Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Kean, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Mathew Bissonnette

Tagged Topics

NSF Grantees Poster Session

authentic, real-worldproblems that small teams of students address. Our approach for this Phase 3 CCLI Project tookthe theoretical framework from mathematics education to create a strategic, scalable approachwhich addressed crucial goals in engineering education. As part of a multi-year and multi-University effort, California Polytechnic State University, San Luis Obispo (Cal Poly) hasdeveloped and tested several MEAs which use experiments (or other physical/hands-onactivities) to enhance student learning within the mechanical engineering curriculum. The threeprimary areas in which we have incorporated hands-on physical activities include a) usinglaboratory experiments to collect data for the models, b) as a method to provide self-assessmentof the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

.2020024994Blair, E. E., Miller, R. B., Ong, M., & Zastavker, Y. V. (2017). Undergraduate STEM instructors' teacher identities and discourses on student gender expression and equity. Journal of Engineering Education, 106(1), 14-43. https://doi.org/10.1002/jee.20157Blosser, E. (2019). An examination of Black women's experiences in undergraduate engineering on a primarily white campus: Considering institutional strategies for change. Journal of Engineering Education, 109(1), 52-71. https://doi.org/10.1002/jee.20304Blosser, E. (2019). An examination of Black women's experiences in undergraduate engineering on a primarily white campus: Considering institutional strategies for change. Journal of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tony Hills, Northwest State Community College

Tagged Topics

NSF Grantees Poster Session

Conference.[4] P. Ferreira, A. Aharair, S. H. Bonilla and J. B. Sacomano, "Maker Smart Education: Methodology and Technologies to Train New Engineers in Line with Industry 4.0.," Journal of Engineering Science & Technology Review, vol. 15, no. 1, pp. 185-190, 2022.[5] M. Kuttolamadom, J. Wang, D. Griffith and C. Greer, "Educating the Workforce in Cyber & Smart Manufacturing for Industry 4.0," ASEE Annual Conference 2020, 2020.[6] B. Jenkins, "Development of A Remote-Access, Simulator-Enabled, Team-Friendly Lab for an Electric Machines Course," ASEE 2022 Annual Conference, 2022.

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura Albrant, Michigan Technological University; Mary Benjamin, Michigan Technological University; Daniel Masker, Michigan Technological University; Pradnya Pendse; Joseph Roy Teahen, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

, and A. N. Marshall, “Tips for creating a block language with blockly,” in 2017 IEEE Blocks and Beyond Workshop (B&B), pp. 21–24, 2017.[16] M. Resnick, J. Maloney, A. Monroy-Hern´andez, N. Rusk, E. Eastmond, K. Brennan, A. Millner, E. Rosenbaum, J. Silver, B. Silverman, et al., “Scratch: programming for all,” Communications of the ACM, vol. 52, no. 11, pp. 60–67, 2009.[17] S. Tisue and U. Wilensky, “Netlogo: A simple environment for modeling complexity,” in International confer- ence on complex systems, vol. 21, pp. 16–21, Citeseer, 2004.[18] F. Klassner and S. D. Anderson, “Lego mindstorms: Not just for k-12 anymore,” IEEE robotics & automation magazine, vol. 10, no. 2, pp. 12–18, 2003.[19] A. Al-Shaaby, H

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

, "Charting the Landscape of Engineering Leadership Education in North American Universities," presented at the ASEE Annual Conference, New Orleans, Louisiana, 2016/06/26, 2016. Available: https://peer.asee.org/26486[9] J. C. Palmer, K. D. Birchler, J. D. Narusis, R. K. Kowalchuk, and B. DeRuntz, "LEADing The Way: A Review of Engineering Leadership Development Programs," presented at the ASEE Annual Conference, New Orleans, Louisiana, 2016/06/26, 2016. Available: https://peer.asee.org/25525[10] R. Stevens, A. Johri, and K. O'Connor, "Professional Engineering Work," in Cambridge handbook of engineering education research, A. Johri and B. M. Olds, Eds., 2014.[11] C. Rottmann, R. Sacks, and D. Reeve

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University; Punit Prakash, Kansas State University; Ed Brokesh, Dept. of Bio and Agricultural Engineering, Kansas State University; Gary William Singleton Ph.D., Heartspring; Kim Fowler

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Brokesh brings this industry experience to the classroom in order that students can better relate engineering concepts to practice. Mr. Brokesh is a licensed Professional Engineer in the state of Kansas.Dr. Gary William Singleton Ph.D., Heartspring Page 24.374.1 c American Society for Engineering Education, 2014Design Projects to Quantify the Health and Development of Autistic ChildrenAbstractMuch remains to be learned about the roles that technology can play to (a) “quantify” the healthstatus and development of an autistic child and (b) most effectively aid their classroom learningand their

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melissa Joan Caserto, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Aaron W. Johnson, University of Michigan

Tagged Topics

NSF Grantees Poster Session

solving these types of problems.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2313240. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] W. C. Newstetter and M. D. Svinicki, “Learning Theories for Engineering Education Practice,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014, pp. 29–46. doi: 10.1017/CBO9781139013451.005.[2] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an Engineer: Toward a Three Dimensional View of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Virginia Tech; Brianna Benedict McIntyre, Virginia Tech; Nicole Adia Jefferson, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

journal manuscripts for review focused on —1) thedevelopment of an adapted theoretical framework of Acker’s Inequality Regimes to a highereducation context using a grounded theory approach and 2) the development of anevidence-based change model for broadening the participation of racially and ethnicallyminoritized students in engineering. Collectively, these research and education activitiessynthesize and amplify the exemplars’ efforts to disrupt the status quo of who gets to be anengineer.References[1] J. Roy, “Engineering by the Numbers,” Washington, DC, 2019. [Online]. Available: www.asee.org/colleges[2] B. L. Yoder, “Engineering by the Numbers,” Washington, DC, 2018. [Online]. Available: www.asee.org/colleges[3] B. L

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

students who are minoritized in their programsAbstract:This paper delineates the current status of our study of the experience of shame withinengineering education. The overall study uses interpretative phenomenological analysis (IPA) toexamine the phenomenon as it presented in individuals (Phases 1.A and 2) and ethnographicmethods to understand the social nature (Phase 1.B) of shame. This paper specifically focuses onPhase 2 of the study examining the experiences of shame in engineering students who areminoritized in their departments. We report on findings of this area of the investigation andbriefly discuss the broader significance related to the context of inclusivity within engineeringeducational space.Introduction:This paper summarizes the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

understanding oftheir task's purpose, structure, and components (e.g., [17]), their SRA strategies enabledthem to effectively navigate the problem-solving task and achieve a high level of accuracy(e.g., [18]).B. Faulty adaptive learningIn faulty adaptive learning, individuals with low MKT but high monitoring and evaluating(M/E) strategies, but the ineffective deployment of M/E strategies leads to problem-solvingfailure. Both scenarios highlight the intricate dynamics between MKT and M/E strategies indetermining problem-solving outcomes. Before the student dives into solving the question,the student shows they have a poor awareness of and understanding of their task purpose,task structure, and task component. For example, the student says, “I’ll

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed Elzomor, Arizona State University; Kristen Parrish, Arizona State University; Chelsea Mann, Arizona State University

Tagged Topics

NSF Grantees Poster Session

. ! ! ! ! Class!A! Class!B! Class!C! Class!D! ! ! ! ! LOWER.DIVISON!COURSES! UPPER.DIVISON!COURSES! Figure 1: Linear Progression of Academic Courses Class A provides knowledge needed for Class B, Class B provides knowledge needed forClass C, and so forth. Therefore, earlier classes such as Classes A and B are more focused on thefundamental concepts which then help students in their upper-division courses that are moreconceptual and realistic (e.g., higher levels of Blooms). Though this progression is logical, it canresult in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University

Tagged Topics

NSF Grantees Poster Session

programs: a. Boston University (independent) b. MIT (independent) c. Old Dominion (independent, but joining the EAN) d. Rensselaer Polytechnic Institute (EAN) e. University of Connecticut (EAN) f. University of Texas at Austin (independent, but affiliated with the EAN) g. University of Wisconsin-Platteville (independent, but affiliated with the EAN) h. Worcester Polytechnic Institute The second workshop was held in April 2018 in Lincoln, Nebraska, to serve programs onthe western half of the United States. Attending were representatives of the following programs: a. Central Florida University (independent) b. Pennsylvania State University (EAN) c. Tennessee Tech University (EAN) d. University of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University, Bloomington; Kelli Paul, Indiana University, Bloomington; Lauren Penney, Indiana University, Bloomington

Tagged Topics

NSF Grantees Poster Session

development cycle within theirorganization (i.e., September or October). The interviews lasted approximately 45 minutes andwere conducted via Zoom. Example questions included: (a) How would you describe your rolewithin the PD cycle? How is this role similar to and/or different from what you would consideryour “typical” role with your educators prior to this study?; (b) What have you noticed in termsof the PD cycle for the informal educators you worked with?; and (c) In terms of the PD cycle,what did you imagine doing the same? What do you imagine doing differently? Why?A second data source was final presentations given by each partnering site. These occurred inOctober and served as a final reflection on each organization’s experience. Each partnering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut

Tagged Topics

NSF Grantees Poster Session

. M. Syharat, "Reframing neurodiversity in engineeringeducation," in Frontiers in Education, 2022, pp. 995865.[2] M. Chrysochoou, A. E. Zaghi, C. M. Syharat, S. Motaref, S. Jang, A. Bagtzoglou and C. A.Wakeman, "Redesigning engineering education for neurodiversity: New standards for inclusivecourses," in 2021 ASEE Virtual Annual Conference Content Access, 2021, .[3] A. Hain, A. E. Zaghi and C. L. Taylor, "Board 164: Promoting neurodiversity in engineeringthrough undergraduate research opportunities for students with ADHD," in 2018 ASEE AnnualConference & Exposition, 2018, .[4] M. R. Morris, A. Begel and B. Wiedermann, "Understanding the challenges faced byneurodiverse software engineering employees: Towards a more inclusive and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 24.1069.52003), and (b) construct critic, who is responsible for criticizing the analyses of the two othercases presented by the learning partners 24. The findings from this research suggested that socialcooperation scripts can motivate learners to engage in a more conflict-oriented social mode andmay make the learning task more difficult, leading to more learning efforts, which might beimportant for the learners’ knowledge acquisition. The epistemic scripts may make students totake more individual approaches to the learning task, and may make the learning task easier,leading to overconfidence of learners. Besides, epistemic scripts may eliminate students’metacognitive learning activities 24.Wieland has investigated the impacts of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn C. Brown, North Carolina State University, Raleigh; Zackary Tyler Hubbard

Tagged Topics

Diversity, NSF Grantees Poster Session

] T. Hunt, R. Carter, L. Zhang, and S. Yang, “Micro-credentials: the potential of personalizedprofessional development,” Development and Learning in Organizations: An InternationalJournal, vol. 34, no. 2, pp. 33-35, 2020.[2] B. Hoanca, B. and B. Craig,. “Invited Paper: Building a K-16-Industry Partnership to TrainIT Professionals,” Journal of Information Systems Education, vol. 30, no. 4, pp. 232–241, 2019.[3] L. Wheelahan and G. Moodie, “Gig Qualifications for the Gig Economy: Micro-Credentialsand the ‘Hungry Mile’,” Higher Education: The International Journal of Higher EducationResearch, vol. 83, no. 6, pp. 1279–1295, 2022.[4] NIST Computer Security Resource Center. Nice Framework Competencies: AssessingLearners for Cybersecurity Work (2nd

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Paul Rayes, Arizona State University; Brian McNamara, Arizona State University; Xiaoxuan Wang, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University; Xiang Gao, Arizona State University; Theodore Thompson

Tagged Topics

NSF Grantees Poster Session

the mesh equation game.7. AcknowledgmentsThis work was supported by the National Science Foundation through the TransformingUndergraduate Education in Science, Technology, Engineering and Mathematics Program underGrant Nos. DUE-1044497 and DUE-1323773. We thank Drs. J. Aberle, M. Ardakani, R. Ferzli,S. Goodnick, R. Gorur, G. Karady, Hongwei Mao, B. Matar, L. Sankar, Donghoon Shin, MengTao, C. Tepedelenlioglu, T. Thornton, D. Vasileska, Chao Wang, Hongbin Yu, and Hongyu Yufor using our software in their sections of EEE 202 at ASU; A. Holmes for using it in his courseECE 2630 at the University of Virginia; and Y. Astatke for using it in his course EEGR 202 atMorgan State University. We thank Daniel Sayre of John Wiley & Sons, Inc. for

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael G Mauk P.E., Drexel University; Richard Chiou, Drexel University (Eng.); Vladimir Genis, Drexel University (Tech.); M. Eric Carr, Drexel University

Tagged Topics

NSF Grantees Poster Session

: Frame from original captured Figure 7b: Bitmap of frame processed tovideo of blue-dyed water pushed by threshold blue bits corresponding to blue-dyedprogrammable syringe pump through fluid in channel.serpentine channel of microfluidic chip.Frames from the Microsoft Windows media player (color) video are digitized as bit maps, andprocessed according to the following steps: • Each pixel is converted to a “blueness” value: blueness = b/(r+g); if (r+g)=0 then blueness = b, where r, b, and g are the tricolor (red, blue, and green) pixel intensities. • In each frame, pixels which increase 19% (this seems to work best) in blueness over the previous frame

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter Youngs, University of Virginia; Scout Beron Crimmins , University of Virginia; Jonathan Foster, University of Virginia; Matthew Korban, University of Virginia; Ginger S. Watson, Old Dominion University; Scott T. Acton, California State University, Channel Islands

Tagged Topics

NSF Grantees Poster Session

Paper ID #36869Board 425: Using Neural Networks to Provide Automated Feedback onElementary Mathematics InstructionPeter Youngs, University of Virginia Peter Youngs is a professor in the Department of Curriculum, Instruction, and Special Education at Univer- sity of Virginia. He conducts research on ways that neural networks can be used to (a) provide automated feedback to elementary teachers on their mathematics instruction and (b) make the process of analyzing videos of mathematics instruction more efficient and less time-consuming. His research has been funded by Institute of Education Sciences, National Science

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo; Gina C Adam, National Institute of Microtechnologies, Romania

Tagged Topics

NSF Grantees Poster Session

implementing IBLAs in Chemical Engineering, particularly to look at heat,energy, and thermodynamics. Their work is based on that of Laws et al.9 and on WorkshopPhysics (http://physics.dickinson.edu ), which defines the elements of IBLAs as summarized inTable 1. Table 1. Elements of Inquiry Based Learning Activities. (a) Use peer instruction and collaborative work (b) Use activity-based guided-inquiry curricular materials (c) Use a learning cycle beginning with predictions (d) Emphasize conceptual understanding (e) Let the physical world be the authority (f) Evaluate student understanding (g) Make appropriate use of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rafal Jonczyk, Department of Psychology, Pennsylvania State University, USA; Faculty of English, Adam Mickiewicz University, Poland; Janet van Hell, Pennsylvania State University; Gül E. Okudan Kremer, Iowa State University; Zahed Siddique, University of Oklahoma

Tagged Topics

NSF Grantees Poster Session

both engineering and nonengineeringknowledge, hence the observed general decrease in N400 amplitudes to novel metaphoricalsentences (signifying creative cognition). By contrast, nonengineering students, with little to noexperience in engineering, found it more difficult to resolve the ambiguity of unexpectedmetaphor endings, which could have also affected the resolution of ambiguities in the case ofsentences relating to general knowledge, thus leading to a general increase in N400 amplitudes tonovel metaphorical sentences.References1. Rutter, B., Kröger, S., Hill, H., Windmann, S., Hermann, C., and Abraham, A., 2012, Can clouds dance? Part 2: An ERP investigation of passive conceptual expansion. Brain and Cognition, 80(3): p. 301

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Eleonora Emma Delgado, University of South Florida

Tagged Topics

NSF Grantees Poster Session

methods of instruction are used – a) blended, b) flipped, and c) flipped with adaptive lessons? Are differences evident for underrepresented minorities, females, community college transfers, and Pell Grant recipients? 2) Do students’ perceptions of the classroom environment differ when using these different instructional methods for numerical methods? What are students’ perceptions of flipped- classroom adaptive learning, and are there differences by demographic groups?MethodsTo enhance the pre-class preparation needed for the flipped classroom, the instructor developedadaptive lessons using the Smart Sparrow software platform for a course in numerical methods.With Smart Sparrow, students had a personalized preparation

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Talbot Bielefeldt, Clearwater Program Evaluation

Tagged Topics

NSF Grantees Poster Session

character, Jack, witnesses a traffic accident at the major intersectionof a town and then invites a player to help him fix the faulty traffic light system with the rightlogic specified in Fig. 1 (b). Rather than rely on dry instructional prompts, the game introduces Page 26.1523.3the player to an artificial intelligence (AI) that guides him/her through the actions necessary torepair the logic circuit. Meantime, the AI presents learning roadmap to the player, one of themetacognitive interventions in the game to show the key milestones and actions that might betaken in the design process as seen in Fig. 2 (a). While the player walks through the map

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

Tagged Topics

NSF Grantees Poster Session

report after implementation. Twelve such courseredesigns have been funded and include a flipped classroom approach in an introductory Biologycourse, introduction of clickers into General Chemistry I and adoption of peer-led learning inChemical Engineering Computations.(b) Department level programThe department level program was adopted in the third year of the project on the recognition thatdepartment chairs often had the best vantage point for determining the instructional needs of adepartment. In this thrust, a department chair recommends to the STEER leadership team afaculty member who is interested in adopting an EBT method. The faculty member is pairedwith a mentor (another faculty member) who already uses that method and is coached by

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey; Sai Sadhika Veeramachaneni, West Virginia University; Melissa Lynn Morris, West Virginia University

Tagged Topics

NSF Grantees Poster Session

the 2016 ASEE Conference (R. Paul, 1992,2005; R. Paul & Elder, 2005, 2006, 2007, 2008; R. W. Paul, 1993; Veeramachaneeni,Coolbaugh, & Santiago, 2016). This paper summarizes findings after the implementation of arecitation into the course. The recitation was added to enhance students’ math and engineeringreasoning skills. Specific aims of this part of the study were: a) identify the topics in algebrawhere intervention is needed, b) assess the effect of the course on students’ math grades, mathplacement in college, cumulative GPA, and retention in engineering, and c) assess the effect ofthe course on students’ critical thinking skills. This research will benefit institutions andadministrators looking for ways to improve the retention in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Institute ofChemical Engineers (AIChE), the discipline’s major professional society. The overall objectiveis to lower the activation barrier for using conceptual instruction and assessment so that manymore chemical engineering faculty will incorporate concept-based learning into their classes.The specific objectives of this project are to:1. Develop the AIChE Concept Warehouse, a flexible database-driven website for conceptual questions in the core chemical engineering sciences. Features of the AIChE Concept Warehouse include: a. Making concept questions available in different formats to facilitate widespread use. b. Allowing integration of questions within a course and from different courses so students can link concepts to one

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carmen M. Lilley, University of Illinois at Chicago

Tagged Topics

Diversity, NSF Grantees Poster Session

student leadership development: A study exploring gender and ethnic identity," Journal of College Student Development, 2000.[6] K. Crenshaw, "Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics," U. Chi. Legal F., p. 139, 1989.[7] b. hooks, Talking back: Thinking feminist, thinking black. South End Press, 1989.[8] H. Y. Choo and M. M. Ferree, "Practicing intersectionality in sociological research: A critical analysis of inclusions, interactions, and institutions in the study of inequalities," Sociological theory, vol. 28, no. 2, pp. 129-149, 2010.[9] L. McCall, "The complexity of intersectionality," in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shawn H Maison, Central Michigan University and Bangor Township Schools; Adam J. P. Bauer, CMU; Steven Shapardanis, Central Michigan University; Thomas Stuart White; Ze Zhang; Bingbing Li, Department of Chemistry, Science of Advanced Materials Doctoral Program, Central Michigan University ; Qin Hu, Central Michigan University; Tolga Kaya, Central Michigan University

Tagged Topics

NSF Grantees Poster Session

perpendicular devises under a Page 23.277.7microscope.Figure 10: E-field created by a 90º Pulse3.(a) (b)Figure 11: Cells before E-field is created (a) and cells after E-field is turned (b) on pushing cellsinto the center of the grid3.Measuring Rotation within electrical grid:The frequency, hertz, can be measured and compared to other cells. It is the intent to eventuallybe able to track the rotation of a healthy cell compared to a diseased or possible cancerous cell.The solution that is pumped through the chamber could be blood eventually and be used as aearly detection device.Simulation of Experiment using

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carol Shubin, California State University Northridge

Tagged Topics

Diversity, NSF Grantees Poster Session

remotely on their year-long projects at the end of August. The mid-termpresentations were held on January, 2021 and it appeared that all students were making very goodprogress. Advisors meet with students weekly over ZOOM. While everyone is looking forward toreturning to our traditional format, we have all adjusted and I really believe that this year’s programis running as well as it would under traditional circumstances.References[1] ”Envisioning the Data Science Discipline: The Undergraduate Perspective: Interim Report” National Academies Press: OpenBook, https://www.nap.edu/read/24886/[2] Berman, F., Rutenbar, R., Hailpern, B., Christensen, H., Davidson, S., Estrin, D., aˆ Szalay, A. S. Realizing the potential of data science

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, OU Polytechnic Institute; Samuel Van Horne, University of Delaware; Angela E. Arndt, Tech Literacy Services

Tagged Topics

NSF Grantees Poster Session

toidentify where (if anywhere) participants struggled to solve the problem. (a) Equation based prompt from Statics textbook [23] (b) Prompt based on Statics course notes [30] Figure 2: Prior knowledge prompts used in the second iteration of the study.A second iteration of the interview protocol was then developed to allow for a prior knowledgeprompt to be included in the problem solving process. This second series of interviews using aprompt was designed to assess the effectiveness of said prompt as a tool for activating priorknowledge and promoting problem solving success. Importantly, the prompt was only providedto the participants in the case that they needed help to solve the problem. A series of n