieloch, Suffolk University

Tagged Topics

Diversity, NSF Grantees Poster Session

EE program, as well as the electricpower engineers’ and managers’ enthusiasm for hiring students from this program.The goals of the S-STEM EE Scholars Program at Suffolk University were to: 1. Provide a pathway to a future in EE, particularly power engineering, for talented students with limited financial means. Special emphasis was placed on recruiting underrepresented minorities from BPHS. 2. Build on the EE program’s sense of community with specific activities for S-STEM Scholars. 3. Improve the awareness of S-STEM Scholars’ career interests and values, particularly as they relate to career decision-making and workplace satisfaction.The objectives of the program were to: 1. Increase the number of EE majors from

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Steven F Lewis

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

research labs fully contained and established at each of thefour participating member institutions and it evolved into a collaborative effort to shareeffective new green technology content. Its goal was to impart skills to faculty members ofthis network in order to strengthen their capacities and arm them with additional resources tosupport their efforts in recruiting and retaining students, and in particular, minorities andfemales in STEM programs offered at their institutions.San Antonio College (SAC) as part of this network worked continuously on developing andimplementing new undergraduate research projects related to green technologies for the entireduration of this partnership making a commitment to 1) encourage STEM faculty to attend Re

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

in lectures and recitations; midterm course evaluations as formativefeedback; and advocacy with colleagues to catalyze diffusion beyond these early courses.The project has two foci. The first is to provide support and recognition to enable faculty whoteach the critical early core courses to adopt evidence-based practices and target deep andtransferable learning within and across disciplinary domains. Evidence-based instructionalpractices are defined as those derived from research on cognition and how people learn [1-3].Examples include presenting authentic real-world problems for students to solve, providing in-class opportunities for peer-to-peer learning, and supporting self-directed learning. Thesepractices are designed to enable students

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

workforce needs. Therefore, it isimportant to consider the professional development of community college faculty. Faculty incommunity colleges need to have training and preparation that allows them to provide engagingand content-relevant curriculum to their students.1 Context-based learning approaches have beenidentified as one type of pedagogical approach that can encourage student persistence to degreeand facilitate student learning.1Research shows that community college faculty need exposure to this teaching method as well asto other pedagogical approaches that encourage hands-on experiences for students.2 Access toprofessional development opportunities that expose faculty to these methods is needed so thatcommunity college students receive an

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Shipley, University of Texas, San Antonio; Rena Bizios, University of Texas, San Antonio; Krystel Castillo, University of Texas, San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering and Director of the Texas Sustainable Energy Research Institute at The Univer- sity of Texas at San Antonio. Her research expertise is in: (1) mathematical programming and optimiza- tion techniques for analyzing large-scale, complex systems under uncertainty, and (2) big data analytics for manufacturing processes. She is member of INFORMS, IISE and ASEE. c American Society for Engineering Education, 2018A Multidisciplinary Approach to Support Undergraduate Students and Improve Retention and SuccessAbstract:Our University has seen rapid growth in the last 10 years; however, student income levels havenot improved, and our university is considered a low-income serving