Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert Weissbach, Indiana University - Purdue University, Indianapolis; Ruth Camille Pflueger, Pennsylvania State University, Behrend ; Immanuel Edinbarough, P.E., The University of Texas, Rio Grande Valley; Corinne C. Renguette, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Gamini P. Mendis, Pennsylvania State University, Behrend ; Matthew Rothrock; Annwesa Dasgupta; Johanna Bodenhamer, IUPUI

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Diversity, NSF Grantees Poster Session

Paper ID #38796Board 317: Improving Undergraduate STEM Writing: A CollaborationBetween Instructors and Writing Center Directors to Improve Peer-WritingTutor FeedbackDr. Robert Weissbach, Indiana University - Purdue University, Indianapolis Robert Weissbach is currently chair of the department of engineering technology at IUPUI. From 1998 - 2016 he was with Penn State Behrend as a faculty member in Electrical and Computer Engineering Technology. His research interests are in renewable energy, energy storage, and engineering education.Ms. Ruth Camille Pflueger, Pennsylvania State University, Behrend Ruth Pflueger has been the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sean St. Clair, Oregon Institute of Technology; Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology

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NSF Grantees Poster Session

Paper ID #33602Undergraduates’ Perspectives on Readiness, Writing Transfer, andEffectiveness of Writing Instructions in Engineering Lab Report WritingDr. Sean St. Clair, Oregon Institute of Technology Sean St.Clair is a Professor of Civil Engineering at Oregon Tech, where he teaches structural engineering courses and conducts research in engineering education. He is also a registered Professional Engineer.Dr. Dave Kim, Washington State University-Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineer- ing and Computer Science at Washington State University Vancouver. His

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Paper ID #6142Enhancing Peer-Learning Using Smart DevicesProf. Zahed Siddique, University of Oklahoma Dr. Siddique is currently a professor at the School of Aerospace and Mechanical Engineering of Uni- versity of Oklahoma. His research interests are in areas of product design, product platform design, and engineering education. He is the faculty advisor of the Sooner Racing Team (FSAE) and coordinator of the Mechanical Engineering Capstone program.Dr. Firas Akasheh, Tuskegee UniversityDr. Gul E. Okudan Kremer, Pennsylvania State University, University Park Dr. G¨ul E. Okudan Kremer is an associate professor of Engineering

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

NSF Grantees Poster Session

, the feedback comes more quickly. An author canusually see the feedback as soon as the reviewer provides it, rather than having to wait until theinstructor or TA is finished grading all the students. Finally, peer assessment forces students towrite in a way that their peers can understand. They can’t use shorthand that the instructor, withhis/her superior knowledge, is expected to decipher. They learn to write for an audience of theirpeers, which is exactly the skill they need for later in their careers. Peer assessment has beenshown to improve learning across the curriculum [1].Online peer-assessment systems perform the same basic functions, though they often havefeatures aimed at the types of courses taught by their designers, e.g., art

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian F Martensen, Minnesota State University; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

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NSF Grantees Poster Session

AC 2012-4169: INTERDISCIPLINARY STEM PEER-MENTORING ANDDISTANCE-BASED TEAMSBrian F Martensen, Minnesota State University Brian F. Martensen is an Associate Professor and Chair of the Department of Mathematics and Statistics at Minnesota State University, Mankato. He began working with the NSF-supported MAX Scholar Program in 2009. His interests include inquiry-based models of instruction and ways to facilitate the transition of majors to professionals. His mathematical research is in the area of dynamical systems and topology.Dr. Deborah K. Nykanen P.E., Minnesota State University, Mankato Deborah K. Nykanen is an Associate Professor of Civil Engineering at Minnesota State University, Mankato. She received her Ph.D

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patti Wojahn, New Mexico State University; Germain Degardin, Southwest Outreach Academic Research (SOAR) Center; Muhammad Dawood, New Mexico State University; Melissa J. Guynn, New Mexico State University; Rachel Boren, New Mexico State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Celotta, E. Curran, M. Marcus, and M. Loe. (2016).“Assessing the impact of a multi-disciplinary peer-led-team learning program on undergraduate STEM education.” Journal of University Teaching & Learning Practice, 13(1), pp. 1-21. Available at: http://ro.uow.edu.au/jutlp/vol13/iss1/5[15] F. Boch and A. Piolat (2005). “Note taking and learning: A summary of research. The WAC Journal, 16, pp. 101-113.[16] M.C. Everett (2013). “Reflective journal writing and the first-year experience. International Journal of Teaching and Learning in Higher Education 25(2), pp. 213-222.[17] A. Siegesmund. (2016). “Increasing student metacognition and learning through classroom- based learning communities and self

Conference Session

NSF Grantees: RED 2 / Civil Eng

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University; Jules Ava Lloyd, Clemson University; Logan C. Wade

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Diversity, NSF Grantees Poster Session

Paper ID #31022Developing Inclusive Engineers: Teaching Peer-Mentors Principles ofEquity and InclusionDr. Jennifer Harper Ogle, Clemson University Dr. Jennifer Ogle is a Professor in the Glenn Department of Civil Engineering at Clemson University, and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research portfolio focuses on transportation infrastructure design, safety, accessibility, and management. She is currently the facilitator for the NSF Revolutionizing Engineering and Computer Science Depart- ments (RED) grant at Clemson, and is leading three transformation efforts

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Praveen Kumar Sekhar, Washington State University, Vancouver

Tagged Topics

Diversity, NSF Grantees Poster Session

Situation/Inspiration of thewriting assignments between FYC (English 101) and the introductory engineering laboratorycourse (Mech 309). English 101 Mech 309Students Freshmen JuniorsGenre of writing Research paper Lab reportassignmentsAudience College student peers (general Engineers and engineering college academic audience) student peers (general audience in the engineering field)Purpose To introduce students to To introduce students to academic writing

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan K. Boettger, University of North Texas; Stefanie Wulff

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NSF Grantees Poster Session

Paper ID #25375Board 17: Teaching STEM undergraduates discipline-specific writing skills:a data-driven learning approachDr. Ryan K Boettger, University of North Texas Ryan K. Boettger is an associate professor and assistant chair in the Department of Technical Communi- cation at the University of North Texas. His research areas include data-driven learning, content analysis, and technical editing. His research in STEM education is currently funded by the National Science Foun- dation. He can be contacted at ryan.boettger@unt.edu.Dr. Stefanie Wulff c American Society for Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Joanna K. Garner, Old Dominion University

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Diversity, NSF Grantees Poster Session

Paper ID #33981Near-Peer Mentoring and Early Exposure to Computer Science –Quantitative and Qualitative ResultsDavid Hartenstine, Western Washington University David Hartenstine is a Professor of Mathematics at Western Washington University. He earned his PhD at Temple University.Perry Fizzano, Western Washington University Perry Fizzano earned his BS degree in Computer Science from Widener University and his MS and PhD in Computer Science from Dartmouth College. He had stints in academia and industry prior to joining WWU in 2005. He served as department chair from 2012 - 2019. His research interests are in optimization

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

Paper ID #28522Comparing Effectiveness of Peer Mentoring for Direct Admit andCollege-Ready FreshmenDr. Teresa J. Cutright, The University of Akron Dr. Cutright is a Professor of Civil Engineering at The University of Akron. She has a B.S., M.S., and Ph.D. in Chemical Engineering with emphasis on environmental remediation techniques with over 20 years of experience conducting site assessments, soil characterizations and treatability studies for a variety of environmental contaminants. In addition she also conducts education research via an EPA education grant and a NSF Scholarships for STEM education. Most recently she

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy Masnick, Hofstra University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

help from a peer, tutor, or the instructor. This last difference was significant, χ2 (1, N =100) = 5.71, p = 0.017.DiscussionWhile there is no denying the benefits of writing generally, our experience shows that, at least inthe context of our study, writing does not always translate to improved performance on standardengineering exams. In the first iteration of the writing prompt we used, students wrote out thecomputational steps of an engineering problem and then evaluated the correctness of theproblem. We believed that writing out the steps of the problem and evaluating its correctnesswould concretize both procedural and conceptual knowledge and lead students to greatermetacognitive apprehension of the concepts under consideration, as well

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

disciplinary content, or they can integrate the two in theevaluation process. One of the most critical and time-consuming elements of using writing in theclassroom is preparation by the instructor and for the students in sufficient detail such thatneither will be surprised at grading.Peer evaluation can also be incorporated. Once criteria are clear, students can become morefamiliar with those criteria and practice critical thinking skills by applying them to each other’s Page 24.1406.6work. In addition to helping students learn in multiple ways, peer critiques also provide studentswith feedback while also reducing instructor time spent dealing with

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saryn R Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy M. Masnick, Hofstra University

Tagged Topics

NSF Grantees Poster Session

conceptual underpinnings of the subject. The study found thatthere were “positive correlations” between engaging in multi-modal writing tasks and end-of-unit performance.Other studies have also focused on revision as a potentially important component of students’metacognitive competence.9, 10, 11, 12 For example, in another study also involving students inChemistry, researchers had students embed a multi-modal writing task at the end of each unit, aswell as a unit assessment.9 These writing tasks differed depending upon the context of the courseand the particular instructor’s goals. But all of them had in common a “write, react, revise”component, forcing the student to revisit their writing task after input from a peer or instructor orboth. Although

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dave Kim, Washington State University-Vancouver; Matt Frye, Oregon Institute of Technology; Wendy Michelle Olson, Washington State University-Vancouver

Tagged Topics

NSF Grantees Poster Session

engineering laboratory courses. Dr. Kim and his collaborators attracted close to $1M research grants to study writing transfer of engineering undergraduates. For the technical research, he has a long-standing involvement in research concerned with manufacturing of advanced composite materials (CFRP/titanium stack, GFRP, nanocomposites, etc.) for automotive, marine, and aerospace applications. His recent research efforts have also included the fatigue behavior of manufactured products, with the focus of fatigue strength im- provement of aerospace, automotive, and rail structures. He has been the author or co-author of over 200 peer-reviewed papers in these areas.Dr. Matt Frye, Oregon Institute of Technology Matt Frye is

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Franny Howes, Oregon Institute of Technology

Tagged Topics

NSF Grantees Poster Session

Paper ID #38622Board 216: Areas of Improvement and Difficulty with Lab Report Writingin the Lower-Division Engineering Laboratory Courses across ThreeUniversitiesDr. Dave Kim, Washington State University, Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineer- ing and Computer Science at Washington State University Vancouver. His teaching and research have been in the areas of engineering materials, fracture mechanics, and manufacturing processes. In par- ticular, he has been very active in pedagogical research in the area of writing pedagogy in engineering laboratory

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University, Bozeman; Douglas J. Hacker, University of Utah; Christine Johnson

Tagged Topics

NSF Grantees Poster Session

Paper ID #36941Board 205: A Web-Based Writing Exercise Employing Directed Line ofReasoning Feedback for a Course on Electric Circuit AnalysisProf. James P. Becker, Montana State University, BozemanDr. Douglas J. Hacker, University of Utah Dr. Hacker is Professor Emeritus in the Department of Educational Psychology and participated in both the Learning Sciences Program and the Reading and Literacy Program.Christine Johnson ©American Society for Engineering Education, 2023 Web-Based Writing Exercises for a Course on Electric Circuit AnalysisAbstractThe use of writing-based exercises in a circuit analysis

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #33605Differential Effects of Bridge Program Participation on PerceivedBelonging and Peer Support for STEM Degree Seekers during the COVID-19PandemicMs. Megan McSpedon, Rice University Megan McSpedon is a graduate student in Industrial/Organizational Psychology at Rice University. Her research interests include the future of work, school to work transition, and learning throughout the lifes- pan.Dr. Margaret E. Beier, Rice University Margaret Beier is an Associate Professor of Psychology at Rice University in Houston, TX. She received her B.A. from Colby College, and her M.S. and Ph.D. degrees from the Georgia

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Topics

NSF Grantees Poster Session

quickly. A large portion of the readability is based on sentence structure, grammar, and clear writing; all attributes that are difficult to judge quickly. This is further exemplified by the fact that neither of the reviewers are native English speakers. • For nearly all the evaluations, the computer algorithmic approach was still superior to human evaluation. The underlying problem with computer evaluation was the need for detailed training data.Conclusions and Next StepsWhile the results are not surprising, they do demonstrate why random assignment is so popularin peer review. Attempts to find a meaningful, resource conscious approach to quicklyclassifying student work for peer review have found the problem to be

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Topics

NSF Grantees Poster Session

Paper ID #22673”STEP-ing” Up: Building a Successful Student Leadership ProgramAdrienne Steele, Louisiana State University Adrienne Steele has over 18 years experience in STEM education. Currently, Adrienne works at Louisiana State University, managing all aspects of the STEP project that consists of a large-scale peer mentoring program in the College of Engineering. Previously, she founded and coordinated the Scope-On-A-Rope Outreach Program (SOAR) in the Department of Biological Sciences, where she worked for 10 years. Prior to her positions at LSU, Adrienne was the Science Education Curator at the Louisiana Art and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

theentire or part of the process. The final step of the process involves students writing a short reporton their modified problem solving process and then applying the process to a new open-endedproblem in a similar topic.Initial Implementation for Sheet Metal FormingIn order to understand the effectiveness of technology enabled peer learning as well as thepotential implementation difficulties, we have developed course materials during Fall 2012semester for sheet metal processing. The prepared contents were then included in the Sophomorelevel Design and Manufacturing Processes (AME 2303) during Spring 2013. There were 45students in the AME2303 section. The students were from Mechanical and IndustrialEngineering majors. The lecture on sheet metal

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

- tor of Counseling, she was responsible for coordinating retention efforts for all programs and coordinated necessary efforts and interventions to retain students in jeopardy of leaving the university. Additionally, Dr. Roudkovski has served on the Institutional Review Board at LeTourneau and regularly provides con- sultations for doctoral candidates seeking assistance with methodologies and statistical analyses involved in dissertation writing. She is also experienced in designing instruments used for assessing various situ- ations and behaviors. Dr. Roudkovski has presented such personally designed instruments at numerous professional conferences

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Matthew Allan Moss, University of South Florida; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

Tagged Topics

NSF Grantees Poster Session

“surroundings” in an engineeringclassroom. We posed an open-ended reflection question to engineering undergraduates at a largeUS university about their classroom surroundings and its impact on their learning andcomprehension. The reflection prompt defined surroundings as the “conditions and objects thatsurround you.” This reflection question was part of an NSF-funded study on the use of weeklyreflection in a flipped fluid mechanics course to drive metacognitive development and lifelonglearning skills. During class, students were encouraged to collaborate with their peers duringproblem solving to achieve collective understanding and interact with the instructor. Based on aninductive, emergent content analysis of the reflection data with two analysts, we

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

university about their classroom surroundings and its impact on their learning andcomprehension. The reflection prompt defined surroundings as the “conditions and objects thatsurround you.” This reflection question was part of an NSF-funded study on the use of weeklyreflection in a flipped fluid mechanics course to drive metacognitive development and lifelonglearning skills. During class, students were encouraged to collaborate with their peers duringproblem solving to achieve collective understanding and interact with the instructor. Based on aninductive, emergent content analysis of the reflection data with two analysts, we obtained anunexpected result. Specifically, the most-frequently mentioned positive classroom “surroundings”was “peers” (46

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Decker, University at Buffalo; Briana Morrison, University of Nebraska Omaha; Lauren Elizabeth Margulieux, Georgia State University

Tagged Topics

NSF Grantees Poster Session

subgoal label tasks that isrepresentative of the topics that are commonly taught in introductory courses. Throughexperience in teaching introductory programming along with reviewing several best-sellingtextbooks, we determined this list to be:  Assignment  Selection  Repetition (both definite and indefinite)  Procedure / method writing and invocation (parameter passing)  Object usage and class implementation (for object-oriented courses)  Array processingNext, we used the Task Analysis by Problem Solving (TAPS) protocol developed byCatrambone to identify the subgoals of the procedures [12]. Figure 1 lists the subgoal labels thatwere developed. Following identification, worked examples and practice

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Charles Algeo Wilson IV, Louisiana State University; Laura Ikuma, Louisiana State University

Tagged Topics

NSF Grantees Poster Session

given the opportunity to attend and present at national conferences, such theAmerican Society for Engineering Education, and they assist with writing the research papers forthese conferences1, 4, 6. The Society of Peer Mentors has also recently implemented a “PeerMentor of the Month” spotlight award to recognize the students who are working hard behind thescenes.References1. King, S., Fadrigalan, S., Steele, A., Dann, S., & Waggenspack Jr., W.N. (2014). Utilizing a Student Organization to Create a Self-Sustaining Mentorship Program in Engineering. Proceedings from the American Society for Engineering Education. Indianapolis, IN.2. DiSC Assessment & DiSC Test: Explained. (2015, February 1). Retrieved February 1, 2015, from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chip W. Ferguson, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Paul M. Yanik, Western Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

program’s UgR activities had helped them improvetheir writing skills and oral communication skills (96%).To offer peer feedback and to simulate a more professional review process, two UgR activitiesinvolving peer review sessions were conducted during year-three. The first peer review sessionwas conducted in the blind, with participants submitting their abstract and rough paper drafts tothe directors, who then removed all identifying entries and redistributed the works back out tothe participants for review and comment. The participant then conducted their blind reviews andreturned their comments and suggested edits for redistribution back to the authors. The secondpeer review session was conducted informally, with participants paring up and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aakash Gautam, San Francisco State University; Shasta Ihorn; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University

Tagged Topics

Diversity, NSF Grantees Poster Session

sought to understand the student’s level ofconfidence in their ability to write programs and the importance they placed on programming intheir future career.Following the semester-long introductory programming classes, we conducted a week-longworkshop for a small group of students who were part of the ANON project. We report on the twoworkshops that we conducted in January 2022 and January 2023. The data contains reflectionsnoted down by the instructor and near-peer mentors during the workshop. We also report on thedata from the pre-workshop and a post-workshop survey.FindingsFirst, we report on the confidence and interest of students enrolled in introductory programmingcourses. We draw upon their response to list topics in introductory computer

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

Tagged Topics

Diversity, NSF Grantees Poster Session

disciplines with special efforts toward womenand underrepresented student populations.The initiatives developed through the grant include a retention center learning space; careerexploration industry partnerships; undergraduate research and travel; peer advising; peermentoring; and pre-college outreach.Implementation & AssessmentRetention Center Learning SpaceAs part of the grant initiatives, a study and resource space was created within the College ofEMS. A classroom in one of the two engineering academic buildings was identified andapproved by university administrators for the center’s location. An interactive forum was held inthe spring of 2013 in the classroom that would be the future location of the center in order togather input from

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Santangelo, Hofstra University; Lynn A. Albers, Hofstra University; Margaret A Hunter, Hofstra University; Kristin Weingartner; Rosebud Elijah, Hofstra University; Richard Cohen, Nassau Community College; Scott T Lefurgy; Rakhi Agarwal; Lisa Filippi, Hofstra University

Tagged Topics

NSF Grantees Poster Session

). Responses to prompts on the applicationwere used by the leadership team during online interviews.Scholars entered the program at the beginning of their second term at HU. They enrolled in theSTEM Writing and Metacognition Seminar course meeting weekly. Scholars were assigned tomentoring “squads” composed of peer mentors (successful STEM students) and a faculty mentor,meeting biweekly throughout each semester. They participated in All Program events three timeseach year (beginning of Fall semester, beginning and end of Spring semester), as well asacademic and career-centered workshops hosted by the iAM Program in partnership with therelevant unit (e.g., Center for Academic Excellence, Center for Career Design andDevelopment). Scholars networked with