|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 22 2020|
|Event||2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online|
Duration: Jun 22 2020 → Jun 26 2020
ASJC Scopus subject areas
Streamlining the process of evaluating the education and diversity impacts across engineering research centers. / Zhao, Zhen; Carberry, Adam R.; Cook-Davis, Alison; Larson, Jean S.; Jordan, Michelle; Barnard, Wendy M.; O'Donnell, Megan; Savenye, Wilhelmina C.In: ASEE Annual Conference and Exposition, Conference Proceedings, Vol. 2020-June, 1256, 22.06.2020.
Research output: Contribution to journal › Conference article › peer-review
TY - JOUR
T1 - Streamlining the process of evaluating the education and diversity impacts across engineering research centers
AU - Zhao, Zhen
AU - Carberry, Adam R.
AU - Cook-Davis, Alison
AU - Larson, Jean S.
AU - Jordan, Michelle
AU - Barnard, Wendy M.
AU - O'Donnell, Megan
AU - Savenye, Wilhelmina C.
N1 - Funding Information: Dr. Alison Cook-Davis is Assistant Director for Program Evaluation at the Arizona State University’s Office of Evaluation and Educational Effectiveness (UOEEE). She has a BA in Psychology, MS in Social Psychology, MLS Legal Studies, and a Ph.D. in Experimental Social Psychology. Prior to joining UOEEE, she supported the research and program evaluation efforts of Maricopa County Adult Probation Department, coordinated and executed the research and program evaluation for a large Department of Justice Second Chance Act grant. These efforts included monitoring, assessing, and evaluating the impacts of program outcomes. Since joining the UOEEE in 2015, Dr. Cook-Davis has led research and evaluation activities for over 50 separate grant-funded programs or initiatives funded by the National Science Foundation, U.S. Department of Education, U.S. Department of State, U.S. Department of Agriculture, National Institutes of Health, and The Kern Family Foundation. These projects have focused on the evaluation of student success, outreach impacts, innovative learning techniques, and STEM-related interventions and curricula. Funding Information: Wendy Barnard is an Assistant Research Professor and Director of the College Research and Evaluation Services Team (CREST) at Arizona State University. Dr. Barnard received her Ph.D. from the University of Wisconsin-Madison, where she focused on the impact of early education experiences and parent involvement on long-term academic achievement. Her research interests include evaluation methodology, longitudinal research design, STEM educational efforts, and the impact of professional development on teacher performance. Currently, she works on evaluation efforts for grants funded by National Science Foundation, US Department of Education, local foundation, and state grants. Funding Information: The National Science Foundation (NSF) has funded 74 nationwide Engineering Research Centers (ERC) since 1985. These ERCs have been leading forces in conducting advanced complex multidisciplinary research to address critical engineering challenges . A core feature of ERCs is improving engineering education and diversity experiences internally within the centers and externally for the public at large. Thus, ERCs have organized education and diversity programs to enhance engineering exposure across the lifespan, encourage diversity in the STEM workforce, and connect industry with academia. These programs have included, but are not limited to yearlong research activities involving center-affiliated undergraduate students, graduate students, and postdoctoral scholars; summer research opportunities (e.g. Research Experiences for Undergraduates (REU), Research Experiences for Teachers (RET), and Young Scholars Programs (YSP); and outreach programs for K-12 students. Funding Information: This study is directly supported by the National Science Foundation through supplemental funding under NSF Cooperative Agreement No. EEC-1449501. Any opinions, findings, conclusions, or recommendations expressed in this study are those of the authors(s) and do not necessarily reflect the views of the National Science Foundation. The authors would also like to acknowledge the support provided by the three partnering ERCs – Center for Bio-mediated and Bio-inspired Geotechnics (CBBG), Nanosystems Center for Nanotechnology-Enabled Water Treatment (NEWT), and Center for Quantum Energy and Sustainable Solar Technologies lab (QESST) – and the associated evaluation teams – University Office of Evaluation & Educational Effectiveness (UOEEE) and College Research & Evaluation Service Team (CREST).
PY - 2020/6/22
Y1 - 2020/6/22
UR - http://www.scopus.com/inward/record.url?scp=85095773645&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85095773645&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85095773645
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
M1 - 1256
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020