Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian F Martensen, Minnesota State University; Deborah K. Nykanen P.E., Minnesota State University, Mankato; Marilyn C. Hart, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

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NSF Grantees Poster Session

AC 2012-4169: INTERDISCIPLINARY STEM PEER-MENTORING ANDDISTANCE-BASED TEAMSBrian F Martensen, Minnesota State University Brian F. Martensen is an Associate Professor and Chair of the Department of Mathematics and Statistics at Minnesota State University, Mankato. He began working with the NSF-supported MAX Scholar Program in 2009. His interests include inquiry-based models of instruction and ways to facilitate the transition of majors to professionals. His mathematical research is in the area of dynamical systems and topology.Dr. Deborah K. Nykanen P.E., Minnesota State University, Mankato Deborah K. Nykanen is an Associate Professor of Civil Engineering at Minnesota State University, Mankato. She received her Ph.D

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College; Margot A. Vigeant, Bucknell University; David L. Silverstein, University of Kentucky

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NSF Grantees Poster Session

andreading, the reflective writing of peers can be an effective method for producing conceptualchange in college students (Zhang, 1999). There are several elements common to these approaches to conceptual change. Initially,students make a prediction about a given situation. Then, either through direct experience,simulation, reading, or discussion, they engage with the outcome from that situation. Then,through reflective writing, peer or faculty discussion, or adaptive computer interface, they revisittheir original prediction and reassess their thinking in light of the new experience. Key to theeffectiveness of these processes are that: a) students must experience conflict, in which they seetheir previous conception fail, b) they must deeply

Conference Session

NSF Grantees' Poster Session

Collection

2012 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

element is the change in the course form fromdeductive to inductive practice. The second element of our project tests ICT devices(iPod Touches) to facilitate collaborative, conceptual, and peer learning, along with basicknowledge acquisition for individual learners.In the new class format, students complete conceptually targeted problem sets each classmeeting and term-long research papers in collaborative groups. Additionally, there areample opportunities for concept questions, peer learning, case studies, and low stakesquizzes. MSE education applications for the iPod Touch have been built to supportcollaborative as well as peer learning and self-evaluation quizzing. In-class conceptquizzes, mini-lectures, and just-in-time reading assignments are

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, University of Houston (CoE); Sukesh K. Aghara, Prairie View A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Reza Toossi, California State University, Long Beach; Anthony R. Kovscek, Stanford University; Mehmet Ayar, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Don R. Gilman P.E., Texas A&M University; Dennie L. Smith, Texas A&M University; Timothy Allen Robinson, Pennsylvania State University; Bugrahan Yalvac, Texas A&M University

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NSF Grantees Poster Session

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 from engineering, another 20% from environmental science policyprogram, and rest from all majors across the campus. Students participate in a variety ofactivities including online group discussion and debate, projects and site visits.The characteristics of the five faculty

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

peer-reviewed publications. He is also interested in developing educational paradigms that allow undergraduate and entry-level graduate students to participate in rigorous computational intelligence research. Polikar is an Associate Editor of IEEE Transactions on Neural Networks and Learning Systems.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is an Associate Professor of chemical engineering at Rowan University. He received his B.S. from WPI in 1992 and his Ph.D. from MIT in 1998, and joined Rowan in 1999. He has received the Joseph J. Martin Award, the Raymond W. Fahien Award, the PIC-III Award, the Corcoran Award and the Mid-Atlantic Section Outstanding Teaching Award from ASEE.Dr. Ying Tang, Rowan University

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mohamed Abdelrahman, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville; Alexandra Chincarini, RETainUS

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NSF Grantees Poster Session

of the topics they are about to learn. The learning begins withresearch, teacher lectures, group discussions, and revisions to the original ideas of the unit. Nextis a section of the Legacy Cycle called “test your mettle” in which students are required to showwhat they have learned. This can be accomplished in a tradition paper and pencil test format orcan be explored through projects, papers, or presentations. To finish out the Legacy Cycle, thestudents must “go public” with what they have learned, presenting their findings in front of theirschool or community through the format of a newspaper article, poster, or presentation. This willforce the students to be accountable for their learning to their peers and community. Knowingthat they

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Kean, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Mathew Bissonnette

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NSF Grantees Poster Session

directly.Using Physical MEAs to Help with Self-AssessmentFor many MEAs, providing a means for students to “check” the validity of their models can bequite difficult. Strategies can include providing fictitious data from the client, referring studentsto peer-reviewed literature, and depending on student experiences to help them determine when asolution “seems” correct. We have found that one of the most powerful ways to provide self-assessment is in the form of actual laboratory or physical activities. Examples of this include theCatapult MEA and the Force Transducer MEA.Catapult MEAThe Petersborough Museum in England hosts a Medieval Exhibition each year, and plans to holda catapult launch competition. As part of the competition they want to award a

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Raymundo Arroyave, Texas A&M University; Miladin Radovic, Texas A&M University; Jefferey E. Froyd, Texas A&M University

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NSF Grantees Poster Session

AC 2012-4653: EFFECTS OF STUDENT-LED UNDERGRADUATE RE-SEARCH EXPERIENCE ON LEARNING AND ATTITUDES TOWARD EN-GINEERING IN AN INTRODUCTORY MATERIALS SCIENCE COURSEDr. Raymundo Arroyave, Texas A&M University Raymundo Arroyave is an Assistant Professor with the Mechanical Engineering Department. He also belongs to the faculty of the Interdisciplinary Materials Science program. He received his Ph.D. degree in materials science from the Massachusetts Institute of Technology. His teaching interests include under- graduate courses on materials science and numerical methods and graduate courses on thermodynamics of materials science. He has more than 60 publications (peer-reviewed journals and proceedings) on the general

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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NSF Grantees Poster Session

. Perry Samson at the University of Michigan. This site will be sustainable into the futuresince it is now a company that grew out of a 2005 NSF CCLI grant. LectureTools converts PDFor PPT files to JPG files, which are stored in the “cloud” (a high capacity server). The instructorcan use a mouse pointer or tablet writer to write or do calculations directly on his/her JPG slideswith the script appearing immediately on the screens of all students, each of who has their ownaccount (cost is $15/semester). This account also gives them access to their own slide file set foreach class with immediate access to both the instructor slide set and their own slide set anytimeand anywhere. They can also take notes in a box on their own slide file and interact

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Nora Siewiorek, University of Pittsburgh

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NSF Grantees Poster Session

required the team to ad-dress a particular decision situation, develop a model for solving their identified problem, applythe model to the specific case, and write a memo to a “client” that detailed the team’s results andrecommended decision for the case. The group parts were assigned on a Thursday and due inclass the following Tuesday. Students worked in the same three person group for all three E-MEAs which were a required part of the student’s course grade. These were graded by the in-structor. The comparison group was only assigned traditional homework assignments and somein class group problems (text book style) related to the course concepts.Grading rubrics were developed for each to ensure consistency and to verify that students metthe key

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

James P Becker, Montana State University; Carolyn Plumb, Montana State University; Richard A. Revia, Montana State University

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NSF Grantees Poster Session

discussion,and peer group studying. Prior to taking the pre-survey, students were informed about theproject with an introductory paragraph on the survey and asked to agree or disagree toparticipate—in other words, participation was optional. All but two students opted to participate.After the survey data were collected at the end of the course, the project evaluator conductedtwo-sample t-tests on all of the survey questions to determine whether the students’ perception oflearning was higher at the end of the semester than it was at the beginning. Within-subjects testscould not be used because of the anonymity of the data. The two-sample t-tests produced thefollowing results on the outcomes questions of interest and the learning style questions