Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9863Innovation Center: Preparing High School Students for the 21st CenturyEconomy by Providing Resources and Opportunities to Create Genuine Projectswith Industry Partners (work in progress)Mr. John Steckel, St. Vrain Valley School DistrictMs. Patty Ann Quinones, St. Vrain Valley School District Patty Quinones new Executive Director of Innovation for the St. Vrain School District will direct the Race to the Top grant (16.6 mil). Her leadership will be critical to execute the STEM Initiatives in this grant. Her lead in the areas of K-12 programming, integrating STEM curriculum in cores, developing teacher

Conference Session

Engineering and Public Policy Division Technical Session 1: In the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach; William S. Sullivan, DeVry University, Long Beach

Tagged Divisions

Engineering and Public Policy

Safer weapons Test bed for FFISfor equipment and weaponsDependable and rugged Safety of FFIS Laws requiring use of FFISequipment and weapons Page 24.1131.9Conclusions Students used these statistical methods to select the public policy thatsupported their senior project and the products and services. Engineers andtechnologists are not educated or trained to consider or incorporate public policy intheir services or products. The addition of metrics designed to integrate public policyconsideration in senior projects allows students to develop an understanding of publicpolicy. Taking the public policies into

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette; Rodney L Custer, Black Hills State University

Tagged Divisions

K-12 & Pre-College Engineering

above and built upon theexperience of the project team in working with high school teachers to integrate engineeringconcepts into their classrooms. The leadership team began by generating and clustering a list ofmajor components or conceptual themes that we thought best represented the engineeringinfusion innovation (based on standards documents, related literature and our own priorexperiences with curriculum and professional development). This process involved numerousdiscussions and a series of iterations and yielded three major organizational themes. These are: Page 24.1333.3 A. Curriculum Materials The curriculum materials

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rodney L Custer, Black Hills State University; Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

“word pictures” of how the innovationis being put into action by describing the different forms that an innovation might take whenbeing implemented. For the purpose of the current project, the innovation was defined as “usingengineering concepts to teach science.” The project’s IC Map includes three dimensions: (a)curriculum materials, (b) teacher practices associated with design, and (c) teacher practicesassociated with engagement of engineering concepts. Each dimension contains a number ofcomponents with a range of descriptions that can be used to document the component’simplementation from ideal to nonexistent. Each level of implementation is described in terms ofobservable teacher behavior. The pilot test teachers helped refine the

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9224Teachers’ Attempts Assessing Middle School Engineering Design WorkDr. Morgan M Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor of Engineering Education at Purdue University. He received his B.S. in Mechanical Engineering and Ph.D. in Engineering Education (both at Tufts University). In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. From close observations of classroom teaching and learning, he studies how students come to understand what engineering is and how learners conceptualize and engage in engineering and

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mounir Ben Ghalia, The University of Texas, Pan American; Hasina Huq, University of Texas, Pan American

Tagged Divisions

K-12 & Pre-College Engineering

building an experimental setup to study thefeasibility of using electrospun carbon nanofibers as the basis for a glucose biosensor. The paperprovides an overview of the research project conducted by the teachers and describes thechallenges of translating the engineering research experience into engineering curriculumcontent for the teachers’ classrooms. The results of the engineering curriculum contentsdeveloped through this program and the observations of their implementations in teachers’classrooms during the academic year are reported and discussed.Hands-On Engineering Design Experience for TeachersThe professional development program at UTPA engages middle and high school math andscience teachers in engineering research activities that are

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #8919Technology, Engineering, and Design Educator Professional Development Sys-tem Implementation: Initial Pilot ResultsDr. Jeremy V Ernst, Virginia Tech Jeremy V. Ernst is an Assistant Professor in the Department of Teaching and Learning at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in Integrative STEM Education. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experiences in technology, engineering, and

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

provided with curricular examples or classroom-based evidence to guidethem in identifying student learning or progress in meeting performance expectations. Teacherswho are reading the Executive Summary of NGSS learn only that: “If implemented properly, the NGSS will result in coherent, rigorous instruction that will result in students being able to acquire and apply scientific knowledge to unique situations as well as have the ability to think and reason scientifically.” 2Further, teachers are expected to focus curriculum and instruction on “bundles” of performanceexpectations by developing contextualized learning experiences for students. The looselystructured, integrated approach suggests that classroom instruction should not

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Minh Tuan La, University of Southern California; Richard Phillips; Erin B. Reilly, University of Southern California Annenberg Innovation Lab

Tagged Divisions

K-12 & Pre-College Engineering

and build upon the idea to further expand onthe creative exchange.PLAY is based on five core principles for participatory learning that have been identified overtwo years of working with elementary and secondary teachers from the Los Angeles UnifiedSchool District who were seeking to develop a more participatory environment in theirclassroom2. • Participants have many chances to exercise creativity through diverse media, tools, and practices; • Participants adopt an ethos of co-learning, respecting each person’s skills and knowledge; • Participants experience heightened motivation and engagement through meaningful play; • Activities feel relevant to the learners’ identities and interests; • An integrated

Conference Session

Student Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

isapproximately $114.In addition to the kit, each laboratory group will need a computer with MATLAB/Simulink and anetwork connection to the Raspberry Pi. The license for MATLAB and Simulink have not beenincluded in the cost of either lab setup because it is assumed that a school with an existingcontrols curriculum will already have a site license.A kit has been developed that will replace the technical functionality of four out of the six labsfor GE320. It is currently about $30 over the target, however with bulk ordering and diligentprice comparisons the kit cost could be reduced even further. GE320 Lab 2 could not bereplicated with this kit, at this time it is not clear if the educational objectives it to be included inthe curriculum. This lab could be

Conference Session

Aerospace Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Terry Allen Michmerhuizen, College of Aviation, Western Michigan University

Tagged Divisions

Aerospace

trainingaviation maintenance technicians in accordance with Federal Aviation Regulation Part 147 areadded to the traditional academic requirements, a total of 1900 (student clock) hours must beintegrated and the challenge becomes even greater. Training aviation maintenance students is anextremely complex process, and programs should include transportable “soft skills” such as thefour “C’s” presented in this paper.Historical PerspectiveAn ideal formula for establishing an aviation maintenance curriculum would be to develop itbased upon what the Federal Aviation Regulations (FARs) require, and what industry needs.Although the FARs provide general subject matter topics, and specify a level of proficiencywhich the student must possess upon completion, they

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elsa Q. Villa, University of Texas, El Paso; Peter Golding CPEng, University of Texas, El Paso

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

; Soloway, 1998) and implement an engineering course re-design.Re-designing curriculum using an inquiry-based learning approach is a vital step in addressingthis serious gap in student achievement (Brooks & Brooks, 1993; Brown, Collins, & Duguid,1989; Fosnot & Perry, 2005). A recent national report (Katehi, Pearson, & Feder, 2009)advocates identifying and introducing engineering content in school curricula to improve STEM Page 24.242.3learning by integrating mathematics and science education through engineering applications.This report correlates with the NRC’s recent release of the aforementioned A Framework for K-12 Science

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, University of Idaho, Moscow; Anne Liu Kern, University of Idaho, CDA; Fritz Fiedler, University of Idaho, Moscow; Jillian Rae Cadwell, University of Idaho; Laura Laumatia, Coeur d'Alene Tribe; Kathy C. Haynie, Haynie Research and Evaluation; Christine Meyer, Coeur d’Alene Tribe Department of Education

Tagged Divisions

Community Engagement Division

Engineering at the University of Idaho with an emphasis in Stormwater Management and En- gineering Education. She received her bachelor of science in Mechanical Engineering from Gonzaga University and a master of science in Civil Engineering from Washington State University. She is also an adjunct member of the Civil Engineering Faculty at Gonzaga University where she teaches Stormwater Management and Senior Design.Dr. Anne Liu Kern, University of Idaho, CDA Anne L. Kern is an associate professor in curriculum/instruction, science education at the University of Idaho. She researches methodologies in education, specifically in science teaching and learning, science teacher development, and science integration in STEM

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kamarza Mulia, Chemical Engineering Department, Faculty of Engineering, Universitas Indonesia; Elsa Krisanti, Chemical Engineering Department, Universitas Indonesia

Tagged Divisions

Liberal Education/Engineering & Society

multidisciplinaryteam as one of its undergraduate curriculum learning outcomes, listed in Appendix B.Communication skills are considered an important component within engineering curricula,either as stand-alone classes or integrated into a program curriculum along with otherimportant process skills. In the integrated approach, all of these skills are coveredprogressively in a series of courses. Examples of the integrated approach are those at theVirginia Tech's Materials Science and Engineering Department3 and the University ofQueensland’s Project Centred Curriculum in Chemical Engineering for the third and fourthyear students4.The communication skills course in our program is a stand-alone class, nevertheless, it hasbeen developed as part of our effort to

Conference Session

Innovative Graphics Instruction

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diarmaid Lane, University of Limerick; Theodore J. Branoff, North Carolina State University; Raymond Lynch, University of Limerick

Tagged Divisions

Engineering Design Graphics

Teacher Education (ITTE) at the University of Limerick (Ireland) and NorthCarolina State University (USA). An in-depth review of the nature and purpose of graphicsbetween both institutions is presented. A number of pertinent questions relating to thedefinition of being graphically capable and curriculum planning are presented. This paperwill be of particular interest to academics who teach Engineering Design Graphics, highschool teachers and engineers. Page 24.654.2Introduction“Graphics” are the representation of visual images with the purpose of communicating someinformation. Representations differ vastly in their purpose, mode of creation and in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #9705Evidence for the Effectiveness of a Grand Challenge-based Framework forContextual LearningDr. Lisa 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

Conference Session

ECE Program Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hui Zhong, Shandong University/Gannon University; Lin Zhao, Gannon University; Yuzhe Zhang

Tagged Divisions

Electrical and Computer

machines. The graduates expect to find a job inelectrical power industry and related areas.In China, the electrical engineering curriculum is focused on basic applied math and fundamentalengineering sciences. The educational objective is to produce graduates who master solidfundamental engineering theory and are capable of adapting to new technology easily. It is left tothe industry to provide the newly hired graduates with trainings on specialized topics. In U.S.,electrical engineering curriculum in general adopts a broad educational approach with science,technology, and humanities. Software tools and computer applications are integrated into thecurriculum. As the result, U.S. electrical engineering graduates have broader spectrum of

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

Science Program at the University of Wisconsin-Madison, studying fast oxygen conduction for energy technologies using high-throughput ab-initio computation.Prof. Amy K Schiebel, Edgewood College Amy Schiebel is an Associate Professor in the Natural Sciences at Edgewood College where she works as the Director of their unique K-16 Science Program and Directs the Office of Science Outreach since 2002. She holds a B.S. and M.S. in Geology and an M.A.T. and Ph.D. in Science Education, the later three degrees from the University of Iowa. She has spent the past 25 years working in curriculum design and development, teacher preparation, teacher professional development, and undergraduate science education as well as designing

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nael Barakat, Grand Valley State University; Nadia Sunny, Grand Valley State University; Md Mehedi Hasan, Grand Valley State University

Tagged Divisions

Engineering Ethics

utilization of the device), 2) need for clinical trials (that bearsa possibility of the subject being harmed), and 3) confidentiality of the patients’ information(which constitute a significant source to improve future versions of the device, or health service).Through a discussion of these examples it is revealed that the code of ethics in its current broadformat, and the regulatory guidelines, are insufficient in helping out an engineer to make a safedecision and yet deliver a great device. As a solution, the paper recommends inclusion of a more thorough and integrated studyon the Code and FDA regulations, in biomedical engineering curriculums, as a way to equipbiomedical engineering students with ways to resolve similar ethical dilemmas

Conference Session

Gainful Employment: Preparing Technicians to Satisfy the Needs of Industry

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel M. Hull P.E., OP-TEC; Chrysanthos Andreas Panayiotou, Indian River State College

Tagged Divisions

Two Year College Division

broad-based technicalknowledge and skills, with a specialization in an emerging technology, such as photonics,robotics & automation, instrumentation & control, biomedical equipment etc. The AAS degreecurriculum for preparing these techs typically includes a technical core of electronics, plus 3-4specialty courses in one of these emerging technologies. An example that has been tested andproven very successful is in Photonics.Indian River State College (FL) converted its EET program to the Photonics SystemsTechnology (PST) curriculum structure in 2008, including several other specialties such asrobotics, fiber optics communications, instrumentation & control, and biomedical equipment.This change reenergized IRSC’s rapidly declining

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

, mathematics is the toughest, as it takesconsiderable time and effort to learn. In our school, the background of students is very diverse,and some of them even have trouble in doing simple integrals. Fortunately, technology comes tothe rescue. SAGE© is an open source symbolic computation tool, and it can be used for symbolicderivation, so every student can find the derivative, integral, and even gradient of functionseasily. In addition, it also supports programming in Python© style. With the challenge ofmathematics alleviated, more time is available to cope with the challenges of other issues, suchas new concepts and approaches. At the end of the semester, students were tested withConceptual Survey of Electricity and Magnetism, as well as surveyed on

Conference Session

Teaching and Assessment Methodologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Christopher P. Pung P.E., Grand Valley State University; Hugh Jack, Grand Valley State University

Tagged Divisions

Manufacturing

program outcomes. Most manufacturing programs welcome the external review tovalidate their efforts.The Four Pillars of Manufacturing Engineering (Four Pillars) model was developed in 20114. Itprovides a clear graphical outline of the core content of manufacturing programs. The four pillarsmodel has been adopted by the accreditation groups in ABET and ATMAE, through the SME.The four pillars model groups specific knowledge and skills into topic- and process-basedcategories. The content of the Four Pillars model has been related to industry practices includinga recent study by Nutter5. Therefore, an assessment plan that maps an academic curriculum to thefour pillars can directly establish an industry relevance.This paper outlines a process for

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. Page 24.366.1 c American Society for Engineering Education, 2014Design  for  Impact:  Reimagining  Inquiry-­‐Based  Activities  for  Effectiveness  and  Ease  of  Faculty  Adoption    Standard  lecture-­‐based  educational  approaches  are  of  limited  effectiveness  in  repair  of

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

semester, IRE students complete anddeliver their PIPs as a part of their professionalism course. PIP not only has helped the studentsrecognize their professional strengths and weaknesses, it also helped students to track their pathto become engineering professionals.In this paper, we describe the IRE program, the curriculum and how PIP is integrated in thecurriculum, the students’ perspectives on PIP, and we will also discuss future improvement thatcan be made and the important learning outcomes for engineering students. At the end, weexplain how other entities could learn from this continuing professional development experience.2. Iron Range EngineeringIn the center of Minnesota’s Mesabi Iron Range, an innovative, new model for

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Harpeth Hall School and Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

, engineering and mathematics (STEM) education, particu- larly as it relates to increasing interest in and participation by females. Dr. Klein-Gardner serves as the Director of the Center for STEM Education for Girls at the Harpeth Hall School in Nashville, TN. Here she leads professional development opportunities in STEM for K-12 teachers and works to Identify and disseminate best practices from successful K12, university and corporate STEM programs for females. This Center also leads a program for rising high school girls that integrates community service and en- gineering design in a global context. She continues to serve as an Adjoint Professor of the Practice of Biomedical Engineering, Teaching & Learning, and

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Genisson Silva Coutinho, Instituto Federal de Educação, Ciência e Tecnologia da Bahia; Ana Rita Queiroz Ferraz, Universidade Estadual de Feira de Santana; Cristina Voigt Coutinho, Voigt Brasil Recursos Humanos

Tagged Divisions

Multidisciplinary Engineering

interconnections of mechatronic engineeringinto consideration. The necessary background to the demands of each semester was not provided,and so there was merely an interdisciplinary bias to the projects developed at this stage.Examples included a mini sailing boat and a lyophilization machine. Despite promotingteamwork, planning and construction, these new projects did not add conceptual componentsrelated to mechatronics.In 2005 the original team resumed the project, seeking to return to the guidelines used at thebeginning of the course, but in a new situation: the curriculum had been changed and a disciplinenamed “interdisciplinary work” had been introduced. This was an attempt to insert the concept ofinterdisciplinarity into a disciplinary model, i.e

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan F Freeman, Northeastern University; Beverly Kris Jaeger, Northeastern University; Richard Whalen, Northeastern University

Tagged Divisions

First-Year Programs

pieces are most effective in influencing,inspiring, and/or guiding our students into their particular pathways of engineering.At NU, the first-year engineering curriculum is fundamentally common for all majors andstudents take an Engineering Design course and a Problem Solving and Computation course in atwo-semester sequence. There is pressure for these two introductory engineering courses toaccomplish a myriad of things alongside content delivery, such as prepare students for thedemands of college, expose them to the engineering majors, provide relevant hands-on and real-world projects, develop algorithmic and critical thinking skills, and get them excited about theirengineering career path. There are a number and variety of projects

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Kevin D. Dahm, Rowan University; Richard J. Kozick, Bucknell University; Robert M Nickel, Bucknell University; Sachin Shetty, Tennessee State University; Robi Polikar, Rowan University; Ying Tang, Rowan University; Steven H. Chin, Rowan University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

experience into the pre-engineering and technology-based classrooms, the collab- oration with community colleges to develop interactive games in empowering students with engineering literacy and problem-solving, the integration of system-on-chip concepts across two year Engineering Science and four year ECE curricula, and the implementation of an educational innovation that demon- strates science and engineering principles using an aquarium. Her work has resulted in over 90 journal and conference papers and book chapters.Dr. Steven H Chin, Rowan University Steven H. Chin is currently the Associate Dean of Engineering at Rowan University. He has been in this position since 1997, while serving as Interim Dean from 2010-2012

Conference Session

FPD 3: Retention

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Jeff Kastner, University of Cincinnati; F. James Boerio, University of Cincinnati; Joni A. Torsella, University of Cincinnati

Tagged Divisions

First-Year Programs

%. Page 24.608.2This has led to the development and implementation of first-year engineering experiences, eitherthrough engineering specific courses or through integrated curricula, to provide context andsupport for the mathematics and science courses taken during the first year and to providestudents with engineering-related experience.7 Use of these strategies has been shown to improveretention of students in engineering fields.8 At the University of Cincinnati work is progressingto implement a variety of educational reforms to enhance the first-year engineering experiencefor students.University of Cincinnati switched from quarters to semesters in fall of 2013. The switch tosemesters provided an opportunity to make changes to the first year

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Radian G. Belu, Drexel University (Tech.)

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Page 24.636.3Virtual Facility and Tutor SystemBased on the development of 3D Virtual Facility, the authors have conducted an experiment toexplore if the use of operating the RP simulator is performing as good as the use ofimplementing the real FDM 3000 machine. The experiment reveals that students who have usedthe RP simulator perform not as good as students who have an instructor in the laboratory,particularly in the comprehensive exam and the calibration operation31. Consequently, theauthors would like to conduct further investigation to learn about (1) If integration of VF andTutor System (TS) can achieve similar performance as a real instructor in the classroom;and (2) What components should be incorporated in the TS to enhance