Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Jacqueline Doyle, Florida International University; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Hank Boone, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

their advisors in chemistry and physics. NARST Annual International Conference, 2008. 5. Hewitt, N., & Seymour, E. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview. 6. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago: The University of Chicago Press.7. Ohland, M. W., Sheppard, S. D., Lichtenstein, G., Eris, O., Chachra, D., & Layton, R. A. (2008). Persistence Engagement and Migration in Engineering Programs. Journal of Engineering Education, 97(3), 259–278.8. Yoder, B. L. (2012). Engineering by the Numbers (Tech. Rep.). American Society for Engineering Educators.9. Tonso, K. L. (1999). Engineering Gender

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University

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NSF Grantees Poster Session

, Morris, Davis, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425. https://doi.org/10.2307/30036540 8. F. D., Roberts, C. L. Kelley, and B. D. Medlin. 2007. "Factors influencing accounting faculty members’ decision to adopt technology in the classroom". College Student Journal. 41(2), 423–435. 9. P. Reid. (2014). "Categories for barriers to adoption of instructional technologies". Education and Information Technologies. 19(2), 383–407. https://doi.org/10.1007/s10639-012-9222-z

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey E. Tucker-Kulesza, Kansas State University; Grace J. Liang, Kansas State University; Eric J. Fitzsimmons, Kansas State University; Jeff Zacharakis, Kansas State University

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Diversity, NSF Grantees Poster Session

Technology, "Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics," February 2012. [Online]. Available: https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to- excelfinal_feb.pdf.[2] National Academies of Sciences, Engineering, and Medicine, "Quality in the Undergraduate Experience: What Is It? How Is It Measured? Who Decides? Summary of a Workshop," The National Academies Press, Washington, D.C., 2016.[3] National Science Foundation, "2009," Report of the NSF Workshop on Enhancing the Post-9/11 Veterans Educational Benefit, McLean, Virginia, Veterans' education for engineering and science.[4] B. Cook and Y. Kim, "From

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Moriah Vaden, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines; April Dukes, University of Pittsburgh

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Diversity, NSF Grantees Poster Session

Center, Dec. 18, 2018. https://nscresearchcenter.org/signaturereport16/ (accessed Oct. 09, 2022).[2] J. Milem, M. Chang, and A. Antonio, “Making Diversity Work on Campus: AResearch- Based Perspective,” May 2012.[3] G. L. Bauman, L. T. Bustillos, E. M. Bensimon, M. C. B. Ii, and R. D. Bartee, “Achieving Equitable Educational Outcomes with All Students:,” Assoc. Am. Coll. Univ., p. 57, 2005.[4] C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature,” J. Res. Sci. Teach., vol. 48, no. 8, pp. 952–984, Oct. 2011, doi: 10.1002/tea.20439.[5] M. del C. Salazar, A. S. Norton, and F. A. Tuitt, “12: Weaving Promising Practices for Inclusive

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; Afroditi Vennie Filippas, Virginia Commonwealth University

Tagged Topics

NSF Grantees Poster Session

Science: Collaborative Explorations, vol. 16, no. 1, p. Article 3, 2020.[11] V. Piercey, R. Segal, A. V. Filippas, T. Chen, S. Kone, R. H. Hargraves, J. Bookman, J. Hearn, D. Pike and K. Williams, "Using Site Visits to Strengthen Collaboration," Journal of Mathematics and Sciences: Collaborative Exploration, vol. 16, no. 1, p. Article 4, 2020.[12] B. Poole, L. Turner and C. Maher-Boulis, "Designign a Student Exchange Program: Facilitating Interdisciplinary Mathematics-Focused Collbaoration among College Students," Journal of Mathematics and Science: Collaborative Explorations, vol. 16, no. 1, p. Article 13, 2020.[13] J. Bowers, B. D. Poole, C. Maher-Boulis, A. Schwartz, A. Bloomquist and E. Slate Young, "The Roles and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Kyle F Trenshaw, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign; David E. Goldberg, ThreeJoy Associates, Inc. and the University of Illinois

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NSF Grantees Poster Session

courses. American Journal of Physics, 66, 64–74.28. Schwartz, B. (2005). The Paradox of Choice. Harper Perennial.29. Buck J. R. & Wage, K. E. (2005). Active and cooperative learning in signal processing courses. IEEE Signal Processing Magazine, 48(2), 76–81.30. Brown, S. & Poor, C. (2010). In-class peer tutoring: a model for engineering instruction. International Journal of Engineering Education. 26 (5).31. Johnson, E., & Loui, M. C. (2009). Work in progress: How do students benefit as peer leaders of learning teams? In Proceedings of the Thirty-Ninth ASEE/IEEE Frontiers in Education Conference, (pp. M4H-1 to M4H-2). San Antonio, TX, October 18-21

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Larkin Martini, Virginia Polytechnic Institute and State University; Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Karin Jensen, University of Michigan; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

. 25–32, 1995, doi: 10.1002/ss.37119957205.[2] K. Roy, C. M. McGill, and J. L. Bloom, “Doctoral Student Perceptions of Faculty Advisors: Four Supportive Behaviors to Promote Doctoral Completion,” NACADA Rev., vol. 4, no. 1, pp. 27–38, Jan. 2023, doi: 10.12930/NACR-21-21.[3] R. K. Dillon and B. J. Fisher, “Faculty as Part of the Advising Equation: An Inquiry into Faculty Viewpoints on Advising,” NACADA J., vol. 20, no. 1, pp. 16–23, Mar. 2000, doi: 10.12930/0271-9517-20.1.16.[4] M. Cabay, B. Bernstein, M. Rivers, and N. Fabert, “Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs,” Soc. Sci., vol. 7, no. 2, p. 23, Jan. 2018, doi: 10.3390/socsci7020023.[5] E. A. Cech, M. Blair

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, Clemson University; Beshoy Morkos, Florida Institute of Technology

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NSF Grantees Poster Session

. Page 23.273.11 Available from: http://www.ncbi.nlm.nih.gov/pubmed/1529654410. Bandura A. Social cognitive theory. Annals of Child Development. 1989;6:1–60.11. Pintrich PR. The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research [Internet]. 1999 Jan;31(6):459–70. Available from: http://linkinghub.elsevier.com/retrieve/pii/S088303559900015412. Eccles JS, Wigfield A. Motivational beliefs, values, and goals. Annual review of psychology. 2002 Jan;53:109–32.13. Husman J, Lens W. The role of the future in student motivation. Educational Psychologist. Taylor & Francis; 1999;34(2):113–25.14. Benson L, Morkos B, Husman J. Motivation of First Year

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan McSpedon, Rice University; Margaret E. Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf, Rice University

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Diversity, NSF Grantees Poster Session

, and motivation.Prof. Michael Wolf, Rice University Michael Wolf is Milton B. Porter Professor in Mathematics at Rice University as well as Faculty Director of the Rice Emerging Scholars Program, an initiative he co-founded in 2012. The Rice Emerging Scholars program is a comprehensive 2-4 year program that begins the summer before matriculation for a group of matriculating Rice students whose preparation for STEM is weaker than those of their peers. American c Society for Engineering Education, 2021Differential Effects of Bridge Program Participation on Perceived Belongingand Peer Support for STEM Degree Seekers During The COVID-19PandemicAbstractThis NSF S-STEM

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Katherine Elmore, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Anastasia Nicole Doty, Ohio State University

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Diversity, NSF Grantees Poster Session

Community of Practice in a New Engineering Program,” 2017.[10] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans,” J. Eng. Educ., vol. 99, no. 4, pp. 319–336, 2010.[11] J. P. Gee, “Chapter 3: Identity as an Analytic Lens for Research in Education,” Rev. Res. Educ., vol. 25, no. 1, pp. 99–125, 2000.[12] S. Sassi, A. Clark, J. Petrie, R. L. Kajfez, and M. J. Mohammadi-Aragh, “WIP: Initial Interviews to Understand the Formation of Engineering Communities of Practice and Identity during the First Year,” in ASEE Annual Conference and Exposition, Conference

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Kristine Louise Guzak, Michigan Technological University

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NSF Grantees Poster Session

Center for Engineering Educa- tion and Outreach at Tufts University. He has served as chair of Tufts CEE Department (2002-2007) and has been active in ASEE since 2001, currently serving as the Program Chair for the Community Engage- ment in Engineering Education constituent committee. Swan’s current research interests in engineering education concerns project-based learning and service-based pedagogy.Kristine Louise Guzak, Michigan Technological University Kristine Louise Guzak is a Ph.D. student of environmental engineering at Michigan Technological Univer- sity. She is the lead graduate student on a larger project assessing the impacts of learning through service on undergraduate students. Her research interests

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Michael E. Gorman, University of Virginia

Tagged Topics

NSF Grantees Poster Session

of mentoring undergraduates on graduate students and PIs.For example, do non-experts’ questions inspire reflection-in-action, novel perspectives,improved communication skills, and/or a stronger sense of engineering expertise and identity forgraduate students and PIs? In addition to raising important future research questions aboutengineering education, this study demonstrates that undergraduates play diverse andmultidimensional roles in research communities. Thus, studies of collaboration and laboratoryculture should include undergraduates as relevant actors. References[1] B. A. Nagda, S. R. Gregerman, J. Jonides, W. von Hippel, and J. S. Lerner, “Undergraduate student-faculty research

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

thathelps to shape the future of the work we do.AcknowledgementsThis work was supported by a grant from the National Science Foundation, S-STEM grant#1356753. All opinions expressed are those of the authors and not necessarily those of theNational Science Foundation.References[1] Jones, S.A. and Were, M. “Impact of the POSSE Program on the Academic Integration ofMinority Engineering Students.” ASEE/IEEE Frontiers in Education Conference. SaratogaSprings, NY, October 22-25, 2008[2] Chen, K. C., & Schlemer, L. T., & Lehr, J. L., & Liptow, E. E., & Duerr, J., & Finger, H., &Cabanez, J. B., “PEEPS: Cultivating a Cohort of Supportive Engineering Students and Buildinga Support Team for Institutional Change,” Paper presented at

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Angelina Lane, Seattle Pacific University; Donald M. Peter P.E., Seattle Pacific University

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Diversity, NSF Grantees Poster Session

, Shaundra, Walcott, Aisha, Hampton, Mark, & Chandler, Lincoln, Chapman, Robbin, Brittain, Eric. "The Academy of Courageous Minority Engineers: A Model for Supporting Minority Graduate Students in the Completion of Science and Engineering Degrees". Proceedings of the 2007 Annual Conference of the American Society of Engineering Education. Honolulu, Hawaii. 2007. https://peer.asee.org/293010. Coston, Charisse T., Vivian B. Lord, and Jack S. Monell. “Improving the success of transfer students: Responding to risk factors.” Learning Communities Research and Practice 1.1 (2013): Article 11. http://washingtoncenter.evergreen.edu/lcrpjournal/vol1/iss1/1111. Litzler, Elizabeth, and Cate Samuelson. "Potential Strategies

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering; Peter Y Wu, Robert Morris University

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NSF Grantees Poster Session

timefor active learning tools so as to engage the students for further digestion of the knowledge in thecontext of industry practices. Students are expected to be prepared outside of the classroombeforehand, with assigned textbook readings or reviewing of online materials.For ease of dissemination and, more importantly delivery, an instructor packet consisting ofsample course syllabus, pre/post-tests, mid-term/final exam samples, and the active learningtools has been created. Each active learning tool module consists of the following components: a) Active learning tool description b) Instruction notes c) Student handout d) Assessment instrumentThe active learning tools are built on basic knowledge and engage the students in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G. Belu, Drexel University (Tech.)

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

process plan and process knowledge in machining and robotics operations. (3) A comprehensive assessment and evaluation plan will be presented, contemplating several quantitative and qualitative measurements used as feeders for necessary Page 24.421.3 calibration and adjustment of the different components of the project. Evaluation of this 1 project is guided by five foundational evaluation questions, designed to focus data collection and analysis on a) the project’s stated objectives and outcomes, b) broader

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Demetri Blackwood, Kettering University ; Diane L. Peters, Kettering University; Elizabeth Gross, Kettering University

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NSF Grantees Poster Session

Paper ID #25232Board 122: Disciplinary Migration of Engineering Master’s Students: WhyDo Some Students Change Their Majors and Others Do Not?Mr. Demetri Blackwood, Kettering University Demetri is Senior at Kettering University in Flint, MI. He is writing for his bachelors in Industrial Engi- neering and minoring in Business and Statistics.Dr. Diane L. Peters, Kettering University Dr. Peters is an Associate Professor of Mechanical Engineering at Kettering University.Dr. Elizabeth Gross, Kettering University Elizabeth Gross is a postdoctoral research fellow in Engineering Education at Kettering University in Flint, MI. She

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

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Diversity, NSF Grantees Poster Session

. 1, pp. 61-67, 2001.[8] E. H. McWhirter, "Perceived barriers to education and career: Ethnic and gender differences," Journal of vocational behavior, vol. 50, no. 1, pp. 124-140, 1997.FiguresABFigure 1. Responses to survey questions regarding students’ perceived ability to pursue graduate study(A) at matriculation and (B) after one year of graduate studyABFigure 2. Responses to survey questions regarding students’ perceived ability to seek mentoring andconfidence in seeking support from faculty (A) at matriculation and (B) after one year of graduate studyABFigure 3. Responses to survey questions regarding students’ self-confidence to persist in a graduateprogram (A) at matriculation and (B) after one year of graduate

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

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Diversity, NSF Grantees Poster Session

Protocol to Study Engineering Students' Beliefs and Identities," presented at the The American Society of Engineering Education Annual Conference and Exposition, Virtual, 2020.[9] J. Saldaña, The coding manual for qualitative researchers. Sage, 2015.[10] M. Miles, A. M. Huberman, and J. Saldana, Qualitative data analysis: a methods sourcebook (Qualitative Data Analysis: A Methods Sourcebook). Sage, 2014, pp. 275- 322.[11] A. L. Pawley, "Universalized narratives: Patterns in how faculty members define “engineering”," Journal of Engineering Education, vol. 98, no. 4, pp. 309-319, 2009.[12] B. Hatt, "Smartness as a cultural practice in schools," American Educational Research Journal, vol. 49, no. 3, pp

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emad Habib, University of Louisiana at Lafayette; Madeleine Bodin, University of Louisiana, Lafayette; David Tarboton, Utah State University; Madeline Frances Merck, Utah State University; David J Farnham, Department of Earth and Environmental Engineering, Columbia University

Tagged Topics

NSF Grantees Poster Session

Paper ID #12959Stimulating Active Learning in Hydrology Using Research-Driven, Web-basedLearning ModulesDr. Emad Habib, University of Louisiana at Lafayette Dr. Emad Habib is a Professor of Civil Engineering at the University of Louisiana at Lafayette. His research interests are in Hydrology, Water Resources, Rainfall Remote Sensing, Water Management, Coastal Hydrology, and Advances in Hydrology Education ResearchMadeleine Bodin, University of Louisiana, Lafayette MADELEINE BODIN is a Ph.D. student in the Systems Engineering program at the University of Louisiana at Lafayette. She earned her B.S. degree from the University

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, University of Texas, El Paso; Linda C. Schmidt, University of Maryland, College Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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NSF Grantees Poster Session

-6, 2008, Brooklyn, New York, USA, 2008.10. Ahmed, S. and Christensen, B. T. (2009).“An In Situ Study of Analogical Reasoning in Novice and Experienced Design Engineers,” Journal of Mechanical Design, November 2009, Vol.131.11. Raskin, A. (2003). "A Higher Plane of Problem-Solving," Business 2.0, June 2003 (www.business2.com/b2/web/articles/0,17863,515713,00.html).12. Okudan, G.E., Ogot, M. and Shirwaiker, R. (2006). “An Investigation on the Effectiveness Design Ideation Using TRIZ,” Proceedings of IDETC/CIE 2006 Design Education Conference, September 10-13, 2006, Philadelphia, PA.13. Howard, T., Culley, S. and Dekoninck, E. (2008). "Creative Stimulations in Conceptual Design: An Analysis of Industrial Case

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amy Javernick-Will, University of Colorado, Boulder; Jessica Kaminsky, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA ; Kaitlin Litchfield, University of Colorado, Boulder

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NSF Grantees Poster Session

: Relation to self-efficacy,cohesion, and performance. Journal of Vocational Behavior. 2006;68(1):73-84.31. Marra R, Rodgers K, Shen D, Bogue B. Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy. Journal of Engineering Education. 2009:27-38.32. Paretti M, Jones BD, Matusovich H, Moore J. Work in progress — A mixed-methods study of the effects offirst-year project pedagogies on the motivation, retention, and career plans of women in engineering. In: Frontiers inEducation Conference (FIE), 2010 IEEE.; 2010:T4H-1-T4H-3.33. Perna L, Lundy-Wagner V, Drezner ND, et al. The Contribution of HBCUS to the Preparation of AfricanAmerican Women for Stem Careers: A Case Study. Res High

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Shawn Grimes; Stephanie Grimes; Adena Moulton, Digital Harbor Foundation; Andrew Coy, Digital Harbor Foundation

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NSF Grantees Poster Session

Engineering Education (ASEE) Annual Conference and Exposition, 2015, pp. 26-1716. [8] E. Buehler, S. Grimes, S. Grimes, and A. Hurst. “Investigating 3D printing education with youth designers and adult educators,” in Proc. of FabLearn’15. [9] A. Krishnamurthi, M. Ballard, G. G. Noam. (2014). “Examining the Impact of Afterschool STEM Programs. Noyce Foundation.” https://files.eric.ed.gov/fulltext/ED546628.pdf[10] B. Fishman, R. Marx, S. Best, R. Tal. (2003). “Linking teacher and student learning to improve professional development in systemic reform,” Teaching and teacher education. 19, 643-658.[11] M. S. Garet, A. C. Porter, L. Desimone, B. F. Birman, and K. S. Yoon. (2001) “What Makes Professional Development Effective? Results

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

. 10[22] Bloom B. S., 1956. Taxonomy of Educational Objectives, Handbook I:The Cognitive Domain. New York: David McKay Co Inc.[23] Pohl, M., 2000. Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.[24] Delgado, J. P. and Greer, R. D., 2009. “The Effects of Peer Monitoring Training on the Emergence of the Capability to Learn from Observing Instruction Received by Peers”. The Psychological Record. 59, 407–434.[25] Greer, R. D. 2002. Designing teaching strategies: An Applied Behavior Analysis Systems Approach. San Diego, CA: Academic Press.[26] Greer, R. D., Singer-Dudek, J., and Gautreaux, G. G., 2006. “Observational Learning

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

. 2012, doi: 10.1080/10400419.2012.652929.[18] G. Goldschmidt, “Linkographic Evidence for Concurrent Divergent and Convergent Thinking in Creative Design,” Creat. Res. J., vol. 28, no. 2, pp. 115–122, Apr. 2016, doi: 10.1080/10400419.2016.1162497.[19] L. T. B. Tran, N. T. Ho, and R. J. Hurle, “Teaching for Creativity Development: Lessons Learned from a Preliminary Study of Vietnamese and International Upper (High) Secondary School Teachers’ Perceptions and Lesson Plans,” Creat. Educ., vol. 07, no. 07, pp. 1024–1043, 2016, doi: 10.4236/ce.2016.77107.[20] J. Teng, X. Wang, K. Lu, X. Qiao, and N. Hao, “Domain-specific and Domain-general Creativity Differences between Expert and Novice Designers,” Creat. Res. J., vol. 34, no

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Jennie S Popp Ph.D.; Divya Muralidhara, University of Arkansas

Tagged Topics

NSF Grantees Poster Session

racial and ethnic groups: Indicator 24: STEM degrees. https://nces.ed.gov/programs/raceindicators/indicator_reg.asp[3] Adams, P., Delgado Solorzano, X., Lo, W., Gattis, C., & Popp, J. (2020, June). Closing the STEM Labor Gap through a Path to Graduation for Low Income, Rural Students. Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. 10.18260/1-2—34291[4] Gattis, C., Delgado Solorzano, X., Nix, D., Popp, J., Cleary, M., Lo, W., Hill, B., & Adams, P. (2019, June). Work in Progress: A Path to Graduation: Helping First-Year Low Income, Rural STEM Students Succeed. Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lily Krest, Purdue University at West Lafayette; Justin Charles Major, Purdue University at West Lafayette (COE); Matthew Scheidt, Purdue University at West Lafayette (COE); Julianna Ge, Purdue University at West Lafayette (COE); Brian P. Self, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Allison Godwin, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

. Oman, C. E. Thoresen, T. G. Plante, and T. Flinders, “Cultivating mindfulness: Effects on well-being,” J. Clin. Psychol., vol. 64, no. 7, pp. 840–862, 2008.[5] T. Duncan, P. Pintrich, D. Smith, and W. J. Mckeachie, “Motivated strategies for learning questionnaire manual,” no. August. pp. 1–79, 2015.[6] T. Perez, J. G. Cromley, and A. Kaplan, “The role of identity development, values, and costs in college STEM retention.,” J. Educ. Psychol., vol. 106, no. 1, pp. 315–329, 2014.[7] B. M. Gadzella, “Student-Life Stress Inventory: identification of and reactions to stressors,” Psychol. Rep., vol. 74, no. 2, pp. 395–402, 1994.[8] Z. Ivcevic and M. Brackett, “Predicting school success: Comparing conscientiousness

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

Tagged Topics

Diversity, NSF Grantees Poster Session

Awareness and Adoption Rates in U.S. Engineering Departments,” J. Eng. Educ., vol. 99, no. 3, pp. 185–207, 2010, doi: 10.1002/j.2168-9830.2010.tb01056.x.[11] T. L. Derting, D. Ebert-May, T. P. Henkel, J. M. Maher, B. Arnold, and H. A. Passmore, “Assessing faculty professional development in STEM higher education: Sustainability of outcomes,” Sci. Adv., vol. 2, no. 3, p. e1501422, Mar. 2016, doi: 10.1126/sciadv.1501422.

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amjad Aman, University of Central Florida; Nina Orlovskaya, University of Central Florida; Haiyan Bai, University of Central Florida; Yunjun Xu, University of Central Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #16071Evaluation of Interactive and Inter-connected Software in UndergraduateRenewable Energy CoursesMr. Amjad Aman, University of Central Florida Amjad Aman is a PhD candidate at the Department of Mechanical and Aerospace Engineering at the University of Central Florida. His research interests include fuel cells, fuel cell materials, perovskites and numerical modeling.Prof. Nina Orlovskaya, University of Central Florida Prof. Nina Orlovskaya is an Associate Professor of Mechanical and Aerospace Engineering at the Uni- versity of Central Florida. Her research interests are in field of ceramics for energy

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Srividya Kona Bansal, Arizona State University; Ashraf Gaffar; Randi Michelle Taylor

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 24.1315.6Figure 2: Consolidated data from 3 focus group sessions5. Future WorkUser studies and the design of the IMODTM system is still ongoing, and will be further describedin future publications. The next steps will include more focus groups and further analysis of thedata collected. We will also conduct user interviews which will consist of: a) an ethnographic-style observation of an interviewee doing his or her own curriculum design activities while weobserve him or her; and b) follow-up with open and close-ended questions for further clarificationof the observations.AcknowledgmentsThe authors gratefully acknowledge the support for this project under the National ScienceFoundation's Transforming Undergraduate Education in Science