Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Russell Andrew Long, Purdue University, West Lafayette

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Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University; Justin Bryan Gillander; Joshua C. Newton; Kelly R. Reid

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effective. These tests as currently performed incentralized laboratories and cost on the order of $100 per test. This is prohibitive in developingcountries. Table 1 compares conventional viral load tests as performed in developed countries in Page 24.987.3centralized medical labs to what is needed in the developing world. The objectives are challenging but 2realistic. Table 1 compares the features of current tests with those needed for POC tests in thedeveloping world.We should emphasize that it is not necessary for students to work with hazardous materials or medicalsamples in such a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Miguel Pando P.E., University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte

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-related interactionsprior to college, perceived barriers during engineering studies, and early expectations ofinteractions with faculty and how these may differ based on student membership in anunderrepresented group.The study utilizes a mixed methods design, incorporating both questionnaire and focus groupdata. The questionnaire items were developed by the researchers utilizing existing instruments onperceived barriers to education and engineering-related interactions and were included as part ofan annual questionnaire administered to the engineering freshman seminar at the institutionunder study. Seven items on likelihood to experience certain barriers (e.g., negative facultyattitudes, coursework difficulties) are rated from 1=strongly agree to

Conference Session

NSF Grantees’ Poster Session

Collection

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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backgrounds.Workforce studies have shown that the number of students being educated in STEM (science,technology, engineering, and math) cannot meet projected demands [1]. Also, the currentenrollments in engineering are not diverse, especially among women, blacks, and Hispanics [2].On a related issue, a recent survey of engineers in industry indicates a compelling need forengineers to have strong communication skills [3]. To address these challenges, Pennsylvania State University created the EngineeringAmbassador Program: a professional development program for undergraduate engineeringstudents with an outreach mission to middle and high schools. The development mission is toenrich the communication and leadership skills of engineering undergraduates

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; Meena M. Balgopal, Colorado State University; Karen E Rambo-Hernandez, Colorado State University; Anne Marie Aramati Casper, Colorado State University

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statisticallysignificant differences in the classes on ethnicity (χ2 [df = 7] = 4.81, p = .68), sex (χ2 [df = 1] =2.57, p = .11), or major (χ2 [df = 7] = 3.87, p = .80).Curriculum and InstructionThis study was designed to examine the effect of adding group design projects to a traditionalstatics course. The projects were used as a supplement to, rather than replacement for, traditionalinstruction. Other aspects of the courses were kept as similar as possible. The control andintervention sections were taught with the same lecture content. An audience response system(i.e., clickers) was used most days in both sections in an effort to engage students and offer somefeedback on understanding (formative assessment). In the intervention section students wereallowed

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mafruhatul Jannat, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

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Page 24.1022.1 c American Society for Engineering Education, 2014 Promoting the Adoption of Innovative Teaching Practices by Transportation Engineering Faculty in a WorkshopIntroductionThe National Transportation Curriculum Project (NTCP), a consortium of researchers fromfifteen colleges and universities, is concerned with the development, dissemination, andwidespread adoption of curricular materials and best practices in transportation engineeringeducation [1]. In 2012, the NTCP hosted a two-day Transportation Engineering EducationWorkshop (TEEW) to facilitate the collaborative development and adoption of active learningand conceptual-assessment exercises for the introduction to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mahender Mandala, HERL/VAPHS; Mary R. Goldberg, University of Pittsburgh; Jon Pearlman, Human Engineering Research Labs

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TeachersIntroduction and backgroundOver half a million veterans have utilized the education benefits of the post 9/11 G.I. Bill [1]. Itis estimated that over two million persons with military experience will enroll in post-secondaryinstitutions in the near future [2]. Veterans returning to school often require an adjustmentperiod, time to relearn study skills and reacquaint themselves with student life [3]. Furthermore,a subset of this special student population includes veterans who have acquired disabilitiesthrough trauma and who could require an additional adjustment period and support system toacademic life. As veteran friendly campuses, the University of Pittsburgh (Pitt) and CarnegieMellon University (CMU) run specific programs to help veterans

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic Institute of New York University

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, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distinguished Award for Excellence in the category Inspiration through Leadership. His scholarly activities have in- cluded 3 edited books; 7 chapters in edited books, 1 book review, 52 journal articles, and 106 conference papers. Moreover, he has mentored over 100 high school students, over 300 school teachers, 28 under- graduate summer interns, and 11 undergraduate capstone-design teams, and graduated 1 B.S., 16 M.S., and 4 Ph.D. students. He directs K-12 education, training, mentoring, and outreach programs that cur- rently enrich the STEM education of over 2,000 students annually

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Maja J. Mataric, University of Southern California; Shaobo Huang, University of Southern California; Svetlana Levonisova, University of Southern California

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STEM college majors and eventual careers through exposure to innovative, societally relevant engineering experimentation in their classrooms.This program has served middle and high school teachers and their students in urban settings. Todate, we have served 31 middle and high school teachers and their 3,923 students (combined infour years; 2010-2013). Accordingly, the program had both broad-based and deep impact onteachers and students.Impact-focused assessment and resultsThe SRET RET program employs a carefully crafted, outcomes-focused approach that is alignedwith a teacher performance to student outcomes assessment logic model. Figure 1 (below)illustrates the links between teacher performance and student outcomes in the model

Conference Session

NSF Grantees’ Poster Session

Collection

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; Janet L. de Grazia, University of Colorado, Boulder; Katherine Page McDanel, Dept Chemical & Biological Engineering University of Colorado Boulder

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classroom.Towards a Flipped Class Most students expect to have a teacher lecture and then they attempt to apply thisinformation by completing homework assignments outside of class. Reversing this is known asthe flipped classroom and has become an approach that allows an instructor to use class timemore effectively [1-4]. Bergmann and Sams [4] argued that this model allows students to beengaged and take responsibility and ownership for their learning. Their model utilizes shortvideos that introduce a topic to the students and then present a worked out example or conceptualproblem. Students watch these before class and then spend class time discussing the material,working on conceptual questions using peer-instruction, or problem solving, all being

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University

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relevant cases. More details about this research project are providedelsewhere 1.This was a broad project with many aspects. It built on prior work developing failure casestudies for incorporation into engineering courses, with specific application to civil engineering,engineering mechanics, architectural engineering, civil engineering technology, and constructionmanagement.Failure case studies may be used in engineering courses to address technical topics as well asnon-technical topics, such as management, ethics, and professionalism. The authors havedeveloped a number of failure case studies for classroom use. Studies have been carried out overseveral semesters in order to assess the use of failure case studies in civil engineering

Conference Session

NSF Grantees’ Poster Session

Collection

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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suitable for collaborativelearning, because students may not need to construct and maintain shared understanding to solvesuch simple task through collaboration 23. Thus, the assigned task should be complex, so thatstudents have to share their efforts, competencies, and resources to solve it. Furthermore, the taskshould be motivating in order to maintain student teams’ engagement and persistence. Thesecriteria should be considered when instructors for each participating course develop and assignthe collaborative learning tasks.Table 1 Prompts of Social Collaboration Script and Prompts of Epistemic CooperationPrompts of the social collaboration Prompts of the epistemic cooperation script to apply the concepts ofscript to support the roles of

Conference Session

NSF Grantees’ Poster Session

Collection

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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to basic enrollment at their schools and national statistics. Many used manual countingtechniques or talking with counselors or administrators. A few participants shared ways in whichtheir counties were able to access more systemic data such as “AGP data and science FCATscores in comparison with our boys.” Others felt that they had access to some data but not Page 24.1072.2enough for a longitudinal study: 1 “We can download data that shows the percentage of female students who enrolled in STEM-related programs after leaving elementary school, either in middle or high school. That

Conference Session

NSF Grantees’ Poster Session

Collection

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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delivery; they can stop/rewind/replay at any point; and they can do thison their schedule. After recording, screencasts can be edited by adding information, callouts, andannotations, and by removing recording dead times. Studies have shown that screencasts improve student learning [1-3]. In addition, they freeclass time for more active learning, save instructor time, and provide students more control overtheir learning. Students in an entry-level freshmen chemistry course showed significantimprovements in performance and conceptual understanding when screencasts were used [4].Physics students provided with screencasts significantly outperformed students receivingequivalent textbook instruction in class [5], and when screencasts were used as pre

Conference Session

Laboratory Experiences with Mechanical, Materials and Fluid Systems

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven C. Chiesa P.E., Santa Clara University

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personal computer containing the data acquisition software. Figure 1 schematically depictsthe system set up in its simplest configuration using a single, mixed reaction vessel. The plasticreaction vessel has a maximum working volume of 3.785 liters and is clear-walled to provideeasy visual observation of the changes in tracer concentration as the dye works its way throughthe system. The adjustable PVC pipe-based overflow system is used to control the activeworking volume of the test reactor at a pre-determined level. Figure 1. Test System Schematic DiagramExperiments currently have students using variable speed peristaltic pumps to provide anappropriate, constant volumetric flow rate. Volumetric flow rates are set at

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr, University of North Carolina Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette; Eduardo Salas, University of Central Florida; Kyle Heyne, University of Central Florida

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over 800 institutions in 52 countries.A major paper describing the development and validation of the CATME Peer Evaluationsystem was published in Academy of Management Learning & Education in December 2012. OnJune 1, 2013, this paper received the Maryellen Weimer Scholarly Work on Teaching andLearning Award, “recognizing outstanding scholarly contributions with the potential to advancecollege-level teaching and learning practices,” at The Teaching Professor Conference.  Loughry, M. L., Ohland, M. L., & Woehr, D. J. (in press). Assessing teamwork skills for assurance of learning using CATME Team Tools. Journal of Marketing Education. Accepted for publication June 17, 2013. Key findings: This paper describes how the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zhiqiang Wu, Wright State University; Bin Wang, Wright State University; Chi-Hao Cheng, Miami University; Deng Cao, Central State University; Ashraf Yaseen

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also equipped withhardware based experiment systems to evaluate and compare the teaching effectiveness of thenovel SDR approach to that of traditional hardware equipment approach. The novel SDRapproach and laboratory suite will be implemented, transferred and institutionalized at threeparticipating institutions (Wright State University, Miami University (a mostly undergraduateserving institution), and Central State University (an HBCU)) to demonstrate the capability ofenhancing student learning and easy adaptability by other institutions. 1. IntroductionNeed & Motivation: Wireless communication and networking has tremendously changed oureveryday life in the past two decades. Currently there are 292.8 million wireless subscribers inthe US

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University

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such as anti-reflection coatings• many aspects of photovoltaics and other optoelectronic devices such as LEDs, sensors, flat panel displays, and other energy conversion devices such as photocathodes• basic ideas of hyperspectral and remote imaging• radiative, conductive, and convective heat transfer; and various heating and cooling methods (resistive heating and convective heating/cooling, thermoelectric (Peltier) effects, optical heating with lasers and flash lamps, ultrasonic heating)• thermal and infrared physics, as particularly related to thermal imaging and IR optics Page 24.1091.2 1• thermomechanical

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Sachin Shetty, Tennessee State University; Christopher Joseph Franzwa

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learning outcomes, namely enhancedunderstanding of thermodynamics laws, strengthened problem-solving skills, and increasedknowledge and skills of using games, simulation, modeling and collaborative learning tools.INTRODUCTIONAmongst the complex educational development cycle, high school serves as the mostdefining point for growth and decision that ultimately affects a student’s choice for careerpath. Unfortunately, difficulty with early concepts in mathematics and sciences can dissuadestudents from pursuing further education in STEM fields (Science, Technology, Engineering,and Medicine) [1]. Student frustration is commonly to blame for poor performance, but thewide range of learning styles and varying degrees of propensity between students makes

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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tracked byorganizations like the National Center for Women and Information Technology, the Anita Borg Institutefor Women and Technology and The Association for Computing Machinery (ACM) all report similarstories 1, 2, 3. There is a steady decline in the number of university students graduating with computerscience degrees over of the last ten years. More alarming is that enrollment and graduation rates inComputer Science are much lower for women and URM students. The Computer Science EngineeringTechnology - STEM (CSET-STEM) Scholars Program seeks to reverse this trend at XYZ STATE byrecruiting into the STEM pipeline, academically talented students who will be able to graduate withcomputer science degrees and degrees in mechanical, civil, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University

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of this paper is to report the results of administering these toolsamong different courses to gage students‟ understanding of the Statics concepts and how theyaffect the follow on course preparation.The most recent Statics OLI is organized in to seven Units of course concepts and material.These are:Unit 1: Concentrated Forces and Their EffectsUnit 2: Complex Interactions between BodiesUnit 3: Engineering Systems - Single Body EquilibriumUnit 4: Frames and MachinesUnit 5: TrussesUnit 6: Friction, andUnit 7: Moments of InertiaEach Unit contains one or more Modules of material for a total of 20 Modules under all theseven Units. As an example, Module 1 covers topic on: Representing Interactions BetweenBodies; Module 2 on: Introduction to Free

Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ernest M. Kim P.E., University of San Diego; Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego

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experience • Students gain life-long learning skillsA study of peer teaching in college mathematics by Vassay [1] found that it “greatly affects theintellectual and moral values of the students, such as the ability to express their ideas, mastery ofdifferent concepts, time management, sense of responsibility, sharing, self-discipline, self-reliance, self-confidence, resourcefulness…” Page 24.1117.2Many university-level Science, Technology, Engineering and Math (STEM) subjects areexperiencing a push for technologically enhanced classrooms, which increases the challengesassociated with teaching these already complex courses. Laboratory courses

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Debra M. Gilbuena, Oregon State University; Erno Lehtinen, University of Turku; Marja Vauras, Centre for Learning Research, University of Turku; Gavin Tierney, University of Washington; Simone E. Volet, Murdoch University, Perth, Australia

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their respective discipline. Our collaboration should yieldimportant insights into increasing the participation and retention of students in STEM. Table 1provides a summary of the four sites and they are described in more detail below. In thefollowing subsections we provide more detailed descriptions of each of the research team Page 24.1137.4learning environments.Table 1. Summary of contexts at different research sites.Site Student Background Learning Environment Description Discipline and and Preparation Student RolesWashington High school

Conference Session

Laboratory Experiences with Signal Processing and Controls

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad Eric Davis P.E., University of Oklahoma; Anh Mai, University of Oklahoma

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. Students’ perceived value of the project is also explored.Additionally, details of the project are provided so that other universities looking to emphasizepractical application in their introductory controls course can replicate it. I. IntroductionThe most practical topic in most controls courses is the implementation of a PID controller. Forinstructors of control engineering classes that want to emphasize practical application, there aremany options for implementing PID control techniques into projects. The simplest way is tocreate a project where PID control is explored through simulation 1-3. With simulations, learningis somewhat limited because students are usually provided an oversimplified model and onlyasked to make slight modifications

Conference Session

Laboratory Experiences with Signal Processing and Controls

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jean Jiang, Purdue University, North Central

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equations.Since the calculus course is a prerequisite for the first DSP course or the combined ASP and DSPcourse, it is not necessary that we list it as an additional prerequisite.C. Software RequirementTo design, analyze, and simulate the DSP algorithms, MATLAB programming is required; thisrequirement was enforced in the previous signal processing course. In addition, MultiSIM can beused to verify different filter design.As a summary, the DSP course needs the prerequisites as listed below: 1. Analog signal processing 2. MATLAB programming and MultiSIM simulation.III. Course Content and the Associated Real-Time ProjectWe have divided the course content into two portions. First, the DSP fundamentals werecovered, such as the sampling theorem

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Maria Oden, Rice University; Amber Lee Muscarello; Matthew Wettergreen, Rice University

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educational needs of our nation’s technologically savvy students, a newcurriculum model has emerged that inverts the traditional instructor-centered, lecture-basedapproach. The flipped classroom or inverted instruction model shifts course content with lowcognitive load outside of the classroom, thus freeing class time for students to focus on highcognitive load tasks.1, 2 A defining characteristic of the flipped classroom is its commitment tomultimedia technology to deliver time-shifted content via screencasts, audio podcasts, and otherforms of rich media. Using technology to time-shift lectures outside the class is one tactic in acomprehensive instructional strategy, which typically also includes problem-based learning,project-based learning, and/or

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Apurva Anil Kambale, Michigan Technological University; Megan Farrish, Michigan Technological University

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instrument.Data CollectionFigure 1 shows what type of data has been collected over four semesters. Student participantstook two computer modules: a learning styles module and a motivation module. The Self-Directed Learning Readiness Survey (SDLRS)1 was taken pre and post as a measure of theimpact of the modules. In the first semester of data collection—Spring 2012—many participantsfailed to complete both the pre and post SDLRS. Thus, for subsequent semesters, participantshave been randomly assigned to take the SDLRS either before or after taking the modules. Fall 2012, Spring 2013, Fall 2013 Spring 2012 Figure 1: Data collection scheme in 2nd year manufacturing class and 3rd year design processes

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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,  and  some  prerequisite  information  is  retained  or  learned  differently  based  on  individual  learning  styles  (as  measured  by  our  assessments)1.  Based  on  our  findings,  we  recommend  that  every  instructor  evaluate  the  prerequisite  knowledge  of  their  students  and  complete  targeted  interventions  aimed  at  known  robust  MSE  misconceptions  and  local  knowledge  gaps.  Since  our  state  has  a  large  community  college  system,  local  knowledge  gaps  differed  somewhat  from  section-­‐to-­‐section  of  the  course,  but  several  core  key  themes  emerged.  For  example,  introductory  chemistry  courses  emphasize  ionic  and  covalent  bonding,  leaving  the  students  with  knowledge  gaps  and  robust

Conference Session

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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. Page 24.1251.1 c American Society for Engineering Education, 2014 The use of metacognitive writing-to-learn prompts in an engineering statics class to improve student understanding and performanceIntroductionWriting-across-the-curriculum initiatives tend to focus on the idea of using writing as a means todeepen student understanding of concepts and rhetorical practices in the discipline.1, 2, 3 It iscommon practice in these programs to integrate as much writing as possible in differentdisciplinary contexts.4, 5 , 6 The supposition is that writing naturally enhances learning in most, ifnot all, learning spaces. This notion dates back to Janet Emig’s classic

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy Kingma, Washington State University; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Robert G. Olsen, Washington State University; Sonya Cunningham, University of Washington; Dawn Wiggin, University of Washington ; Kirk A. Reinkens, Washington State University; Scott Winter, University of Washington

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additional time for recruitmentof the first cohort of the STARS program. The recruitment process began by identifying allincoming engineering students who were found to be Pell Grant Eligible and who attendedunder-resourced high schools. These students were notified of the benefits of joining the STARSprogram and resulted in a pool of 90 applicants. After some time of reviewing applications andinterviewing candidates, 30 participants were selected for the first cohort.The first quarter of the UW STARS program includes a new 4-credit Math Problem Solvingcourse designed in collaboration with staff from the College of Engineering Academic Centerand the Mathematics department. The course has four primary objectives: 1) To solidify algebraskills; 2) To