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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

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Maria Teresa Napoli, UC Santa Barbara; Arica Lubin, Center for Science and Engineering Partnerships, University of California, Santa Barbara; Liu-Yen Kramer, Center for Science and Engineering Partnerships, University of California Santa Barbara; Jens-Uwe Kuhn, Santa Barbara City College; Nicholas Arnold, Santa Barbara City College; Ofelia Aguirre, Center for Science and Engineering Partnerships; Megan T. Valentine, University of California, Santa Barbara

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Paper ID #8011Engaging Community College Students in University ResearchDr. Maria Teresa Napoli, UC Santa Barbara Dr. Maria Teresa Napoli received a Ph.D. degree in Mechanical Engineering from the University of California at Santa Barbara, in 2004. In 1999, she also earned a Ph.D. degree in electrical engineering from the University of Padova in Italy. Currently, she holds positions as project scientist in the Mechanical Engineering Department, and as Community College education coordinator at the University of California at Santa Barbara. Prior to this appointment, she worked for several years as a microsensors system

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

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Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

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) promotion ofengineering habits of mind. However, this is not a robust enough definition of engineering at theK-12 level to be implemented by practitioners. As we look towards providing a morecomprehensive definition of K-12 engineering education in an era of standards-based reform, weneed to establish clear, coherent, and important content as developmentally appropriate learningoutcomes. The document Standards for K-12 Engineering Education?2 concludes that the firststep toward improving the quality and consistency in K-12 engineering education is to “articulatethe essential core ideas” (p. 37) of engineering that are appropriate for students at this level. Theresearch presented here reports the development of the Framework for Quality K-12

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

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Pnina Ari-Gur, Western Michigan University; Pavel Ikonomov, Western Michigan University; Roman Rabiej, Western Michigan University; Peter Thannhauser, Western Michigan University; Marwa M Hassan, Louisiana State University; Daniel M. Litynski, Western Michigan University; Renee Schwartz, Western Michigan University

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-1999 entering science mathematics, engineering,and technology majors in 175 colleges and universities. Norman, OK: Center for Institutional Data Exchange andAnalysis University of Oklahoma.7. Bransford, J. and Brown, A.; Cocking, R.; Eds., How People Learn: Brain, Mind, Experience, and School(National Academy Press, Washington, DC, 2000). Page 23.1269.88. Felder, R.M. and Silverman, L.K. (1998). Learning and teaching styles in engineering education. Engr. Educ., 78(7), 674-681.9. Felder, R.M. (1993). Reaching the second tier: learning and teaching styles in college science education. J. Coll.Sci. Teach., 23(5), 286 -290.10. Ma, J

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Kenyon M Richardson; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

Paper ID #6617Factors that Influence Faculty Motivation of Effective Teaching Practices inEngineeringDr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is director of the Center for Research on Learning and Teaching Engineering and research associate professor in the College of Engineering at the University of Michigan. She actively pursues research in engineering education and assists other faculty at University of Michigan in their scholarly endeavors. Her current research interests include studying faculty motivation to change class- room practices, evaluating methods to improve teaching, and exploring

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Lisa G. Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David Schaad, Duke University; Michael M Barger; Lisa Linnenbrink-Garcia, Duke University

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Paper ID #6745A Grand Challenge-based Framework for Contextual Learning in Engineer-ingDr. Lisa G. Huettel, Duke University Dr. Lisa G. Huettel is an associate professor of the practice in the Department of Electrical and Computer Engineering at Duke University where she also serves as associate chair and director of Undergraduate Studies for the department. She received a B.S. in Engineering Science from Harvard University and earned her M.S. and Ph.D. in Electrical Engineering from Duke University. Her research interests are focused on engineering education, curriculum and laboratory development, and applications of

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Arthur Ornelas Jr., Arizona State University; John Sadauskas, Arizona State University; Sandra Houston, Arizona State University; Wilhelmina C. Savenye Ph.D., Arizona State University; Eddy Ramirez; Claudia E. Zapata, Arizona State University

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% replied “Yes” when asked, “Would you be willing to test prepared lecture modules on Page 23.161.4unsaturated soils in your introductory geotechnical engineering course?” With that in mind, we 3 4are attempting, through this National Science Foundation funded project, to address the issue oflack of unsaturated soil material in undergraduate classes by developing learning modules on thestress state variables that govern unsaturated soils with an emphasis in concepts related to matricsuction; along

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Shiwen Mao, Auburn University; Yingsong Huang, Department of Electrical and Computer Engineering, Auburn University; Yihan Li, Auburn University; Prathima Agrawal, Auburn University; Jitendra K Tugnait, Auburn University

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Paper ID #7243Introducing Software Defined Radio into Undergraduate Wireless Engineer-ing Curriculum through a Hands-on ApproachProf. Shiwen Mao, Auburn University Dr. Shiwen Mao received a Ph.D. in Electrical and Computer Engineering from Polytechnic Institute of New York University in 2004. Currently, he is the McWane Associate Professor in the Department of Electrical and Computer Engineering at Auburn University in Auburn, AL. Dr. Mao’s research interests include performance analysis, optimization, and algorithms for wireless networks. He was awarded the McWane Endowed Professorship in the Samuel Ginn College of

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University; Nadia L. Frye, Washington State University

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NSF Grantees Poster Session

Paper ID #6522What is Engineering Knowledge: A Longitudinal Study of Conceptual Changeand Epistemology of Engineering Students and PractitionersDr. Shane A. Brown P.E., Washington State University Dr. Shane Brown conducts research on cognition and conceptual change in engineering. He received his bachelor’s and Ph.D. degrees from Oregon State University, both in Civil Engineering. His Ph.D. degree includes a minor in Science and Mathematics Education. His master’s degree is in Environmental Engineering from the University of California, Davis. Dr. Brown is a licensed professional civil engineer and has six years of

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

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NSF Grantees Poster Session

: Legitimate Peripheral Participation. Learning in doing. Cambridge, England: Cambridge University Press. 138. (1991).8. H. Ginsburg, Entering the child's mind : the clinical interview in psychological research and practice. Cambridge, England: Cambridge University Press. 277. (1997).9. Nrc, ed. How People Learn: Bridging Research and Practice. ed. M.S. Donovan, J. Bransford, and J.W. Pellegrino. National Academies Press: Washington DC. (1999).10. S. Brown, D. Montfort, and K. Hildreth, An Investigation of Student Understanding of Shear and Bending Moment Diagrams. International Network for Engineering Education Research. (2008).11. D. Montfort, S. Brown, and D. Pollock, An Investigation Of Students’ Conceptual

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

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NSF Grantees Poster Session

Paper ID #6584Assessment and repair of critical misconceptions in engineering heat transferand thermodynamicsDr. Michael J. Prince, Bucknell UniversityDr. Margot A Vigeant, Bucknell University Dr. Margot Vigeant is an associate professor of chemical engineering and associate dean of engineering. She is interested in chemical engineering pedagogy, first-year programs, and international education.Dr. Katharyn E. K. Nottis, Bucknell University Dr. Nottis is an educational psychologist and professor of education at Bucknell University. Her research has focused on meaningful learning in science and engineering education

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Jeremiah J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, University of North Dakota; Mohammad Khavanin, University of North Dakota

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NSF Grantees Poster Session

is also anopportunity for students to give and receive feedback in a small group setting, a learningenvironment that is less “risky” than the traditional classroom setting.Mentor Training ProgramAs previously mentioned, the engineering peer mentors perform multiple roles in the program.For example, they provide support to students in understanding the engineering content of thecalculus problems. They facilitate group discussions, aid students in being successful during theirfirst year in engineering, and to make students aware of opportunities to connect with other like-minded individuals in environments such as the student chapters of the Institute of Electrical and

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Qian Zou, Oakland University; Laila Guessous, Oakland University; Gary Barber, Oakland University; Michael A Latcha, Oakland University

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NSF Grantees Poster Session

Paper ID #7524Engaging US Engineering Students in Fuel Cell Research at a Foreign SiteDr. Xia Wang, Oakland University Dr. Xia Wang is an associate professor in the department of Mechanical Engineering at Oakland Uni- versity. Her research and teaching interests lie in the areas of fluid mechanics and heat transfer, with an emphasis on fuel cell and battery technology. She was the program director for the NSF-funded project entitled International Research Experience for Students: Collaborative Research Activities with China on Fuel Cells at Oakland University.Dr. Qian Zou, Oakland University Dr. Qian Zou is an

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

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NSF Grantees Poster Session

Academy of Sciences, National Academy of Engineering and Institute of Medicine, 2006.8. Kerr, A.D., and Pipes, R.B., 1987. “Why We Need Hands-On Engineering Education.” The Journal of Technology Review, Vol. 90, No. 7, p. 38.9. Sarasin, L., 1998, “Learning Style Perspectives: Impact in the Classroom.” Madison, WI: Atwood.10. Gardner, H., 1999. “Intelligence Reframed: Multiple Intelligences for the 21st Century.” New York: Basic Books.11. Joyce, B., and Weil, M., 2000, “Models of Teaching.” Boston: Allyn and Bacon.12. Brandford, J.D., et al., Eds., “How People Learn: Brain, Mind, Experience and School,” Expanded Edition, National Academy of Sciences, 2000.13. Klingbeil, N. and Bourne, T., 2012, "The Wright State Model for

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Mary Staehle, Rowan University; Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Robi Polikar, Rowan University; Johannes Strobel, Purdue University, West Lafayette

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Lafayette Dr. Johannes Strobel is director of the Institute for P-12 Engineering Research and Learning (INSPIRE), and assistant professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on the policy of P-12 engineering, the support for teachers and students’ academic achievements through engineering learning, the measurement and support of change of ”habits of mind” particularly in regards to sustain- ability, and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

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NSF Grantees Poster Session

Paper ID #6810Development of an Interview Protocol to Understand Engineering as a Ca-reer Choice for Appalachian YouthMrs. Cheryl Carrico PE, Virginia Tech Cheryl Carrico is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She holds a B.S. in Chemical Engineering, an M.E. in Mechanical Engineering, an M.BA, and is a licensed professional engineer. Ms. Carrico has over 20 years of experience in engineering practice and has work as an engineering manager for General Dynamics. In addition to research concerning career choices for Appalachian students, Cheryl supports several K-12 STEM outreach

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo Ph.D., University at Buffalo, SUNY; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Timothy W. Simpson, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Adam R Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell, Northwestern University; Steven B. Shooter, Bucknell University; Marie C Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Christopher B. Williams, Virginia Tech

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response to a general agreement by U.S. industry, engineering societies,and government that there had been a decline in the quality of undergraduate engineeringeducation over the previous two decades [14-15]. The result was a strong push towardsproviding both intellectual and physical activities (such as dissection) to anchor the knowledgeand practice of engineering in the minds of students [16-17]. Product dissection was successfulin achieving this for several reasons. First, it helps couple engineering principles with significantvisual feedback [18] and increase awareness of the design process [19]. Dissection also givesstudents early exposure to functional products and processes, and introducing such experiencesearly in the students’ academic

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

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NSF Grantees Poster Session

Paper ID #6969Feedback in Complex, Authentic, Industrially Situated Engineering Projectsusing Episodes as a Discourse Analysis Framework – Year 1Dr. Milo Koretsky, Oregon State University Dr. Milo Koretsky is a professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel faculty fellow and has won awards for

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Ethan Munson, University of Wisconsin, Milwaukee

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NSF Grantees Poster Session

, many of the students would have been taught relatively little of theCalculus material covered in Math 231. As students in Math 231 are learning much ofthe material for the first time, they may approach the PLTL groups in a more open-minded fashion, and may be more receptive to the learning tools and additional work thatthey are gaining in the groups. Whereas, if students in Math 116 believe that they alreadyknow much of the material, they may be less interested in devoting effort to incorporatingPLTL group activities into their studies and achieve less benefit from the groups. Asmentioned previously, facilitators in Math 105 PLTL groups have frequently encounteredthis attitude. Engineering freshmen in Math 105 often believe that they fully

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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NSF Grantees Poster Session

] Bransford, J.D., Brown, A.L. and Cocking, R.R, 1999. How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press.[7] Chubin, D. E., May, G. S. and Babco, E. L., 2005. “Diversifying the Engineering Workforce.” Journal of Engineering Education. 94(1): 73–86.[8] Felder, R. M., Sheppard, S. D. and Smith, K. A., 2005. “A New Journal for Field in Transition.” Journal of Engineering Education. 94(1), 7–12.[9] Yurtseven, H. O., 2002. “How Does the Image of Engineering Affect Student Recruitment and Retention? A Perspective from the USA.” Global Journal of Engineering Education. 6(1), 17-23.[10] Hu, S. C. and Liou, S., 2005. “Challenges Facing Engineering Education,” iNEER Conference for

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A Disney, Mission College

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NSF Grantees Poster Session

Paper ID #7205Technological Literacy: Assessment and Measurement of Learning GainsDr. John Krupczak, Hope College Dr. John Krupczak is a professor of Engineering at Hope College in Holland, Mich. He is a former chair of the ASEE Technological Literacy Division and a former chair of the ASEE Liberal Education Division. Dr. Krupczak was a CASEE senior fellow from 2008 to 2010.Kate A Disney, Mission College Kate Disney teaches engineering at Mission College in Santa Clara, California. She has been involved in teaching technology literacy at both Mission College and Cabrillo College in Aptos, CA

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, Virginia Tech; Bonnie H. Ferri, Georgia Institute of Technology; Dianna Newman; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University; Deborah Walter, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

Prism, vol. 13, no. 4, Dec. 2003, pp. 34-37.34. R.J. Shavelson, M.A. Ruiz-Primo, and E.W. Wiley (2005). “Windows into the mind,” Higher Education, 49(4), 413–430.35. C. Shek, K. Meehan, and R.W. Hendricks, “Podcast tutorials on PSpice and Lab-in-a-Box,” in Proc. 2009 ASEE Annu. Conf. Expo., Austin, TX, 2009, AC 2009-70.36. A-S, Tarek, P. J. Kauffman, G. Crossman, “Does the Lack of Hands-On Experience in a Remotely Delivered Laboratory Course Affect Student Learning?,” European Journal of Engineering Education, vol. 31, no. 6, pp. 747-756, Dec 2006.37. J. Watson, “Blending learning: The convergence of online and face-to-face education,” in

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Don R Gilman PE, PMP, Texas A&M University; Mehmet Ayar, TUBITAK; Timothy Allen Robinson, Penn State University; Anthony R Kovscek, Stanford University; Reza Toossi, California State University, Long Beach; Sarma V. Pisupati, Pennsylvania State University, University Park; Sukesh K Aghara, University of Massachusetts Lowell

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learn: Brain, mind, experience, and school.Washington DC: National Academy Press.2. National Academy of Engineering (2004). The engineer of 2020: Visions of engineering in the new century.Washington, DC: National Academy Press.3. Apple's iBook (2013). iBook is an (R) Apple Inc. Retrieved from https://www.apple.com/apps/ibooks/ on Jan 7,2013.4. Apple's iBook Author (2013). iBook Author is ® Apple Inc. Retrieved from http://www.apple.com/ibooks-author/on Jan 7, 2013.5. Burton, M., Maas, B., & Osborne, N. (2012). Internet2 eText Pilot-Background and Preliminary Results, Apresentation at the 2012 Internet2 Member Meeting, Arlignton, Virginia, April 22-25, 2012. Retrivedfrom http://events.internet2.edu/2012/spring-mm/agenda.cfm?go=session&id

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

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NSF Grantees Poster Session

solutions, and provides a meaningful context for learningSTEM concepts and a stimulus to system thinking. It requires actively learning knowledge forsolving the problem, and needs idea generation or creativity. Engineering “habits of mind” alignwith essential skills for citizens in the 21st century. This “habits of mind” could essentiallybenefit the problem solving skills of all people for reaching innovative solutions to variouschallenges.Engineering design process is mostly taught to engineering students during their senior yearcapstone design course after students have acquired relevant knowledge for the design. Thus,the phase of gathering knowledge is mostly carried out in a passive instructor-centered learningmodel. Most creativity education

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Kathleen L Kitto, Western Washington University; Debra S. Jusak, Western Washington University

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NSF Grantees Poster Session

”, Definitions, Comparisons, and Research Bases”, Journal of Engineering Education, April, 2006, pp. 1-16. 6. National Research Council Commission on Behavioral and Social Sciences and Education, How People Learn: Brain, Mind, Experience and School, Commission of Behavioral and Social Sciences and Education, Washington, DC, National Academy Press, 2000 (on-line free access, http://books.nap.edu/books/0309070368/html/). 7. Svinicki, M., “Synthesis of the Research on Teaching and Learning in Engineering Since the Implementation of ABET Engineering Criteria 2000”, National Academies, https://www7.nationalacademies.org/bose/1DBER_Svinicki_October_Paper.pdf . 8. Felder, R., “Learning and Teaching

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University; Joseph Lee Gutenson, University of Alabama

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NSF Grantees Poster Session

on ways to connect hands-on experiential components with distance learning opportu- nities for future water and waste water treatment operators.Dr. Andrew N.S. Ernest, Western Kentucky UniversityMr. Joseph Lee Gutenson, University of Alabama Mr. Gutenson is currently pursuing his master’s and Ph.D. in Civil/Environmental Engineering at the University of Alabama. His research interests include water resource planning and security, computer in- formation systems, and environmental sustainability. He has worked on a variety of water-related projects including several funded by the National Science Foundation, U.S. Environmental Protection Agency, and the National Institute for Hometown Security