Displaying all 14 results
- Conference Session
- Materials Division (MATS) Technical Session 6
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Anurag Srivastava, Texas A&M University; Sayyad Basim Qamar, Texas A&M University; Saira Anwar, Texas A&M University; Bilal Mansoor, Texas A&M University
- Tagged Divisions
- Materials Division (MATS)
presenting technical results clearly and concisely. This paper describes thecombined approach, which can serve as a model for future courses aiming to developtechnical and writing proficiency in undergraduate engineering courses.IntroductionLaboratory courses have been a part of the engineering curriculum for the last two centuriesto provide students with a practical experience of applying the engineering concepts taught inlectures [1]. Generally, laboratory courses have been designed to address ABET studentoutcomes 3, 4, and 6. The ABET outcomes are: • Outcome 3 - "an ability to communicate effectively with a range of audiences" [2]. • Outcome 4 - "an ability to recognize ethical and professional responsibilities in engineering
- Conference Session
- Materials Division (MATS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rajan Kumar, Northwestern University
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- Materials Division (MATS)
passionate about building community and belonging in undergraduate research experiences and designing effective mentorship strategies for new researchers. ©American Society for Engineering Education, 2025 Integrating Research, Design, and Communication Learning Outcomes in the Materials Science and Engineering CurriculumAbstractLearning outcomes in undergraduate capstone, design, and laboratory courses are typicallycentered around hands-on experience, providing students with the technical skills necessarywithin their engineering discipline. However, leaders in engineering education suggest that thesehands-on courses should encompass a broader set of learning outcomes in order to train studentsto “think
- Conference Session
- Materials Division (MATS) Technical Session 2: Activities with Impact! Special Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Irina Molodetsky, New Jersey Institute of Technology
- Tagged Divisions
- Materials Division (MATS)
she led a Neutron Generators technology team. At NJIT, she truly enjoys teaching undergraduates and extensively uses her industrial experience for designing real life laboratory experiment challenges and projects for students; develops courses for a new Materials Engineering Program (started in Fall 2022), currently teaches Mechanical Behavior of Materials and Electrical, Optical, Magnetic and Thermal Properties of Materials (EOMT). She continuous teaching Chemical Engineering Laboratory for Seniors and other undergraduate classes at Materials and Chemical Engineering Department. ©American Society for Engineering Education, 2025 Let’s Find
- Conference Session
- Materials Division (MATS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Susan P. Gentry, University of California, Davis; Erika La Plante, University of California, Davis
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials Division (MATS)
used in engineering,including natural materials. a b Figure 1. Microstructures of (a) stainless steel[1] and (b) aeolian sandstone.This paper reports on a geology-based laboratory module for an introductory MSE course. Thislab occurred at the beginning of the term, so it could only require minimal course content. Theaim was to introduce students to MSE concepts, such as quantifying microstructures, whilereinforcing measurement error principles taught in prerequisite courses. The learning goals forthe lab were to: • Calculate measurement errors, • Analyze feature sizes and size distributions, and • Evaluate sources of uncertainty in microstructural analysis.Geological
- Conference Session
- Materials Division (MATS) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- David Olubiyi Obada, Africa Centre of Excellence on New Pedagogies in Engineering Education (ACENPEE), Ahmadu Bello University, Zaria, Nigeria; Ayodeji Nathaniel Oyedeji, Ahmadu Bello University; Simeon Akindele Abolade; Shittu Babatunde Akinpelu, Atlantic Technological University, Ireland; RAYMOND BACSMOND BAKO; Adrian Oshioname Eberemu; Akinlolu Akande
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- Materials Division (MATS)
Physics at Trinity College Dublin, Ireland, and subsequently worked as a postdoctoral research fellow at the same institution. During this time, he combined research in computational material sciences with teaching duties in undergraduate laboratories. Akinlolu then served as an assistant lecturer at the Dundalk Institute of Technology in Dundalk, Ireland, before joining the Institute of Technology Sligo (now ATU Sligo). At ATU Sligo, Akinlolu’s teaching focuses on mathematics, data analysis and information technology at both undergraduate and postgraduate levels, while his research interests include modelling promising materials for photovoltaics, photocatalytic and thermoelectric applications using state-of-the-art
- Conference Session
- Materials Division (MATS) Technical Session 2: Activities with Impact! Special Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lessa Grunenfelder, University of Southern California
- Tagged Divisions
- Materials Division (MATS)
sufficientcontent knowledge to perform an experiment. In many courses, therefore, the start of labs isdelayed to the second week of the term or later. If utilized, the first lab session is often dedicatedto a review of safety rules and/or a lecture presentation on lab expectations which may includedetails of report writing and formatting. These activities do not engage students or excite themabout the course. Here, an introductory activity is described for a mechanical behavior ofmaterials laboratory course that requires minimal instructor preparation and no student priorknowledge. The activity is a collaborative analysis of a scientific paper that challenges studentsto think about report formatting and data presentation while getting to know their peers
- Conference Session
- Materials Division (MATS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sarah A Goodman, Georgia Institute of Technology; Louis Oh, Stevens Institute of Technology (School of Engineering and Science); Elizabeth Zarr Paolella, Stevens Institute of Technology (School of Engineering and Science)
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- Diversity
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- Materials Division (MATS)
, 11th, and 12th grade science, and has worked for two science education nonprofits.Mr. Louis Oh, Stevens Institute of Technology (School of Engineering and Science) Louis Oh is a Design Laboratories Manager at Stevens Institute of Technology and a student of the Mechanical Engineering Masters program. With 10 years of experience in CNC machine spindles, Louis has developed expertise in failure inspection, spindle condition analysis, and monitoring using vibration signals and sound emissions. His recent research area focuses on integrated machine condition monitoring using an AI-based architecture.Elizabeth Zarr Paolella, Stevens Institute of Technology (School of Engineering and Science
- Conference Session
- Materials Division (MATS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lekshmi Sasidharan, University of Arkansas; Abigail Elizabeth Mayhan, University of Arkansas
- Tagged Divisions
- Materials Division (MATS)
completing the lecture and labs covering concrete properties andcompressive strength testing, students were assigned a project designed to help students meet thefollowing objectives based on Bloom's taxonomy as shown in Figure 1.The objectives for using PBL in structural materials course are as follows: ▪ Recall the material properties and relevant testing standards presented in lectures. ▪ Comprehend the significance of different tests and the material properties they measure along with mastering the ASTM standard testing procedure, which can be beneficial for American Concrete Institute’s “Concrete field-testing certification” in the future. ▪ Demonstrate the application of knowledge gained from both lectures and laboratory
- Conference Session
- Materials Division (MATS) Technical Session 4
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joel L Galos, California Polytechnic State University, San Luis Obispo; Mohsen Beyramali Kivy, California Polytechnic State University, San Luis Obispo; Lessa Grunenfelder, University of Southern California; Ken-ichi Nomura, University of Southern California; James E. Saal, Citrine Informatics, Inc.
- Tagged Divisions
- Materials Division (MATS)
]correlations, annotations and clustering. Jupyter laboratory (X-ray emission, Notebooks. X-ray diffraction, X-ray spectroscopy, scanning electron microscopy, transmission microscopy).Data management, introduction to ML. Python, Data-driven design of [32] Jupyter dielectric materials. Notebooks.Introduction to ML models, ML Python, Scikit- Prediction of bulk
- Conference Session
- Materials Division (MATS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Matthew D Goodman, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Taylor Parks, University of Illinois Urbana - Champaign; jean-charles stinville, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign
- Tagged Divisions
- Materials Division (MATS)
-specific capstone sequence, utilizing and emphasizing the Human-Centered Design framework.Mr. Saadeddine Shehab, University of Illinois Urbana-Champaign I am currently the Associate Director of Assessment and Research team at the Siebel Center for Design (SCD) at the University of Illinois at Urbana-Champaign. I work with a group of wonderful and talented people at SCD’s Assessment and Research Laboratory to conduct research that informs and evaluates our practice of teaching and learning human-centered design in formal and informal learning environments. My Research focuses on studying students’ collaborative problem solving processes and the role of the teacher in facilitating these processes in STEM classrooms.Ms
- Conference Session
- Materials Division (MATS) Technical Session 6
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joshua Paul Steimel, Humboldt State University; JuEun Lee, Humboldt State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials Division (MATS)
forunderrepresented groups in STEM [19, 20].Course Structure:A traditional lecture-based introductory Materials Science and Engineering course oftenincorporates laboratory activities such as XRD experimentation, tensile testing, and hardnesstesting. While these activities offer valuable hands-on experience, they are typically pre-designed,limiting student engagement in experimental design and data analysis. Even final projects, whichmay require students to design experiments, frequently lack a focus on computational modeling—a critical skill in modern engineering. It should also be noted that this is the introductory levelMaterials Science course with pre-requisites of Calculus III, Chemistry, and at least anintroductory level of programming course (either
- Conference Session
- Materials Division (MATS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Angela R Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials Division (MATS)
(materials, 5-8 questions),electrical (properties of electrical materials, 4-6 questions), mechanical (material properties andprocessing, 7-11 questions), and other disciplines (materials, 6-9 questions). The integration ofsustainability topics into materials science is therefore an opportunity to promote asociotechnical mindset among students and might be part of a large curriculum wide effort.A number of examples of sustainability integration into materials science courses have beenpreviously published. Ruzycki embedded sustainability into a laboratory-based materials course,including case studies, life cycle analysis, and the Granta CES software [14], [15]. Dr. Jordan’smaterials science course at Baylor University incorporated two modules with
- Conference Session
- Materials Division (MATS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Timothy Chambers, University of Michigan; Katie Snyder, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials Division (MATS)
provided drafts in each case and received technical and non-technical feedbackfrom instructors to guide revisions and completion of their work.MSE pedagogy: Laboratory courses (alongside design/capstone courses) are traditionally one of the mainplaces in engineering curricula where students are required to deal with open-ended problemsand design their own solutions. Even though the experiments per se are somewhat closed-endeddue to logistical and equipment constraints, we took inspiration from senior design courses indeveloping writing assignments with realistic business scenarios wherein students would beaccountable for delivering salient information to (imagined) clients and employers, rather thanteachers. Because students had to make
- Conference Session
- Materials Division (MATS) Technical Session 5
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mackinley Love MSc, University of Calgary
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials Division (MATS)
model of constructive alignment. It is therefore concluded thatmarginalization-based critiques and an improved model of constructive alignment consideringmarginalization are largely absent from the literature.4. DiscussionThe risk of strengthening marginalization with constructive alignment is a key motivator of thiswork. The author previously investigated how to improve materials science laboratories throughestablished educational scholarship and found that constructive alignment was a promisingavenue for improvements [5]. However, a critical weakness of this work was that demographicinformation was not collected, preventing the analysis of whether educational outcomes wereaffected by students’ personal traits. Such data can help in