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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

help from a peer, tutor, or the instructor. This last difference was significant, χ2 (1, N =100) = 5.71, p = 0.017.DiscussionWhile there is no denying the benefits of writing generally, our experience shows that, at least inthe context of our study, writing does not always translate to improved performance on standardengineering exams. In the first iteration of the writing prompt we used, students wrote out thecomputational steps of an engineering problem and then evaluated the correctness of theproblem. We believed that writing out the steps of the problem and evaluating its correctnesswould concretize both procedural and conceptual knowledge and lead students to greatermetacognitive apprehension of the concepts under consideration, as well

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

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Division Experimentation & Lab-Oriented Studies

disciplinary content, or they can integrate the two in theevaluation process. One of the most critical and time-consuming elements of using writing in theclassroom is preparation by the instructor and for the students in sufficient detail such thatneither will be surprised at grading.Peer evaluation can also be incorporated. Once criteria are clear, students can become morefamiliar with those criteria and practice critical thinking skills by applying them to each other’s Page 24.1406.6work. In addition to helping students learn in multiple ways, peer critiques also provide studentswith feedback while also reducing instructor time spent dealing with

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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Division Experimentation & Lab-Oriented Studies

theentire or part of the process. The final step of the process involves students writing a short reporton their modified problem solving process and then applying the process to a new open-endedproblem in a similar topic.Initial Implementation for Sheet Metal FormingIn order to understand the effectiveness of technology enabled peer learning as well as thepotential implementation difficulties, we have developed course materials during Fall 2012semester for sheet metal processing. The prepared contents were then included in the Sophomorelevel Design and Manufacturing Processes (AME 2303) during Spring 2013. There were 45students in the AME2303 section. The students were from Mechanical and IndustrialEngineering majors. The lecture on sheet metal

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gene Hou, Old Dominion University; Feifei Zhong, Southwest Jiaotong University; Orlando M. Ayala, Old Dominion University

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Diversity

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Division Experimentation & Lab-Oriented Studies

traditional,descriptive ones. Furthermore, as new technologies continue to progress rapidly and coursecontent and laboratory instrumentation continue to evolve in order to keep pace, laboratorymanuals will also have to be revised frequently in order to stay relevant and effective. A laboratory manual revision process was developed in this study in order to supportthese new types of laboratory classes. It is a four-step process, which includes: 1) CollectingAudience Responses, 2) Scaffolding the Class Project, 3) Project Report Writing Requirementand 4) Peer-Review and Reflection. This development was carried out based upon the technicalwriting framework, as it is believed that technical writing can promote critical thinking andactive learning

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Arash Mahboobin, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

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Division Experimentation & Lab-Oriented Studies

, CA: John Wiley &Sons pp.120, 231, 247, 261Fulwiler, T. (1987a). The Journal Book. Portsmouth, NH: Boynton/Cook Publishers, 45-46Fulwiler, T. (1987b). Teaching with Writing. Upper Montclair, NJ: Boynton/Cook Publishers,37-44Gragson, D. & Hagen, J. (2010). Developing Technical Writing Skills in the Physical ChemistryLaboratory: A Progressive Approach Employing Peer Review. Journal of Chemical Education,87(1), 62-65Neuendorf, K. (2002). The Content Analysis Guidebook. Thousand Oaks, CA: Sage PublicationsNorusis, M. (2005). SPSS 14.0 statistical procedures companion. Upper Saddle River, NJ:Prentice Hall, 152, 183Olds, B. (1994). Using Draft Reviews to Improve Writing and Thinking in Engineering Classes.Proceeding of the Frontiers in

Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2013 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CAST); Richard Cliver, Rochester Institute of Technology (CAST); David S Martins, Rochester Institute of Technology

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Division Experimentation & Lab-Oriented Studies

material and be able apply theirknowledge as well as teach their peers about the subject. Conversation between groups isencouraged. In practice, peer-to-peer and group-to-group communication behavior wasfrequently observed in the course and benefited both novice and expert students. How to Succeed With This Lab: Before executing the procedure, skim-read through the whole lab handout. Skim-read through the Write Up section so you know what is expected for the lab report. Work together as a team with your lab partners to solve problems and overcome any snags (e.g. syntax issues with C, fabrication of the sensor leads, writing up an explanation of results). The number one problem students face doing this lab: Mis-wiring

Conference Session

Innovations in Laboratory Studies

Collection

2008 Annual Conference & Exposition

Authors

Ali Al-Bahi, King Abdulaziz University

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Division Experimentation & Lab-Oriented Studies

lab experience? 3. How can an engineering program introduce elements of design of experiment in the curriculum without overwhelming both students and faculty? 4. How can the students’ lab work be assessed to measure the achievement of learning objectives related to lab experience and to outcome 3.b in particular? 5. How can a faculty member assess the write-up he/she prepares and gives to the students for a design of experiment component in a lab course? 6. How can the engineering program evaluate the student’s lab experience in the curriculum and develop an action plan for further improvements?The present work aims at addressing these open-ended questions and proposes some possibleanswers.Experience of

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

David Pape, Central Michigan University

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Division Experimentation & Lab-Oriented Studies

Page 11.100.10 one. It is also generally more difficult to write. Reports are not graded by the pound. Proceedings of the American Society for Engineering Education Annual Conference & Exposition Copyright  2006, American Society for Engineering EducationAppendix B: Technical Memo Evaluation RubricAuthor: Lab Partner: Professor: Each Evaluator Should Score Each Parameter From 0 to 5Evaluation Parameter Evaluator Self Peer Prof1. Form: Is the report in memo form? Does the memo use language and vocabulary appropriate for technical writing

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Sahar Tariq, Northeastern University

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Division Experimentation & Lab-Oriented Studies

has been shown to improve lab report writing in some cases, and can boost higher levelthinking. Report writing has also been improved by using peer review and revision to target poorgrammar and spelling as well as technical issues.7 Electronic lab notebooks have been used toimprove the ability of students to analyze their data and keep track of design decisions, whichcould be particularly helpful for experimental design activities.8 Lab reports have been written ingroups, or even during lab, in order to improve both the mechanics of report writing and thequality of the results through peer interaction and modeling from the instructor.9 The majority ofthese methods concentrate heavily on the writing aspect of lab reports, but tend to spend

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

startedbrainstorming, discussing, and researching new ideas. At a faculty retreat some peer-reviewexamples were presented that could be applicable. These came from instructor resources in achemistry writing textbook.10 A presentation by Leipold at the 2015 ASEE Annual conferencecontained quite a few innovative ideas that could apply to this lab.11 See Appendix C for ahandout from that presentation with one of the author’s scribbled notes. Additionally, ideascame from a lecture / lab format for an Engineering Physics course.12, 13The resulting modifications to the course are listed here and partially described in the syllabusexcerpt found in Appendix D:1. CATME software was introduced to create teams and to administer peer reviews for teamwork for each lab

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

a common time slot suitable for collaborativeleaning in a traditional face-to-face manner. This paper is to introduce findings from availablecognitive research on supporting effective collaborative learning and present a new instructionalframework for scaffolding collaborative learning for engineering students through cyber-enabledonline discussion. Within this framework, students are assigned with a shared learning task andrequired to co-construct their understanding of the course-related learning concepts and co-solvethe assigned learning problems with their peers through online discussion. The scaffolding fromboth social and cognitive perspectives is presented to students to provide a structure of effectivecollaborative knowledge

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

advises the Society of Women Engineers student chapter and leads the students in developing and implementing yearly outreach events for the K-8 female community. She is author of many peer-reviewed conference proceeding for the ASEE Annual Meetings and the FIE meetings Page 24.940.1 c American Society for Engineering Education, 2014 NSF TUES: Transforming Undergraduate Environmental Engineering Laboratories for Sustainable Engineering using the Case Studies in the Sciences Instructional MethodAbstractMany college laboratories follow a “cookbook” approach to

Conference Session

Design of Lab Experiments II

Collection

2007 Annual Conference & Exposition

Authors

Mark Russell, University of Hertfordshire

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Division Experimentation & Lab-Oriented Studies

compares with only 69/297(~23%) that did not. The rest, 53/297 (~18%) indicated a neutral response.ConclusionLaboratory studies should be considered an integral component of any engineering curricula.They offer significant value in that they allow the students to gain both first hand and situatedknowledge of the subject domain. Two issues however are found to exist – both of which canbe countered by judicious use of technology.First the additional resource demands of laboratory studies and the attendant assessmentdemand can be offset using technology to help set, collect, mark and provide feedback.Second, the desire for students to disregard advice on how to write laboratory reports can becountered by using the learners as assessors. Peer

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

Nobuyuki Kitashoji, Kanazawa Institute of Technology; Eiichi Sentoku, Kanazawa Institute of Technology

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Division Experimentation & Lab-Oriented Studies

) Satisfied Page 11.719.13 - Conducting an experiment on the theme found in a self-directed manner was interesting. - We learned a series of experiment processes. - A poster session gave us a good opportunity to learn about the experiments of our peers. - It was a hard lesson for me, but it gave me a sense of mastery. - I acquired report writing skills. - I learned the merits of a team-based activity.(2) Not satisfied - The self-directed work was too difficult for me. - It took too much time for me to work on this course and not enough time left for studying other courses. -There was variation in grading standards among instructors. - A wider

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sohum A. Sohoni, Arizona State University, Polytechnic campus; Kerri S. Kearney, Oklahoma State University; Rebecca L. Damron, Oklahoma State University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

written in Verilog HDL, are open-source,and are freely available. To support the hardware components, a unified assembler, cycleaccurate emulator, and board interface software package is included. The software is written inJava, works on Linux, Windows, and Mac OS, is open-source, and is freely available. The PLP Page 24.87.3hardware and software components are licensed under the General Public License version 3 toencourage open access and contribution. PLP can be downloaded free of cost from its homepagehttp://plp.okstate.edu. Figure 2 shows the current homepage at the time of writing this paper. Anew homepage, hosted at http

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

currently under construction. Initially, the purpose of the website wasenvisioned as a repository of project resources, but as our research proceeded, it becameobvious that the students perceived the concept map and web tools as essential parts of theproject and their view of their personal success strategies.Overall, the basic principles implemented in the project are supported by theory based incognitive and social constructivism and the substantial body of evidence that favorscollaborative learning and the inductive approach over the traditional lecture driven,deductive teaching approach. Collaborative learning, active/inquiry learning, conceptlearning, peer learning, problem/case-based learning, low stakes quizzing, mini-lectureswith just-in

Conference Session

Mechanical and Architectural Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teodora Rutar, Seattle University; Gregory Mason, Seattle University

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Division Experimentation & Lab-Oriented Studies

Figure 4. Students are allowed onereport re-write after they receive grades. The purpose of the re-write is to reinforceunderstanding of the concepts, and hone their report writing skills. Students are provided writtenfeedback on their graded labs. LAB #1 – Pre-Lab Assignment In order to prepare for the lab #1, please make sure that you learn the following concepts before the next lab: Seebeck effect, Peltier effect, and electric motors - principles of operation. Obtain your information from textbooks and other peer reviewed publications. Page 22.434.6

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer E. LeBeau, Washington State University; Denny C. Davis, Washington State University; Noah L. Schroeder, Washington State University; Brian F. French, Washington State University ; Shane A. Brown P.E., Washington State University; Howard P. Davis, Washington State University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

describes characterization of the instrumentswithin ASSESS as well as lessons learned throughout the project’s development. In addition, twoexamples are offered to describe ways in which ASSESS may be used by the engineeringeducation community.Instrument CharacterizationOver the life of the project, a variety of instruments were identified for inclusion in the ASSESSdatabase. In the first year, instruments were identified by searching peer-reviewed journalarticles, using branching techniques from reference sections of papers and reports, andidentifying innovative projects that may have developed and employed evaluation instruments.While comprehensive, this three-pronged strategy proved to be somewhat challenging forlocating instruments. Thus, the

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

business. ALIVE provides a practical and consistentmeans of developing realistic problem solving skills in engineering and business studentsreaching a variety of learning styles.Student assessment within the ALIVE system is achieved through an authentic assessmentprocess. The process uses instructor, industry, and student/peer feedback according to the sixlevels of authentic assessment: Basic Knowledge, Inquiry, Explanation, Problem-solving,Representation of Knowledge, and Metacognition. Rubrics are developed for each evaluationsource to encourage development of skills relevant to practice throughout the curriculum. Ascoring mechanism is described to alleviate the tension in student peer assessment betweenloyalty and honesty. Though this paper

Conference Session

Division Experimentation & Lab-Oriented Studies: Best Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan W. Valvano, University of Texas - Austin; Ramesh Yerraballi, University of Texas - Austin; Chad Fulton, University of Texas - Austin

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Diversity

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Division Experimentation & Lab-Oriented Studies

question rated the simulated labs as helpful or veryhelpful in the process of learning the material. 96% felt the real-board labs were helpful or veryhelpful. Notice that these students rate physical labs much higher than videos, animations, andreading materials.Figure 8. Measure of learning effectiveness differentiated by course content.In this survey we also asked about grading of software style using peer assessment. Table 2shows that this component has room for improvement. The peer assessment was completelyredone for the Spring 2016 class.Table 2. Post-course survey for the Spring 2015 deployment when asked “Peer assessment inLabs 10, 12, or 14 provided me additional insight on writing effective code”.Strongly disagree 3.7%Disagree

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Mark Yeary, University of Oklahoma; Tian Yu, University of Oklahoma; Robert Palmer, University of Oklahoma; Mike Biggerstaff, University of Oklahoma; L. Fink, University of Oklahoma; Carolyn Ahern, Ahern and Associates

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Division Experimentation & Lab-Oriented Studies

. Page 11.52.1L. Fink, University of Oklahoma Dr. L. Dee Fink, an off-campus evaluator, is the person responsible for developing and implementing the evaluation plan, and he has an extensive background in pedagogy and assessment. Because of this expertise, Dr. Fink will be responsible for: 1.) developing and© American Society for Engineering Education, 2006 monitoring the pedagogical models being used, 2.) leading the orientation programs for both undergraduate peer teachers and the faculty members involved, to make sure they fully understand the pedagogy procedures being used, 3.) developing the evaluation plan and materials, 4.) collecting and analyzing the evaluation

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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Division Experimentation & Lab-Oriented Studies

Paper ID #8842Experimental Nanomaterials and Nanoscience - An Interdisciplinary Labo-ratory CourseProf. Hong Huang, Wright State University Dr. Huang is an associate professor at the Department of Mechanical and Materials Engineering at Wright State University. She has over 15 years of research experience in nano-structured materials for electro- chemical energy conversion systems covering lithium ion batteries, supercapacitors, and thin film solid oxide fuel cells. She is the author of over 50 peer-reviewed research publications and invited book chap- ters. She received her PhD at Delft University of Technology, The

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

needs to be compared with the number of students who actually completed the program and successfully entered the workforce or enrolled in a post-secondary STEM program.”Overall, there was evidence of a lack of consistency among participants as far as being aware ofreliable resources for data tracking. This is a potential area district administration may wish toaddress. Data about local female enrollment could be made more accessible through websites,and information about data mining is a topic of interest for professional development workshopsor teacher work days. Teachers indicated their willingness to collaborate with other teachers (94%): “I would use my peers (the female science teachers at my school) and also find women

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

undergraduateSTEM majors at the University of Pittsburgh (Pitt) to interact with young adolescents in formaland informal learning contexts and to engage with peers and faculty members around issuespertaining to K-12 education; (2) develop a state-approved, one-year Masters of Arts in Teaching(MAT) program to prepare middle grades (4-8) teachers who will specialize in mathematicsand/or science; (3) integrate issues related to sustainability across the undergraduate and teacherpreparation programs; and (4) expand our capacity for faculty in the Schools of Education, Arts& Sciences, and Engineering to collaborate on program and course design. We expectSUSTAINS will help address the need for middle grades math and science teachers bydeveloping a program to

Conference Session

Mechanical and Architectural Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K Lape, Harvey Mudd College; David L Harris, Harvey Mudd College; Matthew Joseph Keeter, Harvey Mudd College; Madeleine S Ong, Harvey Mudd College; Zachary Dodds, Harvey Mudd College

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Division Experimentation & Lab-Oriented Studies

to mechanical, chemical, electrical, andcomputer engineering, computer science, design, controls, and energy. Course goals includeexposing students to many facets of engineering and computer science to aid in major choice,developing practical technical skills relevant to subsequent projects, generating enthusiasm forfuture studies, and developing teamwork, design, presentation, and technical writing skills.Through a series of labs including drawing and 3D printing a robot chassis, soldering amicrocontroller circuit board, assembling a gear box, building sensor circuits, machining andcharacterizing hydrogen proton exchange membranes (PEM) fuel cells, C programming, andgenerating and detecting Gold codes, the students design, build, test, and

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

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Division Experimentation & Lab-Oriented Studies

analyzeunknown systems using MATLAB programming. The problem based instructional approach forthe fall 2015 term began with a series of assignments guiding the students in decomposing theproblem into components; this allowed the problem itself to become central to skill development.The flipped instructional environment challenged students to prepare for lab sessions byreviewing programming examples and completing online assessments to gain early feedbackbefore going to the lab sessions. The lab sessions were then reserved for collaborative, hands-onprogramming practice with peers and just-in-time instructor questioning and monitoring.Students were encouraged to submit periodic progress reports (i.e. design reviews) for instructorfeedback and guidance

Conference Session

Innovative Teaching Methods and Learning Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ross B Kaplan, Wentworth Institute of Technology; Timothy M Johnson P.E., Wentworth Institute of Technology; Ralf Oliver Schneider, Wentworth Institute of Technology ; Shankar Muthu Krishnan, Wentworth Institute of Technology

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Division Experimentation & Lab-Oriented Studies

units, writing programs for initializingthe sensor then controlling the requesting of data from the sensor and passing the data to thenetwork, adding a temperature application to the Chronos watch display, and writing the peer-to-peer protocol. The wireless microcontroller software flow is shown in Figure 2. Page 22.34.6Figure 2. Wireless microcontroller software flow.Industrial design aspectsIn the present project, special effort was made to include team members from differentdisciplines. One of the disciplines was Industrial Design whose practitioners give form andfunction to objects. This creative science utilizes knowledge of the arts

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

, the current approachto teaching materials science does not appeal to students studying new manufacturing processesand systems for green plastics manufacturing technology (GPMT).6-9The higher education community has strived for reforming the undergraduate STEM educationso that traditional lecture-based instructions and laboratory exercises are transferred to morestudent-centered learning formats. Innovative approaches, such as student-centered, activelearning, peer-led team learning, process-oriented-guided-inquiry-learning (POGIL), project-based learning (PBL), and other educational approaches have received increased attention withinthe educational communities.10-15Process-Oriented-Guided Inquiry-Learning (POGIL) adapts guided inquiry

Conference Session

Unique Laboratory Experiments and Programs

Collection

2006 Annual Conference & Exposition

Authors

Jed Marquart, Ohio Northern University; David Sawyers, Ohio Northern University

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Division Experimentation & Lab-Oriented Studies

• Equations required for data reduction • How data is to be presented • ReferencesAt the end of the first week students exchange lab plans, which are evaluated by their peersand returned with suggestions for improvement. Corrections and suggestions do not affectthe grade of the authors; however, if a group evaluates a lab plan which subsequently turnsout to be incomplete or incorrect, the evaluating group is penalized. While this penalty israrely invoked, it does provide motivation for students to perform a thorough review.Once a lab plan has been completed, reviewed by peers, and approved by the instructor,students have one week to perform the experiment and write a final report. At the end of thesecond week, these reports are collected and a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Don R. Gilman PE, PMP, Texas A&M University IT Project Management Office; Reza Toossi, California State University, Long Beach; Sukesh K. Aghara, University of Massachusetts, Lowell; Timothy Allen Robinson, Penn State University; Dennie L. Smith, Texas A&M University; Mehmet C. Ayar, The Scientific and Technological Council of Turkey (TUBITAK)

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

conservation methods.At Stanford University, around 100-170 students enroll per year in two courses on energy and itssustainability taught consecutive quarters. In the first course, an engineering problem-solvingapproach has been implemented to analyze the existing energy landscape and guide designs forfuture energy supply. Students complete a group project, write a report, present their finalprojects, and answer questions from their peers in the first course. In the second course, studentsexamine alternative energy processes, such as, renewables and nuclear energy, with the potentialfor low carbon intensity and environmental impact.At CSULB, 100 to 300 students enroll in the energy and environment course in every semester.Roughly 20% of students are