Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Frary, Boise State University

Tagged Divisions

Materials

Understanding These Four Types of Mistakes Can Help Us Learn’ [21]. Write a short summary of each of the four kinds of mistakes. Which kind(s) do you make most often? Which kind do you think you are most likely to make it MSE 308?” ● As part of their weekly homework in week 9, students were asked, “Review the article ‘Why a Growth Mindset is Essential For Learning’ [22]. Which parts of the article resonate with you? Why? Has you approach to learning evolved in MSE 308 toward more of a growth mindset? Do you have ideas for things to try over the rest of the semester (or in future classes)?” ● As part of their weekly homework in week 13, students were asked, “Read the article ‘Forget Talent’ [23]. Which

Conference Session

Materials Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tristan M. Ericson, York College of Pennsylvania; Stephen N. Kuchnicki, York College of Pennsylvania

Tagged Divisions

Materials

balance between directing students to the best research path and letting them take ownership over the project.References 1. G. D. Kuh, High-impact educational practices: what they are, who has access to them, and why they matter. Association of American Colleges and Universities, Washington, DC, 2008. 2. S. H. Russell, M.P. Hancock, and J. McCullough, “The pipeline: Benefits of undergraduate research experiences,” Science, vol. 316, pp. 548-549, Apr. 2007. 3. R. S. Hathaway, B. A. Nagda, and S. R. Gregerman, “The Relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study,” Journal of College Student Development, vol. 43, no. 5, pp. 614–631, 2002. 4

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bilal Mansoor, Texas A&M University at Qatar; Mustapha Jamal Makki, Texas A&M University at Qatar; Dena Al-Thani, Hamad bin Khalifa University

Tagged Divisions

Materials

. 2, no. 4, pp. 1–17, Oct. 1997.[2] R. B. Guay, “Purdue Spatial Visualization Test: Rotations,” 1977.[3] M. Jou and J. Wang, “Investigation of effects of virtual reality environments on learning performance of technical skills,” Comput. Human Behav., vol. 29, no. 2, pp. 433–438, 2013.[4] S. Gregory et al., “Virtual worlds in Australian and New Zealand higher education: Remembering the past, Understanding the present and imagining the future,” 30th Annu. Conf. Aust. Soc. Comput. Learn. Tert. Educ. ASCILITE 2013, no. December, pp. 312–324, 2013.[5] A.-H. G. Abulrub, A. Attridge, and M. A. Williams, “Virtual Reality in Engineering Education: The Future of Creative Learning,” Glob. Eng. Educ. Conf., pp. 751

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert A Heard, Carnegie Mellon University; Christiaan Job Nieman, Universidad de los Andes

Tagged Divisions

Materials

Based Learning (PBL) with thecaveat that individual students define their own problem and work toward their own goal(s) inthe studio.Studio learning outside of engineering (art/design, architecture, drama, etc.) is often focused onteaching procedural skills (e.g., specific techniques, approaches, tools, and media) usingconcepts and ideas to establish the conditions, examples, and inspirations that spark creativityand exploration. Applying this to engineering subject matter requires a different approach where,in studio learning, Dinham considers a distinction between the educator as “controller-of-information” versus as “orchestrator”[8]. Taking lead from Dinham’s general recommendations,the following guidelines listed by the Eberly Center were

Conference Session

Materials Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ping Zhao, University of Minnesota Duluth; Hongyan Liu, Colorado School of Mines; PS Dhanasekaran, University of Minnesota Duluth

Tagged Divisions

Materials

ability toapply fundamental principles into the experimental studies, understand the aspects of thematerials, and recognize the applications of the materials in engineering fields. At the end of thesemester of Fall 2017, a questionnaire was handed out in class to assess the learningeffectiveness. Four questions related to the experimental studies are: 1. Do you agree that the lab is a good way to learn and reinforce the fundamental concepts of the materials? a. Strongly agree b. Agree c. Neutral d. Disagree e. Strongly disagree 2. Which of the following has been the best source(s) for you to learn the course materials? a. Lectures b. Homework c. Labs d. Midterm exam e. Examples 3. Which

Conference Session

Materials Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Spencer Seung-hyun Kim, Rochester Institute of Technology (CAST)

Tagged Divisions

Materials

m-POGIL-based laboratory is tomove away from the more “cookbook” structured lab, where students are typically told stepwisewhat to do in order to collect certain data and to conclude the experimental work. Then, studentsperform the lab experiment within the groups by desirable criteria for the m-POGIL lab-activity.The key desirable criteria for the m-POGIL lab activity are: 1. Making agreements, roles, and responsibilities, as a team-contract, for the teamwork. 2. Requiring generating experimental goal(s) and producing the outcomes. 3. Promoting active decision-making within the group. 4. Evaluating the individual and group performance. 5. Encouraging students to develop questions/or problems for further

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

interviews with the PI inthe fall and spring. The PI initially places the prospective REU students with a university facultymember. Each student then interviews with the research faculty member selected by the PI.These additional interviews ensure a proper fit within the research lab, advise the studentregarding the project research topic(s) and confirms to both the faculty member and the PI thatthe student has the potential to conduct the assigned research project successfully. The REUofficially begins in late May with a kick-off meeting and concludes in mid-August with a formalposter presentation and program. Student REU student research abstracts for 2016 and 2017 areprovided in Appendix 1. Archived files of the 2016 and 2017 REU Poster

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiao Zhang, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois, Urbana-Champaign; Andrew Ferguson, University of Illinois, Urbana-Champaign; Pascal Bellon, University of Illinois, Urbana-Champaign; Timothy Bretl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Jessica A. Krogstad, University of Illinois, Urbana-Champaign; Robert Maass, University of Illinois, Urbana-Champaign; Cecilia Leal, University of Illinois, Urbana-Champaign; Dallas R. Trinkle , University of Illinois, Urbana-Champaign; Jian Ku Shang, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Materials

Engineering at the University of Illinois at Urbana-Champaign as part of the Strategic In-structional Initiatives Program (SIIP), by a National Science Foundation (NSF) CAREER Awardto A.L.F. (Grant No. DMR-1350008), by a NSF CAREER Award to J.A.K (Grant No. 1654182),by a NSF CAREER Award to C.L. (Grant No. 1554435), by a NSF CAREER Award to R.M.(Grant No. 1654065), and by a NSF CAREER Award to A.S. (Grant No. DMR-1555153). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the NSF.References [1] K. Thornton, S. Nola, R. E. Garcia, M. Asta, and G. B. Olson, “Computational materials science and engineer- ing education: A survey of trends and needs

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University, West Lafayette (Network for Computational Nanotechnology); William Ashwin Wheeler, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois at Urbana-Champaign

Tagged Divisions

Materials

Conference Session

Materials Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Materials

Development, Boston, Elsevier, 2016.9 Klotz, Leidy, et al., Sustainability as a Route to Broadening Participation in Engineering JEE103.1 : 137–153 (1/2014)10 Vanderburg, Willem H., et al., How Well Is Engineering Education Incorporating SocietalIssues? JEE 83.4 : 357–361 (10/1994)11 K. Smith, S. Sheppard, D. Johnson, and R. Johnson, Pedagogies of Engagement: Classroom-Based Practices, Journal of Engineering Education, January 2005, pp. 1-1512 D. Melton, Stacking Entrepreneurially Minded Learning Alongside Other Pedagogies,KEENZine Intrepreneurship Edition, Kern Family Foundation, at website:http://online.fliphtml5.com/zyet/hofr/#p=713 Website: https://engineeringunleashed.com/Mindset-Matters/Framework.aspx

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Materials

implemented muddiestpoints as a feedback mechanism.Muddiest points first entered the pedagogical toolbox in the late 1980’s through publications byMosteller [3,4] and Cross and Angelo [5]. Since then, their documented use and the study oftheir impacts has grown. It has only been in the last decade or so that significant interest hasappeared in the engineering education literature, however. Krause et al. [6] presented apedagogical toolkit including the use of muddiest points for improving the teaching of materialsscience. Carberry et al. [7] summarized results from studies of the implementation of muddiestpoints in several settings including chemistry and engineering. Researchers have correlated useof muddiest point-inspired explanatory materials with

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bre Przestrzelski, University of San Diego; Elizabeth A. Reddy, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Materials

habits.These students did not produce much non-recyclable trash in the assigned week, but for fear ofnot completing the assignment, filled the bag with items they might normally recycle, thusengendering greater emphasis be placed on recycling in class than might have been necessaryhad the instructions been clearer. Examples of such responses are: The trash collected is not an accurate account of an individual[’]s waste. For instance I cook with a lot of fresh meat and vegetables, I had to leave out almost all of my trash (fat from steak trimmings, the base from lettuce heads, lots of egg shells, pineapple...). The only trash I was able to bring in was trash I would of put into the recycling if I didn't have this assignment. Maybe the