Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kendra A. Erk, Purdue University; Jerome Jamal Nash, Purdue University; Hannah K. Woods, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Materials

Same 5 areas of emphasis as Group A. by external forces 3. The types of bonding in polymericPre-lab Followed by completion of a worksheet by each materials (i.e., strong covalent bondslecture student that involved sketching, developing a within chains and weak van der Waals hypothesis, and proposing a plan to test the forces between chains) hypothesis. (Appendix D) 4. How chain alignment can increase

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

participants found this experience emotionallyrewarding as well. Participant 4 felt, “everything coming together, it’s nice, you finally,everything, I don’t want to sound tacky but everything you’ve read about and dreamed about, itactually exists, it’s a real thing.” While sometimes frustrating, participants also mentionedtroubleshooting and learning how to deal with problems as valuable outcomes of their summerresearch experiences. Participant 6 explained: There was a lot of trial and error and it got me to think outside the box. I was running samples and they weren’t really working out as planned and I didn’t know what was going on so I had to rule out multiple things. I added a third bar to make sure solution was equally

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

R. Danner Friend, Norwich University

Tagged Divisions

Materials

the knowledge and tools necessary for being successful in this course. 5 Work effectively as a member of a team. Teamwork 6 Use written, oral, and graphical communication to convey methods, results, and Communication conclusions. 7 Demonstrate a capacity for self-directed, lifelong learning, including goal Lifelong Learning setting, decision-making, project planning, resource discovery and evaluation, personal development (autonomy, self-motivation, self-confidence, self- reflection). 8 Develop and apply attitudes and skills for creativity within the context of Creativity materials science and engineering. 9 Develop

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lan (Samantha) Li, Boise State University

Tagged Divisions

Materials

included pre-, in- and post-class documents and activities, designed with the threecolumn lecture planning table. Table I was applied to the point defect formation energycalculation module taught in the Structure of Materials course.Students were required to study the basic modeling concepts before the class. The first 15minutes of the class were for a quiz, followed by quiz solution analysis and explanation. This in-class quiz assessed students’ understanding of the modeling concepts they self-studied before theclass. The instructor also answered students’ questions. The rest of the time in the class was forhands-on practice. The in-class exercises were designed for different course topics and learningoutcomes. For example, the course topic was

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

reinforce the significance of metacognitive skills, as they showhow experts spend more time planning,11 or that novices continue to use a strategy after it hasfailed.14 In the sections that follow we will describe our approach towards constructing aconceptual framework and will present some of the outcomes of this innovation from anintroductory level lab-based class in Materials Science.ApproachIn light of this research on how students learn, integrate, and apply complex knowledge frommultiple domains, our visual representation of central Materials Engineering concepts and theirlogical relationships attempts to ease and enable the transition of students new to the field bymaking the tacit knowledge of seasoned professionals more explicit and

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanveer Singh Chawla, Western Washington University

Tagged Divisions

Materials

time the course is taught.They also have the option of using a different software that they are comfortable with and haveaccess to. One of the groups opted to use HyperMesh and OptiStruct as they were planning onusing that software to design bridges for the SAMPE student bridge contest. Students getintroduced to the composites workbench in the surfacing class with CATIA and strengthen theirknowledge about how models are designed using orthotropic materials. Two lectures are setaside to instruct the students with the FEA laboratory. Examples of a model setup and thedisplacement results obtained by one of the student groups for flexural testing are given below(Figures 1 & 2.) Figure 1. CATIA model of flexural test using Figure 2. FEA

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brittany B. Nelson-Cheeseman, University of St. Thomas; Kate Laura Steuer, University of St. Thomas

Tagged Divisions

Materials

practice self-regulated learning, whereby they plan,monitor, and evaluate their progress in the class.Finally, by having the students create new analogies and connections to the course content, theinstructor reaps a plethora of examples to share with the class and future classes to aidunderstanding and retention of course concepts.Potential ImprovementsA number of potential improvements to the format and structure of CRs are discussed below.After-Class Posting OptionIf some of the central learning goals of CRs are to increase student time on topic and alsoincrease student motivation towards the material, the instructor may consider allowing studentsto post CRs after class up until the next class period for a decreased point value. After