Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, University of Houston; ROBERTO G DIMALIWAT; Peter Weber, University of Houston; Dua Chaker, University of Colorado Boulder; Christy Miller, University of Houston

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NSF Grantees Poster Session

information 2) Topic a. What grade does the activity serve? b. What topic is covered? 3) Activity details: title, summary, and outline of hands-on activity In the summer 2023, most RET teachers completed the pitch forms and got themapproved. It is to be noted that these submissions and approvals were done before the summersession ended. This is an important factor since the momentum of the teachers to pursue andsubmit the activities is still high and the master teacher’s guidance is more accessible. 3.2 Hands-on Activity Template After the pitch is approved, the teacher can then go ahead to complete the course moduledevelopment. The teacher can download the hands-on activity template form and fill the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erica Cline; Menaka Abraham; Sarah Alaei; Heather Dillon, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Jutta Beneken Heller; Zaher Kmail; Seung-Jin Lee, University of Washington, Tacoma; Eva Yihua Ma; Marc Nahmani; Amanda K Sesko; Ka Yee Yeung

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NSF Grantees Poster Session

rates to those from successful S-STEM programs, such as theNSF/CSEM & S-STEM Programs at Louisiana State University [1].Figure 4. First (A) and second (B) year retention for CS+E-interested, domestic, first-timecollege students at UWT with GPA > 3, for ACCESS scholars vs. the comparison group (lowSES but not in ACCESS program), disaggregated by URM, First Gen, and gender status, andcompared to high SES students. Data are from students entering UWT between (A) 2018-2021and (B) 2018-2020. There were no significant differences between ACCESS and comparisongroup based on Chi-Square tests with alpha=0.05.Figure 5. Cumulative GPAs at the end of (A) year 1 and (B) year 2 of attendance, forCS+E-interested, domestic, first-time college students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Kathryn Jablokow, Pennsylvania State University; Shanna R. Daly, University of Michigan; Eli M. Silk, University of Michigan; Meisha Nicole Berg, Iowa State University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

thinking hats: Back Bay Books, 1999.[37] B. Eberle, Scamper. Waco, Texas: Prufrock, 1995.[38] G. Altshuller, Creativity as an exact science. New York, NY: Gordon and Breach, 1984.[39] S. Yilmaz, S. R. Daly, J. L. Christian, C. M. Seifert, and R. Gonzalez, "Can experienced designers learn from new tools? A case study of idea generation in a professional engineering team (to appear)," Journal of Design Creativity and Innovation, 2013.[40] S. Yilmaz, C. M. Seifert, and R. Gonzalez, "Cognitive heuristics in design: Instructional strategies to increase creativity in idea generation," Journal of Artificial Intelligence for Engineering Design, Analysis and Manufacturing, vol. 24, pp. 335-355, 2010.[41] S. Yilmaz, S. R

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Shannon M. Clancy, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

, no. 3, pp. 355–368, 2008, doi: 10.1002/j.2168-9830.2008.tb00984.x.[4] B. A. Danielak, A. Gupta, and A. Elby, “Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention,” J. Eng. Educ., vol. 103, no. 1, pp. 8–44, 2014, doi: 10.1002/jee.20035.[5] S. R. Barley and J. E. Orr, Between Craft and Science: Technical Work in the United States. Cornell University Press, 2018.[6] National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, D.C.: National Academies Press, 2005. doi: 10.17226/11338.[7] B. Williams, J. Figueiredo, and J. Trevelyan, “Introduction to Engineering Practice in a Global Context: Understanding the Technical and the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Montana State University, Bozeman; Nicholas Lux Lux, Montana State University, Bozeman; Paul Gannon, Montana State University, Bozeman; Douglas J Hacker; Brock J. Lameres, Montana State University, Bozeman; Tugba Boz, University of Georgia

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Diversity, NSF Grantees Poster Session

Capobianco et al.(2012). The factor structure of the assessment has again been modified to consist of three factorsthat tap into (a) feelings that students are valued and belong academically and socially in theirschool environment, (b) conceptual understanding of the engineering profession and whatengineers do, and (c) goals aimed at following a career path involving engineering (Capobiancoet al., 2017). Items 1, 5, 6, 7, 8, and 9 tap into students’ feelings of being valued and belongingin a school environment and is labeled Academic Identity. Items 10, 11, 13, 14, 15, and 16 tapinto students’ conceptual understanding of engineers and is labeled Occupational Identity. Last,items 17, 18, 19, and 20 tap into students’ goals in following an engineering

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

Transfer Topics Related to Each AEP AEP AEP 1 AEP 2 AEP 3 AEP 4 AEP 5 Number Industrial Aerospace HVAC Medical Process HVAC Partner Device a. Three Modes a. Heat a. Lump a. Internal a. Radiation of Heat Diffusion Capacitance Pipe Flow Transfer Equation Method Convection Key Heat (LCM) Transfer Topics b. Conservation b. Thermal b. Transient b. Heat b. View of Energy Circuit Conduction Exchangers Factor

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; John L. Falconer, University of Colorado, Boulder; Ronald L. Miller, Colorado School of Mines

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NSF Grantees Poster Session

conceptual instruction and assessment so that many morechemical 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 another and form a more cohesive cognitive structure. c. Populating the site with conceptual questions that are submitted and reviewed by faculty, and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Diversity, NSF Grantees Poster Session

theremaining students in the sections of Statics and Dynamics. For the Dynamics section, the totalnumber of Hispanic transfer students and remainder of the class students who completed thecourse (without withdrawing) was 20 and 210, while for Statics, the numbers were 5 and 113respectively. Figures 1(A) and (B) report the score improvement data for students in both groupswho completed both attempts for each assessment in the sections. For the Statics Section, theremainder of the class students showed slightly higher score improvement than the Hispanictransfer students in both multi-attempt exams, with 75% of the Hispanic transfer students and78.3% of the remainder of the class students showing improvement after the first mid-term exam,and 64.3% of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell department of Mechanical Engineering; Christopher J Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

millingtools have been considered ranging from inexpensive AC rotary tools to more expensive DCspindles. Off-the-shelf rotary tools are easily integrated in these desktop CNCs by simply fabri-cating an appropriate mount and instrumenting the spindle with an appropriate collet. Of thetools used thus far, the DC spindles offer accurate, quiet, controllable operation while AC toolstend to emit greater noise and can range in their degree of accuracy. However, in the context ofprototyping in the undergraduate curriculum, both AC and DC rotary tools have proven to be ac-ceptable solutions.Figure 1: (a) A Shapeoko II with the University of Massachusetts Lowell modifications shown. (b) A Zentoolworks7” x 12” CNC machine.Nowadays, a wide range of CNC

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vasiliki Ikonomidou, George Mason University; Anastasia P Samaras, George Mason University, VA USA; Vikas Kotari, George Mason University

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NSF Grantees Poster Session

trends: (a) There was a trend ofchallenge rejection due to the risk of losing possible points, as noted in this characteristic answer:“I considered trying some of the design problems, but I did not want to risk losing points forinaccurate work”. Similarly comments refer to the possibility of grading design questions foreffort only, so that students would feel comfortable taking a chance with them. (b) Contrary toour original thought that “challenge” would represent a choice of the more difficult designproblems, students noted as challenge going from the more straightforward apply problems intothe analyze ones, as stated in this answer: “I chose the above problems because I wanted to makesure I understood the basics in the application part of the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker

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NSF Grantees Poster Session

ResultsGiven that we have just recently collected our second interviews with our first cohort of students,complete coded analyses are not available for these new interviews. Thus, this paper reports ahigh-level comparison of two students pre and post interviews, using codes from Table 1 aspoints of comparison.Tables 2 and 3 show several excerpt comparisons from the first and second interviews for bothstudents. Student A is studying Electrical Engineering as an emphasis area. This student hadbegun his/her college studies at another local community college before transferring to IRE forthe third and fourth years of study. Student B had also started his/her college studies at the samecommunity college and was studying Mechanical Engineering at IRE. Both

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

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Diversity, NSF Grantees Poster Session

and student affairs together: Breaking organizational silos. In P. Gardner & H. N. Maietta (Eds.) Advancing talent development: Steps towards a T-model infused undergraduate education. New York, NY: Business Expert Press.8. Hatcher, J. A., Bringle, R. G., & Muthiah, R. (2004). Designing Effective Reflection: What Matters to Service-Learning?. Michigan Journal of Community Service Learning, 11(1), 38-46.9. Kaye, C. B. (2010). The Complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social action. Des Moines, IA: Free Spirit Publishing.10. Cummings, A. T., & Huff, J., & Oakes, W. C., & Zoltowski, C. B. (2013, June), An

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Dian Mitrayani , University of Wisconsin-Milwaukee

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NSF Grantees Poster Session

Georgia Tech Summer Undergraduate Program ofResearch in Electrical Engineering for Minorities. J. Engineering Education, 87: 321-325. (1998)5. K.B. Schowen, “Research as a Critical Component of the Undergraduate Educational Experience.” Assessing theValue of Research in the Chemical Sciences. National Research Council Report, National Academy Press: 73-81.(1998)6. E. Seymour, A.-B. Hunter, S. Laursen, and T. DeAntoni,. “Establishing the Benefits of Research Experiences forUndergraduates: First Findings from a Three-Year Study.” Sci. Educ., 88, 493-594. (2004)7. D.W. Mogk, “Undergraduate Research Experiences as Preparation for Graduate Study in Geology,” J.Geological Education, 41:126-128 (1993).8. J.R. Reisel, L. Cancado, D. Mitrayani, C.M

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University

Tagged Topics

NSF Grantees Poster Session

.” Page 26.552.3 Figure 1. Percentage of complex sentences in student and practitioner reports and technical memorandaWe then display examples of student and practitioner writing to illustrate typical sentences by thetwo groups: Student Writing: Complicated Sentence Structure A. This particular modeling detail does not seem to greatly affect the output of the simulation because although it appears unrealistic, it does not affect the flow of traffic greatly and only seems to occur on occasion. [Traffic analysis paper] B. The Portland Streetcar route through and platform in the recently completed Portland State University Urban Plaza has been an unmitigated

Conference Session

NSF Grantees Poster Session

Collection

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

Tagged Topics

NSF Grantees Poster Session

pre-survey but merged their modes with engineeringfolks. This might be because English folks assumed they knew well before coming to theworkshop, but they learned they did not know much about writing in engineering and how toteach engineering students. Through days one, two, and three the level of agreement steadilyincreased for both disciplinary groups with participants (4 in each discipline) reporting in thepost survey that they strongly agreed or agreed that they had learned rhetorical elements andwriting pedagogy. In both cases, shown through Figures 1 (a) and (b), participants reported thatthey felt their level of understanding improved over the course of the workshop. Similarly, mostof the four participants from English (irrespective of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas Tretter, University of Louisville; Olfa Nasraoui, University of Louisville; Kyle Dylan Spurlock; Breanna Graven, University of Louisville

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Diversity, NSF Grantees Poster Session

,” Intelligent Systems in Accounting, Finance and Management, vol. 20 no.1, pp. 53-65, 2013.[6] B. Abdollahi and O. Nasraoui. "Transparency in fair machine learning: the case of explainable recommender systems." in Human and machine learning: visible, explainable, trustworthy and transparent, 1st ed. Springer, 2018, pp. 21-35.[7] P. B. Henderson, T. J. Cortina, and J. M. Wing, “Computational thinking,” In ACM SIGCSE Bulletin, vol. 39, no. 1, pp. 195-196, March 2007.[8] National Council of Teachers of Mathematics (Ed.), Principles and standards for school mathematics, vol. 1, 2000.[9] S. Basu, G. Biswas, P. Sengupta, A. Dickes, J. S. Kinnebrew, and D. Clark, “Identifying middle school students’ challenges in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

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NSF Grantees Poster Session

, T. E. (2016). Philosophical Foundations of the Maker Movement. Paper presented at the The Fourth International Conference on Design Creativity, Atlanta, GA.Barrett, T., Pizzico, M., Levy, B., Nagel, R. L., Linsey, J. S., Talley, K. G., . . . Newstetter, W. (2015). A Review of University Maker Spaces. Paper presented at the American Society for Engineering Education Annual Conference, Seattle, WA.Blikstein, P. (2013). Digital fabrication and ‘making’in education: The democratization of invention. FabLabs: Of machines, makers and inventors, 1-21.Carberry, A. R., Lee, H.-S., & Ohland, M. W. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79.Charmaz, K

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Greg J. Strimel, Purdue University, West Lafayette ; Douglas Edward Pruim; Deana Lucas; Todd Kelley, Purdue University, West Lafayette ; Jung Joo Sohn, Purdue University, West Lafayette

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NSF Grantees Poster Session

anauthentically transdisciplinary, and scalable educational model in an effort to help guide thetransformation of traditional undergraduate learning to span academics silos. This educational model,referred to as the Mission, Meaning, Making (M3) program, is specifically focused on teaching the cross-cutting practices of innovation by a) implementing co-teaching and co-learning from faculty and studentsacross different academic units/colleges as well as b) offering learning experiences spanning multiplesemesters that immerse students in a community that can nourish both their learning and innovative ideas.As a collaborative initiative, the M3 program is designed to synergize key strengths of an institution’sengineering/technology, liberal arts, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University; Justin Bryan Gillander; Joshua C. Newton; Kelly R. Reid

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

quantification of diseases much quicker,cheaper, and more effective. The incorporation of a smart phone into the device would make sendingdata about the spread of disease much quicker. This would lead to the increase in ability to track apathogen and take steps to contain outbreaks before they spread to a large proportion of a population.A device such as this has the potential to substantially change how infectious diseases are screened,diagnosed and treated in the developing world. Page 24.987.10 9ReferencesGuoliang Huanga, B. ,. (2010

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

the instructor’s computer (both wired or wirelessly),students’ laptops, or a desktop computer located beneath each monitor which is connected to theCollege of Engineering computer network. Classroom A is typically arranged into small groupsof some form, but instructors often rearrange the room into different layouts (Figure 3).Classroom B (Figure 4) has a seating capacity of 90 students and is also equipped with moveablewhiteboards and wall-mounted monitors. Unlike Classroom A, Classroom B does not havedesktop computers beneath each monitor. Classroom B is typically arranged into front-facingrows, but some instructors rearrange the room into small groups. Figure 2. Panoramic photo of Classroom A arranged for a studio

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hong Huang, Wright State University; Steven R. Higgins, Department of Chemistry, Wright State University; Aaron Joseph Blake, Wright State University, Department of Mechanical and Materials Engineering; Jason Allen Deibel, Wright State University; Ioana Sizemore, Wright State University, Department of Chemistry

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

is significantly better than graphite, rendering its potential high power densitywhen it is applied in Li-ion batteries. Figure 1. Qualitative changes observed during the fabrication of GNSs: (1) purple suspension after harsh oxidation with KMnO4, (2) yellow suspension after the addition of H2O2, (3) light brown suspension indicative of formation of graphite oxide, and (4) black suspension indicative of formation of GNSs. graphite GNSs(a) (b) Figure 2. (a) XRD profiles and (b) SEM images of graphite and GNSs powders showing their distinguished structure and morphology.(a) (b

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman

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NSF Grantees Poster Session

interdisciplinary approaches will not only develop competencies of the 21stcentury engineer but also enable undergraduate students to become change agents and promote asustainable future.Research ApproachOur plan to develop and test instructional resources for transferring knowledge between biologyand engineering is outlined in Table 1.Table 1: Plan for incorporating biomimicry into design innovation Create and disseminate evidence-based instructional resources: a. Design instructional resources that help students to identify characteristics of engineering design problems that enable bio-inspired design (making the leap from engineering to biology). Objective 1 b. Design instructional

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt Ph.D., University of Tennessee, Knoxville; Daniel Patrick Mountain, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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NSF Grantees Poster Session

this study were undergraduate students enrolled in the VolsTeach program atthe University of Tennessee Knoxville (UTK). The VolsTeach program allows students tocomplete a degree in a science, mathematics, or engineering field while obtaining teacherlicensure. To explore the perceptions and self-efficacy of pre-service K-12 teachers enrolled inthe VolsTeach program, a sequential explanatory mixed methods design was used [14].B. Survey Development and ParticipantsThe survey that was completed by the pre-service teachers contained 4 sections, each of whichwas derived from a previously published survey. The first 2 sections included statements aboutengineering or engineers that participants were asked to place on a 6-point Likert scale, with

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alark Joshi, University of San Francisco; Gian Bruno; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Sami Rollins, University of San Francisco; Matthew Malensek, University of San Francisco

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Diversity, NSF Grantees Poster Session

. R EFERENCES [1] J. Peckham, L. L. Harlow, D. A. Stuart, B. Silver, H. Mederer, and P. D. Stephenson, “Broadening participation in computing: issues and challenges,” ACM SIGCSE Bulletin, vol. 39, no. 3, pp. 9–13, 2007. [2] O. Astrachan, T. Barnes, D. D. Garcia, J. Paul, B. Simon, and L. Snyder, “Cs principles: piloting a new course at national scale,” in Proceedings of the 42nd ACM technical symposium on Computer science education, 2011, pp. 397–398. [3] K. Fabian, E. Taylor-Smith, D. Meharg, and A. Varey, “Facilitating computing students’ transition to higher education,” in Proceedings of the 1st UK & Ireland Computing Education Research Conference. ACM, 2019, p. 2. [4] S. Engle, “Community Engaged Scholars website,” https

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Amy L Brooks, University of Pittsburgh; Julianna R Beehn, Harding University; Olivia I Bell, Harding University; Chelsei Lasha Arnold, Harding University

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NSF Grantees Poster Session

constructive feedback, which helped us to sharpen the paper.References [1] J. L. Huff, B. Okai, K. Shanachilubwa, N. W. Sochacka, and J. Walther, “Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities,” Journal of Engineering Education, vol. 110, no. 2, pp. 414-436, 2021, doi: 10.1002/jee.20381. [2] J. P. Tangney and R. L. Dearing, Shame and guilt. Guilford Press, 2003. [3] H. B. Lewis, Shame and Guilt in Neurosis. International Universities Press, 1971.[4] T. J. Ferguson, H. L. Eyre, and M. Ashbaker, “Unwanted identities: A key variable in shame–anger links and gender differences in shame,” Sex Roles, vol. 42, nos. 3-4, pp. 133-157, 2000, doi: 10.1023/A

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Kacey Beddoes

Tagged Topics

Diversity, NSF Grantees Poster Session

technology to support the creation of a scalable and sustainablemodel for sharing knowledge, tools and resources to promote LGBTQ inclusion in environmentsthat are traditionally difficult to penetrate.A Virtual Community of Practice was established in the fall of 2015 to promote LGBTQ equalityand inclusion in Engineering. VCP participants were recruited via email distribution lists, andultimately 20 leaders were selected from institutions across the country.Since the establishment of the VCP, members have met online via Adobe Connect every 2-4weeks during the academic year to (a) identify LGBTQ inclusion approaches appropriate fortheir department context, (b) share resources and (c) support each other as they develop andimplement an action plan to

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jane Gage Stout, Computing Research Association; Neslihan Burcin Tamer, Computing Research Association

Tagged Topics

Diversity, NSF Grantees Poster Session

set of modelsSelf-conception!! = 𝛽! + 𝛽! ×Self-conception!! + 𝛽! ×Stereotype Endorsement + 𝛽! ×Collaborative Learning + 𝛽! ×Stereotype Endorsement×Collaborative LearningResults for our first set of models revealed that stereotype endorsement had a negative impact onwomen’s self-efficacy, B = -0.32, SE = 0.15, p = 0.05; sense of belonging in computing, B = -0.48, SE= 0.2, p = 0.02; and identification with computing, B = -0.35, SE = 0.19, p = 0.07. Thus, we found thatwomen’s tendency to hold negative beliefs about their group’s ability in computing predicted lower self-efficacy, belonging, and identification with computing.Our second set of regression models assessed whether collaborative learning would disrupt the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sawsan Werfelli, State University of New York, Binghamton; Amber Simpson, State University of New York, Binghamton; Peter N. Knox, University of Vermont; Kelli Paul, Indiana University, Bloomington; Adam Maltese, Indiana University, Bloomington

Tagged Topics

NSF Grantees Poster Session

Center for Science and Engineering Statistics. Diversity and STEM: Women, Minorities, and Persons with Disabilities, (2023).[2] D. M. Hatmaker, “Engineering Identity: Gender and Professional Identity Negotiation among Women Engineers”, Gender, Work and Organization, 20(4), 382–396, (2012). https://doi.org/10.1111/j.1468-0432.2012.00589.x[3] B. M. Capobianco, B. F. French, and H. A. Diefes-Dux. “Engineering Identity Development Among Pre-Adolescent Learners”, Journal of Engineering Education, 101(4), 698–716, (2012). https://doi.org/10.1002/j.2168-9830.2012.tb01125.x[4] A. Simpson, and P. N. Knox, “Children’s Engineering Identity Development Within an At- Home Engineering Program During COVID-19

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; David J. Keffer, University of Tennessee, Knoxville; Jennifer Retherford P.E., University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee at Knoxville; Mary kocak, University of Tennessee at Knoxville; Travis Griffin, University of Tennessee, Knoxville

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Diversity, NSF Grantees Poster Session

. 223-242, 2006.[4] L. S. Hagedorn, A. Cabrera, and G. Prather, "The community college transfer calculator: Identifying the course-taking patterns that predict transfer," Journal of College Student Retention: Research, Theory & Practice, vol. 12, no. 1, pp. 105-130, 2010.[5] W. R. Doyle, "Impact of increased academic intensity on transfer rates: An application of matching estimators to student-unit record data," Research in Higher Education, vol. 50, no. 1, pp. 52-72, 2009.[6] M. Luo, J. E. Williams, and B. Vieweg, "Transitioning transfer students: Interactive factors that influence first-year retention," College and University, vol. 83, no. 2, p. 8, 2007.[7] R. Pennington, "Rethinking grade transfer

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle Harlow, University of California, Santa Barbara; Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Alexandria Muller, University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

learning and field trip experiences through engineering design Danielle B. Harlow1, Ron K. Skinner1,2, Alexandria Muller11 Department of Education, University of California, Santa Barbara, CA 93106-94902 MOXI, The Wolf Museum of Exploration + Innovation, Santa Barbara, CA, 93101AbstractInteractive science centers are in a unique position to provide opportunities for engineeringeducation through K-12 field trip programs. However, field trip programs are often disconnectedfrom students’ classroom learning, and many K-12 teachers lack the engineering educationbackground to make that connection. Engineering Explorations is a 3-year project funded by theNational Science Foundation (NSF) program Research in the