Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Pemberton Cyrus, Dalhousie University

Tagged Divisions

Design in Engineering Education

without considering the statements. In some questions,wording was changed for the Dalhousie survey to reflect slight context or content differences.Questions that referred to particular software, for example, were modified to be more relevant tothe Dalhousie program. An example of the statements is shown in Table 1 for the “Teamworkskills” category. The first column of the table indicates the question number. Statements wereinterspersed with those from other assessment categories. The statements were skill-specific, and Page 22.350.6require students to identify their strengths in definite areas, rather than general expressions ofcapability.For

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emilia Andreeva-Moschen, FH Joanneum University of Applied Science, Graz; Adrian J. Millward-Sadler, FH Joanneum University of Applied Science, Graz

Tagged Divisions

Cooperative & Experiential Education

institutions. For this purpose, we surveyed the extended departmentalacademic council (33 responses from 24 engineers as external lecturers, 9 universitylecturers) and our alumni (41 responses). The survey included 10 questionsregarding a graduate automotive engineer’s most important characteristics, the mostessential components for the curriculum, the minimum duration for Bachelor’s andMaster’s degrees, etc. We collected and evaluated the data 4 and reflected the resultsin our Bachelor’s and Master’s degree programs design.The salient points were that we needed an undergraduate curriculum which focusedon technical and technological basics (mechanics and electronics), automotiveengineering disciplines, soft skills, including at least one foreign

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ethan E. Danahy, Tufts University, Center for Engineering Education and Outreach; Ashley Russell, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

text input, audio record, image capture, andmovie record. UDL features can be utilized in several manners to best support the contentand to aid in information processing and conceptual understanding. By makinginstructional goals, strategies, and materials flexible in these ways, potential barriers tolearning are lowered and opportunities to learn are increased. By integrating UDL tools into a digital platform designed for cultivatingengineering education in K-12, the researchers aim to provide a means for improvingSTEM learning outcomes for all students. The software interface is utilized in thisresearch to promote teaching science through engineering by leveraging features inherentto the platform. Learning through design is reflected

Conference Session

Innovative Methods to Teach Engineering to URMs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Eschenbach, Humboldt State University; Mary E. Virnoche, Humboldt State University; Tyler J. Evans, Humboldt State University

Tagged Divisions

Minorities in Engineering

HSUinstitutional research. In that research, the models look at population data for a group of studentsentering an institution or program in the fall term of an academic year and communicate thepercentage of that cohort that returns for study in each subsequent academic year: these are the Page 22.870.4“retention” and “persistence” rates. Retention usually reflects stay at the institution regardless ofmovement between majors, while persistence relates to particular course taking patterns in majorpathways. Most institutions simply track institutional retention. We track and report both.If a student enrolled in coursework for a given term, but dropped

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

Challenges in light ofengineering ethics. It can open up a set of larger questions that move us forward in defining theparameters of purposeful and significant work for the engineering profession in society. In thissense, backers of the Grand Challenges project who are allies of engineering education reformwill recognize the discussion of ethics as an invitation to a kind of reflexive practice,16 deepeningthe conversation by reflecting critically on the Challenges and the processes that produced them.Gary Downey17 among others has pointed out that problem framing is as important as it isneglected in engineering education. In this case, the NAE has defined the scope of severalproblems that constitute the “grand” work of the profession in this century

Conference Session

SE Tools and Techniques

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Georgas, Northern Arizona University

Tagged Divisions

Software Engineering Constituent Committee

early as possible.For effective group operation, it is also critical to provide evaluative feedback at both the groupand individual levels12. For this project, each deliverable element was accompanied by a student-provided peer-evaluation that is used in a zero-sum grading methodology. This allowed us toassign individual grades that are a better representation of individual student contributions thanthe quality of final deliverables alone. As a result, individual grades reflect high or low levels ofcontribution by students, based on the evaluations of their teammates.Each student is required to provide a peer evaluation along with project deliverables: this peerevaluation provides a scaling factor for the score of the submitting student and

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salahuddin Qazi, State University of New York, Institute of Tech, Utica, New York and Mohawk Valley Community College; Robert C. Decker, Mohawk Valley Community College

Tagged Topics

NSF Grantees

visualized.Probes are typically made from SiN4 or Si, but other materials are used for specialized studies. Alaser beam reflecting from the back side of the tip provides a moving light source to aphototransistor array, providing detailed z-axis probe deflection and other data in the process thatis stored in the computer relative to spatial variation in the x-y plane. This data is used togenerate the topographic image of the sample surface. The amount of force between the probeand sample is dependent on the stiffness of the cantilever and the distance between probe and thesample surface which can be calculated using Hooke’s Law. If the spring constant of cantilever(typically ~0.1-1 N/m) is less than surface, the cantilever bends and deflection is monitored

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Loren Limberis, East Carolina University; Steve Warren, Kansas State University

Tagged Topics

NSF Grantees

], assessment of laboratory experiences in engineering education remains an area that warrants more research. In our project, the authors planned to use FE-style multiple-choice questions to assess ABET outcomes (a) apply math and engineering knowledge and (e) problem solving. Although many may agree that laboratories should help to improve student abilities in these two outcome areas and that comparing the experimental and control groups appears to be a sensible approach to evaluate the proposed tools, these two outcomes are a result of many other different factors (e.g., instructor, student background, assignments, etc.). In this project, assessment results from Figures 3 and 4 reflect the fact

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

forteaching science. Participants rate their beliefs on a five point Likert scale ranging from “1”representing “Strongly Disagree” to “5” representing “Strongly Agree” as they respond to itemssuch as, “I am continually finding better ways to teach science” or reversed phrased items suchas, “I am not very effective in monitoring science experiments.” We made modifications tosome of the STEBI items to reflect a more general focus on STEM, rewriting items such as,“Increased teacher effort in teaching science produces little change in some student's scienceachievement” to read “Increased teacher effort in teaching STEM content produces little changein some student's STEM learning achievement.” The modified version of the instrument waspreviously used to

Conference Session

ABET Accreditation, Assessment, and Program Improvement in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen M. Phillips, Arizona State University; Konstantinos Tsakalis, Arizona State University; Ravi Gorur, Arizona State University; Stephen M. Philips, Arizona State University

Tagged Divisions

Electrical and Computer

definition of quantitative and precise metricsthat reflect changes in the program. A second is the data collection and the action definitions thatshould minimize or, at least, allow the resolution of interdependencies and correlations amongthem. While these form an intellectually interesting modeling and feedback problem, one mustalso be prepared to accommodate some faculty resistance, indifference, or simply lack of time toperform such tasks. Viewing automation and consistency as a key for the success of continuousimprovement, we have implemented this feedback process for the last four years and here wepresent some of our experiences.1. IntroductionObjective and meaningful evaluation of student performance and career success is a complicatedproblem

Conference Session

Manufacturing Capstone and Design Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University

Tagged Divisions

Engineering Technology

Wednesdays will allow for a lab meeting the first week of classes,which is typically a partial week. The current practice is to start lab sessions the second week ofthe quarter. This combination would increase total course lab time from eighteen hours to thirtyhours, which represents a 67% increase, without changing the current four-credit courseallowance. Table 2 reflects a proposed revision to course content, as well as restructured lab sessionswhich will be attempted for the course offering in the spring of 2011. The requirement for Page 22.1530.9casting projects in addition to the welding / fabrication projects has been replaced by a

Conference Session

Issues Affecting Engineering Program Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian L. Houston, University of Pittsburgh, Johnstown

Tagged Divisions

Engineering Technology

business side ofthe equation is marginalized. In reality the majority of the graduates will become both practicingengineers, and eventually businessmen and women. Why diminish the importance of businessacumen other than it is not the educators area of expertise?PostscriptThis paper was never intended to be a rigorous, data mining experiment. The contents are moreof a reflection on the comments received over an eight year period from industry personnelobserving deficiencies in engineering graduates as a whole. Having arrived in academia afterpracticing for many years, the author encountered the same issues prior to academia in hiring forhis own department. Once one gains entrance into the hiring and tenure process for academia, itis obvious there

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph Idziorek, Iowa State University; Mark F. Tannian, Iowa State University; Douglas W. Jacobson, Iowa State University

Tagged Divisions

Computing & Information Technology

onthe Internet. Others have attempted to provide security education at the university level in theform of a three-hour training session8. While arguably better than a Website, a single session isnot a sufficient amount of time for students to comprehend, reflect and attempt to applyknowledge. From our experiences, students need repetition, time to reflect on course material,and the opportunity to write about and discuss presented material in order to assess and improvetheir own understanding. This type of learning simply cannot be achieved in a single three-hourtraining session. From the authors’ collective experiences, a broad demographic of students donot have access to practical information about computer security that would improve

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University; Thomas M. Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Polytechnic Institute and State University; Patricia Watson, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

never really achieved inpublic education, was to teach students in the early elementary through high school grades aboutthe industrial culture that dominated the American landscape in the 20th century. In contrast tothe commonly held belief that IA was only about vocational tool skills, the ideology on which IAwas established in the l870s was a general education ideology in support of the notion that allboys and girls in the U.S. would benefit from the study of our industrial culture. Much the sameideology that now leads many to believe “K-12 engineering education” today would benefit allstudents, not just those seeking the postsecondary vocational engineering track.The presentation of a paper titled “A Curriculum to Reflect Technology”10 at

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Gerlick, Pittsburg State University; Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Shane A. Brown, Washington State University

Tagged Divisions

Educational Research and Methods

productivity.Professional Development: 5. Growth Planning (F) Individuals document professionalIndividual demonstration of 6. Growth Progress (F) development in technical,improved knowledge, skills, 7. Professional Practices (F) interpersonal, and individualand behaviors essential to 8. Growth Achieved (S) attributes important to their personalengineering practice and project needs, professional behaviors, and ways of a reflective practitioner.Design Processes

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Samuel Lee, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

, seeks to enhancethe effectiveness of the instructional process through application of experiential educationtechniques.According to Kolb [2], experiential learning exists across four modes, including (i) concreteexperience, (ii) reflective observation, (iii) abstract conceptualization, and (iv) activeexperimentation (p. 30). The primary components of learning processes exist along twocontinuums relating concrete experience to abstract conceptualization and reflective observationto active experimentation. The COSMOS program incorporates activities with elements frombroad ranges of these spectra, e.g., some activities were heavily observation-based while othersinvolved active, trial-and-error problems; some relate concretely to lecture material

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; Edgar A. O'Rear, University of Oklahoma; Gary Robert Brown, Washington State University, Office of Assessment and Innovation; Ashley Ater Kranov, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering

policy for this class and theholiday mood, can we discount extrinsic motivation (e.g. motivation from grade) as the soledriver for academic success in this study? To answer these questions, we start by articulating thetheoretical underpinnings of this study and attempt to operationalize the constructs to reflect thecontext of the work.2.0 Theoretical Conside rationsA lot of research in engineering education have been largely exploratory (as contrasted withcause-effect and mechanistic type research) and bereft of theoretical considerations [12]. Nomatter the type of research questions, the community of engineering educators continues toemphasize the need for grounding research in theoretical frameworks as a vital ingredient forenhancing quality

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

an effective solution. Effective teamsshould also be organized enough to produce this design solution in sufficient time to test anddocument the results of their design. Page 22.242.3Assessing the effectiveness of capstone design projects is a complex undertaking. Many schoolshave turned to the use of design journals or notebooks to require students to document theprogress of their design and to reflect on the design process10,11. Other schools, includingNortheastern, have used a combination of faculty, industrial sponsors, and professional peerevaluations to provide a number of views of the quality of the projects12. Student self

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon G. Sauer, Rose-Hulman Institute of Technology; Pedro E. Arce, Tennessee Technological University

Tagged Divisions

Chemical Engineering

teammembers are likely to divulge it as part of this exercise. In order for the instructor to intervene in a timelymanner, a mid-term or mid-project evaluation is critical. This approach requires self-reflection on thepart of the student and also provides peer evaluation. This information can be invaluable to the instructorwho may likely not have had the opportunity to observe the finer workings of the team. As anotherexample, to assess whether or not students have utilized a process in decision making, as opposed to, forexample, a majority vote, students can be asked to write a short memo outlining a decision they made,options considered, and the means by which they determined the outcome. A well-defined rubric canthen be used to analyze the

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Hoffmann, Purdue University, West Lafayette; Alice L. Pawley, Purdue University; Ranjani L. Rao, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

under theumbrella of sustainable engineering. Page 22.418.2In this paper, we present two sets of data: (1) a comparative analysis of fifteen published sets ofsustainability principles (some of which are drawn from the context of engineering, some fromother contexts, but none in the context of engineering education), and (2) a summary of arepresentative set of engineering courses at US Universities that include sustainability terms intheir titles or course descriptions. While other methods of data collection may reflect a morenuanced understanding of the idea of sustainable engineering (and, in fact, seeking this nuance ispart of the motivation

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth E. Anderson, University of Washington; Beth Kolko, University of Washington

Tagged Divisions

Multidisciplinary Engineering

project outputsmoving forward is in part a reflection of those difficulties.UltrasoundThe Ultrasound project was the result of one of the instructor’s conversations with a professor inRadiology who was training midwives in Uganda to use ultrasound technology. They werehaving some issues with the commercial portable ultrasounds (cost, difficulty of user interface,etc.), and so the problem posed to the students was: how can you make ultrasound more usableby midwives with limited training? And can you make it cheaper, too? In winter quarter therewere two CSE students and three HCI students on the team. In winter quarter, students surveyedSeattle-area midwives, created surveys to send to Ugandan midwives, investigated otherdeveloping world based

Conference Session

Innovative Adult and Technology Enhanced Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas-Pan American

Tagged Divisions

Continuing Professional Development

engineeringdesign process22 also shown in figure 1. Figure 1. Legacy Cycle and Engineering Design ProcessThe Legacy Cycle consists of the process followed to solve challenges that are designed tomotivate and engage faculty/students in learning activities. In the Legacy Cycle, the followingsteps are performed and repeated: Page 22.113.4  Look Ahead (Not shown in the Figure): The learning task and desired knowledge outcomes are described here. This step also allows for pre-assessment and serves as a benchmark for self-assessment in the Reflect Back step.  The Challenge: The challenge is a question or task carefully

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pedro Renato Acosta, University of Texas, El Paso; Rafael Gonzalez, University of Texas, El Paso; Noe Vargas Hernandez, University of Texas, El Paso

Tagged Divisions

Design in Engineering Education

resultcounterproductive since the students will be overloaded with information. Another extreme willbe to teach them only one or few methods; although this avoids an overload, the authors haveobserved that most instructors do this, teaching just a couple of preferred methods. The premiseof this research work is that there is a lack of guidance when it comes to design methodselection. This situation is also reflected in the professional world where it is well known thatdesigners will stick to just a couple of methods in each category for the most of their professionallife. This is understandable because (1) the designer is familiar with the method, and (2) there isnot a clear guide to help decide which other methods to use. A test-bed for an expert system toguide

Conference Session

Innovations in Materials Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Materials

course which included: atomic bonding,crystal structures, dislocations and defects, and phase diagrams. During each class period aReformed Teaching Observation Protocol (RTOP) observation was completed to assess theinstructor’s classroom pedagogical practice in order to determine how it might have changedover the course of the semester. Students in the course completed daily reflections and an exitcourse survey to assess their perception of how supportive various components of the coursewere to their learning. Data suggested there were minor changes in teaching behaviors over thesemester, and that time spent on activities and number of slides in the instructor’s presentationinfluenced these changes. Additionally, students perceived that many of

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

53 (engineers) and 54 (scientists) percent of the studentsexpressed uncertainty regarding the potential salaries of engineers and scientists. Approximately42 percent of the students believe engineers and scientist “make a lot of money.”Four questions on the survey addressed student attitudes towards engineering and science. Thefrequency distributions of responses to these questions are shown in Figure 2. The first two ofthese questions asked students to select the statement that best reflected their feelings or“affection” for the engineering or science disciplines. Approximately 63 percent of the studentindicated they either “love” or “like” engineering on the pre-survey. This percentage increased to72 percent on the post-study survey. When

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard G. Helps, Brigham Young University

Tagged Divisions

Computing & Information Technology

course design for IT. The problem thus posed is to attempt to explore on anabstract level what is happening as IT curricula evolve. What happens to the instructional designas curricula are updated? What are instructors and designers doing and how are they doing it?This deeper understanding of what is happening will create a foundation upon which amethodology for evolving curricula in rapidly changing environments may be developed. Thisstudy is an exploration of the change process. The result is a theoretically based description ofthe change domains and structure.Research methodologyThe research was done as a collective case study, where the ‘case’ was a selection of coursechanges that reflected the process of change in IT. Seven faculty members

Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyn Marie Turner, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Shirley Dyke, Purdue University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

shake table experience on student understandingof concepts and the development of skills in the classroom. There was a good deal of variation across institutions in students’ responses to theselearning outcomes. These may reflect the variation in course composition of the students, Page 22.883.10characteristics of the instructors, variation in implementation of the shake tables, developmentsover time in the technology, etc. While a larger sample and a more thorough data collectioneffort necessary to estimate associations between all possible variables were beyond the scope ofthis study, we are able to partition the variance into within

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon F. Bendall, San Diego State University, Center for Research in Mathematics and Science Education; Christina Deckard, SPAWAR Systems Center Pacific; Clarisa E Bercovich Guelman, California State University, San Marcos; Nancy A. Taylor, San Diego County Office of Education; Adrienne Marriott, San Diego Science Alliance

Tagged Divisions

K-12 & Pre-College Engineering

‐waypairedstudent'st‐testwasusedtocomparepre‐andpost‐responsesforeachof 26 items for both the treatment and control groups. We also performed a two-wayunpaired student's t-test analysis comparing the change in the treatment group (with changedefined as post-score minus pre-score) to the change in the control group.Students also completed free response reflections at the conclusion of each STEM classroomvisit.Student Research FindingsThe analysis of the surveys shows no significant (p<0.05) differences between students’ prevs. post responses, or between the treatment and control groups, in these four areas:  their understanding of the nature of engineering and science  their knowledge about STEMs’ work  their perception of STEMs

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

of engineering ethics have reflected atone time or another on the barriers that the use of the “E-word” poses for capturing the attentionof engineering students and their academic advisers. A close reading of the overview essay(“Introduction to the Grand Challenges for Engineering”), however, reveals an underlyingphilosophy that Leo Marx has referred to as the “technocratic” view of progress that is either, atbest, indifferent to ethical considerations or, at worst, undermines engineering ethics.In his well known essay “Does Improved Technology Mean Progress?,”3 Marx contrasted theEnlightenment concept of progress that saw improved technology as a means to achieving socialprogress with the technocratic view that sees improved technology as

Conference Session

Engineering Mechanics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University

Tagged Divisions

Mechanical Engineering

made for this study:  IIT students would show relatively strong evidence of forward inferencing  Successful forward inferencing would be associated with high ability, as reflected in cumulative grade-point averages (CGPA)  Forward inferencing is a sufficient, but not necessary, marker of problem solving ability.The reasoning for these predictions is as follows. The first prediction was made because of theintense engineering training programs at IITs, the second prediction was made because of thedeep conceptual knowledge required for successfully applying forward inferencing, and the thirdprediction was made because of the possibility of successfully solving problems without usingforward inferencing.ParticipantsA U.S. sample