Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2010 Annual Conference & Exposition

Authors

Anna Pereira, Michigan Technological University; Michele Miller, Michigan Technological University; Margot Hutchins, Michigan Technological Universtiy; William Helton, Michigan Technological University; Chris VanArsdale, Michigan Technological University; Leonard Bohmann, Michigan Technological University

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Division Experimentation & Lab-Oriented Studies

anothersupervised all electrical engineering tasks. For the mechanical engineering task, the labinstructor was the female and for the electrical engineering task the instructor was male. The labinstructor was intentionally preoccupied with work, but stated they were available for questions.Typically, the lab assistant would only become involved if the student asked a question. Page 15.859.2 Figure 1: Mechanical Engineering Study Flow Chart Figure 2: Electrical Engineering Study Flow ChartPage 15.859.3However, if the student detoured significantly from the lab procedures the lab assistantintervened. The students were not given any preparation

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tina Hudson, Rose-Hulman Institute of Technology; Shannon M. Sipes, Rose-Hulman Institute of Technology

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in Fig. 1. The circuit thatthe students are intending to test, called a device-under-test (DUT – A in Fig. 1), is inserted into atest board, called the device-interface-board (DIB – B in Fig. 1). Depending on the lab, the DUTwill be a comparator, a DAC, or an ADC. The DIB contains circuits that will allow the DUT to beplaced into different configurations for different specification tests (e.g. input bias current, offsetvoltage, linearity, propagation delay, etc.). The DIB circuits may be as simple as load structures(output resistors and/or capacitors) or input resistors to gain up input current measurements, or ascomplicated as negative feedback servo-loops to force the device into a known state. Relays areactivated to change the DIB

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

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certification track willreplace the current elementary track (K-6) and overlap with the existing secondary track (7-12).Camblin reminds us that “the middle grades, those enrolling 10- to 14-year-old students, have animportant relationship to college access.1 The middle grades are when students, families, andschool personnel begin to address career aspirations, academic preparation, and collegeinformation.” The Commonwealth’s new emphasis on highly qualified middle grades teachersprovides a unique opportunity to impact children at a crucial time in their formal educationexperience.2In our project, we are aiming to (1) develop a program (SUSTAINS, STEM UndergraduateStudents Teaching Adolescents Innovation and Sustainability) that will allow

Conference Session

Laboratory Experiences with Signal Processing and Controls

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Constans, Rowan University; Mariaeugenia Salas Acosta; Krishan Kumar Bhatia, Rowan University; Hong Zhang, Rowan University; Jennifer Kadlowec, Rowan University

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Division Experimentation & Lab-Oriented Studies

semesters. The work is designed to test two hypotheses: 1. A long-term design project that integrates knowledge from multiple courses strengthens student knowledge retention. 2. A large-scale design project requiring tools from many courses improves student problem-solving and design skills.By integrating five semesters of the mechanical engineering curriculum into a cohesive whole,this project has the potential to transform the way undergraduate education is delivered. Beforeand after testing is being conducted to assess: a) Change in retention between courses and b)Change in student problem-solving and design skills.Students at Rowan University have built almost all of the “hardware” for the HPT (air engine,planetary gearset

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G. Belu, Drexel University (Tech.)

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machine tools. During the project’s second year we arein progress of developing, implementing and testing the some of the following: (1) Advance Knowledge of How Cognitive Learning Develops in Tele-presence System, investigating how students perceive, process, and learn while working with the developed learning systems (tutorials, learning modules and lab activities). (2) Development of an Agent-based Tutor & Simulator System (ATSS), with an embedded- intelligence and knowledge base to guide and support students in remote operations within the safety and functional boundaries of the equipment. Its main function is to aid remote users in lieu of the teacher’s absence through the graphical projection of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

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whileimproving the transfer of core knowledgein science, technology, engineering andmath (STEM) courses. The EFFECTframework is presented in Figure 1.EFFECTs are based on a driving questionwhere students consider fundamentalconcepts in the context of a realisticproblem. In the first EFFECT session(class period), students complete adecision worksheet, individually and thenin groups, and provide an initial answer tothe driving question. This first session isfollowed with multiple active learningsessions that are designed to enhance thestudent’s core knowledge, stimulatecritical thinking, and hone their estimationabilities. Active learning modules integrate

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Craig J. Kief, COSMIAC at UNM; Bassam H. Matar, Chandler Gilbert Community College

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the lessonslearned, the summer outreach activity happened at partner institutions, and finally, theundergraduate research experience. I. IntroductionProgrammable Logic Devices in general and FPGA-based re-programmable logic design becamemore attractive as a design media during the last decade, and as a result, industrial use of FPGAin digital logic design is increasing rapidly. Considering the following technology trend inindustry, the need for highly qualified logic designers with FPGA expertise is increasing rapidly.According to the United States Department of Labor, the job outlook is on the rise and willcontinue to expand for at least the short- to medium-term future [1]. To respond to the industryneeds for FPGA design skills

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steve C. Hsiung, Old Dominion University; John M. Ritz, Old Dominion University; Ece Yaprak, Wayne State University; Thomas B. Stout, Tidewater Community College; Richard L. Jones, Old Dominion University

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curriculum modules and laboratorymodules to teach microcontroller concepts. During the second year 60 faculty throughout theU.S. were taught microcontroller/embedded system concepts and exercised hands-on laboratoryexperiment activities using distance learning technologies. Feedback has been favorable. Duringyear three an additional group of faculty will be taught these concepts and an academiccommunity with common interest of embedded system design will be built, bringing the totalfaculty trained to 120.Goals of the Project To accomplish this statement of work, there are four guiding goals that include:1. Create a teaching platform with supporting instructional and hands-on laboratory modules to teach microcontroller concepts and activities

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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other educators who are interested in adopting CPBL-beyond-Classroom to redesign their courses based on the learning needs of their own students. A. IntroductionThe ability to solve real-world problems and design systems or components under realisticconstraints are essential to engineering and computer science graduates, as both mandated byABET and highly valued in professional practice. To help students develop such valuable skills,project-based learning (PBL) has been considered as a useful pedagogy by many engineering/CSeducators. However, it is also recognized that PBL may not always function if not designed andintegrated in the curriculum appropriately [1-4]. This challenge magnifies at commuter campuseswhere students having difficulty

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

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abilities are lesssatisfied with their ethics education might seem obvious to many experienced engineering ethicseducators, the reality that this finding reflects a national situation after significant large-scaleefforts to improve engineering ethics education over the past 20 years calls for focused attentionand a significant shift in pedagogy. Our research team, consisting of scholars from Engineering(Biomedical, Electrical, Materials, and Engineering Education), Communication, andPhilosophy, has taken on this national education challenge in engineering ethics.The following additional observations come from recent literature on engineering ethicseducation: 1. There is a growing call for ethics training across engineering disciplines from

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Jinlee Kim P.E., California State University Long Beach

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experience.IntroductionThe growing need for professionals with specific training in sustainable building practices willincrease significantly over the next decade as the importance of accelerating sustainability in abuilt environment has been well recognized all over the world. Thus, undergraduate studentsneed to advance their career and maintain their competitive edge with training in the greenbuilding areas. Many schools, with undergraduate engineering programs in many disciplines,attempt to include environmental sustainability and sustainable design in their curricula.5 Thechallenges and opportunities are laid out in construction engineering management disciplines asto how to incorporate sustainability practices into their educational formation.1, 5, 6, 9

Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harry Courtney Powell, University of Virginia; Joanne Bechta Dugan, University of Virginia

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Division Experimentation & Lab-Oriented Studies

Page 24.470.2overlap with each other. Furthermore we have designed low cost hardware based on industry-standard components that enables students to own virtually all of the required course material.This encourages experimentation outside of the traditional laboratory environment, especiallysince students have 24/7 access to the laboratory space and equipment. Figure 1. Students working and learning in the labThe class is structured with a weekly assignment which consists of 2 components: an in-labexperiment and a larger project. The Monday lecture reviews last week’s experiment and project,typically beginning with a brief on-line quiz aimed at a summary assessment of the previousweek's activities. This provides us

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

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during the first three years (2009-2011) indicate that significant barriers toretention continue to exist for students enrolled in the program. Student achievement datashowed that the rate (52%) at which students were unsuccessful (final course grade of W, D or F)in distance delivered sections of Calculus I was not only alarmingly high, but was also nearlydouble the rate (28%) for students in traditionally taught (face-to-face) sections. Moreover, onuniversity administered end-of-course student evaluations, distance sections scoredapproximately one full point lower (on a scale of 1-poor to 6-excellent) than traditionally taughtsections in ratings of instructor effectiveness (4.10 distance | 4.91 traditional) and overall coursequality (3.96

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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equipment. They expand on thecase study concept by including skills-based problems that can be used in place of traditionalhomework problems but written in the context of the real-world environment, as well asadditional design problems based on design methods and actual solutions at real facilities. Thispaper will highlight the final version of the Engaged material. This will include key points of theassessment data and focus group results obtained since last year. A secondary purpose of thepaper will be to discuss how this Phase 2 research has spawned several other pedagogicalresearch questions (i.e. possible new Phase 1 research). Three specific areas will be highlighted:1) a compare and contrast study of engagement and motivation in engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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position as the world’s largest exporter for foodproducts, or foodstuffs, for over 50 years[1]. Ivy Tech Community College and Purdue UniversityCollege of Technology recognize that the food and foodstuff supply chain consists of industries thatutilize raw material crops in rapidly value-added, markets such as food, feed and non-food (alternativeenergy) production [2]. The variety of the supply chain is a crucial characteristic to maintainingsustainability through value in commodities and processing industries [3]. However, the supply chain isan increasingly complex field with a critical need for trained engineering technicians. The proposedprogram provides a comprehensive and streamlined approach for students seeking to understand the entirefood

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

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integration is defined to be the blendingof science, technology, engineering, and mathematics content and context into one learningenvironment for the purpose of (1) deepening student understanding of each discipline bycontextualizing concepts, (2) broadening student understanding of STEM disciplines throughexposure to socially and culturally relevant STEM contexts, and (3) increasing interest in STEMdisciplines to broaden the pipeline of students entering the STEM fields5.High quality STEM integration has been identified to have the following six characteristics4.First, the context must be both motivating and engaging so students develop personalconnections to the activities6-8. Second, students must actively engage in an engineering designchallenge

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Vernengo, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University; Johannes Strobel, Texas A&M University

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theworld.1. INTRODUCTION Biomaterials have received considerable attention over the past 30 years. A biomaterialhas been defined as a material intended to interface with a biological system to evaluate,augment, or replace any tissue organ or function in the body 1, 2. Therefore, the field ofbiomaterials encompasses the study of materials science, medicine, and biology. Biomaterialsare a large portion of the healthcare market and represent a 9 billion dollar per year industry 3. Itis estimated that over 11 million people have implants utilizing engineered biomaterials 4. Still,more recent advances in the field have focused on designing materials that help to repair tissue,not just replace it. These biomaterials, referred to as tissue

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona Sate University; Richard A. Hall Jr., Cochise College; Phil Blake McBride, Eastern Arizona College; Rakesh Pangasa, Arizona Western College; Clark Henson Vangilder, Central Arizona College; Russell Cox, Mohave Community College; Thomas R. Palmer, Eastern Arizona College

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APPOINTMENTS 2012-Present Resident Faculty, Mohave Community College, Kingman, Arizona 2011- 2012 Instructor, Baker College of Muskegon, Muskegon, Michigan 2004-2011 Research/Teaching Assis- tant, Marquette University, Milwaukee, Wisconsin 2002-2004 Tutor, Iowa State University Academic Success Center, Ames, Iowa c American Society for Engineering Education, 2014 Paper ID #10038 RECENT PUBLICATIONS • Russell Cox, Fabien Josse, Stephen Heinrich, Isabelle Dufour, Oliver Brand, ”Characteristics of Laterally Vibrating Resonant Microcantilevers in Viscous Liquid Media”, Jour- nal of Applied Physics, 111 (1

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

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how the social context of largeengineering courses may create a deep need for supporting relatedness.Background and MotivationMotivated students learn more and retain knowledge longer,1 so how can instructors improvestudents’ motivation to learn in their courses? Self Determination Theory (SDT) provides atheoretical framework of motivation that can be applied in a classroom context.2 SDT asserts thata person’s intrinsic motivation to learn can be fostered by meeting three psychological needs:autonomy, competence, and relatedness.2 Autonomy refers to a sense that people control theirown choices, and they can exercise their freedom of choice to proceed in whatever way they seeas best. Competence refers to a sense that an individual has the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David E. Schaad, Duke University; Michael M. Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

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, and enhancing virtual reality.1 These challenges are complex, multiplydetermined, and fraught with social and personal complications. As such, solving them willrequire engineers who combine both technical training and other skills (e.g., ability to work ingroups, communication, etc.).2 Such complementary skills are often difficult to develop in thecourse of traditional engineering education, which often presents technical problems in abstractand stylized form without connection to real-world applications. Such education works for manyengineers, but it risks missing those students who could be engaged by the opportunity to addressproblems of fundamental import.Here, we describe a framework for integrating the NAE GC program into engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian J. Skromme, Arizona State University; Paul Rayes, Arizona State University; Bing Cheng; Brian McNamara; Aaron S. Gibson; Angela Barrus, Arizona State University; John M. Quick; Robert Kenneth Atkinson, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University

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standarddeviations.1. IntroductionIntroductory linear circuit analysis is a very widely taught and important foundational class forbeginning electrical engineers, and is also taught to a large number of other engineering majorsas their primary introduction to electrical engineering. For example, at Arizona State University(ASU) we teach such a course (EEE 202) to over 600 students a year, typically in 11 sections.Many students struggle with this class, often due to a lack of detailed, rapid feedback andcorrection on their work, insufficient use of active learning strategies, and in our opinion, aninsufficient systematization of and emphasis on the numerous principles that are necessary tosolve a variety of problems successfully. One potentially very useful

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller

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recent experiences in designing and implementing a ResearchExperiences for Undergraduates (REU) site sponsored by the National Science Foundation(NSF). Faculty at California Polytechnic State University (Cal Poly), San Luis Obispo recentlyestablished the Global Waste Research Institute (GWRI), which provides unique opportunitiesfor undergraduate students to participate in the advancement of fundamental engineering andscientific research. The GWRI provides the focal point of the REU program. The program,currently in its second year, supports ten students over a 10-week period during the summer.Faculty and graduate students serve as research mentors. The principal objectives of theprogram are: (1) to engage undergraduate participants on projects

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hong Huang, Wright State University; Steven R. Higgins, Department of Chemistry, Wright State University; Aaron Joseph Blake, Wright State University, Department of Mechanical and Materials Engineering; Jason Allen Deibel, Wright State University; Ioana Sizemore, Wright State University, Department of Chemistry

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Laboratory Course1. IntroductionNanomaterials, nanotechnology and nanoscience play a key role in the advancement of moderntechnologies in sensors, medicine, renewable energies, and more. Globally, governments andindustries have made significant investments in this field both intellectually and economically. Inthe United States, federal funding agencies have invested tens of billions of dollars on R&D andcommercialization of nano-products as well as understanding of the social environmentalimpacts.1 The National Science Foundation (NSF) projected that the nanotechnology sector willemploy 6 million workers by 2020 and over 80% of the jobs will require trained workforces innanoscience and nanotechnology.2 To meet the projected future demand, it

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khaled Sobhan, Florida Atlantic University; Edgar An, Florida Atlantic University; Ryne A. Sherman; Nancy Romance, Florida Atlantic university ; Nicolas A. Brown, Florida Atlantic University

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Division Experimentation & Lab-Oriented Studies

technologicalworkforce. According to the budget data published by the National Science Foundation, theDirectorate of Education and Human Resources alone has funded in excess of $28 billion towardreforming STEM education during the 60-year span from 1951 to 2011 [8]. This sustained effortled to the development and dissemination of several research-based pedagogies which advocatethat transforming the instructional method from a traditional unidirectional transmission style(passive mode) to a more interactive student-centered style (facilitative mode) is linked toimproved learning [1-5]. However, these reform efforts continue to have only marginal impact onengineering instruction because there has not been any wide scale acceptance and/or adoption ofthese

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University

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researchquestions for this stage of the study are: 1. What are the different types of feedback coaches provide and what characteristics distinguish the different types of feedback? 2. What is the relationship between coach feedback and the development of the experimental models and strategies students apply as they work to complete the assigned task?FeedbackFeedback is an essential tool used by instructors to close the gap between current performanceand desired performance. In education, it takes many forms, including interactions both insideand outside the classroom. Feedback inside the classroom has been found to have a strongconnection to student performance and learning.4 Additionally, the importance of office hourshas been identified and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville (TAMUK); Selahattin Ozcelik, Texas A&M University, Kingsville; Nuri Yilmazer, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville

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design competition simulated a-posteriori forest region, shownin Fig. 1, with obstacles, shown in Fig. 2, recently affected by a wildfire. The autonomous andself-contained robots were expected to successfully navigate through the simulated area andretrieve the pre-defined objects representing soil samples and return to the designated startinglocation. The 8’x8’ competition platform was constructed of medium density fiberboard. Theface of the surface was painted with White Rust-Oleum ® 1990. The obstacles included 2”wooden dowels used to simulate downed trees, shown in Fig. 2-a, 4” x 4” x 12” high lumber postsections that replicate standing trees, shown in Fig. 2-b, and standard gallon sized paint cans thatsimulate boulders, shown in Fig. 2-c

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University

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work together to decrease rampup time to competentperformance in the engineering workplace. Initial academic coalition members could includeengineering colleges of Boise State University and two or three engineering colleges from otheruniversities.1 The initial academic members would recruit industry members to the coalition.The coalition itself would work much like an engineering research center. Where existing centersengineer new, emerging technologies that transform technologies and the economy, the proposedcoalition would work to transform the transition that engineers make from the university to theworkplace. Proposed revenue streams would include monies from:  Membership fees.  Shared research in areas of mutual interest in

Conference Session

Laboratory Experiences with Signal Processing and Controls

Collection

2014 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G. Belu, Drexel University (Tech.)

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Division Experimentation & Lab-Oriented Studies

weak and prone to wrinkles. The web at Sponsoring Company is 12 feet wide and is thousands of feet long (Figure 1). The web goes through various processes that at times introduce wrinkle defects. The industrial partner is sponsoring this project in order to better understand managing wrinkle defects and also to find an automated solution to wrinkle detection. The proposed solution is considered to be fully implemented by the company. The challenge is to develop a non-intrusive system to capture wrinkles before they are formed and respond to them thus preventing defects. Students re required also to develop a lab-scaled prototype system as proof of concept. This proof-of-concept serves as educational laboratory setting to be used as lab

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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cost effectiveness issues due to the recent economic crisis. Manufacturingcompanies are cautious about sustainable workforce, particularly in equipment operation. Theworkers’ faulty operations could cause significant damage of the facilities and personal injuriesand safety hazards. Therefore, the intensive, informative and 24 hour access learning andtraining tools are demanded. This is a collaborative project between IMSE department and MEdepartment to significantly enhance effectiveness in cyber based learning. This collaboration isto address the fundamental, yet challenging problem in manufacturing education: (1) How toimprove teaching and learning effectiveness in online course and facility oriented learning andtraining; (2) How to better

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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. Introduction and OverviewLearning in the Transportation Engineering field requires thorough content knowledge and asound conceptual understanding of applied engineering principles. Delivery of course contentneeds to utilize a platform for creative instructional activities that can capture and maintainstudents’ attention towards the course objectives. Computer-based educational games can bemodeled to deliver specific learning objectives and supplement adaptive learning, role-play, andsimulations [1]. Previous research concluded that the introduction of a game into a course canmotivate students toward understanding the course material [2]. Well-crafted games can transferknowledge in an efficient way and help students understand the concepts better, as