Conference Session

Division Experimentation & Lab-oriented Studies: Electrical and Computer Engineering Labs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Valentin Siderskiy, NYU Polytechnic School of Engineering; Aatif Ahmed Mohammed, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

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Division Experimentation & Lab-Oriented Studies

. IEEE Trans. Edu., 49(3):389–397, 2006.[24] J. Ma and L Jeffrey. Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, 38(3), 1–24, 2006.[25] R.M. Felder and L.K. Silverman. Learning and teaching styles in engineering education. Engineering Education, 78(7):674–681, 1988.[26] N.D. Fleming and C. Mills. Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11: 137–155, 1992. Page 26.348.15

Conference Session

Fluid Mechanics Experiments and Laboratories

Collection

2008 Annual Conference & Exposition

Authors

El-Sayed Aziz, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Sumei Dai, China University of Mining and Technology; Shanjun Xu, China University of Mining and Technology; Ruiqing Jia, China University of Mining and Technology

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Division Experimentation & Lab-Oriented Studies

zoom functions built in. In order to accommodate different studentpreferences, these functions can be controlled by either moving the mouse in the 3-D space, bykey combinations using the “←”, “→”, “↑”, “↓”, “Page Up” and “Page Down” keys, or by gamekeys “A”, “D”, “W”, “S”, “E” and “R”. During the experimentation, any changes in parametersand variables are immediately reflected numerically and graphically as a response to the students’inputs. For example, by selecting a different airfoil type from the “Model Selection” list, allcorresponding outputs are refreshed automatically. This design is expected to create a strong feelof immersion in the represented space for the students. Figure 14: GUI of virtual airfoil and wing

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Paul Stanfield, North Carolina A&T State University; Caroline Moineau, North Carolina A&T State University; Shona Morgan, North Carolina A&T State University; Silvanus Udoka, North Carolina A&T State University

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Division Experimentation & Lab-Oriented Studies

. Cherrington, B., “An Integrated Approach to Graduate Education in Manufacturing Systems--The U.T. Dallas Model”, Journal of Engineering Education, January 1993.8. Pardue, M.D., “Architecture for a Successful Computer-Integrated Manufacturing Program in a 4-year College or University”, Journal of Engineering Education, Janruary 1993.9. Lamancusa, J.S., Jorgensen,J.E., and Zayas-Castro, J.L., “The Learning Factory— A New Approach to Page 11.1344.11 Integrating Design and Manufacturing into the Engineering Curriculum”, Journal of Engineering Education, April 1997.10. Shields, M. A. “Collaborative Teaching: Reflections on a

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

Stephen Crown, University of Texas-Pan American; Arturo Fuentes, University of Texas-Pan American; Bob Freeman, University of Texas-Pan American

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Division Experimentation & Lab-Oriented Studies

thelearning process with engineering software. Furthermore, CBT can help students acquire andorganize knowledge by, among other things, student learning through teaching. Assessment-centered environments provide students with opportunities to revise and improve the quality oftheir thinking and understanding. Assessment must reflect the ultimate learning goals, forinstance, understanding and applicability of knowledge. CBT is a means to provide immediatefeedback and self assessment. CBT is also a practical tool to create public forums forassessment. Finally, community-centered environments promote a sense of community. Theyencourage students to learn how to use their peer students, teachers, and other members of thecommunity as a resource for their

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2010 Annual Conference & Exposition

Authors

Yu-Wei Huang, National Changhua University of Education; Jieh-Shian Young, National Changhua University of Education; Chih-Hung Wu, Chienkuo Technology University; Hsing-Jung Li, National Chung Cheng University

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Division Experimentation & Lab-Oriented Studies

select asubset of this inventory that would cover materials in the course on vehicle electronics. Thetest contains 25 questions/tasks to reflect their learning effect in this course.Table 2 shows the results of this test listed by categories of questions. The lower-scorecategories on this item “% Passed” are “General OBD concept”, “electronic circuit designand manufacturing”, “Hardware interface”, and “Development tool”. General embeddedsystem concepts were less problematic, and software programming was handled quite well.Thus, it was decided that the course should enhance the following four areas: General OBDconcept, Electronic circuit design and manufacturing, Hardware interface, and developmenttool. Table 2. Pass rate per

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Radian G. Belu, Drexel University (Tech.)

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Division Experimentation & Lab-Oriented Studies

through digital simulation approaches. The class contains50% synchronized classroom lectures and 50% asynchronized web-based lectures. (Note:Virtual facility -2 is used in this course). Prerequisite: Senior standing or instructor approval.IE/ME 4395 Design for Manufacturability (new course, elective course)This course focuses on manufacturing and incorporates many of the processes developed by theintegrated manufacturing industry, as well as novel techniques developed by scientists from alltechnical research areas including engineering, and mathematics. Principles of design formanufacturability and micro machining, assembly, measurement and medical manufacturing arecovered in this class. Learning outcomes should reflect (1) students being able to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Elif Ozturk; Ke Liu, Prairie View A&M University

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Division Experimentation & Lab-Oriented Studies

Page 24.155.11best way to evaluate the modeling skills associated with adaptive expertise. Future work willattempt to better capture these skills.AcknowledgementThis material is supported by the National Science Foundation under EEC Grant Numbers1129403 and 1129411. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Frechette, S.P., (2011). Model based enterprise for manufacturing. 44th CIRP International Conference on Manufacturing Systems. Madison, WI.[2] Liu, D.T. & Xu, X.W., (2001). A review of web-based product data management systems. Computers in Industry, 44 (3), 251-262.[3] Ye, Z., Peng

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saeed Moaveni, Minnesota State University, Mankato; Karen C. Chou, Northwestern University

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. Page 24.171.2This lack of emphasis (accounting for approximately 10% of the course) is not a reflection of thesignificance of connections in design, instead, it is due to time constraints and the commonlymis-held belief that connections are standardized details that could and should be left tofabricators and detailers. However, connections, are the glue that holds a structure together, andas such deserve special emphasis to ensure sound structural integrity. Historically, connectionfailures have contributed to many structural failures. Examples include: the Hartford CivicCenter in 1977 [1], the Hyatt Regency Hotel in Kansas City in 1980 [2], and, more recently, the I-35 W Bridge in Minneapolis [3]. Since the Hyatt Regency failure, many state

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

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or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. Page 24.683.13Bibliography1. Jansson, David G., and Steven M. Smith. "Design fixation." Design Studies 12.1 (1991): 3-11.2. Ullman, David G., Thomas G. Dietterich, and Larry A. Stauffer. "A Model of the Mechanical Design ProcessBased on Empirical Data." AI EDAM 2.1 (1988): 33-52.3. Adams, Nadine, and Clinton Hayes. "Does teaching with a Tablet PC enhance the teaching experience andprovide greater flexibility?" Australasian Tablets in Education Conference (ATiEC). 2009.4. Lee, Wee San, et al. "Newton's Pen: A

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Ridgely, California Polytechnic State University; Brian P. Self, California Polytechnic State University

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Division Experimentation & Lab-Oriented Studies

. Page 22.1072.9The first statement was intended to test whether the students felt that the MEA was a less valu-able assignment than a more traditional assignment without the simulated client. 52% of therespondents disagreed or strongly disagreed with the first statement and 20% agreed; because thestatement is written so as to reflect negatively on the MEA, this response suggests a preferenceby the students for the MEA rather than a more traditional cookbook approach. 65% of therespondents agreed or strongly agreed with the second statement, while 23% disagreed, nonestrongly. Taken together, the results of the two survey questions indicate that most studentsrecognized the need for the use of good communication skills in the MEA assignment

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University

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Division Experimentation & Lab-Oriented Studies

needs, e) identify, formulate, andsolve engineering problems, and k) use techniques, skills, and modern engineering toolsnecessary for engineering practice –neither motivated the change in the laboratory experiencenor reflect the goals of our pilot project. Rather, one would expect to observe greater differencesbetween the groups on criteria such as h) understand the impact of engineering solutions inglobal and society context which, unfortunately, is not measured using this specific tool.Fortunately, the complete set of ABET criteria were included in student surveys, as discussed in Page 22.374.9the following section, so a qualitative

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Ashley Ater Kranov, Washington State University

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Division Experimentation & Lab-Oriented Studies

No.DUE-TUES-0941035. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] Gurocak, H., “Mechatronics course with a two-tiered project approach,” 2007 ASEE Annual Conference and Exposition.[2] Giurgiutiu, V. and Mouzon, B., “Functional Modules for Teaching Mechatronics to non-EE Engineering Students,” 2005 ASEE Annual Conference and Exposition.[3] Pourboghrat, F., et. Al., “Enhancing mechatronics education using model- based techniques and Mathworks tools,” 2011 ASEE Annual Conference and Exposition.[4] Rogers, J., Rabb, R., Korpela, C. and Ebel, R. “Learning mechatronics

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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to assess the impact of case-based instruction on conceptual understanding andtheir attitudes towards case studies.VI. Acknowledgements This research is funded by the National Science Foundation (Grant # DUE 1140109.Statements made in this paper are the opinions of the authors and may or may not reflect theviews of the National Science Foundation. We would also like to thank our graduate students,Verrol McLeary and Niya King, for their assistance during the lab courses.VII. References1. Howe, N. and W. Strauss, Millennials Rising: The Next Generation. 2000, New York: Vintage Books.2. Elam, C.L., T.D. Stratton, and D.D. Gibson, Welcoming a New Generation To College: The Millennial Students. Journal of College

Conference Session

Laboratory Experiences in Signal Processing and Controls

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University - Pueblo

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Division Experimentation & Lab-Oriented Studies

engineering students by problem-based education,” European Journal of Engineering Education, vol. 28, no. 2, pp. 203-214, 20037. Heylen, C., et al., “Problem solving and engineering design, introducing bachelor students to engineering practice at K. U. Leuven,” European Journal of Engineering Education, vol. 32, no. 4, pp. 375-386, Aug. 20078. Davis, D., et al., “A conceptual model for capstone engineering design performance and assessment,” Proceedings of the 2006 ASEE Annual Conference & Exposition, 20069. Davis, D., et al., “Assessing design and reflective practice in capstone engineering design courses,” Proceedings of the 2009 ASEE Annual Conference & Exposition, 200910. Stansbury, R. S., Barott, W. C., and Salamah, S

Conference Session

LabVIEW and Mindstorms Based Experiments

Collection

2008 Annual Conference & Exposition

Authors

Joel Dillon, United States Military Academy; Jose Salinas, United States Military Academy

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Division Experimentation & Lab-Oriented Studies

the success or failure oftheir engineering design projects. This failure to fully understand physical principles wasattributed to a tendency by some students to over-simplify or fail to completely grasp thefull extent of the problems presented. When this happened, students invariablydeveloped perceptions that the engineering design process was, at best, unnecessary and,at worst, a hindrance to effective problem solving.The following comments, excerpted from course-end reflective student essays illustratethis particular area of concern:“The modeling and analysis was so nebulous a concept that I grew to hate it.”“During this project, we were required to apply principles and concepts without fullyunderstanding them.”“I only began to learn about

Conference Session

Design of Laboratory Experiments

Collection

2006 Annual Conference & Exposition

Authors

Peter Avitabile, University of Massachusetts-Lowell; Tracy Van Zandt, University of Massachusetts-Lowell; Nels Wirkkala, University of Massachusetts-Lowell; Jeffrey Hodgkins, University of Massachusetts-Lowell

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Division Experimentation & Lab-Oriented Studies

definitely helped thestudents to comprehend solutions to problems where clearly defined parameters are not available as isthe case in most real-world situations.AcknowledgementSome of the work presented herein was partially funded by the NSF Engineering Education DivisionGrant EEC-0314875 entitled “Multi-Semester Interwoven Project for Teaching Basic Core STEMMaterial Critical for Solving Dynamic Systems Problems”. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the authors and do not necessarily reflect theviews of the National Science Foundation The authors are grateful for the support obtained from NSFto further engineering education.System ConstructionA complete set of drawings, bill of materials

Conference Session

Division Experimentation and Lab-Oriented Studies - Best of DELOS

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

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Division Experimentation & Lab-Oriented Studies

communicate their role as co-learners, or stifle both. It suggests that today’sstudents are interested in small group workspaces, access to tutors and faculty, table space thatsupports a variety of learning tools (books, laptops, projects), integrated lab facilities, ITintegrated into learning spaces, availability of labs/equipment, accessible facilities, sharedcommunication spaces, and workgroup facilitation. Moreover, research on learning theorysuggests that supportive spaces should reflect flexibility, comfort, sensory stimulation,technology support and decenteredness.4 There are numerous initiatives which have restructuredclassroom spaces to support active learning. Some programs have also used a studio design toteach courses with some lab

Conference Session

Division Experimentation & Lab-oriented Studies: Mechanical Engineering and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jason Yao, East Carolina University

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Division Experimentation & Lab-Oriented Studies

. b) Modify the house parameters in the m.file to reflect the provided dimensions of the incubator. Save all the changes. After this file is run, the values of all the parameters will be in the MATLAB workspace and SIMULINK can use these values in the model built next. c) Build the incubator model in SIMULINK, using thermal parameters defined in the .m file. The subsystem should have two inputs: heat (power) flowing in “Qin” and the outside temperature “Tout”; one output: the air temperature in the incubator “Tincub”. Mask the model as a subsystem. d) Add the calculation of the bulb parameters Rf, Rb, Cf, Cb, and ReqBulb into the same

Conference Session

Design of Lab Experiments II

Collection

2007 Annual Conference & Exposition

Authors

Gerald Recktenwald, Portland State University; Robert Edwards, Pennsylvania State University-Erie

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Division Experimentation & Lab-Oriented Studies

advantage to exposing students to preconfigured hardware thatdemonstrates a concept introduced in lecture, such laboratory experiences do not reflect thepractice of engineering. The goal of typical laboratories is to reinforce ideas presented in lectureand to “prove” that the theory does apply to the “real world”. An unfortunate consequence of thistype of laboratory exercise is to reinforce the misperception that the only purpose of a laboratoryexperiment is to set up a compare-and-contrast exercise for testing the agreement between theoryand measurement. Of course, alternative models for laboratory experiences exist. Bilal et al. describe alaboratory-based course designed to improve understanding of the theory of mechanicalvibrations1. The

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Weller, University of South Florida; Carol M. Haden, Magnolia Consulting, LLC; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Aaron T. Ohta, University of Hawaii at Manoa; Sylvia W. Thomas, University of South Florida; Rhonda R. Franklin, University of Minnesota; Wayne A. Shiroma, University of Hawaii at Manoa

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

reflectivity, mechanical robustness, and environmental sustainability, such as carbides, sol-gel coatings, high temperature oxides, and sev- eral polymers. Her research is interdisciplinary in nature and fosters collaborations with Chemical and Biomedical, Mechanical, and Environmental Engineering, Physics, Chemistry, Public Health, Medicine, and the Nanotechnology Research and Education Center (NREC).Prof. Rhonda R. Franklin, University of Minnesota Rhonda Franklin (S’84-M’96) received the B.S. degree in electrical engineering from Texas A&M Uni- versity, College Station, TX and M.S. and Ph.D. degree in electrical engineering from The University of

Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sushil K. Chaturvedi, Old Dominion University; Jaewan Yoon, Old Dominion University; Rick McKenzie, Old Dominion University; Petros J. Katsioloudis, Old Dominion University; Hector M. Garcia, Old Dominion University; Shuo Ren, Old Dominion University

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Division Experimentation & Lab-Oriented Studies

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

production workers, such as food batchmakers who have excellent technical skills”[4]. Within the past 20 years, the United States has experienced numerous nationwide food safetyrecalls, reflecting the weaknesses in the current system. In 2010 alone, there have been 23 nationwiderecalls [7]. The urgency for a food and foodstuff ET Pathways driven by improved standards wasunderscored September 22, 2010, during the Congressional testimony of Austin J. DeCoster, owner ofDeCoster Egg Farms, whose operations were linked to the United States’ deadliest outbreak of salmonellainfected eggs that occurred in 1987, as well as this year’s recall of half a billion eggs that sickenedthousands of people.[8] Mr. DeCoster told the House Energy and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Arash Kialashaki P.E., University of Wisconsin-Milwaukee; Ethan V. Dupe-Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

successful in, engineering studies incollege.AcknowledgementsPartial support for this work was provided by the National Science Foundation's Science,Technology, Engineering, and Mathematics Talent Expansion Program (STEP) underAward No. 0757055. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the viewsof the National Science Foundation. The authors would also like to thank Leah Rineck,Shuwen Tang, Cindy Walker, Todd Johnson, Tina Current, Sharon Kaempfer, and JennieKlumpp (all at UWM) for their assistance with this project.Bibliography1. National Science Board. 2003. The Science and Engineering Workforce: Realizing America’sPotential. Publication NSB 03-69

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

: Students were put into two-person teams (dyads). Each team was given another design problem58 that neither student was exposed to previously. They were asked to design together, but record (sketch and document the details) separately.• Ideation with Design Heuristics: Students were given the same set of ten (of 77) Design Heuristics cards and asked to apply the cards while solving a given design problem.• Reflection Surveys: At the end of each intervention, students were asked to complete a short survey focused on their perceptions of that intervention. Typical questions included: “How did the structure of the problem statement affect your idea generation?” or “Which of the ideation cards appealed to you most/least?” The aim

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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Division Experimentation & Lab-Oriented Studies

motivation to keep building and sharing.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1129342. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References 1. Bureau of Labor Statistics, US Department of Labor. (2006). Occupational Outlook Handbook, 2010-11 Edition, Bulletin 2800. Washington DC: U.S. Government Printing Office. Page 24.746.13 2. National Science Foundation. (2006). Science and Engineering Degrees: 1966–2004

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres L. Carrano, Auburn University; Wendy A. Dannels, Rochester Institute of Technology (NTID); Matthew M. Marshall, Rochester Institute of Technology (COE)

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Division Experimentation & Lab-Oriented Studies

the National Science Foundationunder Grant No. DUE-1141076. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References1. Pagliaro, C.M. (2010). Mathematics instruction and learning of deaf and hard-of-hearing students: what do we know? Where do we go? In Marschark and Spencer (Eds), Oxford handbook of deaf studies, language, and education, volume 1 (pp. 156-171). New York: Oxford University Press.2. Marschark, M. and Everhart, V.S. (1999). Problem-solving by deaf and hearing students: Twenty questions. Deafness and Education International, 1(2), 65-82.3. Luckner, J.L. and McNeill, J.H

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

adaptive ideation behavior, and the other to encourage more innovative ideation behaviors57. Students were randomly assigned to one of the two problem frames, with half of each experimental group assigned to each framing.• Ideation in Teams: Students were put into two-person teams (dyads). Each team was given another design problem58 that neither student was exposed to previously. They were asked to design together, but record (sketch and document the details) separately.• Ideation with Design Heuristics: Students were given the same set of ten (of 77) Design Heuristics cards and asked to apply the cards while solving a given design problem.• Reflection Surveys: At the end of each intervention, students were asked to

Conference Session

Improving the Pedagogy of Laboratory Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

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Division Experimentation & Lab-Oriented Studies

exemplar and control sections. Questions concerning the presenceof an example (questions 6, 8, 9, and 11) are slightly reworded to reflect the difference betweenexemplar and control sections.A Likert scale with an even number of levels was chosen to avoid a neutral rating and studentshad to either indicate agreement or disagreement with the statements. Students used thefollowing scale to score their agreement or disagreement with the statements: 1. Strongly Disagree 2. Disagree 3. Somewhat Disagree 4. Somewhat Agree 5. Agree 6. Strongly AgreeStudent comments regarding each statement provided insight into how students from each group(control and exemplar) viewed the opportunity to have an exemplar in the context of their

Conference Session

Laboratory Experiences with Mechanical, Materials and Fluid Systems

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

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Division Experimentation & Lab-Oriented Studies

experience), watching (reflective observation), thinking/modeling (abstractconceptualization), and applying/doing (active experimentation). Kolb’s learning cycle has beenused in various engineering education programs such as civil2-4, mechanical4, chemical2, 3, 5,industrial6, aeronautical4, and manufacturing2, 3, 7 engineering. Thus, active experimentation likebuilding mechanical objects as visualization aids, building mechanical parts as a newmanufacturing process, and building prototypes as steps in the design process or research, is anessential part of the learning process.The success of rapid prototyping projects in engineering education, albeit using expensive 3D

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura A. Garrison, York College of Pennsylvania; Timothy J. Garrison, York College of Pennsylvania

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Division Experimentation & Lab-Oriented Studies

improvement in student learning, however it had itsown issues, the most troubling being the long waits that the students tended to encounter whentrying to get their pre-labs checked. The following is the Reflection section from the FCAR: What worked well: Needing to get the pre-labs 100% correct helped the students understand the concepts better and certainly made the post-labs drastically better. I felt that the students learned more and fewer were just going through the motions when doing the experiments. My post-lab grading time was cut to almost nothing. The field trip was great. What didn’t work as well: I spent A LOT of time checking and re-checking pre-labs and helping students. The lines were long