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2019 ASEE Annual Conference & Exposition

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Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

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Paper ID #25732FOUNDATIONS – Integrating Evidence-based Teaching and Learning Prac-tices into the Core Engineering CurriculumDr. Gail P Baxter, Center for Innovation in Engineering and Science Education Gail P. Baxter is the Co-Director, Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. Baxter leads CIESE research and evaluation efforts on several na- tional and statewide K-12 STEM curriculum development and teacher professional development pro- grams and she manages a program to support faculty adoption of evidence-based teaching practices in the core courses in the

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

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Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Robert S. Kadel, Georgia Institute of Technology

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. He continues to teach online courses in the sociology of education, criminology, and juvenile delinquency for the University of Colorado Denver. Rob earned his Ph.D. in sociology from Emory University in 1998. c American Society for Engineering Education, 2019 Program to Integrate Mobile, Hands-On Experiments into the ME, AE, and ECE CurriculumAbstractThis research effort builds off of earlier work that made extensive use of hands-on mobileexperiments in the ECE Curriculum. Small, inexpensive platforms were developed which, whencombined with student-owned data acquisition hardware and laptop computers, could be used toconduct experiments without the need for a dedicated

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

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Nicholas Lux, Montana State University; Brock J. LaMeres, Montana State University; Shannon D. Willoughby; Bryce E. Hughes, Montana State University; Barrett Frank

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Paper ID #26507Board 96: Designing a Middle Grades Spatial Skills Curriculum in MinecraftDr. Nicholas Lux Lux, Montana State University Dr. Nicholas Lux has is an Associate Professor of Curriculum and Instruction in MSU’s Department of Education. His teaching and research interests are in the area of educational technology. He has worked in the fields of K-12 and higher education for 18 years, and currently teaches in the Montana State University Teacher Education Program. He has experience in educational technology theory and practice in K-12 contexts and teacher education, with a focus on STEM teaching and learning

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2019 ASEE Annual Conference & Exposition

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Douglas J. Hacker; Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Shann Bossaller, University of Missouri-Columbia

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thoughts,actively searching for knowledge, and making inferences, has been identified by theAccreditation Board for Engineering and Technology (ABET) as necessary for life-long learningand an effective work career skill [2]. Although metacognition is key for students’ self-directedlearning, explicit instruction in metacognitive skills has been rarely integrated into engineeringprograms. One notable exception has been the Iron Range Engineering program (IRE). IRE isan innovative engineering program located in Virginia, Minnesota where students explicitlyengage in activities to become familiar with, develop, and apply metacognitive skills within areal-world problem-based learning (PBL) environment.The goal of our IUSE NSF project has been to study

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2019 ASEE Annual Conference & Exposition

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Tim Foutz P.E., University of Georgia; Roger B. Hill, University of Georgia; Barbara Ann Crawford; Sidney A. Thompson, University of Georgia; AnnaMarie Conner; ChanMin Kim, Penn State University; David F. Jackson, University of Georgia

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alongsidemathematics and science in integrated ways, then coding would become a mainstream subjecttaught in the elementary school curriculum. However, few practicing elementary school teachershave the academic backgrounds that allow them to teach coding in a manner that goes beyondallowing students to learn how to code through trial-and-error experimentation and as an additivelearning activity such as an after-school program. Current content and practice standards call forthe use of argumentation in the teaching of mathematics and science [1] [2]. This project isfocused on extending collective argumentation framework developed by Conner [3] for theteaching of mathematics to the teaching of coding. Teachers at our partnering school districthave completed the

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2019 ASEE Annual Conference & Exposition

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John W. Duggan, Wentworth Institute of Technology

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Paper ID #25591Board 42: ”Integrating Undergraduate Research Across Disciplines: Sup-porting an Externally Collaborative Project-Based Interdisciplinary Culture(EPIC) for Learning using Trace Metal Analysis”Dr. John W. Duggan, Wentworth Institute of Technology Jack Duggan is Professor and Chair of Civil Engineering at Wentworth Institute of Technology at Went- worth Institute of Technology. He is a registered professional environmental engineer in the Common- wealth of Massachusetts. He has earned a B.S. in Chemical Engineering from Clarkson University and M.S. in Civil Engineering and Ph.D. in Chemistry degrees from UMASS Lowell

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Rezvan Nazempour; Renata A. Revelo, University of Illinois, Chicago; Ludwig C. Nitsche, University of Illinois, Chicago; Jeremiah Abiade

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Paper ID #27005Board 35: An Integrated Program for Recruitment, Retention, and Gradua-tion of Academically Talented Low-Income Engineering StudentsProf. Houshang Darabi, University of Illinois, Chicago Dr. Houshang Darabi is an Associate Professor of Industrial and Systems Engineering in the Depart- ment of Mechanical and Industrial Engineering (MIE) at the University of Illinois at Chicago (UIC). Dr. Darabi is the recipient of multiple teaching and advising awards including the UIC Award for Excellence in Teaching (2017), COE Excellence in Teaching Award (2008, 2014), UIC Teaching Recognitions Award (2011), and the

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2019 ASEE Annual Conference & Exposition

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Marilyn Barger, National Science Foundation ATE Centers (FLATE); Richard Gilbert, University of South Florida; Mori Toosi

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Engineer in Florida.Dr. Richard Gilbert, University of South Florida Richard Gilbert is a Professor of Chemical and Biomedical Engineering at the University of South Florida’s College of Engineering . Richard is the Co-PI for the grant that supports the NSF designated Center of Excellence for Advanced Technological Education in Florida, FLATE. FLATE, now in its 10 year of op- eration, addresses curriculum, professional development, and outreach issues to support the creation of Florida’s technical workforce. Richard has over 30 years of experience working with the K-14 education community. Other funded efforts include projects for the NIH and the US Department of Education. The latter was for the development of an

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2019 ASEE Annual Conference & Exposition

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida; Lorelie Imperial; Chang-Yu Wu, University of Florida; Philip J. Brucat, University of Florida; Maria Korolev, University of Florida

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with a Design-Based Chemistry Laboratory Curriculum In- and Out-of-SequenceChANgE Chem is a curriculum reform model which was created to address the retention ofengineering students taking general chemistry in their first two years as undergraduates [1],[2].Currently, we are using this model to develop a curriculum of laboratory activities called DesignChallenges (Figure 1), which translates the chemistry concepts into contextualized problems andmethods unique to the way engineering students are expected to learn, think and collaborate(Table 1). This new curriculum is designed to maintain student motivation for an engineeringmajor by helping them to better understand the profession and practice [3].Figure 1. Concept design for a

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2019 ASEE Annual Conference & Exposition

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Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

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Paper ID #25402Board 4: Leveraging Undergraduate Curriculum Reform to Impact Gradu-ate Education: a Case StudyDr. Jennifer R Amos, University of Illinois, Urbana-Champaign Dr Amos joined the Bioengineering Department at the University of Illinois in 2009 and is currently a Teaching Associate Professor in Bioengineering and an Adjunct Associate Professor in Educational Psychology. She received her B.S. in Chemical Engineering at Texas Tech and Ph.D. in Chemical En- gineering from University of South Carolina. She completed a Fulbright Program at Ecole Centrale de Lille in France to benchmark and help create a new hybrid

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2019 ASEE Annual Conference & Exposition

Authors

Autar Kaw, University of South Florida; Renee M. Clark, University of Pittsburgh; Eleonora Emma Delgado, University of South Florida; Nicholas Abate, University of South Florida

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Engineers. In his fi- nal year of academia, Nicholas worked with Professor Kaw as an undergraduate research and learning assistant for a numerical methods course to study the effectiveness of flipped classrooms with adaptive learning. c American Society for Engineering Education, 2019 Integrating adaptive learning lessons in a flipped STEM course: development, outcomes, and data analyticsIntroductionThe flipped classroom is currently a popular pedagogy [1] as it is believed to improve studentengagement, create self-regulation of learning, and establish habits for life-long learning [2]. Inaddition, the increased amount of in-class active learning created by the implementation of

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

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David W. Jackson, Boston College, Lasell College, and Waltham (MA) Public Schools; Helen Zhang, Boston College; Mike Barnett, Boston College

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Paper ID #27251Board 69: Integrating Computational Thinking, Engineering Design, andEnvironmental Science through Smart GreenhousesDavid W Jackson, Boston College, Lasell College, and Waltham (MA) Public Schools David W. Jackson is a PhD student in Curriculum & Instruction at Boston College, an Adjunct Professor with Lasell College, and an After-School STEM Coordinator with Waltham (MA) Public Schools.Helen Zhang, Boston College Helen Zhang is a senior research associate working at the Lynch School of Education, Boston College. Her research interest includes science education, design thinking, and learning from failure.Prof

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2019 ASEE Annual Conference & Exposition

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Madeleine Jennings, Arizona State University; Kimberly Grau Talley P.E., Texas State University

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students within COSE, which supplied the funding for this study.BackgroundTheoretical FrameworkThe framework of Astin’s, Swail’s, and Tinto’s models are, in their simplest interpretation, aboutstudent involvement in their chosen college and program. Astin’s involvement model shows thatthe academic performance of a student is directly correlated to their involvement level within theircollege or program [2, 3]. Tinto theorizes that poor integration into the many facets of college life,including academically and socially, is an early indication of a student having a higher risk ofdropping out [4-6]. Finally, Swail et al.’s analysis of minority retention in institutions of higherlearning yields the Geometric Model of Student Persistence and

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2019 ASEE Annual Conference & Exposition

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Ashis Nandy, Northern New Mexico College; Steve Cox, Northern New Mexico College; Stephanie Amedeo-Marquez, Northern New Mexico College

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curriculum for our Engineering programs. Here is aflowchart of the sequence of courses explaining relations of these courses with other coreEngineering courses (Figure 1): Figure 1: Flowchart of courses with the newly designed Physics and Engineering Math courses (highlighted in yellow) along with their relations with some core Engineering courses. The arrows show the prerequisite structure.In the first semester, a declared Engineering major is advised to register for Introductory Mathfor Engineering Applications I (ENGR 121L) and Physics for Engineers I (ENGR 215) coursesalong with other Freshman Engineering and General Education courses. ENGR 121L is offeredas an eight-week course during the first half

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2019 ASEE Annual Conference & Exposition

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Ning Fang, Utah State University

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: personalization and codification,” Journal of Engineering Design, vol. 15, pp. 307-325, Jan. 2007.[3] S. R. Rosas and J. W. Ridings, “The use of concept mapping in measurement development and evaluation: Application and future directions,” Evaluation and Program Planning, vol. 60, pp. 265-276, Feb. 2017.[4] J. P. Donnelly, “A systematic review of concept mapping dissertations,” Evaluation and Program Planning, vol. 60, pp. 186-193, Feb. 2017.[5] G. J. Hwang, F. R. Kuo, N. S. Chen and H. J. Ho, “Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads,” Computers & Education, vol. 71, pp. 77-86, Feb. 2014.[6] J. D

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2019 ASEE Annual Conference & Exposition

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Gayle Nelson Evans, University of Florida; Kent J. Crippen, University of Florida; Chelsey S. Simmons, University of Florida; Renee Natalie Simmons

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Paper ID #25899Board 46: The Mentoring Network of K-5 Educators and Engineering Re-searchers in an RETMs. Gayle Nelson Evans, University of Florida Gayle Evans is a Lecturer and doctoral candidate in Curriculum & Instruction, Science Education in the School of Teaching and Learning at the University of Florida. She is science coordinator for the UFTeach undergraduate secondary STEM teacher preparation program and previously worked as a high school science teacher. Her research interests include mentoring relationships and program development in STEM teacher preparation and professional development.Dr. Kent J. Crippen

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2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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(3259-Other Chemicals and 3344-Semiconductor) and in 2015, constituted 24.6% of the region’s total employment [1, 2]. Guidedby the overarching research question (RQ) “To what extent do curriculum content, employerneeds, and student experiences align within an advanced manufacturing educational pathway,”this study’s goals are to 1) investigate the role AM program pathways have in meeting the needsof employers and new professionals who are employed in the region; 2) expand the research baseand curriculum content recommendations for entrepreneur and intrapreneur education; 3) buildregional capacity for AM program assessment and improvement by replicating, refining, anddisseminating study approaches through further research, annual meetings with

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2019 ASEE Annual Conference & Exposition

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Katie Evans, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Marisa K. Orr, Clemson University

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Paper ID #25749Board 47: Year 2 of an S-STEM Summer Scholarship for a Sophomore BridgeProgramDr. Katie Evans, Louisiana Tech University Dr. Katie Evans is the Associate Dean of Strategic Initiatives, the Entergy Corp LP&L/NOPSI #3 & #4 Professor of Mathematics, the Academic Director of Mathematics and Statistics and Online programs, and the Director of the Integrated STEM Education Research Center (ISERC). She earned her Ph.D. in Mathematics and M.S. in Mathematics at Virginia Tech, Blacksburg, VA. Her research interests in- clude distributed parameter control modeling and simulation, dynamic modeling of physical

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2019 ASEE Annual Conference & Exposition

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Kyle Alexander Toth, Purdue University Northwest; John Moreland, Purdue University Northwest; Chenn Q. Zhou, Purdue University Northwest; Anusree Balachandran, Center for Innovation through Visualization and Simulation, Purdue University; Fangzhou Zhang, Purdue University Northwest; John Claude Roudebush, Ivy Tech Community College

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curriculums. In this case, we have created the skeleton for a framework that allows the user/instructor to navigate menus to change values for different measurement nodes on different pieces of equipment to emulate different scenarios (Figure 6). The end result is an outputted spreadsheet that can be loaded into the software to reproduce your desired scenario. At the end of the project, this will allow instructors to continue to use the simulator in new ways that were never even considered during the design process. Figure 6: Custom Scenario BuilderCurrent Development AreasRight now, there are two aspects that are being looked at for current feature development toenhance the troubleshooting of the simulator

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2019 ASEE Annual Conference & Exposition

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Maeve Drummond Oakes, CISTAR at Purdue University; Monica E Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Maryanne Sydlik, Western Michigan University; Kristin M. Everett, Western Michigan University

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Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering) Monica E. Cardella is the Director of the INSPIRE Research Institute for Pre-College Engineering and is an Associate Professor of Engineering Education at Purdue University. She is also the Director for Pre- College Education for the Center for the Innovative and Strategic Transformation of Alkane Resources (CISTAR).Dr. Maryanne Sydlik, Western Michigan University Dr. Mary Anne Sydlik is a Research Emerita involved in the external evaluation of a number of federally funded projects. Dr. Sydlik’s interests are in supporting efforts to improve the educational experiences and outcomes of undergraduate and graduate STEM students. She is or

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2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

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Grand Canyon University. Her research and areas of interest are in improving educational outcomes for STEM students through the integration of active learning and technology-enabled frequent feedback. Prior to her role and Director of Instructional Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Prof. Stephen J Krause, Arizona State University Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering

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2019 ASEE Annual Conference & Exposition

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Tandra Tyler-Wood, University of North Texas; Daniella Smith, University of North Texas; Karen R. Johnson, University of North Texas

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theirexperiences. Project Based Learning is a teaching method in which students gain knowledge andskills by working for an extended period of time to investigate and respond to an authentic,engaging, and complex question, problem, or challenge” (Buck Institute for Education, 2018,para. 3).Methods Participants. Student participants include 140 rural, seventh grade students participatingin the Solenoid Invention Kit Unit Sequence during an in-school, science class. A school withsimilar demographics served as the control group. The unit was taught over a six-week periodduring spring semester 2017. Solenoid Invention Kit Unit Sequence. The Solenoid Invention Kit curriculum containsfive lab activities, two make activities, and one invent

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2019 ASEE Annual Conference & Exposition

Authors

Leslie Atkins Elliott, Boise State University

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Paper ID #27672Board 44: Engineering Design in Scientific InquiryDr. Leslie Atkins Elliott, Leslie Atkins Elliott is an Associate Professor of Curriculum, Instruction and Foundational Studies at Boise State University, specializing in Science Education. Her research focuses on fostering participation in the practices of science - particularly writing and design - and how science instruction can reduce barriers between classrooms and everyday life. Her work with scientific practices emphasizes students’ rights to their own ideas and the emergence of scientific practices, including design, from disciplinary

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2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; Venkat R. Bhethanabotla, University of South Florida; Sylvia W. Thomas, University of South Florida

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Paper ID #25121Board 23: RET in Functional Materials and ManufacturingProf. Scott W Campbell, University of South Florida Dr. Scott Campbell has been on the faculty of the Department of Chemical & Biomedical Engineering at the University of South Florida since 1986. He currently serves as the department undergraduate advisor. Scott was a co-PI on an NSF STEP grant for the reform of the Engineering Calculus sequence at USF. This grant required him to build relationships with engineering faculty of other departments and also faculty from the College of Arts and Sciences. Over the course of this grant, he advised over

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2019 ASEE Annual Conference & Exposition

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Stephanie Jarek, University of Tennessee; Rachel McCord Ellestad, University of Tennessee, Knoxville; Cory Hixson, Colorado Christian University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

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Coordinator at Purdue Ella IngramP, R,*: The receiving school coordinator resides at an institution with an Associate Dean for interest in expanding their understanding of engineering education Professional Development research. Responsibilities include: & Associate Professor of Receiving ● provide job descriptions for available positions Biology and Biomedical School ● affirm that REEFE participants will be integrated into Engineering at Rose- Coordinators faculty/staff life as appropriate

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2019 ASEE Annual Conference & Exposition

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Louis J. Everett, University of Texas, El Paso

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coverage of specific areasbut expecting a new faculty member to attend all this training is unrealistic. What this projectfocused on is providing a holistic, cohesive approach to multiple areas of faculty development.By providing the basics in these areas, it is expected that new faculty will be able to betterunderstand how to balance the demands of a position at a UG university and be more amenableto taking on curriculum innovations.BackgroundMany faculty development programs focus on an individual faculty responsibility such ashandling ABET Accreditation, Mentoring, Undergraduate Research or Effective Teaching.Research has demonstrated that faculty success is correlated to a reasonable balance between thefaculty member’s job expectations and

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2019 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University

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area, loads, and load path. Theresearch presented in this paper highlights the ethnographic methods used to study the contextsof professional practice and academic settings. Results from these settings indicate thatengineering concepts are represented in disjointed, isolated design efforts in academic settings;whereas similar concepts are integrated within and throughout design efforts in a workplacesetting. Some suggestions for engineering education and curriculum based on these results arepresented at the end of this paper.Activities and Findings:Activity 1: Ethnography of an Engineering WorkplaceA graduate research assistant worked as a part time intern for three months with a medium-sizedstructural engineering department at a private

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Anna H. Wakefield, Texas State University; Kimberly Grau Talley P.E., Texas State University

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Paper ID #25151Facilitating Makerspace Adoption: Professional Development for UniversityFaculty in Making Techniques and PedagogyDr. Shaunna Fultz Smith, Texas State University Dr. Shaunna Smith is an Assistant Professor of Educational Technology in the Department of Curriculum and Instruction at Texas State University. She holds an Ed.D. in Curriculum & Instruction with an empha- sis on technology integration and art education. Her teaching and research explore how the hands-on use of design-based technologies (e.g. digital fabrication, 3D modeling and printing, computer programming, and DIY robotics) can impact

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2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Elizabeth Marie Tafoya; Prabaharan Graceraj Ponnusamy, University of Georgia; Tyler Jeffrey Wahl, James Madison University; Jessica Besnier, James Madison University ; Jordan Claire Capelle, James Madison University

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. 19(4): p. 181-192.7. Nagel, J.K., et al., Enhancing the Pedagogy of Bio-inspired Design in an Engineering Curriculum, in 2016 ASEE Annual Conference & Exposition. 2016: New Orleans, Louisiana.8. Nagel, J.K.S., et al., Teaching Bio-inspired Design Using C-K Theory. Bioinspired, Biomimetic and Nanobio-materials, 2016. 6(2): p. 77-86.9. Fink, L.D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. 2003, San Francisco, CA.: Jossey-Bass.10. Nagel, J.K., et al., Preliminary findings from a comparative study of two bio-inspired design methods in a second-year engineering curriculum, in 2019 ASEE Annual Conference and Expo. 2019: Tampa, FL, USA.11. Pidaparti

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2019 ASEE Annual Conference & Exposition

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Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Oumaima Atraoui, James Madison University; Caroline Clay, James Madison University; Zachary Harris De Bey, James Madison University; Johannah Daschil, James Madison University ; Bethany Popelish, James Madison University

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engineeringprograms.The existence of makerspaces in the engineering department is predicated on the understanding that usageof those spaces encourages the development of creativity and innovation in engineering students. The useof these spaces has been carefully integrated into the curriculum in order to achieve the stated goal ofequipping students with skills needed to navigate an evolving world of engineering. The design-heavycurriculum extends far beyond technical skills to include a variety of skills that are necessary for design.These skills include stakeholder identification, communicating with clients, and team formation.Early findings suggest a reluctance on the part of students to embrace non-technical skills needed for design.Students have regarded