Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

AC 2011-534: USE OF A PROFESSIONAL PRACTICE SIMULATION INA FIRST YEAR INTRODUCTION TO ENGINEERING COURSENaomi C. Chesler, University of Wisconsin, Madison Naomi C. Chesler is an Associate Professor of Biomedical Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.Cynthia M D’Angelo, University of Wisconsin - Madison Cynthia D’Angelo, Ph.D. has a background in physics and science education. She has always been inter- ested in improving science instruction and most

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

: Brain, Mind and School Expanded Edition 3Adding It Up4, Strengtheningthe Linkages Between the Sciences and Mathematical Sciences 5 have shown that with focusedintervention strategies many of the students can enjoy productive academic and professionalexperiences. Similar to the United States another argument can be made that there are regions inthe world that have huge pools of nontraditional students that could be actively engaged inproviding engineering goods and services of benefit to their infrastructure and society at large 6. While an overarching goal of the efforts at our institution is to prepare and retain studentsin STEM and to improve the preparation of students for careers in engineering, the strategyemployed in this work is to

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

on the mentalrepresentation of the desired structure. “Human thought has a definite function; it provides aconvenient small-scale model of a process so that we can, for instance, design a bridge in ourminds and know that it will bear a train passing over it” 6. Just as engineers may build a scalemodel of a bridge to be able to test its properties more easily and then make predictionsconcerning the necessary properties of the full-size bridge, so the mind performs a similarfunction by constructing a mental model that is used to process information and makepredictions. From this foundation, Johnson-Laird went on to construct his theory of cognition.He states: “The theory of mental models is intended to explain the higher processes of

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

Page 22.205.3    liberal education to solve general and non-engineering problems in the broad society,where an analytical mind may matter more than the traditional engineering skill set.This paper starts by highlighting ABET program outcomes to lay the groundwork forhow learning objectives map to what students say in their end of semester reflectivememos. Next we describe the overall approach and methodology for collecting andorganizing the “lessons learned” from student reflective memos. This will be followedby a summary of the data collected along with observations and interpretation. We willconclude with a discussion and analysis of how we interpreted what students are tellingus in their

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County; Jonathan E. Singer, University of Maryland, Baltimore County; Jacqueline Krikorian; Tushar P. Sura, University of Maryland, Baltimore County, Department of Education

Tagged Divisions

K-12 & Pre-College Engineering

/math principles. This further fostered the mind set required for the evaluation of thedesign which the teachers then mimicked with their Upward Bound students.Results and Discussion One of the goals of the professional development workshop was to build teacherknowledge and skills in areas needed to successfully implement the curriculum. As an initialstep, the INSPIRES team and the external evaluation team generated a list of skill areas felt to beneeded by teachers to successfully implement the module. The skill areas include:  Pedagogy  Engineering design process  Comfort/skill with tools  Math and science content knowledge The evaluation and project teams developed measures for each of these areas

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

of problem- solving skills they will need later in their program or in practice. They do not lead to the habits of mind that, whether the students become engineers or not, are such valuable contributors to work and citizenship. (p. 48) Engineering educators have recognized the importance of developing open-endedproblem solving skills and efforts to integrate open-ended problem solving experiences acrossthe engineering curriculum are not new (Incropera & Fox, 1996; Mourtos, Okamoto, & Rhee,2004; Woods et al., 1997). Woods (2000) notes that the literature is full of problem solvingstrategies, but that few have been supported by research evidence. Several studies of engineeringdesign have found that experienced

Conference Session

Curricular Developments in Energy Education I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margaret B. Bailey, Rochester Institute of Technology

Tagged Divisions

Energy Conversion and Conservation

AC 2011-2460: STUDYING THE IMPACT ON MECHANICAL ENGINEER-ING STUDENTS WHO PARTICIPATE IN DISTINCTIVE PROJECTS INTHERMODYNAMICSMargaret B. Bailey, Rochester Institute of Technology (COE) Margaret Bailey is Professor of Mechanical Engineering within the Kate Gleason College of Engineer- ing at RIT and is the Founding Executive Director for the nationally recognized women in engineering program called WE@RIT. She recently accepted the role as Faculty Associate to the Provost for Female Faculty and serves as the co-chair on the President’s Commission on Women. She began her academic career as an Assistant Professor at the U. S. Military Academy at West Point, being the first woman civil- ian faculty member in her

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST

Tagged Divisions

K-12 & Pre-College Engineering

learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.9. International Technology Education Association. (2002). Standards for technological literacy: Content for the study of technology. (3rd ed.). Reston, VA: Author.10. Childress, V., & Rhodes, C. (2008). Engineering student outcomes for grades 9-12. The Technology Teacher, 5(7), 5-12. Page 22.1508.1311. Childress, V., & Sanders, M. (2007). Core engineering concepts foundational for the study of technology in grades 6-12. In R. Custer (Ed.). Professional development for engineering and technology: A national symposium, February

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

AC 2011-2056: EMOTIONAL INDICATORS AS A WAY TO INITIATE STU-DENT REFLECTION IN ENGINEERING PROGRAMSJoachim Walther, University of Georgia Joachim is an assistant professor of engineering education research at the University of Georgia (UGA). He is one of the leaders of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, and educational psychology. His research interests span the formation of students’ professional identity, the role of reflection in engi- neering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

William Besser, University of Saint Thomas; AnnMarie Thomas, University of Saint Thomas

Tagged Divisions

Design in Engineering Education

for the problems they deal with.” A mechanicalengineering professor believed, “Engineers approach design logically, whether it works or notand that designers approach design aesthetically, whether it looks good or not and how userfriendly it is. But they both should have both in mind.”On the topic of selecting a solution one product/industrial design professor stated that,“engineers explore a few varieties to find an acceptable solution that is dependable. They like toknow for sure something will work.” Additionally, this professor felt that, “Industrial designersare trained to find the problems and then to find the solutions that are „plausible‟ based oncurrent and emerging technologies.” Likewise it was also stated by one participant, “In

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

noparticular degree in mind, and only 42% of the balance earned a degree in their initial intention.He thus concluded that there is considerable migration within an institution and that thismigration is a result of different factors that initially led students to their choice of major. Hefurther concludes that of the most capable students there is no difference in completion ratesbetween women and men and that the persistence to graduation of those students who reach the“threshold” (defined as completing entry-level courses) in engineering are higher than in mostother fields. Adelman (op cit) defines “curricular momentum” as a phenomenon that begins inhigh school and carries through into college and is related to academic success in requiredcourses

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa Genevieve Wojcik, Villanova University; M. Clayton, Villanova University; Aleksandra Radlinska, Villanova University; Noelle K. Comolli, Villanova University

Tagged Divisions

Design in Engineering Education

use of impromptudesign exercises across the engineering curriculum. The paper concludes by describing a pilotstudy on impromptu design exercises being conducted by the authors.1. Mind the gapThe call for more design experience in engineering curricula draws attention to a problem indesign education that engineering educators have noted for quite some time. Traditionalengineering programs lack curricular coherence when it comes to design. Students typicallyhave design experiences during introductory coursework (or “cornerstone” courses2) as freshmenand then again later as seniors during capstone projects or seminars. Thus, design experiencescomprise disjointed bookends in students‟ college careers. Their sophomore and junior years aredevoted

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hector A. Ochoa, University of Texas, Tyler; Mukul Shirvaikar, University of Texas, Tyler

Tagged Divisions

Electrical and Computer

, Dimensions and Units2. Electrical Concepts and Components3. Digital Systems4. Electrical Engineering Tools and Communication Systems5. Fiber Optics6. Electronics7. Power Systems8. National Electrical Code9. Data Analysis10. Computer Engineering11. Ethical Issues in EngineeringA main consideration while preparing these topics was that the focus of the course was not tomake the students understand all the details from each topic. Instead, the objective was to exposethe students to these topics by keeping in mind that most of them do not have knowledge oncalculus and differential equations. Based on the amount of exposure that the student will receiveon each of the topics, either two

Conference Session

Aerospace First-Year Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Kaushik Das, Texas A&M University, College Station; Stephen Oehler, Texas A&M University; Jacques C. Richard, Texas A&M University; Dimitris C. Lagoudas, Texas A&M University

Tagged Divisions

Aerospace

AC 2011-2229: BRINGING SMART MATERIALS APPLICATIONS INTOA PROJECT-BASED FIRST-YEAR ENGINEERING COURSEKristi J Shryock, Texas A&M University Kristi J. Shryock is a Lecturer and Director of Undergraduate Programs in the Department of Aerospace Engineering at Texas A&M University. She received both a B.S. and M.S. in Aerospace Engineering from Texas A&M and received her Ph.D. in Interdisciplinary Engineering at Texas A&M in May 2011. Her research work focuses on engineering education.Dr. Kaushik Das, Department of Aerospace Engineering, Texas A&M University, College Station, TXStephen Oehler, Texas A&M UniversityJacques C. Richard, Texas A&M UniversityDr. Dimitris C. Lagoudas, Texas A&M

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Amy J. Moll, Boise State University; Anne Louise Seifert, Idaho National Laboratory

Tagged Divisions

K-12 & Pre-College Engineering

datarepresentative of the participants’ understanding of materials science, our other measures ofSTEM teaching attitudes and practices (comfort, efficacy, pedagogical discontentment, andinquiry implementation) relied more on the perceptions and state of mind of the participants.The dynamic and situational nature of affective states should be taken into consideration wheninterpreting our results. The collection of these data using a delayed post design may revealdifferent results and is an excellent direction for future research. Further, how the teachersinternalize and apply their knowledge in practice is likely to be a very fruitful direction forfurther investigation.Conclusion Materials science is an excellent example of an engineering field that

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

AC 2011-1372: IMPLEMENTING AN EFFECTIVE SUPPORT MODELFOR INNOVATION IN ENGINEERING EDUCATION AND TECHNOLOGY-ENHANCED LEARNINGDeborah L. Helman, University of Wisconsin, Madison Deborah Helman is the Director of Wendt Commons, which provides teaching, learning, information and media services in the College of Engineering at the University of Wisconsin-Madison. Prior to assum- ing responsibility for this new organization, she led the staff of the CoE’s Wendt Library in providing engineering library services.Ryan J. Kershner, University of Wisconsin, MadisonDiana Wheeler, MA-LIS, University of Wisconsin, MadisonAmy L Kindschi, University of Wisconsin, Madison Amy Kindschi, MLS, Head of Faculty and Student Services at UW

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; Kurt Paterson, Michigan Technological University; Olga Pierrakos, James Madison University; Angela R. Bielefeldt, University of Colorado, Boulder; Bradley A. Striebig, James Madison University

Tagged Topics

NSF Grantees

service-minded engineers, and assist communities-in-need through engineering; and• Improve the image of engineers in the eyes of the general public, through promotion of service projects.1. IntroductionOver the last few years, concerns have escalated among many national organizations thattechnical expertise is no longer solely sufficient for the development of future engineers 1, 3, 4, 46.Additionally, in the United States engineering programs continue to struggle to attract students, Page 22.979.2especially women and minorities, despite decades of strategies to change these patterns. Theneed for a “paradigm shift” is recognized; one that

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Qiong Zhang, University of South Florida; James R. Mihelcic, University of South Florida; Julie Zimmerman, Yale University; Nina J. Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

AC 2011-1292: ASSESSING ENGINEERING STUDENTS’ READINESS TOCOLLABORATE SUSTAINABLE DESIGN: AN OPEN ACCESS INSTRU-MENT FOR EXPERIMENTATIONLinda Vanasupa, California Polytechnic State University Linda Vanasupa is a professor of materials engineering and co-director of the Center for Sustainability in Engineering at the California Polytechnic State University in San Luis Obispo.Dr. Qiong Zhang, University of South FloridaJames R. Mihelcic, University of South Florida Dr. James R. Mihelcic is a Professor of Civil & Environmental Engineering and State of Florida 21st Century World Class Scholar at the University of South Florida. He also directs the Peace Corps Master’s International Program in Civil & Environmental

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Farris, Grand Valley State University; Paul Merritt Lane, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

AC 2011-418: INTERNATIONAL CO-OP EXPERIENCE AT THE BASEOF THE ECONOMIC PYRAMID FOR ENGINEERING STUDENTSJohn Farris, Grand Valley State University John Farris is currently an associate Professor in the Padnos College of Engineering and Computing at Grand Valley State University (GVSU). He earned his Bachelors and Masters degrees at Lehigh University and his Doctorate at the University of Rhode Island. He has 12 years of college engineering teaching experience as well as 3 years of industrial design experience. His teaching interests lie in the product design, first year design, design for manufacture and assembly and manufacturing processes. Dr. Farris is also involved in the development and delivery of a new

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

schools is in its early development. The report, Engineeringin K-12 Education, recently released by the National Academy of Engineering and NationalResearch Council6 provided a very insightful view of engineering education in K-12. The reportclaimed three principles for K-12 engineering education. First, it believed K-12 engineeringeducation should emphasize engineering design. Second, K-12 engineering should incorporateimportant science, mathematics, and technology concepts and skills. Finally, K-12 engineeringshould align with 1) systems thinking, 2) creativity, 3) optimism, 4) collaboration, 5)communication, and 6) attention to ethical considerations to promote engineering “habits of mind”(pp. 4-6). In summary, the report concluded there is no

Conference Session

Curriculum Innovations in Architectural Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Southern Polytechnic State University

Tagged Divisions

Architectural

. Otherconcepts come to mind—public health and safety, quality, usefulness, efficiency, cost/risk/benefit analysis, environmental harm, truthfulness, trustworthiness, loyalty and so on which arecommon in all engineering professional ethics.Many of these concepts are sometimes confusing and conflicting. Engineering math cannot beused to solve these problems to get the right answer. So, how we can help students to deal withethical disagreement, ambiguity, and vagueness? It is always part of real life that somedisagreement and uncertainty can be expected and should be tolerated, but majority’s view is theacceptable one although in many cases it may not be true (Harris et al 1996).There are additional goals of teaching ethics as well. Teaching ethics can

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mihaela Vorvoreanu, Purdue University; Quintana Clark, Purdue University; Geovon Boisvenue, Purdue University; Stephen Paul Woodall, Purdue University

Tagged Divisions

Computers in Education

undergraduatetechnology and engineering curricula. The approach can be introduced in one classsession, with additional mentoring offered as needed. If time and resources allow,students can be coached through the proposed strategies over the course of a semester.Educators should keep in mind that it takes a long time for Google to “forget”information posted online, and that it takes time to see the results of the social mediaapproach proposed here. The senior year of college is a time when students are motivatedto change their online behavior, but ideally, social media literacy for online identitymanagement should be taught early, before damage is done, and while enough time isavailable to invest in building both a positive online identity and a professional

Conference Session

Qualitative Research Programs & International Research Experience from Around the World

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Laila Guessous, Oakland University; Gary Barber, Oakland University; Qian Zou, Oakland University; Michael A. Latcha, Oakland University; Li Jia, Beijing Jiaotong University; Zhuqian Zhang, Beijing Jiaotong University

Tagged Divisions

International

AC 2011-1667: INTERNATIONAL RESEARCH EXPERIENCE FOR EN-GINEERING STUDENTS IN CHINA IN THE AREA OF FUEL CELLSXia Wang, Oakland University XIA WANG (wang@oakland.edu) is an assistant professor in the department of MechanicalEngineering at Oakland University. Her research and teaching interests lie in the areas of fluidmechanics and heat transfer, with an emphasis on fuel cell technology. She is program director of the NSF IRES program at Oakland University.Laila Guessous, Oakland University Laila Guessous, Ph.D. is an associate professor in the department of mechanical engineering at Oakland University (OU) in Rochester, MI. Her research and teaching interests lie in the areas of fluid mechanics and heat transfer

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Daniel Forciniti, Missouri University of Science & Technology

Tagged Divisions

Chemical Engineering, Educational Research and Methods

AC 2011-575: INSTRUCTIONAL VIDEOS WITH PURPOSE: COMPEN-SATE, SUPPORT, AND CHALLENGE CHEMICAL ENGINEERING STU-DENTS IN AN INTRODUCTORY THERMODYNAMICS COURSEDan Cernusca, Missouri University of Science & Technology Dr. Dan Cernusca is Instructional Design Specialist in the Department of Global Learning at the Mis- souri University of Science and Technology. He received his Ph.D. degree in Information Science and Learning Technologies in 2007 from University of Missouri, Columbia. He also holds a B.S. and a Ph.D. from the University of Sibiu, Romania with a specialization in manufacturing technologies and respec- tively cutting-tools design. His research interests include Design-Based Research in technology-enabled

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sushil K. Chaturvedi, Old Dominion University; Kaustubh A. Dharwadkar

Tagged Topics

NSF Grantees

engineering curricula faces barriers that must be overcome. Thefactors impeding assimilation of virtual labs in engineering education are both perceptual as wellas substantive in nature. Physical labs are used as one of the primary means of providing hands-on experience to engineering students. In the mind-set of many present day engineeringeducators, hands-on experience is better gained in the physical domain as compared to hands-onexperience obtained in the virtual domain through virtual laboratories. This is due to the widelyheld view that physical labs provide a window to real world while virtual labs are just animitation of the real stuff – merely a computer-based simulation and visualization of the realworld. To some extent this view is

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin James Wainwright, BC Institute of Technology; Barbara Ellen Endicott-Popovsky, University of Washington, Information School; Sarah A. Rajala, Mississippi State University

Tagged Divisions

Continuing Professional Development

AC 2011-165: ALTERNATIVE APPROACH TO ASSESSING MILITARYTRAINING FOR ADVANCED PLACEMENT INTO ENGINEERING ANDTECHNOLOGY PROGRAMSKevin James Wainwright, BC Institute of Technology Kevin Wainwright a faculty member in the School of Business at the British Columbia Institute of Tech- nology in Vancouver, B.C., Canada. BCIT has over 50,000 full and part time students and is the second largest post-secondary institute in the province of British Columbia Kevin has his Ph.D. in economics from Simon Fraser University where his fields of specialization were mathematical economics, industrial organization, law and economics, and environmental economics. He is co-author of the book, Fundamen- tal Methods in Mathematical

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aura Gimm, Duke University; Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Robert Malkin, Duke University

Tagged Divisions

Biomedical

. American Society for Engineering Education Annual Conference Proceedings, June 2008; 2008-2883.7. Tranquillo, J., & Cavanagh, D. (2009). Preparing Students for Senior Design with a Rapid Design Challenge. American Society for Engineering Education Annual Conference Proceedings, June 2009; 2009-1917.8. TeachEngineering Resources for K-12. http://teachengineering.org. Accessed January 2011.9. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition Washington, D.C.: National Academy Press. Page 22.1596.10

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Mustafa A. Biviji, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

AC 2011-2354: NEW PERSPECTIVES ON TEACHING INNOVATION TOENGINEERS AN EXPLORATION OF MENTAL MODELS OF INNOVA-TION EXPERTSEden Fisher, Mustafa Biviji, Indira Nair, Carnegie Mellon University Eden Fisher is the Director of the Masters Program in Engineering and Technology Innovation Manage- ment (ETIM) and Professor of the Practice at Carnegie Mellon University. Dr. Fisher holds a BS in Chemistry from Princeton University and a Ph.D. in Engineering & Public Policy from Carnegie Mellon. She worked in technology innovation for over 20 years at ALCOA. Indira Nair is Vice Provost and Professor Emeritus in Engineering and Public Policy at Carnegie Mellon. She has a Ph.D. in Physics from Northwestern University and has

Conference Session

Collaborative Learning, Project-Based, Service Learning, and Impacts on Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Forrest Alden Copeland, Western Washington University; Derek M. Yip-Hoi, Western Washington University

Tagged Divisions

International

AC 2011-1639: CHALLENGES AND BENEFITS OF ESTABLISHING ANENGINEERS WITHOUT BORDERS CHAPTER AT WWUForrest Alden Copeland, Western Washington University While completing his undergraduate degree in Manufacturing Engineering Technology, Forrest Copeland helped establish the Engineers Without Borders student chapter at Western Washington University in 2006. Copeland completed his degree in 2009 and graduated as the Engineering department’s outstanding senior. He also received the Presidential Scholar Award due, in part, to his work with the Engineers Without Borders student club. Shortly after graduation, Copeland traveled with four other students and one professional to conduct an assessment trip in Guatemala for the

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

hands-on activities impact mathematics learning and investigating the development of adaptive expertise through cooperation with the VaNTH Engineering Research Center in Bioengineering Educational Technologies. Research interests include the role of active learning strategies (e.g., hands-on activities and invention) in development of mathematics concepts, dynamic development of concrete & symbolic understanding of mathematics concepts, design & implementation of curricula and technologies that promote good math learning, and examining effectiveness of curricula and technologies in classrooms using experimental & observational methods.Pat Ko, University of Texas, Austin With degrees in electrical