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2011 ASEE Annual Conference & Exposition

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Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

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potential users may be familiar withwere surveyed to gather ideas for the user interface. The goal while surveying websites was tounderstand the flow of commonly used websites in order to incorporate that information into theAIChE Concept Warehouse. Once data were collected regarding the user needs an initial list offeatures and functionality was made and a draft website was constructed. The draft website wasthen used in focus group testing. Feedback from the focus group was then incorporated into therevised draft website.AcknowledgementsThe authors gratefully acknowledge support from the National Science Foundation’s Course,Curriculum and Laboratory Improvement Program, under the grant NSF 1023099,“Collaborative Research: Integration of Conceptual

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Mukasa E. Ssemakula, Wayne State University; Celestine Chukwuemeka Aguwa, Wayne State University; Darin Ellis, Wayne State University; Kyoung-Yun Kim, Wayne State University; Gene Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

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Page 22.1039.1 c American Society for Engineering Education, 2011 MANUFACTURING INTEGRATED LEARNING LAB (MILL): A CURRICULUM MODEL FOR HANDS-ON MANUFACTURING EDUCATIONAbstractThe lack of hands-on experiences in specific manufacturing processes has been identified as oneof the major competency gaps in manufacturing engineering education. Partly in response to this,funding agencies like SME Education Foundation (SMEEF) and the National ScienceFoundation (NSF) have supported efforts to address this issue. This paper describes theManufacturing Integrated Learning Lab (MILL), which is an outcome of these efforts. MILL isan NSF funded multi-institutional project, whose focus is the

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Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

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. Page 22.1112.2 c American Society for Engineering Education, 2011 1 Integrating Nanodevice Design, Fabrication, and Analysis into the Mechanical Engineering Curriculum Mechanical Engineering Department University of Washington, Seattle WA 98195-2600 I. I NTRODUCTION This article describes a new nanotechnology undergraduate education (NUE) program onthe design of nanodevices in the Mechanical Engineering Department at the University ofWashington. The goal of the NUE program is to prepare mechanical engineers to designnanodevices. The NUE program

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Reid Bailey, University of Virginia; Alexandra Emelina Coso, Georgia Institute of Technology; Heather T. Rowan-Kenyon, Boston College; Michael J Cabral, Virginia Commonwealth University; Joanne Bechta Dugan, University of Virginia; Marie F. Creager, University of Virginia

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principles used in structuring andimplementing the Technology Leaders Program. These principles focus on ensuringbenefits to students in the program and developing a clear sense of identity for the TLP.In addition, the process of transporting the TLP to other institutions is described, with afocus on transporting core elements of the TLP (not necessarily the entire TLP) and onimproving the TLP through the process of transporting it to other schools.IntroductionThe primary goal of the Technology Leader Program (TLP) is to prepare students for aworld where both component-level and system-level knowledge are necessary to beleaders in technological fields. In particular, the TLP is an interdisciplinaryundergraduate program integrating computer

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2011 ASEE Annual Conference & Exposition

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Bonnie Ferri, Georgia Tech; JillL L. Auerbach, Georgia Institute of Technology; Jennifer E. Michaels, Georgia Institute of Technology; Douglas B. Williams, Georgia Institute of Technology

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reveals thatsupplemental materials and efficiency have an impact on student response to the experiments,which confirms the need to develop a set of “best practices” to achieve widespread integration ofportable labs in lecture-based courses.Integration Across the CurriculumThe major revisions to our curriculum that are now in progress offer several opportunities for amore thorough integration of the hands-on modules being developed in this program. Almost allrequired courses are undergoing at least minor changes, and new courses are being created.These changes provide a chance to design modules that build on related materials used in earlier,prerequisite classes. As an example, we are planning to use the National Instruments myDAQ in

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2011 ASEE Annual Conference & Exposition

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Zenaida Otero Gephardt, Rowan University; Stephanie Farrell, Rowan University; Mariano Javier Savelski, Rowan University; Stewart Slater, Rowan University; Maryfaith Rodgers, Rowan University; Pavlo Kostetskyy, Rowan University; Keith McIver; Haddy Diallo; Kaitlyn Jean Zienowicz; Jason J. Giacomelli, Rowan University; Vladimir de Delva

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AC 2011-1427: INTEGRATION OF PARTICLE TECHNOLOGY WITHPHARMACEUTICAL INDUSTRY APPLICATIONS IN THE CHEMICALENGINEERING UNDERGRADUATE CURRICULUM AND K-12 EDUCA-TIONZenaida Otero Gephardt, Rowan UniversityStephanie Farrell, Rowan University Stephanie Farrell is an Associate Professor in Chemical Engineering at Rowan University. Prior to joining Rowan in 1998, she was an assistant professor in Chemical Engineering and adjunct professor in Biomed- ical Engineering at Louisiana Tech University. She received her Bachelor’s, MS, and PhD degrees in Chemical Engineering from the University of Pennsylvania, Stevens Institute of Technology, and New Jersey Institute of Technology, respectively. Stephanie’s educational interests are

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Stella A Quinones, University of Texas, El Paso; Benjamin C. Flores, University of Texas, El Paso; B. Lush, University of Texas, El Paso; Gabriel Della-Piana, Evaluation Consultant ; Denise Carrejo, Ph.D., University of Texas, El Paso Center for Institutional Evaluation, Research, and Planning

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selective CdTe deposition on patterned CdTe(111), Si(100), Si(211) and SOI substrates using a conventional close-spaced sublimation (CSS) technique for applications related to solar cells and infrared detectors. Her educational activities include an NSF funded Course Curriculum Laboratory Improvement grant to develop an Applied Quantum Mechanics Course for Electrical Engineers in addition to collaborations with Purdue University on an NSF Network for Computational Nanotechnology grant to develop educational materials associated with the simulation of semiconductor devices using the NanoHUB.org website.Benjamin C. Flores, University of Texas, El Paso Dr. Benjamin C. Flores joined the faculty of the University of Texas at

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R. Roemer, University of Utah; Debra J. Mascaro, University of Utah; Eric R. Pardyjak, University of Utah; Stacy Bamberg, University of Utah

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AC 2011-2282: A SPIRAL LEARNING CURRICULUM FOR SECOND YEARSTUDENTS IN MECHANICAL ENGINEERINGDr. R. Roemer, University of UtahDebra J. Mascaro, University of Utah Debra J. Mascaro is the Director of Undergraduate Studies in Mechanical Engineering at the University of Utah. She holds a B.A. in Physics from Gustavus Adolphus College in St. Peter, MN and a Ph.D. in Materials Science and Engineering from the Massachusetts Institute of Technology. She teaches freshman design and senior-/graduate-level classes in microscale engineering and organic electronics.Eric R. Pardyjak, University of Utah Eric Pardyjak is currently an associate professor of Mechanical Engineering at the University of Utah. He received his B.S

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Gene Liao, Wayne State University

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levels graduates and MCC’sand HFCC’s reputation for innovation and educating highly-qualified technicians - and poolingtheir respective resources (i.e., their programs, faculty, facilities, location, and industry ties), aseries of activities are planned and carried out the stated objectives. They are as follows: Create an advisory committee to oversee the program. Integrate advanced energy storage curriculum with existing programs in WSU, MCC, and HFCC. Develop advanced energy storage specific courses, and deliver these courses. Create an advanced energy storage specialized laboratory. Develop and delivered a two-day short course. Develop and delivered workshops and seminars. Create internship and co-op opportunities, plant visits, and

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Chung-Suk Cho, University of North Carolina, Charlotte; David S. Cottrell, University of North Carolina, Charlotte; Candace E. Mazze, University of North Carolina at Charlotte

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Paper ID #2108Research in Progress: Transforming and Integrating: Evolving ConstructionMaterials & Methods to the Next LevelChung-Suk Cho, University of North Carolina, Charlotte Dr. Chung-Suk Cho is an Assistant Professor at the University of North Carolina at Charlotte, Department of Engineering Technology. His teaching and research focus on project scope definition, pre-project planning, sustainable construction, project administration, construction safety, construction simulation, and project management. He has prior teaching experience at North Carolina A&T State University in construction management and

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2011 ASEE Annual Conference & Exposition

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Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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community has madesignificant efforts to create a number of network simulation tools to support hands-on projects invarious network layers. However, how to develop an effective teaching strategy to integrate thenetwork simulator-based projects into network courses as project-based and inquiry-basedlearning tools still remains a challenging task. In addition, due to the huge difference amongdifferent institutions, successful implementation experience in one institution usually cannotdirectly apply to the others. Recently, California State University Los Angeles (CSULA)received a CCLI grant from NSF to explore a good solution to enhance the learning of a verydiverse student body in a multicultural campus that serves a significant number

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2011 ASEE Annual Conference & Exposition

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Sheng-Jen Hsieh, Texas A&M University; Punit Deotale, Texas A&M University

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automation, control, and automated system integration.Punit Deotale, Texas A&M University Mr. Punit Deotale is an M.S. student in Visualization Sciences at Texas A&M University, College Station, TX. Page 22.435.1 c American Society for Engineering Education, 2011 Design of Problem Solving Environment for Automated System Integration EducationAbstractResearch suggests that realistic practice using authentic learning environments leads to bettertransfer of skills. Based upon input from industry engineers with expertise in designing andbuilding automated

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Suzanna Long, Ph.D., Missouri University of Science & Technology; Hector J. Carlo, University of Puerto Rico, Mayaguez; Scott E. Grasman, Rochester Institute of Technology (COE); Abhijit Gosavi, Missouri University of Science & Technology; Leonardo Bedoya-Valencia, Colorado State University - Pueblo; Laura J Collins, Center for Research and Learning

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tomeasure the level of student and faculty engagement in the course development process. Thispartnership includes two universities in the U.S., one in Puerto Rico, and one in Spain and is inthe final year of an NSF funded project to integrate sustainability into supply chain managementand facility logistics curriculum across institutional boundaries and international time zones.Lessons learned from the assessment are used to identify progress toward learning andpedagogical development goals as well as suggest measures for overcoming engagementbarriers.IntroductionGlobal strategies and skill sets are essential to meet the challenges of the modern businessenvironment. Engineering managers and other technology-based business professionals must

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Rebecca K. Toghiani, Mississippi State University; Adrienne R. Minerick, Michigan Technological University; Keisha B. Walters, Mississippi State University; Priscilla J. Hill, Mississippi State University; Carlen Henington, Mississippi State University

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Connections: Facilitating Student Integration of Chemical Engineering Concepts into a Coherent Framework," 2008 ASEE Conference Proceedings.10. CCR/NSF Discipline Wide Curriculum Workshops, “Frontiers in Chemical Engineering Education: Overview Presentation of Frontiers Initiative”, http://web.mit.edu/che- curriculum/statements/RCA_NSF_ChE_Frontiers_Overview.pdf, 19 May 2008.11. Akay, G.; Mackley, M.R.; Ramshaw, C.; “Process Intensification: Opportunities for Process and Product Innovation” IChemE, 597-606, (1997).12. Ramshaw, C and T. Winnington, “An intensified absorption heat pump.” Proc. Inst. Refrig, 85, 26-33, (1988).13. Oxley, P.; Brechtelsbauer, C.; Ricard, F.; Lewis, N.; Ramshaw, C.; “Evaluation of Spinning

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Matthew W. Roberts, University of Wisconsin, Platteville; Philip J. Parker, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Barb A. Barnet, Univeristy of Wisconsin - Platteville

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infrastructure of the United States is exceeding its design capacity and is aging, requiringmaintenance and renovation. In order to meet this challenge, a need exists to produce civil andenvironmental engineers who have a broad understanding of the pressing needs of the infrastruc-ture of the United States. With this in mind, the faculty of the Civil and Environmental Engi-neering (CEE) Department at [institution] reviewed the program curricula (for the first time in atleast 20 years) and decided to redesign the curricula with an infrastructure theme. A DepartmentLevel Reform planning grant from the National Science Foundation (NSF) was used to plan anoverhaul of the curriculum that infuses an infrastructure theme throughout.Once the curriculum planning

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John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel A Heredia, University of Massachusetts, Lowell

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all years in the curriculum resulted in an even higher percentage ofagreement. Similar results were obtained in response to the statement that service and academiccourse work should be integrated.The codes of conduct of several engineering professional societies as well as evidence from thiscase study supports the principle that service should be considered part of the engineeringprofession. Integrating service-learning within existing technical courses is a concrete way oftraining students in how and why engineers perform such professional community service.IntroductionIs service considered part of the engineering profession? If service is part of the profession,should it not be considered integral to college programs leading to engineering

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2011 ASEE Annual Conference & Exposition

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Katie Grantham, Missouri University of Science & Technology; Ryan Arlitt, Missouri University of Science and Technology

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areas with poor usability. Initial improvements to theinterface were made based upon feedback from the questionnaire. Page 22.652.2 1. INTRODUCTION The goal of this research project is to test usability of the Risk in Early Design(RED) application when used as an expert knowledge source for tasks previously thoughtto require engineering experience. As technology progresses, it is critical that educationalefforts focus on preparing students to build on the new developments, rather thancontinuously teaching them to “reinvent the wheel.” The teaching of new technology isnot limited to the integration of novel

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2011 ASEE Annual Conference & Exposition

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AnnMarie Thomas, University of Saint Thomas; Jan B Hansen, University of Saint Thomas

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AC 2011-507: CERTIFICATE/CONCENTRATION IN ENGINEERING FORP-12 EDUCATORSAnnMarie Thomas, University of Saint Thomas AnnMarie Thomas is an assistant professor of Engineering at the University of St. Thomas, and co- director of the UST Center for Pre-Collegiate Engineering Education. Her teaching and research focus on Engineering Design and K-12 Engineering Education. Prior to her appointment at UST, she was a faculty member at Art Center College of Design.Jan B. Hansen, Ph.D., University of Saint Thomas Jan B. Hansen is co-director of the Center for Pre-Collegiate Engineering Education at the University of St. Thomas. Her current interests as an educational psychologist focus on outreach through the nonprofit

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Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

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AC 2011-1324: THE EFELTS PROJECT - ENGINEERING FACULTY EN-GAGEMENT IN LEARNING THROUGH SERVICEChristopher W. Swan, Tufts University Chris Swan is an associate professor of Civil and Environmental Engineering with additional appoint- ments in the Jonathan M. Tisch College of Citizenship and Public Service and the Center for Engineering Education and Outreach at Tufts University. Dr. Swan has also served as chair of Tufts CEE depart- ment (2002-2007) and as an officer in the Environmental Engineering division of ASEE (2001-2005). Dr. Swan’s current interests lie in the areas of waste reuse, and service-based educational efforts in the engineering curriculum. Specific efforts involving engineering education concern

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Cynthia M. D'Angelo, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison

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Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.Prof. David Williamson Shaffer, University of Wisconsin-Madison David Williamson Shaffer is a Professor at the University of Wisconsin-Madison in the Department of Educational Psychology and a Game Scientist at the Wisconsin Center for Education Research. Before coming to the University of Wisconsin, he was a teacher, teacher-trainer, curriculum developer, and game designer. Dr. Shaffer studies how new technologies change

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Stephanie Elizabeth August, Loyola Marymount University; Allison Neyer, Department of Electrical Engineering and Computer Science; Don Brian Murphy, Loyola Marymount University; Robert Quinlan Thames

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present future plans.† This material is based upon work supported by the National Science Foundation underInnovations in Engineering Education, Curriculum, and Infrastructure (IEECI) Grant No.093510. Any opinions, findings and conclusions or recommendations expressed in this material Page 22.573.2are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation (NSF).VESLL: Virtual Engineering ExperienceVESLL is establishing an online interactive learning environment designed to introduce studentsto engineering concepts through visualization and collaborative problem solving. Our long-termvision is to create a

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2011 ASEE Annual Conference & Exposition

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Stephanie Farrell, Rowan University; Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; William J Calvo, Chemical and Molecular Engineering Program, Stony Brook University (Stony Brook, NY)

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be obtained throughthe PharmaHUB. The problem sets have been incorporated into two easy to use documents thathave the problems organized by the chapter/section of Felder and Rousseau they would be usedin. If these problems are used in another course, such as a Freshman Engineering class, they canbe easily integrated them by using the chapter/topic outline found in the document onPharmaHUB. The complete module sets include an introduction and table of contents with indexproblems and solutions. The problems and solutions are on separate pages allowing the facultymember to easily use these for homework or in-class problems. The solutions are sufficientlydetailed to allow students with limited knowledge in the field to understand the

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2011 ASEE Annual Conference & Exposition

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Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

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to them, but she did notinvestigate the phenomenon in detail.5 In existing studies, there is a challenge in linking thecontent to students’ interest or the classroom environment to their retention in an engineering Page 22.1018.2program.MethodsData for this study were collected from students in a required electrical engineering course atGeorge Mason University. The course, ECE 320 – Signals and Systems II, is the second in aseries of two signals and systems courses in the electrical engineering curriculum and focuses ondiscrete-time signals and systems. Students enrolled in the course are typically at the junior orsenior level. The data

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2011 ASEE Annual Conference & Exposition

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Patricia A. Carlson, Rose-Hulman Institute of Technology

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model ofmanuscript submission and peer-review in the conduct of scientific inquiry.1 The pedagogicalframework draws from the “writing across the curriculum” (WAC) movement’s premise thatverbal and visual composition are an analog for thinking and that communication assignmentscan be used to mediate student learning in complex problem-solving situations.21.1 CPR Components that Enable Learning -- Four structured workspaces perform in tandemto create a rich series of activities that reflect modern pedagogical strategies for usingcommunication in the learning process. Table A summarizes these stages in a typical CPRsession. Table A: Four Structured Workspaces of CPR SEGMENT ACTIVITY

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2011 ASEE Annual Conference & Exposition

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James E. Lewis, University of Louisville; Patricia A. Ralston, University of Louisville; Norb Delatte, Cleveland State University; David Wheatley, University of Louisville

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discontinued for now,with faculty choosing to focus more in depth on the first two case studies. However, it offersmuch for students, and may be substituted for one of the other case studies or added as the coursechanges.Case Studies in the LiteratureMany authors over the past two decades have pointed out the need to integrate lessons learnedfrom failure case studies in engineering education 6,7,8,9,10,11,12,13,14. The case for including failurecase studies in the engineering curriculum has been made by several authors, including Delatteand Rens 15, Delatte 16, Carper 13, Carper et al. 17, and Carper et al. 18. Over the years, the ASCETechnical Council on Forensic Engineering (TCFE) has carried out several surveys of civilengineer programs across the

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2011 ASEE Annual Conference & Exposition

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Lisa Schneider, Cornell University; Maria Terrell, Cornell University

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Workshops in Engineering Calculus Course on Applied Mathematical Problem-solving Skills and Self-efficacy PerceptionsAbstractThis project stems from a collaborative effort by engineering and mathematics faculty at aresearch university to enhance engineering students’ abilities to transfer and apply mathematicsto solve problems in engineering contexts. A recent curriculum innovation resulting from theseefforts involves the integration of collaborative, applied, problem-solving workshops into thefirst-semester engineering mathematics course. In the first year of the assessment project, theproject team developed two instruments - one to gauge students’ abilities in using mathematics inengineering contexts, the Mathematics

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2011 ASEE Annual Conference & Exposition

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Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University

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, these courses are the mechanism by whichstudents apply the core concepts that are critical to their discipline to solve an open-endedproblem. This type of activity should enable students to engage in a deeper level of cognitionthan experienced earlier in their curriculum, which focuses more on analytical skills. In thecontext of providing an effective capstone experience, we have developed two virtuallaboratories, the Virtual Chemical Vapor Deposition (CVD) laboratory and the VirtualBioreactor (BioR) laboratory.2-5 In a virtual laboratory, simulations based on mathematicalmodels implemented on a computer can replace the physical laboratory. Virtual laboratorieshave been developed and integrated into engineering curricula.6-10 However, relative

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2011 ASEE Annual Conference & Exposition

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J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, Electrical Engineering Department, University of North Dakota

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understand the difference between civil,mechanical, electrical and chemical engineering. These problems will help delineate thedifferences. The modules will emphasize the societal benefits engineers provides to the world.It has been shown that such problems appeal to a diverse group of students22. An exampleproblem can be found below. Page 22.1651.4Example Problem: The objective of this problem is to expose students to one of the applicationsof integration and trigonometric functions in the energy field.Rising pollution levels and worrying changes inclimate, arising in most part from energyprocesses, demand the reduction of ever-increasing

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2011 ASEE Annual Conference & Exposition

Authors

Jason Yao, East Carolina University; Loren Limberis, East Carolina University; Steve Warren, Kansas State University

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learning and integration of research into undergraduate education. Dr. Yao is a member of the American Society of Engineering Education (ASEE) and a senior member of Institute of Electrical and Electronics Engineers (IEEE).Loren Limberis, East Carolina University Dr. Limberis joined the Engineering faculty at ECU in August 2006. He earned his B.S. in electrical engineering and Ph.D. in bioengineering from the University of Utah. Dr. Limberis taught for several years as an Assistant Professor at The College of New Jersey and was a research analyst with Southwest Research Institute prior to his academic career. His research interests focus on designing techniques to utilize nature’s highly complex and sophisticated

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2011 ASEE Annual Conference & Exposition

Authors

Sushil K. Chaturvedi, Old Dominion University; Kaustubh A. Dharwadkar

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. Page 22.1296.2IntroductionThis paper presents results from a National Science Foundation grant titled “Simulation andVisualization Enhanced Engineering Education”. The overall goal of this project (NSF-0530365)is to enhance student learning process by implementing an undergraduate curriculatransformation at Old Dominion University that integrates web-based simulation andvisualization modules in several engineering science courses. Although the scope of the projectis quite broad, encompassing a wide range of lecture and laboratory courses in three disciplinesnamely electrical, civil and mechanical engineering, the focus here is on efforts directed towardsdevelopment, implementation and assessment of web-based virtual laboratory experiments