Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michelle Rushe, Granta Design; Arlindo Silva, Granta Design

Tagged Divisions

Materials

, with a set of objectives, requirements, constraints and free variables.One reoccurring comment from the case studies can be illustrated with the following: “Ipersonally feel that the teaching resources offered on [the] website have been really supportivefor my lecture preparation and students guidance.”Another way in which TRW supports academics is through an extensive portfolio of exercises.Academics’ feedback highlights how ready-made exercises and projects, that are thenpersonalized to their teaching, help them develop and improve the course, but also allow moreactual teaching time otherwise spent on course development. Some of the content is even givento students as self-study materials to complement other traditional resources. ‘Visual

Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeffrey W. Fergus, Auburn University

Tagged Divisions

Materials

Minerals, Metals and Sustainability:Meeting Future Material Needs by John Rankin5 as the text.Based on lessons learned in the first offering of MATL 2210, the courses have since followed acommon format. The approach in the first offering of MATL 2210 was to survey the varioustopics and then have the students choose a topic to present in multiple formats (oral / poster /paper). This resulted in too much emphasis on the final project which came at the same time asassignments and examination in other courses. In subsequent offerings of this course, and in theother two courses, students were asked to prepare brief (usually one slide) presentations

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Materials

research project on more effective teaching in core materials classes, the research questionhere is, "What is the effect on student learning and attitude of differing modes of feedback fromstudents' Muddiest Point reflections?" One method is to restructure the notes from a given classand place the set on Blackboard so the new notes respond to student issues raised in MuddiestPoints. This can reinforce class learning, clarify muddy points, and potentially assist in solvinghomework problems. A second method is with Class Warm-ups, which consist of a slide or twofor discussion at the beginning of the next class which can help clarify confusing or difficult-to-grasp concepts. Another method is to create Muddiest Point YouTube tutorial screencasts

Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsay M. Corneal, Grand Valley State University

Tagged Divisions

Materials

five questions (questions 6-10) assessed specific course components. For question 6,which assessed whether the lectures improved their understanding of the course material, themajority of the respondents indicated that they “extremely” agreed with the statement in thisquestion. Questions 7, 8, and 9 assessed the classroom discussions, group work, and Page 23.699.5assignments, projects, tests, and/or papers, respectively. For these questions, the majority of therespondents indicated that they “mostly” agreed with the statements in these questions. Forquestion 10, which assessed the course textbooks and readings, the greatest number

Conference Session

Materials Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Somnath Chattopadhyay, Georgia Southern University

Tagged Divisions

Materials

intensityfactor range (the so-called Paris Law), and use this to analytically estimate the number of loadcycles required to grow an existing crack from an initial size to a final size. The students aremade aware of the fact that Paris Law is applicable for stress intensity factor range higher thanthe threshold value ΔK th, a material parameter that is available in literature [1, 2] Page 23.193.2As a complementary exercise to the rotating beam fatigue test, an analytical activity has beenintroduced as a lab project to obtain the S-N curves for typical steels. In this activity thestudents construct S-N curve analytically using the crack propagation

Conference Session

Interactive Approaches to Teaching Materials Fundamentals

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anastasia D Micheals, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

Materials

operation, experimental techniques and resulting data. Generalexperimental factors include systematic errors, and the correct interpretation of the role of errorsdue to instrumentation. Concepts specific to the characterization techniques themselves must alsobe mastered. For example, in SEM, the beam interaction volume affects the size of the sampledregion. For accurate EBSD results, the surface must be carefully prepared and free ofdeformation to avoid artifacts.The -Brass SystemThe present work derives from experiments performed as part of a graduate research project, Page 23.1345.4with the objective of characterizing alpha-brass (-brass), a

Conference Session

Materials Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Peter R Hondred, Iowa State University; Denise Crawford, Iowa State University; Debbie Ann Victor, Des Moines Independent Schools; Michael R. Kessler, Iowa State University

Tagged Divisions

Materials

understand? STUDENT 7: Well, [the resident engineer] has a lot of hands-on projects that we do. Experiments. And lately we have been doing a lot of labs too. MODERATOR: What makes science interesting to you? STUDENT 4: Well [the resident engineer], well sometime he makes it interesting with experiments. It was fun … and he helps put you into groups so you learn what you Page 23.67.7 don’t learn. STUDENT 1: [the resident engineer] makes it easier to learn. STUDENT 3: [the resident engineer] makes it fun and like you get to experiment with

Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Todd C. Hufnagel, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Materials

classroomspecifically designed to foster collaboration and active learning. The classroom (shown in Fig. 1)has five round tables with six chairs each and walls covered with whiteboard surface. Although itwas not used in this course, the classroom also has the ability for students to project computerdisplays from their tables onto the walls for all to see.   Figure  1:  Classroom  used  for  active  learning  instruction  in  fall  2012  Research methodsWe are using a quasi-experimental approach to evaluate the impact of the active learningteaching method. The results presented here are the preliminary findings

Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eunice Yang, University of Pittsburgh, Johnstown

Tagged Divisions

Materials

the mini- presentations, class discussions, POGIL activities, classroomdemonstrations were helpful in assisting them learn materials science.The author’s experience in implementing this new hybrid curriculum was positive and plans to implementit again in Fall 2013 with some changes as follows. In addition to using the MCI to measure learning, theauthor plans to develop assignments or tests to measure how well students learned the basic “ConceptsBeing Taught” and how well the mini-presentations accomplished the “Purposes” in Table 1 and Table 2,respectively. Assignments that will require higher level of critical thinking such as case studies or open-ended project assignments are in consideration

Conference Session

Materials Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University

Tagged Divisions

Materials

creative expression, and enthusiastically ready for career shaping challenges, theUniversity Honors Program can meet their needs. Students enjoy an array of academic enrichmentand co-curricular experiences that will prepare them for life beyond the baccalaureate.” As fewHonors courses are offer the students have the opportunity to earn honors credits for other selectcourses through a student faculty created contract. The section describing the activity is displayedbelow; see the appendix for a complete contract. Description of the Contract Project or Activity After consulting with the instructor, the Honors student must indicate below the additional work and/or activities that will be completed in order