Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Breanne Przestrzelski, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego

Tagged Divisions

Materials

feedback from a first implementation offered in Fall 2017. This second moduletook students to a city-wide recycling processing center to observe the sorting processes thatmaterials undergo once they are discarded. Through this field trip, students were able torecognize some of the challenges of current waste disposal and recycling practices. The thirdmodule welcomed a guest expert to share experiences with the global impact of waste disposaland the relative privileges that persist in developed countries. The fourth module asked studentsto critically assess materials for use in a commercial product, inspired by the regional and globalchallenges they were previously exposed to in the course. Following each activity, studentscompleted a reflective

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Campbell University; Alison K. Polasik, Campbell University

Tagged Divisions

Materials

works well with conceptual questions but can be usedwith any type of question in a course. To implement a TPS activity well, it is important to focuson the initial “Think” stage. During this stage, students should be considering their individualresponse to a topic and writing down their answers. Adequate time should be given for studentsto consider the question and come up with a response, typically a full thirty seconds to twominutes, and silence in the room should be enforced. This allows all students to engage with thequestion and allows for reflective learners, those students who learn better when they have timeto sit and think about the content, a chance to use their preferred learning method during classtime. Students then discuss their

Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sabrina Jedlicka, Lehigh University; Gregory Mark Skutches, Lehigh University; Siddha Pimputkar, Lehigh University

Tagged Divisions

Materials

informed videos, as well as comparingevaluations between evaluator categories. Faculty were generally of the opinion that studentwork that included TRAC input performed worse in the Analysis category (p<0.05). Graduatestudent evaluators agreed that the TRAC-informed videos were of a higher quality in thecommunication and visual aid categories (p<0.05), which may reflect a generational gap in theexpectations of audio-visual content. Faculty evaluations also exhibit a wider spread than that ofthe graduate student evaluations. A general trend (although not statistically significant, p>0.1)can be seen with faculty evaluations decreasing with higher Bloom’s Achievement levels. This issomewhat expected, as faculty are frequently subject to

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheng-Wei Lee, Univ of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois, Urbana-Champaign; Dallas R. Trinkle , University of Illinois, Urbana-Champaign; Jessica A. Krogstad, University of Illinois, Urbana-Champaign; Robert Maass, University of Illinois, Urbana-Champaign; Pascal Bellon, University of Illinois, Urbana-Champaign; Jian Ku Shang, University of Illinois, Urbana-Champaign; Cecilia Leal, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Timothy Bretl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Shengchang Tang, University of Illinois, Urbana-Champaign

Tagged Divisions

Materials

). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References [1] K. Thornton, S. Nola, R. E. Garcia, M. Asta, and G. B. Olson, “Computational materials science and engineering education: A survey of trends and needs,” JOM, vol. 61, no. 10, p. 12, 2009. [2] R. A. Enrique, M. Asta, and K. Thornton, “Computational materials science and engineering education: An updated survey of trends and needs,” JOM, vol. 70, pp. 1644–1651, Sep 2018. [3] M. Borrego and C. Henderson, “Increasing the use of evidence-based teaching in stem higher education: A comparison of eight change strategies,” J. Eng. Educ., vol

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lessa Grunenfelder, University of Southern California

Tagged Divisions

Materials

planar density calculationDetermine the expected diffraction angle for the Check for understanding: Demonstratefirst order reflection of the (111) set of planes in understanding of diffraction calculations andcopper, and locate the corresponding peak in the ability to perform relevant calculationsdiffraction patternLab 4: Molecular weight of polymersStudents completed this lab as their first introduction to the ideas of number and weight averagemolecular weight, there was no preparatory lecture or video. Following the lab, the concepts wereapplied to real polymeric materials and expanded upon in lecture.Supplies • Bags of 100 paper clips • Scales • Worksheet describing number and weight average molecular weight