Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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NSF Grantees Poster Session

23.747.10 Communities Heller School for Social Policy and Management. Waltham, MA: Brandeis University.11. Walcerz, D. (2007). Report on the Third Year of Implementation of the True Outcomes Assessment System for Project Lead The Way. PLTW document, October 1, 2007.Willis, G.B. (2005). Cognitive interviewing: A tool for improving questionnaire design. Thousand Oaks, CA: Sage.12. Bricker, L. A. & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498.13. Barron, B., Martin, C., Takeuchi, L. & Fithain, R. (2009). Parents as Learning Partners and the Development of

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; C. Stewart Slater, Rowan University; Zenaida Otero Gephardt, Rowan University; Mariano Javier Savelski, Rowan University

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NSF Grantees Poster Session

120 141.578 140 153.088 b) Caffeine made up what percentage of the tablet’s mass? (Assume all of the caffeine was released into the water.) Page 25.1500.5 c) What would be the units on the diffusivity constant?Solution a) How long does it take for 95% of the caffeine that is released to be released into the beaker? The total mass of caffeine released is 153.088 mg. (From table given at 140 min when the tablet was completely dissolved) 95% of the caffeine released is

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ann (Beth) Wittig, City College of New York at City University of New York (CUNY)

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NSF Grantees Poster Session

Statistics. “Table 322.30 Bachelor's Degrees Conferred by Postsecondary Institutions by Race/Ethnicity and Field of Study: 2017-18” in Digest of Education Statistics, 2020.[2] National Academies of Sciences, Engineering, and Medicine. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees, S. Malcom & M. Feder, Eds. National Academies Press, 2016.[3] V. Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd ed.). University of Chicago Press, 1993.[4] T. Strayhorn, College Students' Sense of Belonging: A Key to Educational Success for All Students (2nd ed.). Routledge: New York, NY, 2019.[5] B. Zimmerman, “Self-Efficacy: An Essential Motive to Learn,” Contemporary Educational

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

college campuses are most likely persist to degree completion.Accordingly, this research examined a sample of non-traditional college students enrolled inscience and engineering programs in nine urban community colleges to determine (a) the typesand frequency of support practices they utilized, (b) how such practices influenced theirachievement, persistence and transfer status to four-year colleges and universities, and (c) how inturn their propensity for innovation and creative problem solving affected such choices andpersistence. The study analyzed the impact of pedagogical support practices—practices designedto foster successful transfer from community college to four-year colleges and universities, andhow students’ innovative capability

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

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Diversity, NSF Grantees Poster Session

Paper ID #33847CAREER: Learning from Students’ Identity Trajectories to ActualizeLatent DiversityDr. Allison Godwin, Purdue University at West Lafayette (COE) Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and Chemical Engineering at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clem- son University with a B.S. in Chemical Engineering and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

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Diversity, NSF Grantees Poster Session

(optics, hydrology, atmospheric science,materials science). This suggests that a significant, scientific knowledge base was established asa result of their REU. Students were also asked to report on their attitudes regarding their skillconfidence in engineering. For instance, students rated their confidence in specific research-related activities, and following the IOU-NA program, confidence improved in many areas (SeeFigures B and C). Notably, the greatest skill confidence after the IOU-NA program included:conducting literature searches (100%, 19), keeping a lab notebook (84.2%, 16), communicatingideas to team members (84.2%, 16), and preparing a scientific presentation (84.2%, 16). Uponcompleting the REU program, student ratings indicated the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J. Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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Diversity, NSF Grantees Poster Session

researchers (2nd ed.). ThousandOaks, CA: Sage Publications.[12] Flick, U. , von Kardorff, E. , & Steinke, I. (Eds.). (2004). A companion to qualitativeresearch (B. Jenner, Trans.). London, England: Sage.

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Eduardo Cavallin; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Jonathan Munoz Barreto; Jose L. Perdomo, University of Puerto Rico; Drianfel E. Vázquez, University of Puerto Rico, Ponce Campus; Fabio Andrade Rengifo P.E., University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Myagüez Campus; Ormari Troche

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Diversity, NSF Grantees Poster Session

Paper ID #28616Design and Assessment of Architecture/ Engineering / Construction (AEC)Curricula for Resilient and Sustainable InfrastructureDr. Carla Lopez del Puerto, University of Puerto Rico, Mayaguez Campus Carla L´opez del Puerto, Ph.D. is a Professor of Construction Engineering and Management in the Depart- ment of Civil Engineering at The University of Puerto Rico - Mayag¨uez Campus.Prof. Humberto Eduardo Cavallin Experienced Faculty with a demonstrated history of working in the higher education industry. Strong education professional with a Doctor of Philosophy (PhD) focused in Design Theory and Methods in

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; Janet L. de Grazia, University of Colorado, Boulder; Katherine Page McDanel, Dept Chemical & Biological Engineering University of Colorado Boulder

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Economist, Sep 2011. http://www.economist.com/node/21529062Khan2. Pereira, A. ‘Flipped classrooms’ may become the norm in B-schools. The Economic Times, [Online], Mar 2012. http://articles.economictimes.indiatimes.com/2012-03-09/news/31139901_1_exam-questions-classroom- teaching3. The Flipped Class Network: a social network dedicated to educators interested in the flip. http://vodcasting.ning.com/4. Bergmann, J.; Sams, A. Flip Your Classroom: Reach Every Student in Every Class Every Day; Inter. Soc. Technol. Ed., 2012, 1-100.5. Strauss, V. The flip: classwork at home, homework in class. The Washington Post, [Online], Apr 2012. http://www.washingtonpost.com/local/education/the-flip-classwork-at-home-homework-in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sabrina Lynette Strong-Nasabal, University of Illinois, Urbana-Champaign; Lara Hebert, University of Illinois, Urbana - Champaign; Meagan C Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois, Urbana - Champaign; Luisa-Maria Rosu

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Diversity, NSF Grantees Poster Session

Paper ID #38612Board 249: Developing and Creating Affective Knowledge Spaces forTeachers as Advocates for Social JusticeMrs. Sabrina Lynette Strong-Nasabal, University of Illinois, Urbana-Champaign Sabrina Lynette Strong-Nasabal is a Ph.D. student in the Department of Education, Policy, Organization, and Leadership (EPOL). Her concentrations are Higher Education, also Social Science, and Education Policy. She has an M.S. in Academic Advising and a B.S in Interdisciplinary Studies with a concentration in Social Science. She is researching Black middle-class first and second-generation college students’ transitions and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emad Habib, University of Louisiana, Lafayette; David G Tarboton, Utah State University; Matthew Wayne Deshotel, University of Louisiana at Lafayette; David J Farnham, Columbia University

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NSF Grantees Poster Session

(summary of the Water, Earth, and Biota initiative as a 2000highlight for Geosciences), Geotimes, 46(7), 25-26.4. Hooper, R., and E. Foufoula-Georgiou (2008), Advancing the Theory and Practice of Hydrologic Science, EosTrans. AGU, 89(39), doi:10.1029/2008EO390005.5. CUAHSI (2010). Water in a Dynamic Planet: A Five-year Strategic Plan for Water Science(http://dx.doi.org/10.4211/sciplan.200711).6. Shaw, S. B., and M. T. Walter (2012), Using comparative analysis to teach about the nature of nonstationarityin future flood predictions, Hydrol. Earth Syst. Sci., 16(5), 1269–1279, doi:10.5194/hess-16-1269-2012.7. Meselhe, E., McCorquodale, J.A., Shelden, J., Dortch, M., Brown, T.S., Elkan, P., Rodrigue, M.D., Schindler,J.K

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Martell Cartiaire Bell, The University of Iowa; Aaron W. Johnson, University of Michigan; Rachel Vitali, The University of Iowa

Tagged Topics

NSF Grantees Poster Session

directly support design.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Award No.2306052.References[1] B. Geisinger and D. R. Raman, "Why They Leave: Understanding Student Attrition from," Interntational Journal of Engineering Education, pp. 914-925, 2013.[2] N. Honken and P. Ralston, "Freshman Engineering Retention: A Holistic Look," Journal of STEM Education, vol. 14, no. 2, pp. 29-37, 2013.[3] E. Seymour and N. M. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences, Boulder, CO: Westview Press, 1997.[4] L. Prendergast and E. Etkina, "Review of a First-Year Engineering Design Course," in ASEE Annual Conference, Indianapolis, IN, 2014.[5] M. Hoit and M. Ohland, "The

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #21821Providing Student Feedback from Motivation Assessments in Capstone CoursesDr. Peter Rogers, Ohio State University Dr. Peter Rogers is a Professor of Practice in the Department of Engineering Education at The Ohio State University. He joined the university in October 2008 bringing with him 35 years of industrial experience. His career includes senior leadership roles in engineering, sales, and manufacturing developing products using multidisciplinary teams to convert customer needs to commercially viable products and services. Rogers co-led the development of an ABET-approved year-long Capstone design

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Milord, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Sarah Lynn Orton P.E., University of Missouri - Columbia; Lisa Y. Flores, University of Missouri - Columbia; Rose M. Marra, University of Missouri - Columbia

Tagged Topics

NSF Grantees Poster Session

Scale 1, or ESES1” included 4 items in which participantsresponded using a 10-point Likert scale ranging from “No Confidence at all” (0) to “CompleteConfidence” (9). Participants rated their confidence in their ability to perform well in courses.Sample items include, “complete all of the ‘basic science’ requirements for your engineeringmajor with grades of B or better” and “excel in your engineering major over the next semester.”The other scale by Fantz and colleagues “Engineering Self-Efficacy Scale 2 or ESES2” included9 items, with an 8-point Likert scale that ranged from “Strongly Disagree” (0) to “StronglyAgree” (7). Sample items include, “I’m confident I can understand the basic concepts in myengineering classes” and “I’m certain I can

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

, and a published author. He is a former McNair Scholar, National Academies of Sciences, Engineering, & Medicine-Ford Foundation Fellow, Herman B. Wells Graduate Fellow, Inter- national Counseling Psychologist, former Assistant Professor at the University of Kentucky, and current Post-Doctoral Research Scholar at the University of Pittsburgh. Dr. Z.’s research program focuses on examining the impact of intersectional oppression on historically excluded groups & creating culturally relevant interventions to enhance their well-being. Within this framework, he studies academic persis- tence and mental wellness to promote holistic healing among BIPOC. He earned Bachelor’s degrees in Psychology &

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton L Kussmaul, Muhlenberg College; Heidi Ellis, Western New England University; Gregory W Hislop, Drexel University (Eng. & Eng. Tech.); Lori Postner, Nassau Community College; Darci Burdge, Nassau Community College

Tagged Topics

NSF Grantees Poster Session

://dx.doi.org/10.1145/2684812 2. G.W. Hislop, H.J.C. Ellis, S.M. Pulimood, B. Morgan, S .Mello-Stark, B. Coleman, and C. MacDonell. A multi-institutional study of learning via student involvement in Humanitarian Free and Open Source Software projects. ​International Computing Education Research Workshop, Omaha, NE, Aug. 2015. 3. [H23] H.J.C. Ellis, G.W. Hislop, and M. Purcell. Project selection for student participation in humanitarian FOSS. In ​Proc. of the ACM SIGITE Conf. on Information Technology Education (SIGITE), 155-156, 2013. http://doi.acm.org/10.1145/2512276.2512326 4. R.S. Moog, and J.N. Spencer, (Eds.). ​Process-Oriented Guided Inquiry Learning (POGIL). Oxford University Press, 2008. 5. H.H

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University; Fang Tang, Cal Poly Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Erika DeJonghe, California State Polytechnic University, Pomona

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Diversity, NSF Grantees Poster Session

June 2018.2. Cho, S. H., Gonzalez, V., Bhandari, S., Cheung, K., and Tischler, M., “Flight Dynamics Model Identification of a Coaxial Tricopter in Hover using Frequency Domain Technique,” Accepted for Presentation at and Publication in the Proceedings of Vertical Flight Society’s 75th Annual Forum, Philadelphia, PA, 13-16 May 2019.3. Tischler, M. B., and Remple, R., Aircraft and Rotorcraft System Identification, 2nd ed., American Institute of Aeronautics and Astronautics, 2012.4. Cho, S. H., Bhandari, S., Tischler, M., et al., “System Identification and Controller Optimization of Coaxial Quadrotor UAV in Hover,” Proceedings of AIAA Atmospheric Flight Mechanics Conference, San Diego, CA, 7-11 January 2019.5. Acharya, A. D., Bhandari

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Clara Novoa, Texas State University; Bobbi J. Spencer, Texas State University; Leona Hazlewood, Texas State University; Araceli Martinez Ortiz, Texas State University

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Diversity, NSF Grantees Poster Session

ideal venue topresent the SVS training in a student’s first semester of college if no other options to present thismaterial are readily available.At the beginning of each semester, the students were provided a syllabus detailing the ETsemester events. The syllabus for the Fall’18 section is presented in Appendix B. The initialintroduction, benefits, and applications of visual and spatial acuity were emphasized to helpbring relevance to the ET program. The initial PSVT-R pre-assessment was administered duringthe 50-minute class and a timeline was established for the completion of the individual modules,post-assessment, and exit survey. Access to the computer preparation modules, accompanyingvideos, and the supportive computer application were

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

." Shock and Vibration Digest 38, no. 2: 91- 130.[2] Spencer, Billie F., Manuel E. Ruiz-Sandoval, and Narito Kurata (2004). "Smart sensing technology: opportunities and challenges." Structural Control and Health Monitoring 11, no. 4 (2004): 349-368.[3] Housner, GWea, Lawrence A. Bergman, T. Kf Caughey, Anastassios G. Chassiakos, Richard O. Claus, Sami F. Masri, Robert E. Skelton, T. T. Soong, B. F. Spencer, and James TP Yao. (1997). "Structural control: past, present, and future." Journal of engineering mechanics 123, no. 9: 897-971.[4] Spencer Jr, B. F., and S. Nagarajaiah. (2003). "State of the art of structural control." Journal of structural engineering 129, no. 7: 845-856.[5] Mahin, S. A., P. B. Shing, C. R. Thewalt and R

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bhaskar Chittoori P.E., Boise State University; Noah Salzman, Boise State University; Robert Hamilton P.E., Boise State University; Debakanta Mishra, Oklahoma State University; Sondra M. Miller, Boise State University

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NSF Grantees Poster Session

sustainable and resilient designs, and appreciate theimportance of the topics to the work of practicing civil engineers. Future work will includeexploring how the active learning module approach described in this paper can be applied toother engineering disciplines, and implementing similar curricular reforms at other departmentsand schools of civil engineering.REFERENCES[1] P. Bocchini, D. M. Frangopol, T. Ummenhofer, and T. Zinke, “Resilience and sustainability of civil infrastructure: Toward a unified approach,” J. Infrastruct. Syst., 2014.[2] C. Davidson, B. Allenby, and J. Crittenden, “Center for Sustainable Engineering.” [Online]. Available: https://csengin.syr.edu/electronic-holdings-library/. [Accessed: 02- Mar-2020

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

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NSF Grantees Poster Session

reflect the views of the National Science Foundation. Page 23.767.9References1. Brandenberger, J. W., Bringle, R.E., Duffy, D.K. (1998). Developmental psychology and service-learning: A theoretical framework. American association for higher education, 68-84.2. Jaboci, B. (1996). Service-Learning in Higher Education: Concepts and Practices. The Jossey-Bass Higher and Adult Education Series, San Franciso, CA.3. Eyler, J., Giles D.E.J., Stenson C.M., Gray C.J. (2001). At a glance: What we know about the effects of service- learning on college students, faculty, institutions and communities, 1993-2000. Corporation for National Service Learn

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Naderman, University of Wisconsin, Platteville; Lori Wedig, University of Wisconsin, Platteville

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NSF Grantees Poster Session

of the scholars while making long lasting connections.We look forward to sharing our findings throughout the program, and at the completion of ourfive-year study, we will share our complete findings and recommendations. Our goal is to seekout our opportunities for continuation of the STEM Scholars Masters Program through futureNSF grants.ReferencesFlowers, L. (2011). Online courses can be used to boost minority numbers in STEM fields. Diverse: Issues in Higher Education. 28 (22), 19.Johnson, W. B. (2016). On being a mentor: A guide for higher education faculty. New York, NY: Routledge.Appendix AProgram Management ChecklistJanuary  Encourage students to apply for new cohort  Process Awards  Scholar Spot  Update

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matt R. Bohm, Florida Polytechnic University; Hannah Ingram, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

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NSF Grantees Poster Session

were compared to students who were only taught the basic meaning offunction [7]. This study was completed throughout select students’ sophomore, junior, andsenior years. To investigate the significance of function modeling training technique, twocontrol groups of students, sections C and D, were just taught the basic meaning of function,while two treatment groups of students, sections A and B, received function modelinginstructions. To assess the student’s comprehension of the functional model, a four-questionquiz, known as FunSkill, was administered to both groups of students. Specifically, the quiztested students’ ability to identify function, describe functionality, understand functionaltranslation of design objectives, and create a

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jane Hunter, University of Arizona; James C. Baygents, University of Arizona

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NSF Grantees Poster Session

Clean Water • Engineer Better Human Health • Engineer the Tools of Scientific Discovery • Restore and Improve Urban InfrastructureFaculty members with research and teaching expertise in the particular areas of the units workeddiligently to develop the five new units which are described in detail in Appendix B. Oncedeveloped, the five new Elective Units were evaluated by a group of selected freshmanengineering students. Video vignettes for the Elective Units were created so that students couldlearn about the topic before choosing a unit to study. In the vignettes, interviews with leadingexperts describe each challenge and emphasize the important role that engineers play in solvingthese problems. Students use the vignettes to decide

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

Tagged Topics

Diversity, NSF Grantees Poster Session

measured by Spearman’s coefficients (Knapp 2018). When engineeringidentity was cast through a multi-dimensional lens, it revealed more nuanced connections withteamwork experience. For example, “contributing to the team’s work” (behavior metric 1, B.1)tended to boost virtually all dimensions of engineering identity, but it exerted the strongestconnection with the performance/competence dimension of engineering identity (P.1 through P.3in Table A.1). A similar theme also emerged from qualitative analysis of interview transcripts:several students professed that when they were able to apply themselves in teamwork they feltthat their EI grew as a result and that when they were unable to contribute their EI took a hit andfor two female students it

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah M. Ryan, Iowa State University; Robert Brown; Amy Kaleita, Iowa State University; Sergio Horacio Lence; Cynthia Lidtke, Iowa State University; Cameron Alexander MacKenzie, Iowa State University; Michelle Lynn Soupir, Iowa State University

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NSF Grantees Poster Session

transformation of knowledge that includes a. a two-year series of monthly workshops, and b. weekly small-group activities designed to enhance the trainees’ interdisciplinary communication and collaboration skills; 4) An e-portfolio that contains artifacts from research or coursework that demonstrate attainment of key competencies; 5) An annual symposium convening trainees, faculty advisors, and the external advisory board.To avoid extending the time to degree completion, the certificate coursework was designed to beflexible enough to integrate seamlessly into each trainee’s primary degree program of study. Thetwo years of the workshop series could be taken in either sequence, so that the whole

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Srividya Kona Bansal, Arizona State University; Odesma Onika Dalrymple, University of San Diego; Ashraf Gaffar, Arizona State University

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NSF Grantees Poster Session

prototyping, an implementation of a participatory design to help designers and users build a navigation model together, greatly reducing time and effort needed. Figure 2 shows the navigation model for the primary application. b) Prototyping (PT) is extensively used in UCD to visualize and validate all otherwise vague ideas and unclear expectations at low cost and high effectiveness. We focused on three main categories of prototyping: Paper (low-level) PT, low-fidelity electronic (medium level) PT, and high-fidelity, detailed PT [5, p. 188]. Paper prototypes are very inexpensive and help us capture several initial ideas and concepts, and validate them. After explaining their needs, users often change their minds when they see them on

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Ruzica Todorovic, Wilbur Wright College

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Diversity, NSF Grantees Poster Session

deterring and a major barrier to retention andsuccess in the profession.[5-10]Several factors have been identified as key challenges: (a) the lack of exposure to engineering orcomputer science as fields of study or as career opportunities [11], (b) the lack of professionalidentity (inability to see oneself as a professional) [7], (c) an impaired sense of belonging [12,13], and (d) the lack of self-efficacy (how well one can execute a course of action to deal with aprospective situation) [14]. Adding to the challenge is the rigor of engineering curriculum whichsubstantially contributes to high dropout rates from engineering [15], averaging at 50%, andranging from 60 to 67% for minorities [12, 16, 17]. These numbers are strongly driven by highfailure

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Adam Kirn, University of Nevada, Reno; Kaitlyn Anne Thomas, University of Nevada, Reno; Mais Kayyali, Florida International University; Kelsey Scalaro, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

ethno- racial trauma in Latinx immigrant communities: Cultivating hope, resistance, and action,” Am Psychol, vol. 74, no. 1, pp. 49–62, Jan. 2019, doi: 10.1037/amp0000289.[6] S. Ginwright, “The Future of Healing: Shifting from Trauma Informed Care to Healing Centered Engagement,” Medium. May 2018. [Online]. Available: https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care- to-healing-centered-engagement-634f557ce69c[7] L. N. Huang et al., “SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach,” SAMHSA’s National Center for Trauma-Informed Care, 2014.[8] R. B. Champine, J. M. Lang, A. M. Nelson, R. F. Hanson, and J. K. Tebes, “Systems Measures of a Trauma

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee Cole, University of Iowa; Juliette M. Lantz, Drew University; Suzanne Ruder, Virginia Commonwealth University; Gilbert J. Reynders III, University of Iowa; Courtney Stanford, Virginia Commonwealth University

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NSF Grantees Poster Session

propagation.Preparing faculty to implement rubricsA series of workshop modules were designed to provide participant-centered professionaldevelopment on assessing process skills, including the use of the rubrics. The goals of theworkshop are to introduce instructors to the concept of eliciting and assessing process skills andenable them to use the rubrics along with the implementation guide developed by the project.Workshops generally begin with an introductory module designed to help participants exploreprocess skills before employing the rubrics. The components of the Introduction to Process Skillsmodule allow participants to: (a) explore different process skills, (b) determine how to elicitprocess skills with various classroom facilitation strategies, and (c