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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Xinrui (rose) Xu, Purdue University, West Lafayette (College of Engineering); Alexandra Marie Dukes, Purdue University, West Lafayette (College of Engineering)

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Paper ID #21334A Conceptual Model for Engineering Major ChoiceDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Xinrui (Rose) Xu, Purdue University, West Lafayette (College of Engineering) Xinrui (Rose) Xu is a doctoral student in the School of Engineering Education at Purdue University. She also serves as a career consultant

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2018 ASEE Annual Conference & Exposition

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Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Lisa Ann Moyer, Virginia Tech; Indhira María Hasbún, Virginia Tech

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industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.Dr. David B. Knight, Virginia Tech David Knight is Assistant Professor and Assistant Department Head for Graduate Programs in the De- partment of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education and affiliate faculty with the Higher Education Program at Virginia Tech. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering edu- cation can become more effective, efficient, and inclusive.Dr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an

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2018 ASEE Annual Conference & Exposition

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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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across subgroups of engineering transfer students. Andrea Ogilvie has multiple degrees in engineering and public affairs from UT Austin (BSCE, MPAff) and Virginia Tech (MS ISE, PhD).Dr. David B. Knight, Virginia Tech David Knight is Assistant Professor and Assistant Department Head for Graduate Programs in the De- partment of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education and affiliate faculty with the Higher Education Program at Virginia Tech. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering edu- cation can become more effective, efficient, and inclusive.Dr. Maura Borrego, University of Texas

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2018 ASEE Annual Conference & Exposition

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Ying Tang, Rowan University; Kauser Jahan P.E., Rowan University; Kevin B. Trinh; Gena Gizzi; Nathan Lamb

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, the ASEE Women in Engi- neering Division Sharon A. Keillor Award and the WEPAN Women in Engineering Initiative Award. She has been instrumental in establishing the Attracting Women into Engineering, the Engineers on Wheels and Engineering Clinics for Teachers programs at Rowan University. She has served as the Institutional Representative and Advisory Board Chair for the Women’s Professional Network at Rowan University for six years and currently is an advisory board member of the New Jersey Chapter of the American Council on Education (ACE) Office of Women in Higher Education (OWHE). She received a Fulbright award in 2015.Mr. Kevin B. TrinhMs. Gena Gizzi Graduated from Rowan University in 2018 with a B.S. in

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2018 ASEE Annual Conference & Exposition

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Helen H. Hu, Westminster College; Clifton L. Kussmaul, Muhlenberg College; Patricia B. Campbell, Campbell-Kibler Associates, Inc.

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University of Kerala, Chief Technology Officer for Elegance Technologies, Inc., Senior Member of Technical Staff with NeST Technologies, and Assistant Professor at Moravian College. He has a PhD in Computer Science from the University of California, Davis, master’s degrees in CS and Electro-acoustic Music from Dartmouth College, and bachelor’s degrees in Engineering and Music from Swarthmore College. His professional interests and activities include active and guided inquiry learning, software engineering, entrepreneurship, digital signal processing, cognitive neuroscience, and music.Dr. Patricia B. Campbell, Campbell-Kibler Associates, Inc. Patricia B. Campbell, PhD, President of Campbell-Kibler Associates, Inc, has been

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2018 ASEE Annual Conference & Exposition

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Kathleen Alfano, College of the Canyons

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2011-12 3 1 1 0 2 2012-13 3 4 1 1 0 2013-14 5 3 1 2 0 2014-15 5 1 1 4 1 2015-16 5 1 2 2 0 Grand Total 29 13 10 10 5Table Nine A and B: Student Success Measure Four: Transfer Major Graduation Rates:While Community College Transfers are the majority of the student enrollees for theBSIT program, their graduation rates are decreasing. (Source: CSUCI InstitutionalResearch Office) All

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2018 ASEE Annual Conference & Exposition

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Jean Mistele, Radford University; Sandra Nicks Baker, Radford University; Sarah L. Strout, Worcester State University; Prem Uppuluri, Radford University

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. 12Noonan, Ryan. Office of the Chief Economist, Economics and Statistics Administration, U.S. Department of Commerce. (March 30, 2017). STEM Jobs: 2017 Update (ESA Issue Brief # 02-17). Retrieved from http://www.esa.gov/reports/stem-jobs-2017-update.Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol. 2). K. A. Feldman (Ed.). San Francisco, CA: Jossey-Bass.Reed, K. E., Aiello, D. P., Barton, L. F., Gould, S. L., McCain, K. S., & Richardson, J. M. (2016). Integrating Leadership Development Throughout the Undergraduate Science Curriculum. Journal of College Science Teaching, 45(5), 51.Siefert, T.A., Gillig, B., Hanson, J.M., Pascarella, E.T., & Blaich, C.F. (2014). The

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2018 ASEE Annual Conference & Exposition

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Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

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haveimproved dramatically post-enrichment. Moreover, for section B (Technology TeachingOutcome Expectancy), none of the teachers had a median score of 3 post-enrichment, unliketheir pre-enrichment response. These results seem to indicate that the E3 program was successfulin improving the teacher’s efficacy beliefs and attitudes. However, further hypothesis tests needto be carried out in order to determine whether the improvement in scores is statisticallysignificant, which the next objective of this study as is discussed below.Table 3 provides a summary of the mean scores provided by the teachers to the T-STEM questionnaire.The ‘Pre’ columns refer to the scores given by the teachers prior to participating in the E3 program whilethe ‘Post’ columns

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2018 ASEE Annual Conference & Exposition

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Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

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, and their presence in the media and consequences for viewers. Her primary research interest is science identity, STEM education, and participation in online communities.Mr. Matthew Bahnson, North Carolina State University Matthew Bahnson is a doctoral student at North Carolina State University in Applied Social and Com- munity Psychology. His research interests include engineering identity, diversity, bias, stereotypes, and STEM education. He works with Dr. Cheryl Cass at NCSU.Ms. Rebecca Mills, University of Nevada, Reno I am an undergraduate research assistant studying Chemical Engineering with an emphasis in Biomedical Engineering.Amber B. Parker, North Carolina State University Amber Parker is an

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2018 ASEE Annual Conference & Exposition

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Mary Roth, Lafayette College; Laurie F. Caslake, Lafayette College

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J. McCullough, “Benefits of Undergraduate Research Experiences,” Science, vol.316, pp. 548-549, Apr. 2007.[3] K. Yaffe, C. Bender, and L. Sechrest, “How Does Undergraduate Research Experience Impact Career Trajectories and Level of Career Satisfaction: A Comparative Survey,” Journal of College Science Teaching, vol. 44, no. 1, pp 25-33, Sep./Oct. 2014.[4] K. O’Donnell, J. Botelho, J. Brown, G. M. Gonzalez, and W. Head, “Undergraduate Research and Its Impact on Student Success for Underrepresented Students,” New Directions for higher Education, no. 169, pp. 27-38, spring 2015.[5] D. F. Carter, H.K. Ro, B. Alcott, and L.R. Lattuca, “Co-Curricular Connections: The Role of Undergraduate Research

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2018 ASEE Annual Conference & Exposition

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Danielle Wood, University of Notre Dame; Alisa Zornig Gura, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Sam Alptekin

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since 2006 focusing on grant team management, program management, and project management as well as Broader Impacts for National Science Foundation proposals. She was the Executive Director of the Northern Indiana Regional Science and Engineering Fair from 2012 to 2016 and served on the Science Education Foundation of Indiana Board of Directors during that time. In addition, her committee work includes several initiatives to broaden participation of underrepresented groups in STEM. She holds a Bachelor of Science degree in Criminal Justice and a Master of Public Affairs degree with a concentration in Nonprofit Administration from Indiana University South Bend.Dr. Jay B. Brockman, University of Notre Dame Dr. Jay

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Nichole Ramirez, Purdue University, West Lafayette (College of Engineering); Corey T Schimpf, The Concord Consoritum

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Paper ID #21337Student Career Decision Making Approaches and Development of Profes-sional Engineering TrajectoriesDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Nichole Ramirez, Purdue University, West Lafayette (College of Engineering) Nichole Ramirez is a postdoctoral researcher in the School of Engineering Education at Purdue

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2018 ASEE Annual Conference & Exposition

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Rajeev Darolia, University of Kentucky; Cory Koedel, University of Missouri; Joyce B. Main, Purdue University, West Lafayette (College of Engineering)

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Paper ID #22137The Diversity of College Engineering Degrees: The Role of Geography andthe Concentration of Engineering Degree ProductionDr. Rajeev Darolia, University of Kentucky Rajeev Darolia is Associate Professor of Public Policy at the University of Kentucky. He holds a PhD from George Washington University.Prof. Cory Koedel, University of Missouri Cory Koedel is an Associate Professor of Economics and Public Policy at the University of Missouri.Dr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D

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2018 ASEE Annual Conference & Exposition

Authors

Mathew Kuttolamadom, Texas A&M University; Michael Alexander Liu, Texas A&M University; Jyhwen Wang, Texas A&M University; Bruce L. Tai, Texas A&M University; Samuel F. Noynaert, Texas A&M University; Dinakar Sagapuram, Texas A & M University; Marian S. Kennedy, Clemson University

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bag lecture by Institute for Broadening Participation (IBP)]Altogether, the intended major program activities were accomplished on schedule, in addition tothe students gaining professional development skills via the supplementary USRG program. Toenhance the knowledge and skill-level of these students in metrology/NDI, the five (5) majorintellectual themes, and the specific research projects under these included the following: 1. Theme: Comprehensive Forensic Metrology/NDI of Surface & Sub-surface Deterioration a. Project: Bio-Inspired Compositional Gradients via LENS Processing for Tailorable Mechanical Responses [12, 13] b. Project: Texturing of SLM Additive Manufactured Surfaces for Bio-Inspired

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2018 ASEE Annual Conference & Exposition

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Noemi V. Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University

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; Measurement, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. She has authored/co-authored more than 40 peer-reviewed journal articles and conference proceedings and served as a reviewer of journals in engineering education, STEM education, and educational psychology, as well as an external evaluator and an advisory board member on several NSF-funded projects.Dr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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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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) increasing student engagement, success, and retention, and (b) ultimately seeing greater increases for underrepresented minority (URM), women, and first-generation students. Ten faculty teaching first- and second-year Engineering courses participated in the first cohort of ISE-2 in Summer 2017, which consisted of three workshops and six informal “coffee conversations”. At the conclusion of the workshops, each faculty was tasked with completing a teaching plan for the Fall 2017 semester, to incorporate the strategies and knowledge from ISE-2 into the courses they plan to teach. Focus groups with the ISE-2 faculty were conducted in Fall 2017 to obtain feedback about the faculty development program. Classroom observations were

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech; Scott W Case, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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leverageinstitutional data to improve the STEM undergraduate education system, in particular at the stageduring which students take foundational courses taught in large class sizes: RQ1: What data do STEM faculty teaching large foundational classes for undergraduate engineering identify as being useful so that they may enhance students’ experiences and outcomes a) within the classes they teach, and b) across students’ multiple large classes? RQ2: How can looking across data sets at different levels (i.e., within-course and across courses) change faculty members’ attitudes or behaviors related to teaching undergraduate classes? RQ3: How can looking across data sets at different levels produce insights

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2018 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

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Paper ID #21841Impact of Undergraduate Research Experiences on Diverse National and In-ternational Undergraduate ResearchersDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann

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2018 ASEE Annual Conference & Exposition

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Caroline Elizabeth Crockett, University of Michigan; Kevin A. Nguyen, University of Texas, Austin; Prateek Shekhar, University of Michigan; Robert Matthew DeMonbrun, University of Michigan; Sneha Tharayil, University of Texas, Austin; Robyn Rosenberg, Harvard University; Cindy Waters, North Carolina A&T State University; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan

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Conference Proceedings, vol. 1413, no. 1, pp. 163–166, 2012.[3] C. J. Finelli, S. R. Daly, and K. M. Richardon, "Bridging the research-to-practice gap: Designing an institutional change plan using local evidence," Journal of Engineering Education, vol. 103, no. 2, pp. 331-361, Apr. 2014.[4] S. E. Shadle, A. Marker, and B. Earl, "Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments," International Journal of STEM Education, vol.4, no. 8, pp. 1-13, Dec. 2017.[5] R. Thorpe and R. Holt, The SAGE Dictionary of Qualitative Management Research. London: SAGE Publications, 2008.[6] M. Borrego, M.J. Foster, and J.E. Froyd, "Systematic literature reviews in engineering education

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2018 ASEE Annual Conference & Exposition

Authors

Ivan Lopez Hurtado, Northern New Mexico College; Jorge Crichigno, University of South Carolina; Ashis Nandy, Northern New Mexico College

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and ImplementationLow tuition allows us to have a flexible scholarship structure with three types ofscholarships:a) Tuition Scholarships: Awards up to $2500 per semester for any full-time student (12 ormore credits).b) Living Expenses Scholarship: These awards are a fixed rate of $2500 per semesterand are given in the form of two checks. One check of $1000 at the beginning of thesemester and one for $1500 during week 12 of the semester. Students are not required toreport how the money was spent. The rationale for issuing two separate checks isbecause we wanted to de-incentivize students from dropping college before the middle ofthe semester. Historically, a small percentage of students drop from the program anddisappear just after receiving a

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2018 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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continue to expand upon it to create additional presentation- or publication-worthy material. • Individuals not continuing with research made this decision due to work or other significant time commitments but had a universal interest in renewing research activity in the future. • Nine significant benefits of the project emerged (listed from most frequently noted across all applicable questions to least frequently stated) o a. Impact on perspective relevant to and plans for the future. o b. Encouragement toward involvement with academics and research. o c. Confirming interests and intentions related to research, careers, and degrees. o d. Learning achieved through

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2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

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their (a) identity as engineers, (b) valuing of engineering as a profession, and (c)feelings of self-efficacy. Argued here is the notion that students who are able identify importantneeds, and are imbued with the knowledge and design skills to develop a solution to the need,will feel more capable as engineers (self-efficacy), begin to see themselves as engineers(engineering identity), and increasingly value engineering as an important set of skills, body ofknowledge, and career choice. This idea is all important in view of other research suggestingthat some engineering education venues are advancing an ecology of social detachment, withever decreasing regard for social concerns [3]. In experimental terms, the curricular changes (i.e

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2018 ASEE Annual Conference & Exposition

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Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Christopher Martinez, University of New Haven

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relief. The maximum a student could receive from the ASPIRE scholarship was$8,750 (approximately 25% of tuition). The impact the financial assistance provided variedbased on the students' financial situation. Our goal was to ease the stress that the financials wereinstilling in the student.To measure the effectiveness of easing financial stress we asked our students in the ASPIREEvaluation Survey whether the ASPIRE scholarship allowed them to: a) reduce the number of hours worked (29% of students said yes) b) reduce the amount of loans taken out (84% said yes) c) reduce their family's financial contribution (66% said yes) d) had no financial impact (0% said yes)The results of the survey did show that the ASPIRE

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2018 ASEE Annual Conference & Exposition

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Ahsan Mian, Wright State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Leanne Petry, Central State University; Brett Doudican, University of Dayton; Raghavan Srinivasan, Wright State University

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group research were performed collectively as an entire cohort. This paper presents a briefoverview of the collaborative yearly activities designed for the RET teachers. Lessons learnedare summarized.PROGRAM OBJECTIVES The collaborative program consisted of nine objectives to achieve the three broad goalsas given in Introduction section. A. Teach engineering concepts to over 1,000 PK-12 students over the project period, including students from schools with a significant minority population (Goal 1). B. Develop inquiry- and team-based STEM curriculum and innovative pedagogy to encourage interest in STEM and, in particular, engineering (Goal 1). C. Disseminate curriculum deliverables through the Teach Engineering

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2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

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Program Evaluation Executive Summary,” Menlo Park, CA, 2017.[17] M. J. Mohr-schroeder, D. L. Little, and D. C. Schroeder, “Developing Middle School Students ’ Interests in STEM via Summer Learning Experiences : See Blue STEM Camp,” Sch. Sci. Math., vol. 114, no. 6, pp. 291–301, 2012.[18] K. Roy, “App Inventor for Android : Report from a Summer Camp,” SIGCSE ’12 Proc. 43rd ACM Tech. Symp. Comput. Sci. Educ., pp. 283–288, 2012.[19] B. Ericson and T. McKlin, “Effective and Sustainable Computing Summer Camps,” Proc. 43rd ACM Tech. Symp. Comput. Sci. Educ., pp. 289–294, 2012.[20] M. Guzdial, B. Ericson, T. Mcklin, and S. Engelman, “Georgia Computes! An Intervention in a US State, with Formal and Informal

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2018 ASEE Annual Conference & Exposition

Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R. Hamlen, Cleveland State University

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sync FPro bus DAC VGA monitor (a). Top-level diagram of an FPro system (b). Software hierarchy of an FPro SoC system Figure 1. Hardware and software of an FPro system Processor module The processor module, shown as the red box in Figure 1(a), consists of a processor, amemory controller core, and RAM. It is the only part that is constructed from the vendor's IPcores. To be used in the FPro SoC platform, the processor core must exhibit the followingcharacteristics:  32-bit-wide data path

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2018 ASEE Annual Conference & Exposition

Authors

Cynthia Furse, University of Utah; Donna Harp Ziegenfuss, University of Utah; Alyson L. Froehlich, University of Utah

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). Dr. Furse’s research has led to the development of a system to locate intermittent electrical wiring faults, and she is a founder of LiveWire Innovation. Her research also includes development of antennas to communicate with medical implants, and methods to predict statistical variability in bioelectromagnetic applications. Dr. Furse is a Fellow of the IEEE and the National Academy of Inventors. She has received numerous teaching and research awards including the Harriett B. Rigas Medal for Excellence in Teaching.Dr. Donna Harp Ziegenfuss, University of Utah Donna Harp Ziegenfuss, is an Associate Librarian in Graduate and Undergraduate Services in the J. Willard Marriott Library at the University of Utah. She has an

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2018 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason P.E., Seattle University; Jennifer A. Turns, University of Washington

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, and how these views uniquely affectunderrepresented or marginalized students. This conversation can lead to a better understandingof how best to create an inclusive educational system.AcknowledgementsThis project was funded by the NSF IUSE/PFE: RED grant #1730354.References[1] K. Deaux, “Reconstructing social identity,” Personality and Social Psychology Bulletin, vol.19, pp. 4-12, 1993.[2] S. Stryker, and P. J. Burke, “The past, present, and future of an identity theory,” SocialPsychological Quarterly, vol. 63(4), pp. 284-297, 2000.[3] E. H. Erikson, Identity and the life cycle. New York: International Universities Press, 1959.[4] M. B. Brewer, “The social self: On being the same and different at the same time,”Personality and Social

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2018 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center (MATRIC); Hyland Anthony Markle; Robin A. M. Hensel, West Virginia University; Melissa Lynn Morris, West Virginia University

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Linear Equations 13 Solving Systems of Equations with MatricesEach week, the worksheets were graded, and all solutions were scanned and stored in a database.Weekly quizzes were used to assess students’ learning. Areas of difficulties were identified aftermanually grading quizzes and worksheets.Results:Two main issues were identified in the graded worksheets: students’ difficulties with performingbasic math operations and students’ misconceptions.Examples of misconceptions and calculation errors found in students’ work: a) Students incorrectly factored 3 out b) Students incorrectly factorized an expression, by selecting an incorrect common factor c) Lack of knowledge on how to simplify a rational expression d) Unable to

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2018 ASEE Annual Conference & Exposition

Authors

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

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expectations.References[1] R. B. Landis, Studying Engineering: A Road Map to a Rewarding Career, 4th ed., Anaheim, CA: Discovery Press, 2013.[2] S. A. Sorby, Developing Spatial Thinking, Boston, MA: Delmar Cengage Learning, 2011.[3] R. B. Guay, Purdue Spatial Visualization Test: Rotations, West Lafayette, IN: Purdue Research Foundation, 1977.[4] J. M. Hektner, J. A. Schmidt and M. Csikszentmihalyi, Experience sampling method: Measuring the quality of everyday life, Sage, 2007.[5] R. W. Larson, G. Moneta, M. H. Richards and S. Wilson, "Continuity, stability, and change in daily emotional experience across adolescence," Child Development, vol. 73, no. 4, pp. 1151-1165, 2002.[6] M. Csikszentmihalyi and R. Larson, "Validity and reliability of the