Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University; Monica Elser, Arizona State University; Wendy Taylor, Arizona State University; Chell Roberts, Arizona State University; Jay Golden, Ph.D., is a faculty member in ASU’s School of Sustainability and codirector of the; James Middleton, Arizona State University; Sharon Robinson Kurpius

program impact included statistical analysis of pre- and post- tests, qualitative researchtechniques of eliciting information using subject-produced drawings, journal writing, focusgroups, and observation. This project is sponsored by the National Science Foundation (NSF)funded Information Technology Experiences for Students and Teachers (ITEST) program aimedat enhancing traditionally underrepresented youths’ interest in Science, Technology,Engineering, and Mathematics (STEM) subjects. Disciplinary experts were drawn from materialsscience, industrial engineering, mechanical engineering, computer science, sustainability, scienceeducation, mathematics education, cognitive psychology, counseling, and education researchmethods. These experts worked

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Joellen Easton, American Public Media; Rekha Murthy, Public Radio Exchange; Emily Davidson, MIT; Jennifer de Bruijn, MIT; Tracey Hayse, MIT; Elise Hens, MIT; Margaret Lloyd

Tagged Divisions

Liberal Education

very fewof them will have spent much time listening to audio-only pieces, and almost certainly none ofthem will have done any critical analysis of such pieces.) The class thus initially proceeds downtwo tracks: hands-on “laboratory” sessions in which students use audio gear and software togather, edit and structure sound; and intensive group listening sessions, in which the class as awhole listens to a wide variety of audio pieces, analyzing them closely in order to understandwhat makes them effective (or not). Individual writing assignments complement this work,giving students the opportunity to focus on particular aspects of radio production andstorytelling.At the beginning of the semester students need first to develop their ability to

Conference Session

BME Course and Curriculum Development

Collection

2010 Annual Conference & Exposition

Authors

James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

range of devices both in and outsideof the clinical environment which make use of bioelectricity principles.In both our first offering of this course last year, and again this spring, each student carries out anindividual project according to the following guidelines. “Projects in this course entail the following: Each student identifies an individual project on a topic pertinent to Bioelectricity in conjunction with the instructor, Each topic needs to go beyond what we will cover in the course otherwise, Within the topic chosen, the student identifies a good peer-reviewed journal article (review or specific study) that the entire class will read, Each student designs and carries out

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

New Engineering Educators

# % # % # % # %Symposium overall met 1 2% 10 23% 19 44% 13 30%expectationsReasonable amount of prior 2 4% 11 24% 17 37% 16 35%readingsReasonable amount of prior writing 1 2% 3 7% 24 52% 18 39%Original affinity groups addressed 3 7% 16 36% 20 44% 6 13%concerns/interestsRevised affinity groups addressed 1 2% 11 24% 25 56% 8 18%concerns/interestsRevised affinity groups enhanced 1 2% 3 7% 23 51% 18 40

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

ability to reduce heat transfer. Material choices were: bubble wrap, aluminumfoil, colored construction paper, colored foam sheets, metallic Mylar film, wooden sticks, cottonballs, and small paper cups. For a more detailed description of the curriculum, seeSchnittka (2009 a)3 or Schnittka (2009 b)4.In the after-school studio setting, students worked in small teams of two with a volunteerfacilitator to test materials, design the dwelling, test the dwelling, and create virtualrepresentations of their designs and ideas, write about their design decisions, materials used andfinal design. Volunteer facilitators were university students, and were key to motivating thestudents and keeping them focused on the design goals

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

as a bulk raw material and our structure of courses as the manufacturingprocess neglects the reality of their peer-to-peer learning, and their various interconnectedcommunities as having a role in their eventual graduation as junior engineers.figure 1: The linear system model of engineering education. The student is likened to a materialflow through a process leading to the desired "engineer" graduate.The model of an education based on this approach is represented in Figure 1. The student, aftercompleting high school, enters the University system and follows through taking discrete coursesas represented by the blocks. Each block follows the preceding one in a succession until thecomplete diagram is filled. We, the faculty determine what

Conference Session

Computer Education Innovations I

Collection

2010 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

Computers in Education

out key portions that the students are responsiblefor filling in. After the students submit their answers, the instructor can run them to see if theywork. Figure 8. Form for having the students write code Page 15.1177.7 Figure 9. Spreadsheet in which code appearsProceedings of the 2010 American Society for Engineering Education Annual Conference & Exposition 6Copyright  2010, American Society for Engineering EducationA related use is having the students submit answers to an in-class exercise. Figure 10 showscode fragments that needed to be filled in to achieve a desired effect in a

Conference Session

Experiences in Teaching Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Elizabeth Garcia, Miami Dade College; Jonathan Andrechik, U.S. Coast Guard

Tagged Divisions

Energy Conversion and Conservation

classmates.Students had to submit one of each type before midterm and one of each type after midterm, fora total of four homework assignments. Samples of the required format were provided in thesyllabus and posted online in Blackboard. Students were then asked to summarize their currentevent reviews and webpage evaluations for the entire class during class discussion times.The final assignment for the course required each student to write a memorandum to the U.S.Coast Guard Headquarters, outlining the student’s thoughts on the role of the U.S. Coast Guardin renewable ocean energy. Students had to include references in the memorandum todemonstrate that their opinions were well researched. The instructors chose this idea for the“final exam” as it provided a

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Thomas Curran, University College Dublin; Colleen Doyle, University College Dublin; Enda Cummins, University College Dublin; Kevin McDonnell, University College Dublin; Nicholas Holden, University College Dublin

Tagged Divisions

First-Year Programs

and more guidance is provided on the requirements for the compilation of reports andposters. Weeks eight to ten focus on device assembly while technical performance is evaluated inthe penultimate session. A panel of external technical experts visit the University in the finalweek to meet the students, mentors and faculty and to view a display of the devices andaccompanying posters in the main Engineering building. The assessment criteria includeteamwork, minimization of expenditure, device design, innovation, operational safety, systemperformance, project journal submission, report writing, poster presentation and appropriate useof biological and recycled materials. Prizes are awarded to the top teams. Students receiveindividual academic

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

: Why All Americans Need to Know More about Technology, describes the importance of being literate about technology in the 21st century2. In their 2006 report, Tech Tally3, the NAE defined technological literacy as “an understanding of technology at a level that enables effective functioning in a modern technological society.”5The report on an NSF sponsored workshop at the National Academy of Engineering in 2005includes the statement that technological literacy is important because, “We live in a technological world. Living in the twenty-first century requires much more from every individual than a basic ability to read, write, and perform simple mathematics. Technology affects virtually every aspect of

Conference Session

Innovation and Measuring Success in Graduate Education

Collection

2010 Annual Conference & Exposition

Authors

Robert Brooks, Temple University; Tony Singh, Temple University; Hossein Rostami, Philadelphia University; Fernando Tovia, Philadelphia University; Amithraj Amavasai, Temple University

Tagged Divisions

Graduate Studies

Kodkani4 stated that active learning approach implies that the student is adynamic participant in his or her acquisition of skills and knowledge. Bonwell and Eison5defined active learning as anything that involves students in doing things and thinking about thethings they are doing.” They stated the importance of active learning as: “students are involved inmore than listening; less emphasis is placed on transmitting information and more on developingstudents’ skills; students are involved in higher-order thinking (analysis, synthesis, evaluation),and students are engaged in activities (e.g., reading, discussing, writing).” The attention span ofan average student wanes quickly in traditional lecture formats. Active learning environmentscan

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Zane Mitchell, University of Southern Indiana; Marco Lara Gracia, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Glen Kissel, University of Southern Indiana

Tagged Divisions

First-Year Programs

simulations on higher order control problems. Furthermore,he/she was able to take the HJB equations and find Riccati equations and a corresponding linearcontroller. This is paramount, as further studies of this work will be to extend the results to fourcumulants and possibly other players instead of just a controller.The program continued in the fall semester, though on a limited basis. The main goal for thesemester was for the student to formalize and write a conference paper detailing the technicalresults from the summer. Since there wasn’t as much time to do detailed research and thesummer research was a combination of our work, it was important for the student to write andformalize his/her thoughts and results. The conference paper was one way of

Conference Session

Chemical Engineering Education: Underclass Years

Collection

2010 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University; Donald Visco, Tennessee Technological University; David Silverstein, University of Kentucky; Jason Keith, Michigan Technological University

Tagged Divisions

Chemical Engineering

AC 2010-205: STRATEGIES FOR CREATING AND SUSTAINING ADEPARTMENTAL CULTURELisa Bullard, North Carolina State University Dr. Lisa G. Bullard is a Teaching Associate Professor and Director of Undergraduate Studies in the Department of Chemical and Biomolecular Engineering at North Carolina State University. Her research interests lie in the areas of teaching and advising effectiveness, academic integrity, process design instruction, and the integration of writing, speaking, and computing within the curriculum. She has won numerous awards for both teaching and advising, including the John Wiley Premier Award for Engineering Education Courseware (2009), NCSU Faculty Advising Award

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tuba Yildirim, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

that better meets the client’s needs.Model Documentation: The model must be documented; typically students write a memo tothe client describing their model. The MEA is not only model-eliciting, but thought-revealing;i.e., the team’s mathematical approach to the problem is revealed in the client deliverable. Thisprocess enables students to examine their progress, assess the evolution of the mathematicalmodel, and reflect about the model. It provides a window into students’ thinking, which caninform instruction.Generalizability: The created model must be sharable, transferable, easily modifiable, and/orreusable in similar situations. It must be generally useful to the client and not just apply to the

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Kenneth Reid, Ohio Northern University; Laurie Laird, Ohio Northern University

Tagged Divisions

First-Year Programs

AC 2010-112: CHEESEBURGER, FRIES, AND A COKE: IT'S ABOUT THEPRESENTATIONJohn K. Estell, Ohio Northern University John K. Estell is Chair of the Electrical & Computer Engineering and Computer Science Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Kenneth Reid, Ohio Northern

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

Henry Louie, Seattle University

Tagged Divisions

New Engineering Educators

student—even in classsizes of one hundred or more—to respond to a prompt, while allowing the instructor to react totheir aggregate responses. The pedagogic applications of ARS are many and include: performingformative and summative assessment on learning, soliciting formative feedback on teaching,assessing peers, building community mutual awareness, conducting experiments, initiatingdiscussion and facilitating interactive learning of new subject matter 5,6 .Studies on the efficacy and best practices of the use of ARS in the classroom indicate that, ingeneral, there is a net benefit associated with the use of ARS 6,7 . The documented benefits include:increased attendance, higher retention levels (within the same course), improved alertness and

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

. First, we conducted anexhaustive review of the literature on Millennial students, and identified three strikingcharacteristics of Millennial students (i.e., their preferences for collaborating with peers,connecting with one another, and creating for social change). Second, we followed up thisliterature review by reporting survey and focus group data collected from the select sample ofengineering graduate students. Specifically, the survey includes demographic information aboutthe cohort including birth year, gender, race/ethnicity, and semesters of teaching experience. In Page 15.948.2addition, we asked participants in the study to reflect on

Conference Session

Engineering Education in Africa and the Middle East

Collection

2010 Annual Conference & Exposition

Authors

Lamyaa El-Gabry, The American University in Cairo - Mechanical Engineering Department

Tagged Divisions

International

school.This course has six outcomes, assessed as part of the ABET process, that all sections must meet.The course outcomes are:―After completing the course, students will be able to: 1. Identify and describe the engineering field of specialization. 2. Explain the different career paths for engineers. 3. Practice the engineering approach to problem solving. 4. Identify the engineer’s ethical and societal responsibilities. 5. Practice technical writing and presentation using computer tools. 6. Work in a team.‖ Page 15.293.4Term project & how it relates to course outcomesThe course grade is based on assignments, an exam, and a term

Conference Session

Retention Strategies in Action Part I

Collection

2010 Annual Conference & Exposition

Authors

Frankie Santos Laanan, Iowa State University; Dimitra Jackson, Iowa State University; Mary Darrow, Iowa State University

Tagged Divisions

Two Year College Division

among students who leave Engineering,5 otherstudies draw attention to additional factors that discourage students from continuing inEngineering majors. The factors include the level of self-confidence of Engineering students andinteraction with faculty, staff and peers.5Theoretical frameworkAstin’s theory of student involvement1 is most appropriate for this study. The theory of studentinvolvement highlights the development of students and how factors within the collegeenvironment affect the persistence and perception of students. Astin posited that “studentinvolvement refers to the amount of physical and psychological energy that the student devotesto the academic experience” (p. 297). Astin1 further explains that involvement is defined bywhat

Conference Session

Assessment & Continuous Improvement in ECET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Youakim Al Kalaani, Georgia Southern University; Shonda Bernadin, GSU

Tagged Divisions

Engineering Technology

Curriculum Mapping Worksheet (CMW)A good example of how multiple course-level outcomes contribute to a program-level outcomewould be with respect to the program outcome g. Rubric-based analyses of laboratory reportsare made in five courses in the curriculum. An attempt was made to sample reports at variouslevels (sophomore-junior-senior) in the curriculum. Rubric-based assessments of presentationsfrom at least two different courses also contribute to satisfying this outcome. In addition tohaving the instructor assess the presentation, student-peer evaluations and additional facultyevaluations (other than the instructor) are reported. Along with course exit and senior exitsurveys addressing communication skills, the program-level outcome is

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Courtney Bonuccelli, Washington State University; Denny Davis, Washington State University

Tagged Divisions

K-12 & Pre-College Engineering

(high melting point, low weight, high strength, or high flexibility)? ≠ Cost – what is a reasonable cost for the consumer: initial purchase costs, upkeep, disposal, etcFigure 3: Students testing set of liquids on a plastic penny and copper penny surface. By the end of the first day, the following learning should be achieved: (a) Writing Hypothesis - students will demonstrate that they can write a hypothesis using the correct form and accurately reflecting the question being posed (b) Following Procedures - students will identify the materials needed for each activity Page 15.961.6

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Janet Braun, Western Washington University

Tagged Divisions

New Engineering Educators

organization. Research activity andproject based instructional best practices could cover effective activity planning, includingpitfalls to avoid, and departmental / university protocol.While there typically are orientation sessions for grant writing provided by senior faculty orfoundation administrators, this can be one of the more difficult areas for those new to academia.Tips for effective, or at the very least, ineffective methods from colleagues in the same contentarea could make the difference in a successful R&D program or grant proposal.Another area of concern for new faculty deals with the successful implementation of courses ofindependent study. Best practices, or even departmental SOP’s could help to provide definitionof consistent

Conference Session

Post BS Entrepreneurship Education Needs

Collection

2010 Annual Conference & Exposition

Authors

Jerome Schaufeld, Worcester Polytechnic Institute; Gretar Tryggvason, Worcester Polytechnic Institute; McRae Banks, Worcester Polytechnic Institute

Tagged Divisions

Entrepreneurship & Engineering Innovation

proposition, its commercial feasibility, the various risk factors, and the resourcesrequired. The class was divided into five separate groups, but all groups worked on the sameoverall problem. Additionally, excerpts from the writings of thought leaders on innovation, suchas Carlson, Christensen, and Porter, were included. To give us more time for extendeddiscussions, the class met twice a week, for two lecture hours each time. The syllabus for the fallof 2009 is shown in figure 1.Our institution operates on a somewhat unusual academic calendar where each semester is splitinto two seven-week terms. Terms A and B are taught in the fall (September to December) andterms C and D are taught in the spring (January to April). During each academic term

Conference Session

Scholar Program Proposal/Develop Courses and Materials/Collaborations and Accredatation Systems for Global Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; SClaudina Vargas, Complex Systems Optimization Lab; Geoff Wright; Ronald Terry, Brigham Young University

Tagged Divisions

International

of emphasizing criticalthinking, developed the curricula. The goal was to have friendly and respectful classroomatmospheres where students engage actively in class discussion and collaborate with peers. Thefocus was to build basic skills in the following areas: ▪ Mathematics. The curriculum followed an incremental learning approach. It introduced the concepts of the tool-box and the master musician to improve problem-solving through practice and pattern recognition. The material included numbers, operations, fractions, algebra, geometry, and trigonometry concepts. ▪ Spanish. Activities focused on improving reading and writing skills, introducing students to the analytical thinking process. Dominican history

Conference Session

Communication in Design

Collection

2010 Annual Conference & Exposition

Authors

Cherian Mathews, University of the Pacific

Tagged Divisions

Design in Engineering Education

demonstrations), and by peerevaluation (students assess contributions of all their team members at the end of each project).Both the instructor evaluation and peer evaluations showed that students gained teamwork skills.One group reported having problems with a team member; comments from the peer evaluationshowed that despite some difficulties with team dynamics, students feel that they gained valuableexperience in dealing with a difficult team member.The structure of the course (which is broken down into 3 projects) also helps with thedevelopment of teamwork and leadership skills. With a 3 person team, each team member getsto serve as a group leader for a project, since leadership roles are rotated from one project to thenext. Team dynamics solidify as

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Ashok Kumar Manoharan, Auburn University; P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

Mechanical Engineering

a problem. Students spend a minute or two thinking about an answer or solution and then pair up to discuss (share) their answers. The instructor may ask for several students to share their answers with the whole class. (f) Student demonstrations: Student demonstrations can be a quick way to make a point more vivid, give students a chance to hear from their peers, and give everyone in the class a “think break.” In the assessment phase, each team makes a presentation defending the recommendationof the engineer/manager they were assigned to play. The presentations are normally restricted to10 to 15 minutes so that the students are required to present their view point succinctly.Sometimes, they also

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

K-12 & Pre-College Engineering

social applications for the students. For our programming lesson, we selectedthe ALICE software. ALICE is a 3D programming environment that allows students to createanimations using a wide variety of objects. It features a “drag and drop” interface that reducesprogramming errors and provides students with immediate and tangible results. For the roboticsexperience, we selected PicoCrickets. By incorporating light, sound, and motion tutorials,students could explore causal relationships between writing programming codes and watchingthe results in the PicoCricket robots. PicoCrickets also featured a “drag and drop” interface that Page 15.644.5would

Conference Session

Project-based Learning and Other Pedagogical Innovations

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University

Tagged Divisions

Multidisciplinary Engineering

Conference Session

Curriculum in Mechanical Engineering Technology: Part II

Collection

2010 Annual Conference & Exposition

Authors

B. Sridhara, Middle Tennessee State University

Tagged Divisions

Engineering Technology

AC 2010-1098: COURSE-RELATED ACTIVITIES FOR MECHANICALVIBRATION IN THE ABSENCE OF A FORMAL LABORATORYB. Sridhara, Middle Tennessee State University Dr. B. S. Sridhara is a professor in the Department of Engineering Technology at Middle Tennessee State University. He received his B.S.M.E. and M.S.M.E. degrees from Bangalore University and Indian Institute of Science, Bangalore, India. He received his M.S.M.E. and Ph. D. degrees from Stevens Institute of Technology, Hoboken, New Jersey, and Auburn University, Alabama. Dr. Sridhara has published several peer-reviewed articles in the areas of Acoustics, Vibration, finite element methods, and Engineering Education

Conference Session

Innovations in Civil Engineering Education II

Collection

2010 Annual Conference & Exposition

Authors

Tanya Kunberger, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

illustrated the breadth of thefield of geotechnical engineering, while talks along similar lines as the students’ potentiallyprovided additional sources of information. In addition to their oral discussions, students wererequired to provide written summaries of these articles to the instructor.These discussions involved the entire class for the entire period, rather than having time devotedto small group activities. Each student was given between 2 and 3 minutes to present theirparticular summary and discussion. Papers in this category all had undergone peer review priorto publication and ranged from historical to recent and included journal articles and conferenceproceedings.Laboratory DiscussionsWhen the course topics entered into strength and