Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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. Page 24.984.1 c American Society for Engineering Education, 2014 Planning Grant: Developing a National Higher Education Student Unit Record Database – NSF REE Grant 1232740Project goalsRetention is the dominant metric in studying student success in engineering education and inhigher education in general, yet available national datasets do not facilitate establishing nationalbenchmarks. This project sought to build on the earlier development of a large longitudinaldataset to design a national, longitudinal, student unit-record database that would make itpossible to calculate retention and other metrics consistently. This resource would permitbenchmarking, peer comparisons, and the design of new

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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Paper ID #8617Forming a Coalition to Decrease Freshout Rampup Time in the EngineeringWorkplace: A Business Plan for an Academic, Industry, and GovernmentPartnershipDr. Steven W Villachica, Boise State University Steve Villachica is an Associate Professor of Instructional and Performance Technology (IPT) at Boise State University. His research interests focus on leveraging expertise in the workplace in ways that meet organizational missions and business goals. He is currently working on an NSF grant to increase engineer- ing faculty adoption of evidence-based instructional practices [NSF #1037808: Engineering Education

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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into STEM courses andcareers. A pilot program in its home county began in June 2013 with an intensive all-dayworkshop at Hillsborough Community College’s Brandon Campus for local and regionaleducators. Attendees were invited to submit implementation plans for a program in their schoolusing the strategies learned at the workshop and an implementation plan template provided byFLATE. This poster and paper will cover the details of the workshop content and activities andthe projects which schools and teachers have begun in order to boost their female enrollments invarious STEM programs. FLATE is particularly focused on supporting the manufacturingworkforce, and schools working in related disciplines will be highlighted.Collaborate, Encourage, Lead

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reza Curtmola, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

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Anatomy, Biology, Environmental Science, and even Spanish. Participantsreceived 20 hours of professional development credit.The program was structured into two workshop sessions. The first session, during the summer of2012, consisted of three days of hands-on instruction. It focused on several instructional topics,including (a) Overview of Cloud Services, (b) Storing and Sharing Data in the Cloud, (c) Cloudsin Education and Collaboration in and out of the Classroom, (d) Cloud-based Tools for Real-timeCollaboration, (e) Course Management using Piazza, (f) Standards-based Lesson Planning andPost-workshop Assignment, (g) Creating a Lesson Plan, and (h) Using Public Data SetsAvailable in Amazon’s Cloud. At the end of the three-day workshop

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University

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schedule, participantsworked on faculty supervised research projects for half their time, and the rest was reserved forclassroom unit plans that participants would work on developing. Different from the first year,participants were assigned management roles during the summer. Also, each participant preparednew lesson plans and classroom activities that align with the Next Generation Science Standards(NGSS). The academic year class activities from first year were debriefed and learned lessonswere generated. In this paper, we will give the details about the RET Site’s management anddiscuss our experiences from our second year with the improvements and their effects. We hopethat our shared experiences (struggles, accomplishments, mistakes, etc.) will

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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that provide opportunities fordiscovering new knowledge; (2) to mentor a diverse team of undergraduates; (3) to promotegraduate study as a future professional goal; and (4) to provide instructive and appealing learningcomponents. Undergraduates in the program attain three learning outcomes: design, conduct,and document a research experiment; function effectively on a multidisciplinary research team;and summarize both the technical and experiential aspects of the research experience. Theprogram assessment plan and initial program results are discussed in the paper. The researchteam assessed and evaluated specific performance metrics defined under each outcome, where aperformance metric represents a skill or ability that the undergraduate

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

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4 + 1 program so that qualified students could take two or three approved coursesand have them double count for the Bachelor’s and Master’s degree. This program was Page 24.1403.2successful in helping more students choose graduate school since they could get a Master’sdegree in just one year past the Bachelor’s degree, saving both time and money. However, not allstudents eligible for graduate school choose to do the 4 + 1 plan or are qualified for theaccelerated program and money is still a problem for these students. Therefore we addedgraduate scholarships (maximum of four semesters) to the S-STEM programs for students whohad graduated

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Srividya Kona Bansal, Arizona State University; Ashraf Gaffar; Randi Michelle Taylor

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-sourceweb-based tool that will guide individual or collaborating STEM educators, step-by-step,through an outcome-based education process as they define learning objectives, select content tobe covered, develop an instruction and assessment plan, and define the learning environment andcontext for their course(s). It will also contain a repository of current best pedagogical andassessment practices, and based on selections the user makes when defining the learningobjectives of the course, the IMODTM system will present options for assessment and instructionthat aligns with the type/level of student learning desired. While one of the key deliverables ofthe project is the software tool, the primary focus of this initiative is to advance the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic Institute of New York University

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several academic year follow-up activities. Section 2 provides anoverview of the project, including objectives, rationale for the intellectual focus, teacherrecruitment process, and structure of project activities. Section 3 provides illustrative examplesof teachers’ research activities and lesson plans developed by them. Section 4 provides highlightsof project assessment. Finally, Section 5 offers some concluding remarks.2. Overview Page 24.1041.2 In 2013, under an NSF-funded Research Experience for Teachers (RET) Site project, 12middle and high school teachers participated in a six-week summer workshop focused onsensors, microcontrollers

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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between reading level and written content.It is difficult for traditional, mainstream classroom approaches (e.g., lectures) to utilize morethan a few of these at any time. A benefit of the experiential, laboratory-based approach is that itenables the use of more of these principles than can be incorporated into a typical classroomsetting.(iii) PDCA Method: The problem solving methodology employed in this work was Plan-Do-Check-Act (PDCA), an approach that has been widely adopted by industry and popularized byToyota. PDCA is a legacy from quality guru W. Edwards Deming decades ago. The componentsof an A3 problem solving report are: 1. Identify the Problem [Plan] 2. Document the Current State

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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Russell et al.reviewed the past and present of construction engineering and prescribed practical changes torevitalize construction engineering education to meet future demands.6 Kelly proposed anapproach to general education for civil engineers, which showed that sustainable development isa good theme for a civil engineering program.1 Pocock et al. proposed a problem-orientedapproach to incorporating sustainable design into a construction engineering curriculum.18Wang shared the experience gained from developing and teaching a sustainability course by Page 24.459.2identifying sustainability knowledge areas, course planning, and lessons

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chiang Shih, Florida A&M University/Florida State University; William S. Oates, Florida State University

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testing of a six- McLarty component strain gage balance calibrationNote for Table 2 and 3: 1 African American, 2 Women, 3 Hispanic American, 4 International StudentsGroup Design ProjectA group design project was included as part of the REU program to expose students to openended projects within a team environment. The goals of the project included overarchingemphasis on applications in product design and management applied to robotics, aerospace, andintegration of adaptive structures. We summarize here evolution of this project over the first twoyears of the REU. Plans for year three are briefly discussed with additional details about futureplans in subsequent sections.In year 1, a design goal

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A. Adams, Mesa Community College; Mikhail Chester, Arizona State University; Kristen Parrish, Arizona State University; Thomas P. Seager, Arizona State University; Amy E. Landis, Arizona State University

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on student, faculty, and programperformance. All materials developed in the proposed TUES 2 program (courses, modules) willemploy well-known experiential learning pedagogies and build on the teams’ sustainabilityengineering educational expertise. Flexibility will be built into the stand-alone course materialsand modules to accommodate the resources of different faculty and facilitate the adoption ofthese courses across different universities. Our aim is to train students to think outside the box,connect their learning to the real world, and who are prepared to tackle the engineeringchallenges of a global economy. Specifically, through this proposal we plan to (1) create and (2

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Lisa Huettel, Duke University

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objectives and an assignment for participants. There were also 5 sessionsduring Fall 2013. Breakout groups within each session promoted interactions among subsets ofthe participants; these were critical for encouraging broad participation, with each breakoutgroup reporting back to the full VCP afterward. Pre-planned topics included (1) Introduction tothe Circuits VCP, (2) Overview of Research-based Instructional Approaches, (3) LearningObjectives and Bloom’s Taxonomy, (4) Student Motivation, (5) Teams, and (6) & (7) Makingthe Classroom More Interactive. The topics for sessions (8) and (9) were developed by our VCPcommunity during preceding weeks: (8) Simulation and Hands-On Learning, Assessing Impact;(9) Great Ideas that Flopped. In addition to

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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academic advisor toenroll. Through the class assignments, the students are asked to do items that are helpful for theirsuccess as an engineering student. The purposes of the class are to:  Graduate the student in engineering,  Develop the student professionally with subjects not taught in the classroom, and  Send the graduated student directly to graduate school full-time.The class is built on the “Guaranteed 4.0 Plan” by Donna O. Johnson.5 This system has anexcellent time management plan and teaches the students “how to learn” and how to earn andmaintain a straight “A” average. Other topics include: resumes, elevator speeches, how to work acareer fair, portfolios, the 4+1 plan, graduate school, research, career plans for 10 years

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Niaz Latif, Purdue University Calumet (College of Technology); Mohammad A. Zahraee, Purdue University Calumet (College of Technology); Aco Sikoski, Ivy Tech Community College; Branislav Rosul, College of DuPage

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4 2 2 0 3.25environments, and an ability to identify and useappropriate technical literature can be rated as,Instructor Comments:The composite score exceeds the target scorethat is set at 3.00 on the scale of 4. Hence the Number of Responses: 8course met the specified criteria and no action isneeded at this time. Table 4: Continuous Improvement Plan for NSF-ATE PLC Module 1-10, 2-10, 3-3, and 3-4Semester Impetus for Change Action and Impact By WhomSpring 1. Modularization of 1. PLC Course was divided in to four modules Faculty2012

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Jennifer Vernengo, Rowan University; Tom Merrill, Rowan University; Jennifer Kadlowec, Rowan University; Mary M. Staehle, Rowan University; Robi Polikar, Rowan University

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-relatedexperiments and course materials into the engineering curriculum, with a focus on artificial organs. Sev-eral modules are being developed and integrated throughout Rowan’s engineering curriculum, into themultidisciplinary freshman engineering course, core engineering courses, and senior electives. The mod-ules will be highly transferrable to other traditional engineering programs such as chemical, mechanicaland electrical as well as biomedical engineering programs. Our evaluation plan will examine specificlearning outcomes in core engineering areas as well as effect on retention, student attitudes, and careerchoices. This paper presents descriptions of the proposed and completed modules, and results of our as-sessment of learning outcomes to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint

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bedeveloped during the grant period. The first one of these, Geometrical Optics, is being createdand is planned to be offered in winter 2014 to a small group of students for the first time. Thecourse includes three hours of lecture and three hours of laboratory. The development of theremaining core courses is scheduled to be completed by fall 2014.c) Development of the Optics and Photonics LaboratoryIn fall 2012 the College was able to assign a dedicated room to house the Optics and PhotonicsLaboratory, which was previously located in the same room as the Electronics Laboratory. Thishas been extremely helpful in preparation for adding the new AAS PLT program which requiresmore equipment and more space. Currently the equipment in the photonics lab

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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process plan and process knowledge in machining and robotics operations. (3) A comprehensive assessment and evaluation plan will be presented, contemplating several quantitative and qualitative measurements used as feeders for necessary Page 24.421.3 calibration and adjustment of the different components of the project. Evaluation of this 1 project is guided by five foundational evaluation questions, designed to focus data collection and analysis on a) the project’s stated objectives and outcomes, b) broader

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University

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(Mathematica, MATLAB, Maple, and LabVIEW). This willprovide an opportunity for all CSET-STEM participants to learn technical skills improve theirperformance in their classes, in their jobs, and in their future careers. These activities are estimated torequire an average of about 1 hour per week.Professional Development ActivitiesIn order to enhance the educational performance and retention of CSET-STEM Scholars, the followingactivities are planned. These activities are estimated to require an average of about 2 hours per month:(a)Monthly Seminars -- All Scholars will be encouraged to attend a monthly seminar. Talks will begiven by faculty and industry guest speakers. In addition, students will share their experiences. Thisinteraction will aid the

Conference Session

NSF Grantees’ Poster Session

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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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previously described version,3 though it uses much of the same code. A screen shot ofthe VB6-based circuit editor is shown in Fig. 3.The program no longer requires that students have a copy of PowerPoint to use it, but is currentlystill limited to Windows PC’s, or other platforms running Windows emulators. Students caneasily access such machines on campus computing sites if they do not own one. A future web-based version is planned, but will require considerable additional development to implement.2.3. Web-Based Waveform Sketching Input ModuleA number of typical problem types in textbooks involve showing the student a waveform for thecurrent or voltage of a capacitor or inductor as a function of time, and asking them to sketch theother quantity (by

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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A.S.E.T/B.S.E.T Plan of Study (Supply[5]. This issue is further complicated by the fact that food and Chain Source: ISO 22006)foodstuff production and manufacturing is becoming increasingly complex and is requiring moretechnically skilled employees [6]. The U.S. Department of Labor’s Career Guide to Industries, 2008-09Edition, Food Manufacturing, stated: “Fierce competition has led food manufacturing plants to invest in technologically advanced machinery to become more productive. The new machines have been applied to tasks as varied as packaging, inspection, and inventory control, but the processing of animal products remains a labor-intensive activity that is resistant to automation efforts. As a result

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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focuses on what teachers learn from the professional education experiences in which they engage. Smith’s current research is examining the extent to which beginning teachers learn to plan lessons that build on student’s mathematical thinking and the experiences in which they engage that support that learning.Prof. Jennifer L Cartier, University of Pittsburgh Dr. Cartier joined the Department of Instruction and Learning in the School of Education at the Univer- sity of Pittsburgh as a Science Education faculty member in 2001. She has been the Principal Investigator on two longitudinal NSF-funded research projects that investigate how elementary teachers develop the capacity to design and support student engagement in

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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.  Meeting support tools, including templates and a citation for an article about using team charters and team-member preparation before the first team meeting, and templates for a meeting agenda and meeting minutes. These additional CATME tools to support teamwork were developed this year.Impact on engineering educationIn engineering education, we have had a significant impact on classroom practice in how facultymanage teams. As our report shows, in addition to the large user base from engineering, there areengineering education researchers who not only cite our work, but also do research usingCATME as a tool. Thus, we are benefiting students, faculty, and researchers as we planned. Theselection of CATME

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Kline, Western Michigan University; Betsy M. Aller, Western Michigan University; Ikhlas Abdel-Qader, Western Michigan University

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continue in graduate studies. This paper reports on program activities andoutcomes to date, will include qualitative assessment and feedback from the S-STEM Scholarsthemselves, and a quantitative comparison of the retention rate of S-STEM Scholars incomparison to other identified student groups in the College of Engineering and AppliedSciences at Western Michigan University. Plans for a future extension of this program that willconcentrate on transfer and URM students will also be presented.Introduction to the College of Engineering and Applied Sciencesat Western Michigan UniversityWestern Michigan University is a comprehensive state-sponsored regional university located inKalamazoo, MI. In the Fall Semester 2013, 19,198 undergraduate and 5,091

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles

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research methodology, bothquantitative and qualitative data were collected through our study period. The data analysis wasgrounded in in both social cognitive and situated learning frameworks and produced interestingdiscovery on how individual learners’ characteristic, the social aspects of collaborative learning,and the pedagogical components in PBL interacted to affect student learning. Particularly, socialinteraction was valued by students from all ethnical groups as the greatest motivating factor inCPBL. In this paper, the research method as well as the preliminary findings are described. Inaddition, this paper introduces a plan to redesign the pilot course (EE440) using a participatorydesign strategy based on the research results.The paper is

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Andrew Michael Heiman; Matthew Dickens, Arizona State University; Chrissy Hobson Foster, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus

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Paper ID #9985Making and Engineering: Understanding Similarities and DifferencesJames Logan Oplinger, Arizona State University I am a student at Arizona State University, studying electrical engineering. I plan on going to graduate school at ASU for the Engineering (MS) degree. After I graduate I will work in industry, but I plan on becoming an engineering professor afterwards.Mr. Andrew Michael HeimanMatthew Dickens, Arizona State University Sophmore Electrical Engineering Student at Arizona State Universities’ Honors College interested in engineering education and the entertainment industry.Ms. Christina Hobson Foster

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech; Tsu-Jae King Liu, University of California, Berkeley

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ensure that the minimum requirementsare met. In phase two, qualified applications are reviewed by the applicant’s preferred center.Each center, which has its own selection committee comprised of faculty, graduate students, andpost-doctoral researchers, reviews and ranks the applications. Then the center concludes itsreview with a short list of candidates recommended for placement. The final phase, selectionoversight, takes place when the TTE REU staff come together to review and approve the centers’selections.Evaluation and AssessmentThe TTE program has an evaluation plan that measures the success and efficacy of the REU Site.Evaluation for each cohort of TTE REU participants occurs in two stages: formative andsummative. The formative evaluation

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology

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, and six-years later (i.e. graduation) for matriculantsto the disciplines as well as all students in the major including first time in college (FTIC) andtransfers. The impact of first year engineering (FYE) programs is also considered. We focus onthe large fields of mechanical, electrical, and computer engineering, that have few women andthe smaller fields of chemical, biomedical, and industrial engineering that attract morewomen. In the supplement approved in 2013, we extended this work to also include CivilEngineering and Aerospace Engineering.Major activitiesSince September 1, 2012, the project team has been productive working together well andmaking progress on all planned tasks from the proposal. PI Susan Lord, CoPI Matt Ohland andsenior

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

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

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Reinforcement-learning Traffic Simulation Add-on Module (SMART SAM). He was also one of the key developers of the dilemma zone protection Detection Control System (D-CS) that was selected as one of the seven top research innovations and findings in the state of Texas for the year 2002. Dr. Abbas served as the chair of the Institute of Transportation Engineers (ITE) traffic engineering council committee on ”survey of the state of the practice on traffic responsive plan selection control.” He is also a member of the Transportation Research Board (TRB) Traffic Signal Systems committee, Artificial Intel- ligence and Advanced Computing Applications committee, and the joint subcommittee on Intersection. In addition, he is