Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isaac L. Howard P.E., Mississippi State University; Braden T. Smith, Mississippi State University

Tagged Divisions

Materials

or concerns. 6. I learned a great deal in this class. 7. The presentation of course content helped me to learn this class. 8. The tests were fair. 9. The tests reflected material presented in lecture and/or assigned reading. 10. Tests and/or assignments were graded in a reasonable period of time. 11. I would recommend this instructor to other students if they wanted to learn this subject. 12. The lecturer for the course also taught this lab. 13. The lab sessions related to the lectures and improved my understanding. 14. The lab sessions were properly supervised for safety. 15. The lab instructor provided assistance when needed. 16. The lab instructions

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Louis Nadelson, Utah State University; Rick Ubic, Boise State University

Tagged Divisions

Materials

, performing literature reviews and citing references, and presenting the results ofresearch. The teachers also appreciated learning about Materials Science and Engineering, andplanned to incorporate content from this discipline into their classes.The teachers also appreciated the opportunity to work alongside of undergraduate students andbe able to interact with and get the honest opinions of individuals who were high school studentsuntil relatively recently. Participant 2 explained: I really enjoyed working with undergrad students because I worked closely with two and in the lab with about four and then in the offices with several more. It’s really interesting to see what they are reflecting on. Being a high school teacher they’re

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Suzanne Lane, Massachusetts Institute of Technology; Andreas Karatsolis, Massachusetts Institute of Technology; Donald R. Sadoway, Massachusetts Institute of Technology

Tagged Divisions

Materials

suggests that much of thisknowledge is not taught explicitly, nor are students usually taught how to perform this complexintegration. Recent research in knowledge transfer also suggests that making explicit therelationship between a discipline’s ways of knowing and its central genres can help studentsrecognize when they can connect knowledge learned in one context to a new context, or adapt itfor a new purpose.8 Making key concepts visible and helping students to reflect on theapplication of those concepts in multiple contexts has also been shown to aid knowledge transferamong college students writing in different disciplines.9The implications of making disciplinary concepts and relationships explicit, either through theintroduction of “threshold

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lessa Grunenfelder, University of Southern California

Tagged Divisions

Materials

planar density calculationDetermine the expected diffraction angle for the Check for understanding: Demonstratefirst order reflection of the (111) set of planes in understanding of diffraction calculations andcopper, and locate the corresponding peak in the ability to perform relevant calculationsdiffraction patternLab 4: Molecular weight of polymersStudents completed this lab as their first introduction to the ideas of number and weight averagemolecular weight, there was no preparatory lecture or video. Following the lab, the concepts wereapplied to real polymeric materials and expanded upon in lecture.Supplies • Bags of 100 paper clips • Scales • Worksheet describing number and weight average molecular weight

Conference Session

Introduction to Materials Courses

Collection

2009 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Materials

Conference Session

Materials Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Kelter, Northwestern University; Jonathan Daniel Emery, Northwestern University; Uri Wilensky, Northwestern University

Tagged Divisions

Materials

of diffusion better, but thecurrent curriculum structure and learning activities leave room for improvement in helpingstudents understand the connection between all the representations of diffusion.5. AcknowledgementsThis work was made possible through generous support from the National Science Foundation(grants CNS-1138461, CNS-1441041, DRL-1020101, DRL-1640201 and DRL-1842374) andthe Spencer Foundation (Award #201600069). Any opinions, findings, or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of thefunding organizations.6. References[1] R. G. Christianson and K. M. Fisher, “Comparison of student learning about diffusion and osmosis in constructivist and traditional

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Materials

and considering student learning styles in developing effective teachingstrategies25-37. We used the Felder/Soloman ILS to understand student-learning styles in ourmaterials engineering course. The ILS evaluates four dimensions: active-reflective, sensing-intuitive, visual-verbal, and sequential-global; and the reliability and validity of the instrumenthas been investigated30,39,40. While the ILS may or may not be a perfect instrument, it iscertainly widely used to investigate student-learning styles and much research work has includedstudent data obtained from the ILS28-38. Felder and Spurlin suggest two principal applications forthe ILS39. “The first use is to provide guidance to instructors on the diversity of learning styleswithin their

Conference Session

Materials Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bartlett Michael Sheinberg, Houston Community Collelge; Amanda Smith Hackler, STEM Evaluations and Educational Consulting Services, LLC

Tagged Topics

Diversity

Tagged Divisions

Materials

Remarks d. Forward Work and Evaluator Conclusions 4. Conclusion 5. References 6. Appendix 1 Listing of Student Research Abstracts 7. Appendix 2 Program Evaluation Survey InstrumentsThe West Houston Science and Engineering Center The West Houston Center for Science & Engineering (WHC) is part of the HoustonCommunity College District (HCC), a designated Hispanic Serving Institution (HSI), with anannual enrolment of 114,000, across a 630 square mile district service area [1]. For fall 2016,58% of the students were female, and the racial and ethnic demographics reflected 15% Asian,30% Black, 37% Hispanic and 14% White. In general, about 10% of the semester credit hourstudent population is