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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy Masnick, Hofstra University

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help from a peer, tutor, or the instructor. This last difference was significant, χ2 (1, N =100) = 5.71, p = 0.017.DiscussionWhile there is no denying the benefits of writing generally, our experience shows that, at least inthe context of our study, writing does not always translate to improved performance on standardengineering exams. In the first iteration of the writing prompt we used, students wrote out thecomputational steps of an engineering problem and then evaluated the correctness of theproblem. We believed that writing out the steps of the problem and evaluating its correctnesswould concretize both procedural and conceptual knowledge and lead students to greatermetacognitive apprehension of the concepts under consideration, as well

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

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disciplinary content, or they can integrate the two in theevaluation process. One of the most critical and time-consuming elements of using writing in theclassroom is preparation by the instructor and for the students in sufficient detail such thatneither will be surprised at grading.Peer evaluation can also be incorporated. Once criteria are clear, students can become morefamiliar with those criteria and practice critical thinking skills by applying them to each other’s Page 24.1406.6work. In addition to helping students learn in multiple ways, peer critiques also provide studentswith feedback while also reducing instructor time spent dealing with

Conference Session

NSF Grantees’ Poster Session

Collection

2014 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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theentire or part of the process. The final step of the process involves students writing a short reporton their modified problem solving process and then applying the process to a new open-endedproblem in a similar topic.Initial Implementation for Sheet Metal FormingIn order to understand the effectiveness of technology enabled peer learning as well as thepotential implementation difficulties, we have developed course materials during Fall 2012semester for sheet metal processing. The prepared contents were then included in the Sophomorelevel Design and Manufacturing Processes (AME 2303) during Spring 2013. There were 45students in the AME2303 section. The students were from Mechanical and IndustrialEngineering majors. The lecture on sheet metal

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

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a common time slot suitable for collaborativeleaning in a traditional face-to-face manner. This paper is to introduce findings from availablecognitive research on supporting effective collaborative learning and present a new instructionalframework for scaffolding collaborative learning for engineering students through cyber-enabledonline discussion. Within this framework, students are assigned with a shared learning task andrequired to co-construct their understanding of the course-related learning concepts and co-solvethe assigned learning problems with their peers through online discussion. The scaffolding fromboth social and cognitive perspectives is presented to students to provide a structure of effectivecollaborative knowledge

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Cindy Waters, North Carolina A&T State University

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advises the Society of Women Engineers student chapter and leads the students in developing and implementing yearly outreach events for the K-8 female community. She is author of many peer-reviewed conference proceeding for the ASEE Annual Meetings and the FIE meetings Page 24.940.1 c American Society for Engineering Education, 2014 NSF TUES: Transforming Undergraduate Environmental Engineering Laboratories for Sustainable Engineering using the Case Studies in the Sciences Instructional MethodAbstractMany college laboratories follow a “cookbook” approach to

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Kerri S. Kearney, Oklahoma State University; Rebecca L. Damron, Oklahoma State University

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written in Verilog HDL, are open-source,and are freely available. To support the hardware components, a unified assembler, cycleaccurate emulator, and board interface software package is included. The software is written inJava, works on Linux, Windows, and Mac OS, is open-source, and is freely available. The PLP Page 24.87.3hardware and software components are licensed under the General Public License version 3 toencourage open access and contribution. PLP can be downloaded free of cost from its homepagehttp://plp.okstate.edu. Figure 2 shows the current homepage at the time of writing this paper. Anew homepage, hosted at http

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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currently under construction. Initially, the purpose of the website wasenvisioned as a repository of project resources, but as our research proceeded, it becameobvious that the students perceived the concept map and web tools as essential parts of theproject and their view of their personal success strategies.Overall, the basic principles implemented in the project are supported by theory based incognitive and social constructivism and the substantial body of evidence that favorscollaborative learning and the inductive approach over the traditional lecture driven,deductive teaching approach. Collaborative learning, active/inquiry learning, conceptlearning, peer learning, problem/case-based learning, low stakes quizzing, mini-lectureswith just-in

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Jennifer E. LeBeau, Washington State University; Denny C. Davis, Washington State University; Noah L. Schroeder, Washington State University; Brian F. French, Washington State University ; Shane A. Brown P.E., Washington State University; Howard P. Davis, Washington State University

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describes characterization of the instrumentswithin ASSESS as well as lessons learned throughout the project’s development. In addition, twoexamples are offered to describe ways in which ASSESS may be used by the engineeringeducation community.Instrument CharacterizationOver the life of the project, a variety of instruments were identified for inclusion in the ASSESSdatabase. In the first year, instruments were identified by searching peer-reviewed journalarticles, using branching techniques from reference sections of papers and reports, andidentifying innovative projects that may have developed and employed evaluation instruments.While comprehensive, this three-pronged strategy proved to be somewhat challenging forlocating instruments. Thus, the

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Hong Huang, Wright State University; Steven R. Higgins, Department of Chemistry, Wright State University; Aaron Joseph Blake, Wright State University, Department of Mechanical and Materials Engineering; Jason Allen Deibel, Wright State University; Ioana Sizemore, Wright State University, Department of Chemistry

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Paper ID #8842Experimental Nanomaterials and Nanoscience - An Interdisciplinary Labo-ratory CourseProf. Hong Huang, Wright State University Dr. Huang is an associate professor at the Department of Mechanical and Materials Engineering at Wright State University. She has over 15 years of research experience in nano-structured materials for electro- chemical energy conversion systems covering lithium ion batteries, supercapacitors, and thin film solid oxide fuel cells. She is the author of over 50 peer-reviewed research publications and invited book chap- ters. She received her PhD at Delft University of Technology, The

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence); Marie A. Boyette, FLATE; Nina C. Stokes, Florida Advanced Technological Education Center

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needs to be compared with the number of students who actually completed the program and successfully entered the workforce or enrolled in a post-secondary STEM program.”Overall, there was evidence of a lack of consistency among participants as far as being aware ofreliable resources for data tracking. This is a potential area district administration may wish toaddress. Data about local female enrollment could be made more accessible through websites,and information about data mining is a topic of interest for professional development workshopsor teacher work days. Teachers indicated their willingness to collaborate with other teachers (94%): “I would use my peers (the female science teachers at my school) and also find women

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

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undergraduateSTEM majors at the University of Pittsburgh (Pitt) to interact with young adolescents in formaland informal learning contexts and to engage with peers and faculty members around issuespertaining to K-12 education; (2) develop a state-approved, one-year Masters of Arts in Teaching(MAT) program to prepare middle grades (4-8) teachers who will specialize in mathematicsand/or science; (3) integrate issues related to sustainability across the undergraduate and teacherpreparation programs; and (4) expand our capacity for faculty in the Schools of Education, Arts& Sciences, and Engineering to collaborate on program and course design. We expectSUSTAINS will help address the need for middle grades math and science teachers bydeveloping a program to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

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, the current approachto teaching materials science does not appeal to students studying new manufacturing processesand systems for green plastics manufacturing technology (GPMT).6-9The higher education community has strived for reforming the undergraduate STEM educationso that traditional lecture-based instructions and laboratory exercises are transferred to morestudent-centered learning formats. Innovative approaches, such as student-centered, activelearning, peer-led team learning, process-oriented-guided-inquiry-learning (POGIL), project-based learning (PBL), and other educational approaches have received increased attention withinthe educational communities.10-15Process-Oriented-Guided Inquiry-Learning (POGIL) adapts guided inquiry

Conference Session

NSF Grantees’ Poster Session

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2014 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; Sarma V. Pisupati, Pennsylvania State University, University Park; Don R. Gilman PE, PMP, Texas A&M University IT Project Management Office; Reza Toossi, California State University, Long Beach; Sukesh K. Aghara, University of Massachusetts, Lowell; Timothy Allen Robinson, Penn State University; Dennie L. Smith, Texas A&M University; Mehmet C. Ayar, The Scientific and Technological Council of Turkey (TUBITAK)

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conservation methods.At Stanford University, around 100-170 students enroll per year in two courses on energy and itssustainability taught consecutive quarters. In the first course, an engineering problem-solvingapproach has been implemented to analyze the existing energy landscape and guide designs forfuture energy supply. Students complete a group project, write a report, present their finalprojects, and answer questions from their peers in the first course. In the second course, studentsexamine alternative energy processes, such as, renewables and nuclear energy, with the potentialfor low carbon intensity and environmental impact.At CSULB, 100 to 300 students enroll in the energy and environment course in every semester.Roughly 20% of students are

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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.• Professional Skills - Problem solving and managerial skills, positive attitude and motivation, business writing skills, communication skills (internal and external), foreign language proficiency (especially Spanish), respect for cultural differences, leadership and supervision skills; human resources knowledge e.g., organizational measurement), an understanding of marketplace differentiators, a mature work ethic with the goal of advancing professionally.The needs expressed by the industry leaders at the round table are reinforced through peer-reviewedjournal articles, such as those published by Akridge (2004) and Urutyan & Litzenberg (2010)[12, 13].Background Food and foodstuff is a stable industry poised for significant

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

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Professorial Re- search Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineer- ing students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011. Dr. Ohland is past Chair of ASEE’s Educational Research and Methods division and a member the Board of Governors of the IEEE Education Society. He was the

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

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discussed codes for each interview until we agreed unanimously on all codes to reduceindividual variation in perceptions about students’ statements. Second, after theme development,we conducted peer debriefing where we asked two peers with knowledge of the course redesignproject and of relevant qualitative methods who were uninvolved in the study to debrief with uson our themes from the interviews. Through this process, we uncovered any interpretive leaps wemade during theme development and further refined our themes. Third, we carried out memberchecking by sharing a complete draft of the manuscript with the interviewed students and askingwhether it accurately reflected their experiences in the course. All students approved thepresentation of their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University

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integration of students and development of student-faculty bonds. It is expectedthat eight seminars will be held per academic year. Potential seminar topics are: (1) The CSET-STEMProgram, (2) Applying for Graduate School and Financial Aid, (3) Finding a Mentor, (4) Ethics, (5)Public Speaking, (6) Understanding Group Dynamics, (7) Managing Intellectual Property, (8) TimeManagement, and (9) Technical Writing.(b)Graduate School and/or Employment Preparation -- Scholars will be urged to register with the SCState Career Center. This will ensure that they are prepared to connect with graduate schoolrepresentatives and employers.(c)Academic Mentors – Each scholar will choose an academic mentor from a list of available mentors.This list will include faculty

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

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accreditation boards, professional societies, and societal views.7-9 2. Rapid changes in technology introduce novel ethical concerns that challenge or transcend existing codes of ethics of engineering professional societies.10,11 3. Engineering students experience a wide range of ethics pedagogy but still have lower levels of ethical reasoning than their peers.12,13 4. A coherent framework and effective pedagogy are critical for teaching ethics in an engineering context.14,15For our research project we proposed that for case-study analysis to be used as an effective toolto develop higher levels of moral reasoning in engineering ethics, it must be taught within acoherent framework for ethical decision-making that involves a

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NSF Grantees’ Poster Session

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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

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serving as the department chair. His current research interests include incremental and online learning, learning in nonstationary and evolving environments, ensemble based systems, and various applications of computational intelligence in bioinformatics and biomedical engineering. He has over 140 peer-reviewed papers in journals and conference proceedings. Dr. Polikar is a senior member of IEEE, and member of ASEE, Tau Beta Pi, and Eta Kappa Nu. His recent and current works are funded primarily through NSF’s CAREER and Energy, Power and Adaptive Systems Programs. He is also an Associate Editor of IEEE Transactions on Neural Networks and Learning Systems.Dr. Ying Tang, Rowan University Ying Tang received the B.S. and

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University

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Research, 61(2), 218–238.12. Kulhavy, R.W., & W.A. Stock. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1(4), 279–308.13. Nelson, M.M. & C.D. Schunn. (2009). The nature of feedback: how different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401.14. Bjorklund, S.A., J.M. Parente, & D. Sathianathan. (2002). Effects of faculty interaction and feedback on gains in student skills. Journal of Engineering Education, 93(2), 153-160.15. Kuh, G.D. & S. Hu. (2001). The Effects of Student-Faculty Interaction In the 1990s. The Review of Higher Education, 24(3), 309-332.16. Moreno, R., M. Reisslein, & G. Ozogul. (2009). Optimizing

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University, West Lafayette; Clemencia M. Cosentino, Mathematica Policy Research; Margaret D. Sullivan, Mathematica Policy Research

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Paper ID #9116Characterizing and Modeling the experience of Transfer Students in Engi-neeringDr. Matthew W. Ohland, Purdue University and Central Queensland University Matthew W. Ohland is Professor of Engineering Education at Purdue University and a Professorial Re- search Fellow at Central Queensland University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineer- ing students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $12.8 million from the National

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Garret Nicodemus, University of Colorado, Boulder; John L. Falconer, University of Colorado Boulder; Will Medlin, University of Colorado, Boulder; Katherine Page McDanel, Dept Chemical & Biological Engineering University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; James K. Ferri, Lafayette College; Christopher R. Anderson, Lafayette College; Michael Senra, Lafayette College

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and how fast they receive information. They can pause, rewind, take notes, and replay a screencast so they manage the pace, as opposed to a classroom where instructors cannot go at a pace that is ideal for everyone.  are short and focus on one topic so they hold students’ attention. They do not feature the instructor and they do not contain extraneous material, both of which can hinder learning.  allow instructors to use class time for active learning (e.g., ConcepTests, clicker questions, peer instruction, group exercises), since information delivery is outside of the classroom.  minimize cognitive overload by presenting diagrams and verbal explanations simultaneously, which enhances learning [11

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Reza Curtmola, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

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, participants were given anassignment to identify a lesson taught in their classroom which could use the cloud as aneducational technology tool and then to write a revised lesson plan based on cloud computingintegration and standards-based lesson planning. The assignment also required participants tosubmit the revised and original lesson plans plus samples of student work. The submitted lessonplans reflected the diversity of subjects taught by the participants and shared with their peers.The completed assignments were presented at the second workshop session, which consisted of a1-day meeting in December 2012.Based on the teachers’ applications for the program, we were able to outline what the teachershoped to learn from the workshops. A pre-workshop

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller

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Prepare progress reports; interview graduate students; (3) Summarize -Describe the principal findings of the project present findings to mentors and both the technical -List the attributes of a successful graduate student peers; offer feedback on and experiential improving the program; co- aspects of the -Describe a typical workday for a graduate student author technical papers and research -Write an effective technical paper or report reports; prepare research posters; experience

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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Paper ID #8959Design Heuristics: An Evidence-Based tool to improve innovationDr. Seda Yilmaz, Iowa State University Dr. Yilmaz is an Assistant Professor of Industrial Design who teaches design studios and lecture courses on developing creativity and research skills. For her research, she investigates design approaches and ideation, creative processes, and cross-disciplinary design team dynamics. She is the author of more than 20 peer-reviewed journals and conference proceedings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her current research focuses on identifying

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Kathryn Jablokow, Pennsylvania State University; Shanna R. Daly, University of Michigan; Eli M. Silk, University of Michigan; Meisha Nicole Berg, Iowa State University

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Paper ID #8808Investigating impacts on the ideation flexibility of engineersDr. Seda Yilmaz, Iowa State University is an Assistant Professor of Industrial Design who teaches design studios and lecture courses on devel- oping creativity and research skills. For her research, she investigates design approaches and ideation, ethnography in design, foundations of innovation, creative processes, and cross-disciplinary design team dynamics. She is the author of more than 20 peer-reviewed journals and conference proceedings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Garrick A. Aden-Buie, University of South Florida; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida; Ram Pendyala, Arizona State University

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Paper ID #9042Prof. Ram Pendyala, Arizona State University Ram M. Pendyala is a Professor of Transportation Systems in the School of Sustainable Engineering and the Built Environment at Arizona State University. His expertise lies in the study of human activity-travel behavior, sustainable mobility strategies, public transportation systems, and the land use, travel, energy, and air quality impacts of a wide range of transportation policies and technologies. Dr. Pendyala has conducted more than $5 million in sponsored research and published nearly 100 peer-reviewed journal articles and book chapters. He serves on the editorial boards of a number of journals including Transporta- tion, Transport Reviews, Journal of

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park; Christine Haas, Engineering Ambassadors Network; Karen A. Thole, Pennsylvania State University, University Park; Melissa Marshall, Pennsylvania State University, University Park; Joanna K. Garner, Old Dominion University

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. Dr. Thole has published over 180 peer-reviewed archival journal and conference papers and advised over 50 theses and dissertations. She founded the Experimental and Computational Convection Laboratory (ExCCL) which is a Pratt and Whitney Center of Excellence for heat transfer. She is a Fellow of ASME and serves as the Chair of the Board of Directors for the International Gas Turbine Institute, as the Chair of the ASME - ME Department Head Executive Committee, as a member of the Vision 2030 Committee, and as the Chair of ASME’s Committee on Honors. She has been recognized by the U.S. White House Champion of Change for recruitment efforts in STEM and by Penn State’s Rosemary Schraer Mentoring Award.Ms. Melissa

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

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

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Education, 2014 Paper ID #8971 Mechanical Engineering from Cornell University in 1994. His research interests include product family and product platform design, product dissection, multidisciplinary design optimization (MDO), and addi- tive manufacturing, and he has published over 250 peer-reviewed papers to date. He teaches courses on Product Family Design, Concurrent Engineering, Mechanical Systems Design, and Product Dissection, and he serves as the Director of the Product Realization Minor in the College of Engineering. He is a recipient of the ASEE Fred Merryfield Design Award and a NSF Career Award. He has received