Collection

2014 ASEE Zone 4 Conference

Authors

Gino Galvez; Eric Marinez; Alvaro Monge

questions regarding their working relationship with their mentor and time spentengaged in research. Again, responses varied; some reported mostly “fair” to “excellent”experiences. “Poor” ratings (a frequency of 3) were only observed for the last item regardingadvice given about careers or graduate school. As with the WREP, the program recognizes thecritical role of faculty mentors in the experience students receive and steps may need to be taken toprovide faculty mentors with best practice mentoring techniques that the “outstanding mentors”use. Average responses are presented in Table 9. Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for

Collection

2014 ASEE Zone 4 Conference

Authors

Carlye Lauff; Joanna Weilder-Lewis; Kevin O'Connor; Daria Kotys-Schwartz; Mark Rentschler

team. By capturing theseinner layers of the trajectory, even closer comparisons can be made between different design Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 230trajectories for engineers. An analysis of the differences in the design trajectories can be viewedin the Overall Findings section. Figure. 1. Design team trajectory where the more obvious (outer) and less obvious (inner) parts of project #1 directly impacts a person’s trajectory to project #2.Research SettingThis exploratory study took place in

Collection

2014 ASEE Zone 4 Conference

Authors

Moe Tajvidi P.E.

and place order for that test if it does not exist in the primary tests list.• Evaluate the input data in order to decide what type of foundation is best working for that condition.• Decide between different types of foundations for a project and conduct a quick evaluation of design issues for each type and select the best option.• Assign preliminary dimensions to the foundation (shallow or deep) which is to be designed and conduct an analysis.• Check those parameters such as dimensions, material properties etc. for compliance with the assumptions, real conditions and practice codes and standards.• Present the design output in the form of drawing, reports and oral presentation.• Be able to justify the design process

Collection

2014 ASEE Zone 4 Conference

Authors

Fariborz Tehrani; Nell Papavasiliou; Frederick Nelson; Carol Bohlin; Mara Brady

todeployment of results. The course guides students in learning from historical perspectives andconsequences of engineering, in researching and communicating ideas using engineeringresources, and in using practical engineering tools to deliver a sustainable and resilient solutionthroughout the design process. These learning experiences provide a strong engineeringfoundation for liberal studies majors, and particularly future elementary teachers. Anticipatedoutcomes are manifested and measured at different stages. The primary desired outcome of theEngineering Literacy course is that students, many of whom plan to teach at the elementary level,gain a better understanding of engineering. Further, we anticipate that such improvement inengineering

Collection

2014 ASEE Zone 4 Conference

Authors

Selyna Perez Beverly

‘learn by doing’ philosophy. Students in the Cal Poly Pomonaengineering program receive both technical and practical skills to prepare them for the engineeringworkforce. Small class sizes and the integration of a multitude of labs in the engineering curriculumprovide for a robust experience for the student in preparation for a career as an engineer. The student-centered philosophy of the institution supports student involvement and programmatic efforts thatincrease student success and learning. The College of Engineering is the largest college at Cal PolyPomona serving approximately 5,000 undergraduate and graduate students. The student populationconsists of a large number of first-generation, low-income, and underrepresented racial minorities

Collection

2014 ASEE Zone 4 Conference

Authors

Mohammad Amin; Gordon Romney; Pradip Dey; Bhaskar Sinha; Debra Bowen

attending seminar/workshop/conference • Mode-11: Internship/Practical training: Highly experiential • Mode-12: Social Media: FaceBook, Twitter, LinkedIn, etc. (interacting/chatting with peers/colleagues) • Mode-n: Multimode: A good mix of several modes in an effective way for better learning Figure 1. Learning modes vs. memory retention rates [courtesy of Ref. 7].In a recently published article, researchers discussed the opportunities and challenges of multimodeprogram benefits8. In this case, students were given opportunities to work as a teacher and study at thesame time under a research-based teacher education program. In this teaching format students were able Proceedings of the 2014

Collection

2014 ASEE Zone 4 Conference

Authors

Mary Cardenas

to remind the students of best laboratory notebook practices. Figure 1 Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 99shows a screenshot of iLabber. The toolbar on the left-hand side indicates the types of files thatcan be added to the electronic experiment document. Figure 1. Screenshot from iLabber10 including a figure and Excel worksheet.eCAT11 is an ELN with similar functions to iLabber, but has additional file structuringcapabilities. In particular, a user may link records and files from their own

Collection

2014 ASEE Zone 4 Conference

Authors

Manoochehr Zoghi; Hernan Maldonado; Syreeta Martinez

science and other general education courses, thus, very littleexposure to engineering. Students are dissatisfied with the teaching and advising within theengineering disciplines. Also, the curricula may be too restrictive. Attrition is typically higheramong women and minorities.Fresno State, designated as Hispanic Serving Institution (HSI), faces similar challenges. Firsttime/full time freshmen 4-year graduation rate is 14%, 6-year graduation rate is 49%,respectively. Lyles College of Engineering has launched a number of initiatives in relation tostudent success to improve retention. These entail summer enrichment workshops, articulationswith community colleges, academic success workshops, intrusive academic advising for studentsthat are

Collection

2014 ASEE Zone 4 Conference

Authors

Thomas Korman; Hal Johnston; Kay Gore

one labexperience that focuses on the engineering fundamentals for project controls and projecttracking. We propose to evaluate the impact on student learning by incorporating COINS intothe lab portion of the introductory engineering course.By embedding the use of COINS in introductory courses, we anticipate that the research willshow that core engineering fundamentals that students need in order to be successful insubsequent courses are reinforced. In a typical introductory course, fundamentals are oftenintroduced without students being able to understand how these concepts can and will be appliedin practice. Many students lose interest early on in their engineering education due to this fact.By having COINS embedded in introductory courses

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2014 ASEE Zone 4 Conference

Authors

.................................................................................................................................................................................... 10High Impact Learning Practice through Group Research on Thermoelectric Energy ConversionNanomaterials ....................................................................................................................................................................... 11Improving Student Learning of Basic Electric Circuits Concepts Using Current Technology ................ 17Teaching and Learning of Database Concepts Using Multimode Teaching Methodologies .................... 24Translating Best Practices for Student Engagement to Online STEAM Courses ......................................... 32Teaching Pattern Recognition: A Multidisciplinary Experience ........................................................................ 44Research and

Collection

2014 ASEE Zone 4 Conference

Authors

Jared Tuberty; Thalia Anagnos; Emily Allen

numberof opportunities for which students can be considered.Scholar Programming and ActivitiesAdditional research has shown that a combination of financial support and academic support leadto higher retention rates than focusing on only one alone. While this may seem obvious, it isfurther evidence that simply providing financial aid to students is not sufficient to ensureretention and graduation; additional personal support is needed to maximize the impact of theinvestment. Many of the programs we develop directly or indirectly tie to high-impacteducational practices shown to have true impact in student retention.This frames our overall philosophy and support framework for our scholarship programs. Weare investing financial resources in our