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

United States moves toward minority-majority status, that change isnot reflected in the number of graduate degrees being awarded to underrepresented minorities.The Preparing Engineering Graduates Students for the 21st Century (PEGS21) project at UCDavis seeks to look at the transition from undergraduate to graduate study and extend priorresearch that identifies barriers to graduate degree attainment in first generation students.PEGS21 scholars participate in weekly seminars and a series of professional developmentworkshops in the UC Davis GradPathways program and are asked to reflect on the value of eachworkshop on their learning. Analysis of the results from these reflection assignments suggeststhat GradPathways workshops have the potential to

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

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Diversity, NSF Grantees Poster Session

reflected in all of these identities indifferent was; however, additional work is needed.Work Completed to Date and FindingsTo date, we have completed a series of three baseline surveys related to engineeringcommunities and engineering identities across the first-year engineering experience with onecohort of students from two different universities. This was detailed in our pervious poster [4].Institution 1 approaches first-year engineering through a discipline specific model whileInstitution 2 uses the FYEP approach. Information from these surveys was used to inform thedevelopment of an interview protocol related to engineering communities and engineeringidentities. That protocol was used during our first of three rounds of interviews which

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

Thinking content, and 3)industry trips to be made relevant to life as a future engineer. The grant team reflected on thestudent feedback with respect to the existing course elements and program structure and agreedthat improvements could be made. Table 1 provides a summary of the changes implemented inthe ENGR 189B course for the Summer 2018 Program, including the addition of course threadsthat were not present during the Summer 2017 Program. Student reactions to the revised ENGR189B professional development course were obtained through the annual evaluation survey, andtheir reception to the revised content was very positive. 1Table 1. ENGR 189B

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

-­‐based  activities  to  address  students’  common  misconceptions  in  heat  transfer.    These  activities  involved  three  parts  –  first,  a  description  of  a  situation  and  a  request  for  students  to  individually  make  a  written  prediction  about  how  that  situation  would  resolve.    For  example,  predict  which  lowers  the  temperature  of  a  cup  of  water  more:  a  single  large  ice  cube,  or  an  equal  mass  of  chipped  ice?    Then  students  worked  in  small  groups  to  replicate  the  experiment  as  described  and  record  observations.    Finally,  after  discussing  what  they  had  experienced,  students  would  complete  an  individual  written  reflection  on  what  they’d  observed  and  how  it

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

validation of the research instruments, and the Concord Team focused oncalibration of the process analytics. These initial qualitative studies were designed to inform thelarger study in three ways. First, the classroom observations, interviews, and discussions with theteachers allow a deeper understanding of student cognition. These then inform the design ofpre/posttests. Second, the qualitative analyses of student design behaviors and reflective notescaptured through Energy3D provide information on students’ approaches to design. Third, thesecombined insights help inform the development and validation of models for the process analyticssuch as time series mining, association rule mining, and combined action-note analysis. The initialdesign of pre

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

thesemeetings was invaluable as we transitioned to more integrated self-direct learning for studentsand faculty. Through this learning initiative, the faculty built the capacity to reflect and examineassumptions. We also believe that an important part of this experiment was the availability of thestudent community voice as feedback to the faculty.Students took between half and three-quarters of their course load with faculty who taught pre-existing general education courses. The difference for the students was that they took courseswith a cohort and that faculty attempted to integrate content across disciplines. Courses includedEnglish, communications, humanities (ethnic studies, history, sociology), STEM (physics,biology, and engineering). Students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Oumaima Atraoui, James Madison University; Caroline Clay, James Madison University; Zachary Harris De Bey, James Madison University; Johannah Daschil, James Madison University ; Bethany Popelish, James Madison University

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NSF Grantees Poster Session

collecting autoethnographic, ethnographic, and interviewing data of designteams working in makerspaces over the course of two years.The undergraduate engineering students joined the research team as sophomores and participated in year-long training in methods of autoethnographic writing and ethnographic methods of participant observationthe year prior to the onset of data collection. As part of that methodological preparation, student researchersspent considerable time reflecting on their own identities as nascent engineers, critically interrogating whatbrought them to the engineering major and what aspects of engineering most interest them. This earlyreflective process prepares students to understand and situate their identities within the maker

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Debra A. Major, Old Dominion University; Seterra D. Burleson, Old Dominion University; Xiaoxiao Hu, West Virginia University; Kristi J. Shryock, Texas A&M University

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NSF Grantees Poster Session

., pre-entryengineering identity); Time 2, reflecting engineering identity at the end of the first semester; andTime 3, reflecting engineering identity at the end of the spring semester.Demographic control variables, including gender, age, and ethnicity, were gathered throughuniversity records.ResultsIn the fall semester, 24 (2.0%) students engaged in research, 7 (0.6%) served as engineeringstudent ambassadors, 6 (0.5%) were peer mentors, 10 (0.8%) engaged in internships, 300(25.0%) participated in student organizations directly related to engineering, and 212 (17.7%)participated in student organizations outside engineering. In the spring semester, 68 (5.7%)students were involved in research, 20 (1.7%) served as engineering student ambassadors

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering from U-M, and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining U-M, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.Prof. Rachel Vitali, The University of Iowa Dr. Rachel Vitali is an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky P.E., Pennsylvania State University; Roy B. Clariana, Pennsylvania State University

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NSF Grantees Poster Session

scientific phenomena [28-29]. The effectiveness of writing-based interventions to learn domain specific content hasbeen documented across scientific fields including, but not limited to: biology, chemistry,ecology, and physics [29-37]. These and other studies have shown that writing-based STEMinterventions can improve students’ reasoning and conceptual understanding [33, 38-41] and thatwriting becomes even more effective when it includes formative feedback and reflection (p. 84,[42]). For example, a meta-analysis by Bangert-Drowns et al. [43] across 47 studies consideredthe effects of writing-to-learn with feedback compared to writing with no feedback. Feedbackwas more effective than no feedback for academic achievement, with an effect size

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Grace Lynn Baldwin Kan-uge; Carol S Stwalley P.E., Purdue University, West Lafayette; Robert Merton Stwalley III P.E., Purdue University, West Lafayette

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NSF Grantees Poster Session

into STEMfields through the cultivation of their mentor support networks. Rising Scholars students wereprovided with a scholarship and had a defined path of activities in college designed to enhancetheir professional mentoring network. They were prearranged to participate in a pre-freshmanacademic bootcamp, an on-going faculty-directed research project, a self-directed researchproject, and an internship. Students attended seminars and produced written reflections of theirvarious individual experiences on the path to a professional career. Three cadres of 21 studentstotal, who had expressed a previous interest in engineering, were admitted to a general studiesprogram and provided intensive guidance and an active social group. The Rising

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

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NSF Grantees Poster Session

). • Work as a member of a team in constructing, testing, evaluating and reporting on a simple piece of process equipment. 2.2.4. Context 4: Completion of third year chemical engineering coursesThe INSPIRES Heart Lung system design challenge was first tested with freshman engineeringstudents at the UMBC in an introductory engineering design course. This first year course is amixed lecture/lab course like that described in context 2 above; however, the emphasis here is ona reflective activity that took place two and a half years later, after the same students hadofficially matriculated into the chemical engineering program and completed their junior levelcourses in Transport Phenomena I (Fluids) and II (Heat and Mass Transfer). As part of

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

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NSF Grantees Poster Session

internalizingand effectively communicating insights from these experiences later. We conjecture thatproviding an engineering problem typology and reflection framework as context for studentexperiences will improve students’ ability to internalize and communicate the professionalrelevance of those experiences. In this NSF PFE:RIEF sponsored research project we are usingmixed-methods to collect pre / post data on students’ engineering epistemological beliefs, writtenreflections that consider the professional aspects of engineering projects, mock interviews, andgroup problem-solving discussions. Between the pre / post data collection, an intervention takesplace; students participate in a professionally relevant project experience (engineeringintramural) with

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

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NSF Grantees Poster Session

students.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Joel Alejandro Mejia, The University of Texas, San Antonio; Susan M Lord, University of San Diego

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Diversity, NSF Grantees Poster Session

informs the culture, climate, and discourse of engineering education,leading to an exclusionary culture within engineering as reflected by the lack of diversity andlower retention of students and faculty of color, and contributes to systemic barriers negativelyimpacting racial equity. Moving towards racial equity in engineering education requires afundamental shift in thinking in two important ways: 1) we must reframe how we think aboutunderserved populations from minority to minoritized by a dominant discourse, and 2) to beginto dismantle the impacts of Whiteness, we must first make this barrier visible.In the first year of this project, the diverse team of PIs began to explore scripts of Whiteness inengineering education by conducting a

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University

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Diversity, NSF Grantees Poster Session

vouchers.OrientationPrior to the start of the program, an orientation meeting introduced the available researchprojects and allowed students, faculty, and the graduate student mentors to meet each other. Anoverview of Research Contracts, which were used to structure the individual summer researchprojects of each student, a brief introduction to the online communications platform (Basecamp),where students turned in materials and engaged in weekly reflections on the program and theirresearch projects, and a Lab and Campus Safety information session were also covered in theorientation meeting.Program Website https://stem.northeastern.edu/summer/reu/pathways/Arduino/SparkFun WorkshopThrough this workshop series and a 10-week long engineering design project, students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

extant model of empathyin engineering design on which the initial instrument was founded, then we invited critique of theinstrument and identification of parts missing from their pre-reflection stories. We leveragedMiro and this extant model and asked participants to share their stories within the extant model.We also prompted participants to expand the model, naming parts of the model that failed tocapture their pre-reflection stories. In this way, we began prompting participants to help usexpand the model to other design phases, other empathy types, or other directions. For example,similar to the first co-creation workshop, some participants focused on empathy within the team,with one participant considering this a predecessor or affordance to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kellie Schneider, University of Dayton; Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; Kelly Bohrer, University of Dayton; Amy Anderson; Elizabeth Generas; Marjorie Langston Langston; Sharath Krishna

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Diversity, NSF Grantees Poster Session

experience, teachers benefit professionally through integrateddevelopment activities and cultivate greater self-awareness and understanding of culture.First, this paper will summarize the project to date. Then, we present observations fromparticipants’ reflections, semi-structured interview, and pre/post intercultural assessments. Next,we highlight the collaborative outreach and capacity-building efforts which resulted in a newcommunity partner and immersion site. Finally, we discuss the unique opportunities andchallenges associated with navigating international travel and immersion experiences during theCOVID-19 pandemic.Project SummaryThe Global STEM Research Experience for Teachers (RET) is a collaborative program betweenCentral State University

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Srinjita Bhaduri, University of Colorado Boulder; L. Lee Biddy, University of Colorado Boulder; Melissa Rummel, University Corporation for Atmospheric Research; Jeffrey B. Bush, University of Colorado; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; John Daniel Ristvey Jr., University Corporation for Atmospheric Research; Alexandra Gendreau Chakarov, University of Colorado Boulder; Tamara Sumner Sumner, University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

- andpost-STEM interviews with a member of the research team. Of these 16 students, four alsoparticipated in the mentoring experience. The interviews (conducted remotely) focused onstudents' career interests, understanding of what STEM entails, and reflection about the 3Dprinting unit. Students (n=214) completed a STEM Interest survey consisting of four sets ofquestions, each set focusing on one element of STEM. Students took this survey twice, once atthe start of the quarter (pre) and once at the end of the quarter (post). The survey was takenverbatim from Kier et al. (2013) [7] with eight additional negatively worded questions to checkfor response consistency. Additionally, following each mentoring session, students (n=16),mentors (n=12), and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

Tagged Topics

NSF Grantees Poster Session

differences among individuals and groups6. Protects human health and physical safety of users and society7. Promotes human well-being and enhances quality of life for usersand society8. Evaluates economic impacts of environmental design criterion9. Evaluates economic impacts of a social design criterion10. Considers affordability for users and/or demonstrates costcompetitiveness or cost reduction for client/sponsor11. Evaluates economic costs and benefits to inform decisions12. Final design impacted by trade-offs among environmental, social,and economic criteria and reflects balance of dimensions13. Uses and/or creates innovation(s) in its specific field to achievesustainability14. Worked with experts from other disciplines (i.e., outsideengineering

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leen-Kiat Soh, University of Nebraska - Lincoln; Gwen Nugent, University of Nebraska - Lincoln; Wendy Smith, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska - Lincoln; John T. Sutton, ResultED LLC; Kent Steen, Lincoln Public Schools

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Diversity, NSF Grantees Poster Session

, two are administered in the first year for a cohort: (1) an introductionto computer science course where teachers learn fundamental CS topics and programming in ahigh-level programming language (e.g., Python), and engage in problem solving and practicecomputational thinking, and (2) a course in pedagogy for teachers to learn how to teach K-8 CS,including lesson designs, use of instructional resources such as dot-and-dash robots, andassessments. Then, the following academic year after the summer, the PD program holds a seriesof workshops on five separate Saturdays to support teacher implementation of their lessonmodules during the academic year, reflect and improve on their lessons, reinforce on CSconcepts and pedagogy techniques, review and

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Uzoma M. Monye, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Stephen B. Knisley PhD, North Carolina Agricultural and Technical State University

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NSF Grantees Poster Session

At the culmination of the 5-week program, a focus group and exit survey were used togather descriptive and interpretive information on the students’ feelings of self-efficacy,valuation of engineering knowledge and skills, and engineering identities. The exit surveycontained items developed by Walton and Liles [15] and Walton et al. [3] to measureEngineering Values, Self-efficacy, and Identity. The Engineering Values Scale (EVS), contains8 items arranged on a 7 point Likert scale. The items assess both general and specific aspects ofthe field of engineering with higher scores reflecting greater valuation. The Engineering Self-Efficacy Scale (ESES), contains 14 items arranged on a 7 point Likert scale. The items assess ageneral form of self

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Texas A&M University; David B. Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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Diversity, NSF Grantees Poster Session

between 2007 and 2014. Research sites include four of the top ten producers of U.S.Hispanic/Latino engineers; the framework of transfer student capital was used to organize thisstudy's data collection and analytical plan.For our 2018 ASEE poster, we explore engineering transfer students’ reflective responses toquestions about their perceptions of the transfer processes; it represents an area of investigationthat falls under the Transfer Student Capital component of Laanan’s research framework.Through our analyses, we identify emergent constructs and explore differences across subgroupsof transfer students (i.e., type of institution - selective versus open enrollment; type of transferpathway - lateral versus vertical; student status as Hispanic

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Carolyn L. Sandoval, Texas A&M University; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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NSF Grantees Poster Session

biases and increasing active learning in the classroom, with the ultimate goal of increasing student engagement, success, and retention. Further, these positive effects are projected to be strongest for underrepresented minority (URM), women, and first-generation students. The project period is March 1, 2017 to February 29, 2020.  Regarding social cognitive biases, ISE-2 focused on two major components. Implicit bias consists of attitudes, beliefs, and stereotypes that we are not aware that we hold and, in turn, influence our actions in an unconscious and unaware manner. Implicit biases often reflect broader stereotypes and cultural narratives about groups and therefore behavior based in implicit biases seems correct

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

pairs to solve problems or complete 50% assignments. Have students work on real‐world problems or contextual examples. 50% Hold all students in a group accountable for group projects. 50% Moderate Change Provide means for students to ask questions outside of class (i.e., discussion forum, chat). 50% Use peer mentors to support student problem solving and/or reflection. 50% Big Change Teach strategies for solving problems rather

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

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NSF Grantees Poster Session

the “spiral approach” for course redesign.Lessons learned from previous semesters are incorporated into any needed redesign and/orrefinements of the HIPs as part of the process for updating each course syllabus each semester.Two courses serve as examples to demonstrate how to implement HIPs in basic STEMengineering courses.IntroductionKuh asserts that college degrees are valued by society and empower the individual; however,persistence and completion of the degree is reflective of the quality of the learning experience[1]. To strengthen academic success, faculty development in effective teaching strategies, suchas High-Impact Educational Practices (HIPs), is needed [2]. HIPs ensure that students haveaccess to well-designed, engaging academic

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee, Knoxville; Lisa Benson, Clemson University; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, University of Virginia; Karina Sylvia Sobieraj, Ohio State University; Teresa Porter, Ohio State University; Alessandra St. Germain, Clemson University; Guoyong Wu, Clemson University

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NSF Grantees Poster Session

research experiences. Theseactivities include reading journal articles, running experiments, preparing materials forexperiments, writing up the results of their work, presenting research findings, repeatingexperiments, developing plans for data collection and analysis, and analyzing data. Some of theseactivities are epistemic practices because they are directed towards gaining knowledge orincreasing understanding. Through reflection, epistemic metacognitive skills (EMS), on theirresearch activities and social interactions, students build and refine their knowledge of howresearch works. This knowledge of how research works affects students’ existing and developingbeliefs and perceptions about what a researcher does and about knowledge and knowing

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Robert S. Kadel, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

foundational experiences for all engineering students.Well-designed laboratory experiences can make engineering concepts come to life, givingstudents a real-world confirmation of the theory and concepts from lecture classes. Conversely,the effectiveness of hands-on learning can be reduced if there are inadequate levels of studentengagement and reflection [1] - [3]. Due to advances in portable data acquisition devices, laptopcomputers, and an array of affordable sensors, there is an unprecedented opportunity to bringhands-on experiments out of the centralized labs, and into lecture classrooms, and even studentdorm rooms. While such mobile hands-on experiments have had substantial inroads in the fieldsof electrical and computer engineering (ECE

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Penn State Erie, The Behrend College; Qi Dunsworth, Penn State Erie, The Behrend College; Melanie R. Ford, Penn State Erie, The Behrend College; E. George Walters III P.E., Penn State Erie, The Behrend College; Jessica Resig, Pennsylvania State University

Tagged Topics

NSF Grantees Poster Session

was intended to be arefresher of selected curriculum design models and an enhancer of evidence-based teachingpractices. The workshops blended learning theories, formative assessment strategies, activelearning techniques, and effective use of technologies that teachers could experience and takeback to their own class. Each workshop was approximately two hours. The topics covered by theworkshop series include: (1) Team building activity, (2) Reflections on engineering education,(3) Curriculum standards, (4) TPACK design framework [8] and the Backward Design model[9], (5) Raising meaningful questions and engineering challenge, (6) Writing measurablelearning objectives, (7) Formative and summative assessment strategies, (8) The art ofstorytelling

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering); Mackenzie Beckmon Sharbine, Harding University; Jeremiah Sullins, Harding University; Shari E. Miller, University of Georgia

Tagged Topics

NSF Grantees Poster Session

engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering) c American Society for Engineering Education, 2019 Paper ID #27026 Stephen received a PhD in education at the University of Maryland researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught an