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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)

structured as a combination of lecture andlaboratory components. The lectures take the form of active discussions on topics. The instructorpreliminarily prepares a series of questions that, when answered, cover the theoretical portion ofthe class. In class, the instructor asks a question, and students provide answers initiating aninstructor-guided discussion. The experience shows that this format prompts an increasingnumber of questions coming from students. Some of the questions are driven by the students’curiosity and may or may not advance the planned topic coverage. Other questions may touchupon a deeper context and may be answered using experiments accessible to students. Theinstructor’s role is to recognize the latter type of questions and

Relevance Score: 0.013945813

Reinventing the Report: Teaching Sustainability and Justice in Materials Labs via Technical Communication

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)

andassignment, as detailed in the next section. Each of the three projects is conducted in teams of 3-4 students each and follows asimilar timeline. In the first week, we focus on technical content - apparatus and safety trainings,fundamental MSE principles relevant to the experiments, preliminary data collection andcomputational modeling, etc. We also introduce the final deliverable for the project and theassociated scenario, both to help students plan effectively and also to contextualize their workmore broadly societally. Over the next couple weeks, as students conduct their project work, weintroduce more complex considerations and questions to address, both from the MSE side (howdoes this really work at a fundamental level?) and from the

Relevance Score: 0.01045936

Teaching Mechanical Properties of Materials through Crochet

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)
Tagged Topics: Diversity
Tagged Divisions: Materials Division (MATS)

typically associated with “crafting” such as sewing machines, buttonmakers, and vinyl cutters [3]. Based on the historical gendering of crafting and fiber arts as“female,” we asked ourselves: by using crochet to study mechanical properties of materials, canwe flip the script on typical gender stereotypes that exist in an engineering course? Wouldstudents come away with an updated understanding of fiber arts as a form of engineering? Couldpositioning fiber arts in the context of engineering send the message that skills that women havebeen developing for millennia are just as much of an asset to an engineering skillset as 3Dprinting and the use of hand tools?In this paper, we present a lesson plan that can be used to introduce mechanical properties

Relevance Score: 0.01045936

Integrating Research, Design, and Communication Learning Outcomes in the Materials Science and Engineering Curriculum

Conference Session: Materials Division (MATS) Technical Session 4
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Rajan Kumar, Northwestern University
Tagged Divisions: Materials Division (MATS)

C Creating Figure Plans Week 6 Identifying Research Gaps CDE Communicating Week 7 CDE Research Gaps Scientific Writing, Broader Week 8 EF Impacts and Intellectual Merit Week 9 Research Ethics CLaboratory reports were replaced with three formative assessments that prepared students toaccomplish expert-level cognitive tasks that ultimately allow

Relevance Score: 0.009355135

The Significance of Project-Based Learning in the Understanding of Material Properties in a Sophomore Class

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)

design an experiment to determine the effect of water content and pozzolansin concrete. However, they were not familiar with the design of the experiments part. So, tofacilitate their comprehension of experimental design, a relatable hypothetical situation involvingthe evaluation of the effect of a secret ingredient in cake baking was discussed. That discussionhelped to ignite their thought process and it also gave an opportunity to discuss the need to havea control group when designing experiments. Following the cake ingredient discussion, studentgroups discussed during lecture how to devise experiments to find the effect of water content andpozzolans. With our guidance, they formulated plans to determine the effect of varying water-cement

Relevance Score: 0.006236757

Computational Modeling in Materials Science and Engineering: Student Responses to a Restructurated Introductory Course

Conference Session: Materials Division (MATS) Technical Session 4
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jacob Z. Kelter, Northwestern University; Jonathan Daniel Emery; Uri Joseph Wilensky
Tagged Divisions: Materials Division (MATS)

Limitations and Future WorkThe study has a number of limitations. First, the students are from a selective private university.It is possible that the positive results reported here will not generalize to other studentpopulations. Second, we did not collect data from a control group because our materials andquestions evolved over a number of iterations, making it difficult to compare between groups.Third, this study does not study student learning outcomes. We plan to conduct future work toaddress these limitations by working with another professor to collect data on student learningand perceptions prior to using our materials and then again after implementing a version of ourmaterials.7. ConclusionBasing the introductory MSE course around

Relevance Score: 0.0055125663

Human-Centered Design Framework and Engineering Student Entrepreneurial Mindset in a Restructured Materials Science and Engineering Capstone Course

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)

76.4 ± 21.6 88.4 ± 11.4 87.6 ± 16.6 prototypes [Prototype] 14. Create a plan for the implementation of a design 69.2 ± 22.9 83.2 ± 15.5 82.8 ± 18.6 solution [Implement] 15. Evaluate the effectiveness of an implemented 70.8 ± 21.2 86.4 ± 11.5 86.4 ± 14.1 design solution [Implement] 16. Communicate design solution to stakeholders 68.0 ± 19.1 84.0 ± 15.8 85.6 ± 14.7 [Implement] 17. Ensure the design solution continues to work in 65.6 ± 22.6 80.8 ± 17.1 82.8 ± 18.1 the future [Implement]Figure 1. Survey

Relevance Score: 0.0046775676

Multi-Material Marbles Game: An Interactive Educational Board Game Incorporating Embodied and Gamified Learning to Attract New Engineers to Materials Science and Materials Selection

Conference Session: Materials Division (MATS) Technical Session 2: Activities with Impact! Special Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Asher Barnsdale, University of Victoria; Olivia Daugela, University of Victoria; Joel L Galos, California Polytechnic State University, San Luis Obispo; Elisabeth Hülse, ANSYS, Inc.; Kaitlin Tyler, ANSYS, Inc.; Bosco Yu, University of Victoria
Tagged Divisions: Materials Division (MATS)

to those who are seeingthe content for the first time, and (2) is there a way to create a “simple” version of this game,targeted at younger audiences (approximately ages 5-10).To answer Question 1 and help educators implement this game, regardless of backgroundknowledge, we introduced a Facilitator’s Guide. This document covers all information needed byan instructor – from game equipment needs to detailed instructions to alternative tips forimplementation. We plan on improving this guide as more user feedback is received.To answer Question 2, we introduced two versions of the game: Simple and Advanced. TheAdvanced version is the same as explained above for this study, where students estimate materialproperties via measurements made using

Relevance Score: 0.0046775676

Critically Examining Constructive Alignment for Marginalization: An Analysis of Foundational Works and Modern Applications in Engineering Education

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)

Relevance Score: 0.0038979733

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