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Board 383: Self-Regulation of Cognition and Self-Regulation of Motivation in Problem Solving

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Oenardi Lawanto, Utah State University, Logan; Angela Minichiello, Utah State University, Logan; Zain ul Abideen, Utah State University, Logan ; Talha Naqash, Utah State University, Logan; Assad Iqbal, Arizona State University
Tagged Topics: NSF Grantees Poster Session

: Issues and educational applications, D. H. Schunk & B. J. Zimmerman, Eds., Hillsdale, NJ: Erlbaum, 1994, pp. 127- 153.[3] O. Lawanto, A. Minichiello, J. Uziak, and A. Febrian, “Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course,” Int. Educ. Stud., vol. 11, no. 7, p. 43, Jun. 2018.[4] Dougherty, B., Bryant, D. P., Bryant, B. R., & Shin, M. (2016). Helping Students With Mathematics Difficulties Understand Ratios and Proportions. TEACHING Exceptional Children, 49(2), 96–105.[5] Eisenberg, T. (1991). Functions and associated learning difficulties.In D. Tall (Ed.), Advanced mathematical thinking (pp. 140-152). Boston, MA: Kluwer.[6] P. Rivera-Reyes and L. C. Perez

Relevance Score: 0.0280292

Board 284: Exploring and Supporting Non-STEM Teachers’ Engineering Identity Development during Implementation of an Engineering Design Elective Course in Rural Middle Schools

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Micaha Dean Hughes, North Carolina State University, Raleigh; Callie Womble Edwards, North Carolina State University at Raleigh; Tameshia Ballard Baldwin, North Carolina State University, Raleigh
Tagged Topics: NSF Grantees Poster Session

reflect the views of the National ScienceFoundation.References[1] B. Donovan, D. M. Mateos, J. F. Osborne, and D. J. Bisacco, “Revising the Economic Imperative for US STEM Education,” PLOS Biology. Jan. 2014. [Online]. Available: https://doi.org/10.1371/journal.pbio.1001760[2] M. Smith and L.N. Willison, “Stem Obstacles In The Collegiate Setting,” Journal of STEM Education: Innovations & Research, vol. 22, no. 4. Oct. 2021. [Online]. Available: https://www.jstem.org/jstem/index.php/JSTEM/article/view/2532[3] A. Zilouchian, N. Romance, A. L. Myers, and D. Hamadeh, “A Collaborative Framework to Advance Student Degree Completion in STEM,” 2020 ASEE Virtual Annual Conference Content Access. July 2020.[4

Relevance Score: 0.028019615

The Arrows in Our Backs: Lessons Learned Trying to Change the Engineering Curriculum

Conference Session: NSF Grantees' Poster Session
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Steven W Villachica, Boise State University; Anthony Wayne Marker, Boise State University; Donald Plumlee, Boise State University; Linda Huglin; Amy Chegash, Boise State University
Tagged Topics: NSF Grantees Poster Session

, 2004.[2] R. Almgren, "A more experiential education," Journal of Engineering Education, vol. 97, pp. 241-242, 2008.[3] B. J. Duch, S. E. Groh, and D. E. Allen, Eds., The power of problem-based learning. Sterling, VA: Stylus 2001, p.^pp. Pages. Page 23.1166.16[4] M. Besterfield-Sacre, J. Gerchak, M. Lyons, L. J. Shuman, and H. Wolfe, "Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education," Journal of Engineering Education, vol. 93, pp. 105-115, 2004.[5] C. E. Glatz, R. Gonzalez, M. E. Huba, S. K. Mallapragada, B. Narasimhan, P. J. Reilly, et al

Relevance Score: 0.02801507

Board 17: The Multi-Platform Optics and Photonics Educational App

Conference Session: NSF Grantees Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Tristan Ventura, Rutgers University; Abdallah Khreishah, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Durga Misra, New Jersey Institute of Technology
Tagged Topics: Diversity, NSF Grantees Poster Session

in Engineering Education, vol. 8, pp. 201–208, Nov. 2000.[12] M. Kadiyala and B. Crynes, “A Review of literature on effectiveness of use of information technology in education,” J. Engineering Education, vol. 89, pp. 177–189, April 2000.[13] Y. Hsu and R. Thomas, “The impacts of a web-aided instructional simulation on science learning,” Intl. J. Science Education, vol. 24, pp. 955–979, 2002.[14] J. M. Monaghan and J. Clement, “Use of a computer simulation to develop mental simulations for understanding relative motion concepts,” Intl. J. Science Education, vol. 21, pp. 921–944, 1999.[15] L. K. Smetana and R. L. Bell, “Computer simulations to support science instruction and learning: A critical

Relevance Score: 0.027967969

Board 138: Increasing Impact of the Hidden Curriculum: Exploring Student Outcomes from Out-of-Class Activities

Conference Session: NSF Grantees Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech
Tagged Topics: Diversity, NSF Grantees Poster Session

., Chachra, D., & Layton, R. A. (2008). Persistence, engagement, and migration in engineering programs. Journal of Engineering Education, 97(3), 259–278. https://doi.org/10.1002/j.2168-9830.2008.tb00978.x.[6] Sax, L. J., Kanny, M. A., Jacobs, J. A., Whang, H., Weintraub, D. S., & Hroch, A. (2016). Understanding the changing dynamics of the gender gap in undergraduate engineering majors: 1971–2011. Research in Higher Education, 57(5), 570–600. https://doi.org/10.1007/s11162-015- 9396-5.[7] Yoder, B. L. (2016). Engineering by the numbers. Washington, DC: ASEE. Retrieved from https://www.asee.org/papers-and-publications/publications/college- profiles/15EngineeringbytheNumbersPart1.pdf.[8] Eris

Relevance Score: 0.02795615

Board 311: Impacts of the ProQual Institute: Building Communities of Technical Stem Faculty for Long-Term Engagement in Educational Research

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia
Tagged Topics: Diversity, NSF Grantees Poster Session

Education, vol. 96, no. 1, pp. 5- 18, Jan 2007.[7] J. R. Lohmann, "Refining our Focus," Journal of Engineering Education, vol. 97, no. 1, p. 1, Jan 2008.[8] C. Allendoerfer, K. Yasuhara, J. A. Turns, and C. J. Atman, "Making an Impact on Engineering Education Communities: Learning from the Past and Looking Forward," in ASEE Annual Conference and Exposition, New Orleans, LA, 2016.[9] N. M. Trellinger, B. Sattler, and J. Turns, "“I realized that I myself am on the path to being a pioneer”: Characterizing the experiences of graduate students in an innovative interviewing experience.," in 2015 American Society for Engineering Education Conference & Exposition, Seattle, WA., 2015.[10] L. Stone

Relevance Score: 0.027937999

Review and Assessment of an Evidence-Based Professional Development Program to Promote Active-Learning Pedagogical Practices in the Classroom

Conference Session: NSF Grantees: Faculty Development 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Robert J. Culbertson, Arizona State University; Kara L. Hjelmstad, Arizona State University; Sarah Hoyt, Arizona State University; Kristi Glassmeyer, Arizona State University
Tagged Topics: NSF Grantees Poster Session

ofpractice. The second cohort had a 91% retention rate, with 31 of the 34 participants completingthe workshops and communities of practice.Data Sources and AnalysisTo understand the effects of the JTFD professional development program, we conducted acomprehensive, multi-faceted project evaluation. Assessment focused on four major areas: a)shifts in awareness of, attitudes towards, and reported use of active learning pedagogicalpractices, (b) changes in instructional practices, and (c) effectiveness of communities of practicessessions, and (d) satisfaction with the JTFD program. Data sources includedsurveys/assessments, classroom observations, and student-level data from courses. Facultyparticipants completed multiple surveys reporting their

Relevance Score: 0.027915422

Board # 3 : NSF ATE CREATE Targeted Research Study

Conference Session: NSF Grantees Poster Session
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Kathleen Alfano, College of the Canyons
Tagged Topics: NSF Grantees Poster Session

technical discipline. (Please note: continued discussion of the datasets will be performed. For example, the research team has already defined a CREATE student as a student who has successfully completed a CREATE course. Therefore, only data from students with grades of A, B, or C will be analyzed as a completer. The research team is in agreement that students who did not satisfactorily complete a course did not benefit from the successful learning that we are trying to trace into future wage increases and educational attainment). (Meuschke, Alfano, Sando, Feb. 2016)3. Request for datasets from Cal PASS Plus. The data was requested to be returned in aggregate. We have requested that they strip out the unique ID used by Cal- PASS

Relevance Score: 0.02790091

Board 152: Effect of Evolving Design Requirements on Students' Motivation

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University
Tagged Topics: NSF Grantees Poster Session

: ConclusionThe preliminary results of this study provide evidence that large-scale changes in the scope of adesign project may affect student motivation, enthusiasm, group dynamics, and the perception ofvalue. The first two parameters can have a great impact in a student’s persistence in their major.A longitudinal study will be continued to obtain data to support this hypothesis. Additionally, thegoal would be to identify ways to mitigate these effects to ensure a better student experience.References[1] National Science Foundation https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5257[2] Vernaza, K.M., Vitolo, T., Steinbrink, S. and Brinkman, B. (2012). “Building Excellence:Service Learning in the SEECS Program, an NSF S-STEM Sponsored Project

Relevance Score: 0.02786176

Screencasts for Enhancing Chemical Engineering Education

Conference Session: NSF Grantees’ Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Garret Nicodemus, University of Colorado, Boulder; John L. Falconer, University of Colorado Boulder; Will Medlin, University of Colorado, Boulder; Katherine Page McDanel, Dept Chemical & Biological Engineering University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; James K. Ferri, Lafayette College; Christopher R. Anderson, Lafayette College; Michael Senra, Lafayette College
Tagged Topics: NSF Grantees Poster Session
Tagged Divisions: Division Experimentation & Lab-Oriented Studies

. I pointed my classmates to these videos for ourexam and they’ve helped a ton.”References 1. Pinder-Grover, T.; Green, K.R.; Millunchick, J.M. The efficacy of screencasts to address the diverse academic needs of students in a large lecture course. Adv. Eng. Ed. 2011, 2, 1-28. 2. Toto, J.; Booth, K. Effects and implications of mini-lectures on learning in first-semester general chemistry. Chem. Ed. Resch. Pract. 2008, 9, 259-266. 3. Oehrli, J.A.; Piacentine, J.; Peters, A.; Nanamaker, B. Do screencasts really work? Assessing student learning through instructional screencasts, ACRL Conference.2011, 127-144. 4. Toto, J. The Mini-lecture Movie Effect on Learning in an Online General Chemistry Class, 2007. http

Relevance Score: 0.02786176

Board 266: Enhancing Transfer Pathways in Computing: An NSF Project Progress Report

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Narges Norouzi, University of California, Berkeley; Carmen Robinson, University of California, Santa Cruz; Kip Tellez, University of California, Santa Cruz
Tagged Topics: Diversity, NSF Grantees Poster Session

thetangible impacts of our program on academic success metrics, psychosocial well-being, anddepartment-level goals.Moreover, we looked into the transformation in participants’ perspectives concerningnon-academic indicators to determine whether this transformation varies across the two programmodalities: online and in-person. To achieve this, we employed A/B testing and a thoroughevaluation of pre- and post-program score distributions 13,14 . In particular, we focused on two keyresearch questions:RQ1) The overall effect of the program on students’ non-academic indicators.RQ2) The differential impacts of online versus in-person program modalities.Our preliminary results indicate that the summer bridge program positively influenced manynon-academic

Relevance Score: 0.027835768

Board 29: Initial Qualitative Exploration into First-Year Engineering Community and Identity

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Jane Petrie
Tagged Topics: Diversity, NSF Grantees Poster Session

teaching. She leads the RIME Collaborative and Toy Adaptation Program at OSU.Dr. Mahnas Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant professor in the Department of Electrical and Computer Engi- neering at Mississippi State University. Dr. Mohammadi-Aragh investigates the use of digital systems to measure and support engineering education, specifically through learning analytics and the pedagogical uses of digital systems. She also investigates fundamental questions critical to improving undergraduate engineering degree pathways. . She earned her Ph.D. in Engineering Education from Virginia Tech. In 2013, Dr. Mohammadi-Aragh was honored as a promising new engineering

Relevance Score: 0.02781531

Board 339: NSF S-STEM: Educating Engineering Undergraduates to be Intrapreneurs

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Nanyang Technological University; Kelli M. Frias
Tagged Topics: Diversity, NSF Grantees Poster Session

afford the tuition. I am incredibly grateful for this scholarship because it has helped my family not to have to worry about more financial responsibilities. I still must work, but I am able to work fewer hours due to this scholarship. I can focus on my studies more because of this scholarship opportunity.” – Cohort 4 StudentIt is quite clear from these letters that the scholarships are fulfilling their intent andallowing under-resourced students to persist in their studies, while being in a betterposition to take advantage of academic and research opportunities. b. mentorshipStudents enrolled in the program were required to have both a faculty mentor and an industrymentor. Each month, students submitted a written report

Relevance Score: 0.02781531

Board 374: Responsive Support Structures for Marginalized Students in Engineering: Insights from Year 4

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education
Tagged Topics: Diversity, NSF Grantees Poster Session

-b y-the-Numbers-cover-combined.pdf[2] W. C. Lee, J. L. Hall, M. Josiam, and C. M. Pee, “(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs,” J. Eng. Educ., p. jee.20543, Jun. 2023, doi: 10.1002/jee.20543.[3] W. C. Lee, M. Josiam, T. Johnson, J. Hall, C. M. Pee, and A. Turner, “Board 378: Responsive Support Structures for Marginalized Students in Engineering: Insights from Years 1–3,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Jul. 28, 2023. [Online]. Available: https://peer.asee.org/board-378-responsive-support-structures-for-marginalized-students-in-e ngineering-insights-from-years-1-3[4] M. Ong, N. Jaumot-Pascual

Relevance Score: 0.027801855

Board 218: Assessing Scientific Literacy across the Undergraduate Curriculum: Preliminary Results from the Collaboration Across Boundaries (CAB) Pedagogical Study

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: S. Monisha Pulimood, The College of New Jersey; Kim E. Pearson, The College of New Jersey; Diane C. Bates, The College of New Jersey
Tagged Topics: Diversity, NSF Grantees Poster Session

],[33] – [35].In our prior research [36], [37], we developed, piloted, and tested a curricular model that enablesstudents with diverse perspectives and disciplinary backgrounds to learn how to collaborate andintegrate concepts from their respective fields to develop computational solutions for complexreal-world problems. This model, Collaborating Across Boundaries to Engage undergraduates inComputational Thinking (CABECT), includes the following three main components: (a)implementing the curricular collaboration through coordinated, but separately taught courseswith different instructors, goals, outcomes, and deliverables; (b) collaboration with a communitypartner on identified social needs; and (c) the design and deployment of discipline

Relevance Score: 0.027799778

Board 147: Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students

Conference Session: NSF Grantees Poster Session
Collection: 2018 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
Tagged Topics: Diversity, NSF Grantees Poster Session

highereducation.AcknowledgementsThis work is supported by the National Science Foundation through Award No. EEC-1733708and EEC-1733678. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of National ScienceFoundation.References[1] B. O’Connell, "Going From Curious to Maker: New User Experiences in a University Makerspace," in VentureWell OPEN 2015 National Convention, Washington, DC, 2015.[2] K. M. Sheridan and A. Konopasky, "Designing for resourcefulness in a community-based makerspace," in Makeology: Makerspaces as Learning Environments. vol. 1, K. Peppler, E. R. Halverson, and Y. B. Kafai, Eds., ed New York: Routledge Taylor & Francis Group, 2016

Relevance Score: 0.027780833

Statics Concepts Inventory Results at Kettering University

Conference Session: NSF Grantees’ Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Raghu Echempati, Kettering University
Tagged Topics: NSF Grantees Poster Session
Tagged Divisions: Division Experimentation & Lab-Oriented Studies

of the student in Statics or in the follow on courses. In the course ofadministering the Statics OLI over the years, it was observed that several students strugglewith a few common concepts. These are presented and discussed later in this section.Course statistics: 1. Statics: Winter 2010 a. Number of students participated (took quizzes) – 42 b. Number of students who took all the assigned quizzes – 42 c. Number of Modules/concepts/quizzes covered – 10 Page 24.1100.5 d. Number of students who took additional quizzes for extra credit – 6 e. Number of additional Modules attempted for extra credit – 7 f. Average scores

Relevance Score: 0.027780117

Template-based Image Processing Toolkit for Android Phones

Conference Session: NSF Grantees' Poster Session
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Santosh Chandana Golagani, University of Texas, San Antonio; Moosa Esfahanian, University of Texas, San Antonio; David Akopian, University of Texas, San Antonio; Can Saygin, University of Texas, San Antonio
Tagged Topics: NSF Grantees Poster Session

lines perpendicular to the lines shown in these alphabets. Furthermore, for specialcharacter ‘#’ its transformed image also has multiple lines perpendicular to lines in spatialdomain. Page 25.1270.5 (a) (b) (c) (d) (e) (f)Figure 3. (a) Rectangle image; (b) Rectangle in frequency domain; (c) Circle image; (d) Circle in frequencydomain; (e) Triangle image; (f) transformed to frequency domainFigure 4. Alphanumeric images in space domain and their respective FFT images

Relevance Score: 0.027747637

Board 370: Relationship between Mindset and Grit on Undergraduate Engineering Student Retention

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: tina Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University
Tagged Topics: Diversity, NSF Grantees Poster Session

, the freshman scholarsjoined the PWS. Support from NSF (through this S-STEM) has provided an opportunity to: (a)ensure a consistent and diverse pipeline of well-prepared students for careers in STEM, (b)generate new knowledge on pedagogical strategies, efficacy research and (c) establish new andexpand/strengthen existing university-industry-state partnerships to overcome key challenges andsustain the work. This work is expected to build a stronger and more sustainable Studioenvironment at the college level. Most importantly, this grant has provided the opportunity tostudy the effectiveness of the Studio in students’ professional development and retention.The learning of skills of the PWS follows a three-step process: observe, do, and teach

Relevance Score: 0.027714737

Board 337: Measuring the “Thinking” in Systems Thinking: Correlations between Cognitive and Neurocognitive Measures of Engineering Students

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Tripp Shealy, Virginia Tech; John S. Gero, University of North Carolina, Charlotte; Paulo Ignacio Jr.
Tagged Topics: NSF Grantees Poster Session

working memory and higher-order cognitive processing, such assustained attention, reasoning, and evaluations [14]. Figure 1 illustrates the fNIRS device and theplacement of sensors and detectors that make up channels along the prefrontal cortex. (a) Figure 1: (a) fNIRS cap on the participant, (b) prefrontal cortex channel placementDesign taskWhile wearing the fNIRS cap, students were asked to complete a word-tracing task to recordbaseline activation in their brains. This type of baseline recording is typical amongneurocognitive studies [15], [16]. After the word tracing, participants were asked to rest forthirty seconds by staring at a crosshair. Students were then prompted to construct a concept mapusing paper and

Relevance Score: 0.027714279

Board 293: First Cohort Experiences During an International Research Experiences for Undergraduates Program Focused on Fractional-Order Circuits and Systems

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Todd Freeborn, The University of Alabama; Debra Moehle McCallum, The University of Alabama; Sarah T Dunlap, The University of Alabama
Tagged Topics: NSF Grantees Poster Session

computer engineering at UA were recruited for participation. Students wererecruited from the population of students who had completed (or were in the process ofcompleting) junior level courses related to electrical circuits. After recruitment, participating Figure 1: (a) Brno University of Technology and (b) overview of Prague from Prague Castle visited by IRES participants.students completed a one-semester prep-course at UA in the spring semester immediately beforetheir summer research at BUT.In the prep-course, participants met weekly with the program coordinator (Freeborn) for 2-hoursover 15 weeks. These classes were to prepare them for their summer research by introducingfractional calculus, fractional circuits, design methodologies

Relevance Score: 0.027714279

Board 274: Engineering Students Definitions of and Perceptions of Entrepreneurial Failure

Conference Session: NSF Grantees Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University; Cade Robert Creason, California Polytechnic State University, San Luis Obispo
Tagged Topics: NSF Grantees Poster Session

, attitudes and outcomes,” The International Journal of Engineering Education, vol. 28, no. 2, pp. 425–435, 2012. [5] V. Matthew, J. E. Froyd, R. M. Khatri, T. M. Katona, R. Sanders, B. J. Bachman, R. Cole, J. Lovitt, M. Geist, C. Henderson, M. Friedrichsen, and P. Weilerstein, “Institutionalizing campus innovation and entrepreneurship programming by optimizing a faculty grantmaking process: A case study,” in American Society of Engineering Education Annual Conference and Exposition, ASEE 2017, Columbus, OH, USA, June 24-28, 2017. [6] D. Pistrui, J. Blessing and K. Mekemson, “Building and entrepreneurial engineering ecosystem for future generations: The kern entrepreneurship education network,” in

Relevance Score: 0.027711436

Board # 139 : Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)

Conference Session: NSF Grantees Poster Session
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Tiago R Forin, Rowan University; Beena Sukumaran, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Jeff Hand; Theresa FS Bruckerhoff, Curriculum Research & Evaluation, Inc.
Tagged Topics: Diversity, NSF Grantees Poster Session

to explore how therepresentation of women and Underrepresented Minority (URM) students and historicallyunderserved groups will be increased in an engineering department by deploying a multi-prongedapproach. Our definition of diverse student populations includes both visible differences such asgender and racial minorities, but also includes invisible differences such as poor, LGBTQ,disabled, veterans, and others. The approach includes curricular and extra-curricular reform,which is targeted at the Civil and Environmental Engineering (CEE) Department at Rowan andincludes: a) Radically changing admission standards to promote excellence; b) Enhancing the perception and understanding of diversity and equality among students, faculty

Relevance Score: 0.027694216

Convergent Learning from Divergent Perspectives: An Executive Summary of the Pilot Study

Conference Session: NSF Grantees: Faculty Development 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Renee Rigrish Pelan, Ohio State University; Tylesha D. Drayton, Ohio State University; Rachel Louis Kajfez, Ohio State University; Julia Armstrong, Ohio State University
Tagged Topics: NSF Grantees Poster Session

mentorship into account, could be performedwith both the research faculty and their graduate students. Sharing their passion for research withtheir graduate students and the public may have an impact especially on traditionallyunderserved or underrepresented populations in STEM, engaging them in a new and interestingway.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1811119. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] B. Fischhoff, “The sciences of science communication,” Proc. Natl. Acad. Sci., vol. 110, no. Supplement_3, pp

Relevance Score: 0.02768962

Transfer-to-Excellence: Research Experiences for Undergraduates at California Community Colleges

Conference Session: NSF Grantees’ Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech; Tsu-Jae King Liu, University of California, Berkeley
Tagged Topics: NSF Grantees Poster Session
Tagged Divisions: Division Experimentation & Lab-Oriented Studies

a science orengineering field at UC Berkeley, UCLA, UC San Diego, or Columbia University.AcknowledgementsThis work was supported by the Center for Energy Efficient Electronics Science, a NationalScience Foundation Science and Technology Center that is funded by NSF Award 0939514, andthe REU Site: A Partnership of NSF-funded Centers to Advance California Community CollegeStudents in Science and Engineering at UC Berkeley, a project funded by NSF Award 1157089.Additionally, the authors would like to extend a special thank-you to all of the TTE REUstudents for their hard work, their mentors for their time and patience, and the program staff fortheir organizational efforts and support.Bibliography1. Obama, B. (September 2009). A Strategy for

Relevance Score: 0.027685892

University Maker Spaces: Discovery, Optimization and Measurement of Impacts

Conference Session: NSF Grantees’ Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Ricardo Jose Morocz, Georgia Institute of Technology; Bryan D Levy, Georgia Institute of Technology; Craig R. Forest, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Julie S Linsey, Georgia Institute of Technology
Tagged Topics: NSF Grantees Poster Session

, H.H. "A synthetic analysis of the effectiveness of single components and packages in creativity training programs." Creativity Research Journal 18(4): 435-446 2006.5. Lande, M., Jordan, S.S., and Nelson, J. "Defining makers making: Emergent practice and emergent meanings". ASEE Annual Conference & Exposition. Atlanta, GA, 2013.6. Sheridan, K., Halverson, E.R., Litts, B., Brahms, L., Jacobs-Priebe, L., and Owens, T. "Learning in the Making: A Comparative Case Study of Three Makerspaces." Harvard Educational Review 84(4): 505-531 2014 http://hepg.metapress.com/content/BRR34733723J648U.7. Forest, C.R., Moore, R.A., Jariwala, A.S., Fasse, B.B., Linsey, J., Newstetter, W., Ngo, P., and Quintero, C

Relevance Score: 0.027654102

Development and Implementation of Interactive Virtual Laboratories to Help Students Learn Threshold Concepts in Thermodynamics - Year 3

Conference Session: NSF Grantees Poster Session II
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Milo Koretsky, Oregon State University
Tagged Topics: NSF Grantees Poster Session

material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Koretsky, M., Falconer, J., Brooks, B., Gilbuena, D., Silverstein, D., Smith, C., and Miletic, M. 2014. The AIChE Concept Warehouse: A Tool to Promote Conceptual Learning", Adv. in Eng. Ed.2. Meyer, J.H.F. and R. Land. 2003. Enhancing Teaching-Learning Environments in Undergraduate Courses Occasional Report, Centre for Teaching, Learning and Assessment, The University of Edinburgh.3. Male, S.A. and C.A. Baillie. 2011. Threshold capabilities: an emerging methodology to locate curricula thresholds, Research in engineering education symposium. Madrid.4. Champagne, A., L. Klopfer, and R. Gunstone. 1982

Relevance Score: 0.027644493

Board 433: Work in Progress: Improving Students’ Decision-Making Behavior in Choosing an Engineering Pathway

Conference Session: NSF Grantees Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Ashley Y. Tran, University of Illinois Urbana-Champaign; Debapratim Ghosh, University of Illinois Urbana-Champaign; Samuel Harford, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Jennifer R Amos, University of Illinois Urbana-Champaign
Tagged Topics: NSF Grantees Poster Session

. Theinterview questions were designed to explore each participant’s specific major selection process.These questions focus on three overarching themes; participants’ personal experiences of theirmajor, specific factors that influenced their choice, and what sources were used to help informtheir decision. Occasionally, follow-up questions were asked to elicit further details or to clarifyresponses. At the end of each interview, the students were asked if there was any additionalinformation they would like to add about their respective major choice. Table 1. Interview questions broken out by category. a. Personal experience b. Influential factor questions c. Informative source questions