Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Carrell, Texas Tech University; Joshua M. Cruz; Andrew Mark Herbert; Michael Scott Laver, Rochester Institute of Technology; Emily Lazarus; Iris V. Rivero; Erika Nuñez, Texas Tech University; Nafisha Tabassum

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will be keyfor this. The ties between empathy, ethical reasoning, and critical thinking further show howbenefits can be wholesale in engineering applications.AcknowledgementsThis material is based upon work supported by the National Science Foundation under grant2142666 and 2142685. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] P. B. Hudson, L. D. English, and L. A. Dawes, "Curricula integration: Identifying and locating engineering education across the Australian Curriculum," Curriculum Perspectives, vol. 34, no. 1, pp. 43-50, 2014.[2] E. F. Crawley, "Rethinking Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

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development. Journal of Career Development, 0894845310378749 (2010).6 Heiligenstein, E., Guenther, G., Levy, A., Savino, F. & Fulwiler, J. Psychological and academic functioning in college students with attention deficit hyperactivity disorder. Journal of American College Health 47, 181-185 (1999).7 Wolf, L. E. College students with ADHD and other hidden disabilities. Annals of the New York Academy of Sciences 931, 385-395 (2001).8 Honken, N. & Ralston, P. A. Freshman engineering retention: A holistic look. Journal of STEM Education: Innovations and Research 14, 29 (2013).9 Zhang, G., Anderson, T. J., Ohland, M. W. & Thorndyke, B. R. Identifying Factors Influencing Engineering Student

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois at Urbana-Champaign

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. Journal Of  Engineering Education 102, 2‐19 (2013). 2  Jonassen, D., Strobel, J. & Lee, C. B. Everyday problem solving in engineering: Lesson for  engineering educators. Journal of Engineering Education 95, 139‐151 (2006). 3  Litzinger, T. et al. A cognitive study of problem solving in statics. Journal of Engineering  Education 99, 337‐353 (2010). 4  Henderson, K. On line and on paper: Visual representations, visual culture, and computer  graphics in design engineering.,  (MIT Press, 1999). 5  Moore, T. J., Miller, R. L., Lesh, R. A., Stohlmann, M. S. & Kim, Y. R. Modeling in engineering: The  role of representational fluency in students' conceptual understanding. Journal Of Engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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Division Experimentation & Lab-Oriented Studies

Design Education (EPDE), Trondheim, Norway, 2010.[49] P. Laughlin, "Groups perform better than the best individuals on Letters-to-Numbers problems* 1," Organizational Behavior and Human Decision Processes, vol. 88, pp. 605-620, 2002.[50] P. B. Paulus, M. T. Dzindolet, G. Poletes, and L. M. Camacho, "Perception of performance in group brainstorming: The illusion of group productivity," Personality & social psychology bulletin, vol. 19, pp. 78-89, 1993.[51] B. Collins and H. Guetzkow, A social psychology of group problem solving. New York: John Wiley and Sons, Inc., 1964.[52] J. S. Linsey, E. F. Clauss, T. Kurtoglu, J. T. Murphy, K. L. Wood, and A. B. Markman, "An experimental study of group idea

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

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this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, "The role of efficacy and identity in science career commitment among underrepresented minority students," Journal of Social Issues, vol. 67, no. 3, pp. 469-491, 2011, doi: 10.1111/j.1540-4560.2011.01710.x.[2] D. I. Hanauer, M. J. Graham, and G. F. Hatfull, "A measure of college student persistence in the sciences (PITS)," CBE-Life Sciences Education, vol. 15, no. 4, pp. 59- 82, 2016 2016, doi: 10.1187/cbe.15-09-0185.[3] T. Ju and J. Zhu, "Exploring senior engineering students’ engineering identity: the impact

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Rosaurelis Marín Ramírez, University of Puerto Rico, Mayaguez; Paola Pacheco Roldan, University of Puerto Rico, Mayaguez

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Figures 1-a and 1-b. The student will distinguish how changes in geometry, in this case represented by theincrease in the angle β, produce an increase in the reactions and the internal forces of the system(Figures 1-a and 1-b). Note that shear in the beam undergoes an increase in the order of 5 timesand the flexural moment in the order of 3 times due to changes in the  angle.While the course presents methods ofanalysis, it is also introducing designconcepts implicit in it. The studentwill understand the importance oftaking into account the geometry of thesystems to perform an efficient design.The instructor will provide and showthe students the graphic resultsobtained with the program.Problems 1-a and 1-b can be extendedto study issues related

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain; Tamzidul Hoque; Swarup Bhunia, University of Florida; Mary Jo Koroly; Bradford Davey; Pavlo Antonenko, University of Florida

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NSF Grantees Poster Session

seven-segment display. b. The second game needs to be improved. i. The breadboard adds complexity, and the relationship between the switches and the LED is not straightforward. 1. MSB and LSB are hard to understand in the transition from the graphic circuit and the board. 2. General considerations for the games a. The point system engages learning. i. Adding a time limit as a group challenge generates anxiety. 3. General considerations for the FPGA board a. The board helps to think of the real-life applications of the hardware concepts. i. The FPGA board provides multiple means of

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Douglas H. Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American; Connie M. Borror, Arizona State University, West; Douglas C. Montgomery, Arizona State University

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NSF Grantees Poster Session

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

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patrick J. Cunningham, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Chris Venters, East Carolina University; Sarah Anne Blackowski, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech

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acomprehensive understanding of what is happening for learners.AcknowledgementsThis paper is based on research supported by the National Science Foundation under Grant Nos.1433757, 1433645, & 1150384. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.ReferencesAtkinson, R.C. & Shiffrin, R.M. (1971). The control of short term memory. Scientific American, 225(2):82-90.Barzilai, S., & Zohar, A. (2016). Epistemic (meta) cognition: Ways of thinking about knowledge and knowing Handbook of epistemic cognition (pp. 409-424).Bendixen, L. (2002). A Process Model of Epistemic Belief Change. In Hofer, B

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Ricardo Elias, California State University, Los Angeles

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satellite swarms pose a rising threat to astronomy,” Nature, vol. 606, no. 7913, pp. 236–237, 2022.[7] E. Blue, M. Levine, and D. Nieusma, Engineering and war: Militarism, ethics, institutions, alternatives. 2013, p. 121. doi: 10.2200/S00548ED1V01Y201311ETS020.[8] A. Gupta, C. Turpen, T. Philip, and A. Elby, “Narrative Co-construction of Stances Towards Engineers’ Work in Socio-Technical Contexts,” in Critical, Transdisciplinary and Embodied Approaches in STEM Education, P. Sengupta, M.-C. Shanahan, and B. Kim, Eds., in Advances in STEM Education. , Cham: Springer International Publishing, 2019, pp. 251–272. doi: 10.1007/978-3-030-29489-2_14.[9] P. Freire, Pedagogy of the Oppressed. New York, NY

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott Steinbrink, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Theresa Vitolo, Gannon University; Adam Finn Nogaj, Gannon University

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the conventional thinking that for engineering majors, at least,calculus and physics understanding underpins all other technical courses. Thus, failure to thrivein major-specific courses might be tied to failure to grasp the basics presented in calculus andphysics. This inference conforms to the results published in [6, 7], as reported in [1].The results of the analysis support the hypothesis. For the analysis, “low grade” is defined tomean “below B.” [Note: prior to fall 2013, Gannon did not issue “minus” grades toundergraduate students.] Of the six 4Y students who were separated from SEECS due to GPA,one had a low grade in the first calculus class, three had low grades in their first physics class, andtwo had low grades in both (refer to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Omar Ashour, Pennsylvania State University, Behrend College; James Devin Cunningham, Carnegie Mellon University; Christian Enmanuel Lopez, Lafayette College; Conrad Tucker, Carnegie Mellon University

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Curricula,” J. Eng. Educ., vol. 94, no. 1, pp. 147–164, 2005.[5] A. A. Maciejewski et al., “A Holistic Approach to Transforming Undergraduate Electrical Engineering Education,” IEEE Access, vol. 5, pp. 8148–8161, 2017.[6] K. K. Bhatia and E. Constans, “Steam power: Novel use of an engine design project to cross-link knowledge from courses in both mechanical design and thermodynamics,” Proc. - Front. Educ. Conf. FIE, pp. 9–12, 2006.[7] E. Constans, J. Kadlowec, K. K. Bhatia, H. Zhang, T. Merrill, and B. Angelone, “Integrating the mechanical engineering curriculum using a long-term green design project part 1: The hybrid powertrain,” ASEE Annu. Conf. Expo. Conf. Proc., 2012.[8] Auburn University, “Automotive

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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. Lohmann, Project leaders.3. Bell, P., Lewenstein, B., Shouse, A., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits. National Research Council. Washington, DC: The National Academies Press.4. Bereiter, C., and Scardamalia, M. (1989). Intentional learning as a goal of instruction (Bereiter & Scardamalia, 1989). In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361- 392). Hillsdale, NM: Lawrence Erlbaum.5. Besterfield-Sacre M., M. Moreno, L. Shuman, C. Atman, Oct. 2001, “Gender and Ethnicity Differences in Freshmen Engineering Student Attitudes: A Cross-Institutional Study,” Journal of Engineering Education, pp. 477

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

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: Oxford University Press, 1989.[13] L. Bencze and D. Hodson, “Changing Practice by Changing Practice: Toward More Authentic Science and Science Curriculum Development,” Journal of Research in Science Teaching, vol. 36, pp. 521–539, May, 1999. doi: 10.1002/(SICI)1098- 2736(199905)36:5<521::AID-TEA2>3.0.CO;2-6[14] M. S. Rivera Maulucci, B. A. Brown, S. T. Grey and S. Sullivan, “Urban Middle School Students' Reflections on Authentic Science Inquiry,” Journal of Research in Science Teaching, vol. 51, pp. 1119-1149, Aug., 2014. doi: 10.1002/tea.21167[15] C. M. Cunningham and W. S. Carlsen, “Teaching Engineering Practices,” Journal of Science Teacher Education, vol. 25, no. 2, pp. 197-210, Feb., 2014. doi: 10.1007/s10972

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Justine Chasmar, Clemson University

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the SRLIS framework8 into a workshop-styleintervention in order to increase the fluency of the students in regards to SRL for data collection.References:1 Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview.Educational Psychologist, 25(1), 3–17.2 Benson, L., McGough, C., Chasmar, J. and Kirn, A. CAREER: Informing Instructional Practicethrough the Study of Students’ Future Time Perspectives. Proceedings of the ASEE 2016 AnnualConference, New Orleans, LA (June 26-29, 2016).3 Chasmar, J., Melloy, B. and Benson, L. Use of Self-Regulated Learning Strategies by Second-Year Industrial Engineering Students, Proceedings of the ASEE 2015 Annual Conference,Seattle, WA (June 14-17, 2015).4 Chasmar, J. and Benson, L

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Conrad Tucker, Pennsylvania State University, University Park; Soundar Kumara, Pennsylvania State University, University Park

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joint characteristics, the Z co-ordinate value of the right shoulder(ShoulderRight_Z in Figure 7) was shown the be the strongest attribute for predicting which ofthe functions was being performed by a student. The resulting decision rule is of the form:  If ShoulderRight_Z<=0.916808 meters, relative to the fixed position of the AFS, THEN Function A (e.g., hammering a small nail) is being performed  If ShoulderRight_Z>0.916708 meters, relative to the fixed position of the AFS, THEN Function B (e.g., hammering a large metal object) is being performedThis prediction could also be used to determine when a student was performing an anomalousaction. I.e., if the instructor has determined that students should be hammering a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darlene M. Olsen, Norwich University; Karen Supan, Norwich University; Liz Johnson, Liz Johnson Education Consulting

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contributed to an environment conducive to institutionalizing the corequisite calculus course at Norwich University?To answer the research question, we engaged in the process tracing method; a retrospectivemethod whereby people work to: a) identify a change, b) gather evidence of the change, c)document the change, d) list alternative explanations, e) weigh evidence [8].Methodology:For this project, we identified the change as the formal institutionalization of the course, meaningit was being offered on the books and would continue to be a viable option for students in thelong term beyond the grant-funded timeline. Our evidence gathering and documentation begansimultaneously as we drafted an initial timeline and moved to document collection and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bret N Lingwall, P.E., South Dakota School of Mines and Technology; Andrea E Surovek, P.E., South Dakota School of Mines and Technology; Roni Reiter-Palmon

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. Lerdal, K., & Surovek, A. E., & Cetin, K. S., & Cetin, B., & Ahn, B. (2019), Tools for Assessing the Creative Person, Process, and Product in Engineering Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2—33445 16. Sola, E., Hoekstra, R., Fiore, S., & McCauley, P. (2017). An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates. Creative Education, 8(09), 1495. doi:10.4236/ce.2017.89105 17. Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232 18. Working Group for the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mo Ahmadian, Eastern New Mexico University

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heavilysubsidized tuition), the combination of participation in (a) a scholarship program and (b)academic support services resulted in higher academic achievement and retention for females(but both males and females used support services and peer advising at higher rates) compared togroups of students who participated in either (a) or (b) but not both. In the book Talking AboutLeaving, Why Undergraduates Leave the Sciences, 3 it is stated that nationally 40 percent ofundergraduate students leave engineering programs, 50 percent leave the physical and biologicalsciences programs, and 60 percent leave mathematics programs to pursue other non-STEMprograms.Recent findings from the Academic Pathways Study (APS) have shown that among the factorsthat predict the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian E. Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Dong San Choi, University of Illinois at Urbana-Champaign; Nicole Johnson-Glauch

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Education, vol. 95, no. 5, pp. 877–907, 2011. [8] J. Engelbrecht, C. Bergsten, and O. Kagesten, “Conceptual and procedural approaches to mathematics in the engineering curriculum: Student conceptions and performance,” Journal of Engineering Education, vol. 101, no. 1, pp. 138–162, 2012. [9] D. Budny, G. Bjedov, and W. LeBold, “Assessment of the impact of the freshman engineering courses,” in Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change, E. Innovations, Ed., vol. 87, no. 4. Pittsburgh, PA: Stipes Publishing LLC, 1997, pp. 1100–1106. [Online]. Available: http://ieeexplore.ieee.org/document/636047/[10] K. O’Connor, F. A. Peck, J. Cafarella, J. F. Sullivan, T. D. Ennis, B

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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inferences, andcorrectly and efficiently solving problems.According to the International Reading Association, levels of literacy can be described as threelevels [2]: (a) Basic literacy – the ability to decode, recognize, and comprehend printed signs,symbols, and words; (b) Proficient Literacy – the ability to extend ideas, make inferences, drawconclusions; and (c) Advanced Literacy – the ability to use language to solve problems and toextent cognitive development. If we would take a closer look at the proficient and advancedliteracy, we would see the perfect overlaps between the skills that engineering faculty strives toteach in problem-solving and that are defined in levels of literacy. Research has shown thatproviding students with explicit

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana Engineering Education Research Center; Jessi L. Smith, Montana State University

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disengagement.ReferencesBardi, A., & Schwartz, S. H. (2003). “Values and behavior: Strength and structure of relations,” Personality and Social Psychology Bulletin, vol. 29, no. 10, pp. 1207-1220, 2003.Boucher, K. L., Fuesting, M. A., Diekman, A. B. & Murphy, M. C. (2017). “Can I Work with and Help Others in This Field? How Communal Goals Influence Interest and Participation in STEM Fields,” Frontiers in Psychology, vol. 31, May 2017.Brown, E. R., Smith, J. L., Thoman, D. B., Allen, J. & Muragishi, G. (2015b). “From bench to bedside: A communal utility value intervention to enhance students’ science motivation,” Journal of Educational Psychology, vol. 107, no. 4, pp. 1116-1135, Nov. 1, 2015.Cheryan, S., Plaut, V. C

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lisa Ospitale, Stony Brook University

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research and professional skills, also known as a learning community3. To encourage and prepare students for graduate and professional education programs4. To enhance student learning and appreciation for (a) the ethical, legal, and societal aspects ofnanotechnology and (b) life-long learning which is absolutely critical in areas of emergingtechnology5. To create opportunities for students from various backgrounds, such as those fromunderrepresented groups, those attending community colleges as well as four-year institutions,students in their first or last year of undergraduate study, and those who attend colleges withweak research programs.6. To expand our outreach and build our learning community through the inclusion of highschool teachers who

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari, Gannon University; Karinna M Vernaza, Gannon University

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). Scholars of Excellence inEngineering and Computer Science Program, An NSF S-STEM Grant: Assessment and Lessons Learned- First Award. Proceedings of ICEER2014-McMaster International Conference on EngineeringEducation and Research, August 24-26, Hamilton, Canada.[3] Steinbrink, S., Vernaza, K. M., Brinkman, B. J., Zhao, L. and Nogaj, A. (2018). A Rolling Stone:Analysis of one NSF-STEM Program Through Successive Grant Periods. Proceedings of the 2018American Society of Engineering Education National Conference, June 24-27, Salt Lake City, UT.[4] Vernaza, K. M., Vitolo, T. M., Steinbrink, S., Brinkman, B. J. (2012). Seeking Relevancy, BuildingExcellence: Service Learning in the SEECS Program, an NSF S-STEM Sponsored Project. Proceedingsof the 2012

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

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learning and equity goals inhigher education through a systems-oriented framework and approach thatintegrates equity and inclusivity withmeaningful, consequential learning(Figure 1). Our entire efforts on theproject can be described as investigating Figure 1. Revolution in CBEE; Mutuallythese two complementary themes and constitutive aspects of the organizationalthe interplay between them. Under the change projecttheme of meaningful and consequential learning we have investigated (a) curricular structuresand (b) activities and assessments that align schooling and engineering practice. Within thetheme of equity and inclusivity we have studied (a) student climate, (b) conceptualization ofoppression and privilege, and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andy S Zhang, New York City College of Technology; Sidi Berri, New York City College of Technology; Iem H Heng, New York City College of Technology; Farrukh Zia, New York City College of Technology CUNY

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b) Computer Model Figure 3. Large Chemical Detection Robot, SniffBot Page 23.232.45.3 Chemical Detection Robot Design Project in the ClassroomA smaller version of a chemical detection robot called Sniffpuppy, which weighed about 15pounds, is developed for students who are taking MECH 2410 - Machine Design in theMechanical Engineering Technology department and EMT 2461 - Electromechanical SystemsSoftware Interface in the Computer Engineering Technology department. Students from the twoengineering technology departments collaborate in classes to design a small mobile chemicaldetection robot (CDR) that can be used to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Erik N Dunmire, College of Marin; Tom Rebold, Monterey Peninsula College; Nicholas Langhoff, Cañada College; Eva Schiorring, EduData4Action

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Paper ID #11462Work in Progress: Creating Alternative Learning Strategies for Transfer En-gineering ProgramsDr. Amelito G Enriquez, Canada College Amelito Enriquez is a professor of Engineering and Mathematics at Canada College in Redwood City, CA. He received a BS in Geodetic Engineering from the University of the Philippines, his MS in Geode- tic Science from the Ohio State University, and his PhD in Mechanical Engineering from the University of California, Irvine. His research interests include technology-enhanced instruction and increasing the representation of female, minority and other underrepresented groups in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arvin Farid, Boise State University

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onto the workforce.ACKNOWLEDGMENTThis project was supported by the National Science Foundation, NSF, through the DUE Program,Award No. 1930464. The authors appreciate the support by the NSF and its DUE program. Page 7 of 9REFERENCESU.S. Bureau of Labor Statistics (2018). Educational attainment for workers 25 years and older by detailed occupation. Retrieved from https://www.bls.gov/emp/tables/educational- attainment.htm.Fasano, G. & Franceschini, A. (1987). A multidimensional version of the Kolmogorov–Smirnov test. Monthly Notices of the Royal Astronomical Society, 225(1), p.155-170.Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alison K Polasik, Campbell University

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NSF Grantees Poster Session

. The survey datafrom the past three years of study does not support this hypothesis. Interviews with thesestudents comprise a second part of this study, and preliminary results indicate that the majority ofstudents agree that computational modeling is “just an important part of all engineering”. It ispossible that students do not ENTER with significant variability in motivation, but their opinionsof computational modeling can change as they move through their curriculum. A supplementaryinvestigation is using the same survey to understand the motivation of first year and third yearstudents at another large midwestern university, and preliminary results from this analysis willalso be presented at this conference in another paper.References[1] B

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

group meetings, we develop deep, contextualized, andnuanced understandings about how diverse SVSM participate, persist, and produce professionalidentities in engineering.Research plan work is guided by two research questions (RQ) and sub-questions: 1. How do SVSM participate and persist in undergraduate engineering education? a. How do personal and professional assets combine to create SVSM community cultural wealth in engineering? b. How do SVSM negotiate educational structures to participate and persist in engineering? 2. During their undergraduate engineering education, how do SVSM produce engineering identities? a. How do SVSM experience transitions