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2011 ASEE Annual Conference & Exposition

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Julie Martin Trenor, Clemson University

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AC 2011-206: CAREER: INFLUENCE OF SOCIAL CAPITAL ON UNDER-REPRESENTED ENGINEERING STUDENTS’ ACADEMIC AND CAREERDECISIONSJulie Martin Trenor, Clemson University Julie Martin Trenor, Ph.D. is an assistant professor of Engineering and Science Education with a joint appointment in the School of Materials Science and Engineering. Her research interests focus on social factors affecting the recruitment, retention, and career development of under-represented students in engi- neering. Dr. Trenor is a recent NSF CAREER award winner for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions

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2011 ASEE Annual Conference & Exposition

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Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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AC 2011-1734: ART2STEM: BUILDING A STEM WORKFORCE AT THEMIDDLE SCHOOL LEVELSydney Rogers, Alignment Nashville Sydney Rogers is the Executive Director of Alignment Nashville, a non-profit dedicated to strategic align- ment of community organizations with public education. She was formerly Vice President and Dean for Technologies at Nashville State Community College where she led several STEM workforce initiatives funded by NSF.Sandra Harris, Alignment Nashville and PENCIL Foundation Sandra Harris is the Program Manager for Art2STEM, a three-year grant funded by the National Science Foundation and seeking to impact the number of middle shool girls enrolling in STEM career paths once in high school. She was

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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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upper-level course, andhence students enrolled have typically committed to an engineering major. However, studentsmay envision careers outside engineering even though they are pursuing an engineering degree.Students’ interest in engineering is impacted by a variety of factors. Seymour and Hewitt, andothers, point to the connection between interest and content delivery. 4,5,6 Seymour and Hewittalso indicate that the culture of engineering education is critical in students’ decision-makingabout remaining in an engineering program. More recent studies have examined the value thatstudents place on engineering as a program of study generally or the role of faculty.6,7 Studentsin Case’s study indicated that in-class problem solving was motivational

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2011 ASEE Annual Conference & Exposition

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Pratibha Varma-Nelson, Indiana University Purdue University Indianapolis; Stephen Hundley, Indiana University Purdue University Indianapolis; Terri Tarr, Indiana University Purdue University Indianapolis

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training andunderstanding of appropriate teaching techniques that can foster learning.2. Engineering faculty insights into planning professional development programsEngineering “traditions” in the classroom may result in resistance to change and thus pose achallenge in planning professional development programs for this faculty group. Nevertheless,faculty in engineering disciplines have a sense of content issues that may be problematic forstudents, as well as the strategies that work effectively or don’t work for them in the classroom .Thus, there is a need to deliberately engage faculty at various levels of their career to help in theplanning of professional development programs targeted to needs at various points of a careerlifecycle

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2011 ASEE Annual Conference & Exposition

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Karen Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufacturing; John Birch III; Mehrdad Faezi, Manchester Community College

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careers in Science, Technology, Engineering and Mathematics(STEM) related disciplines, by showing that engineering and technology are interesting and fun.Another key component of this program is to create a positive learning and coaching experience so thatthe student participants realize that they have the potential to continue their education in engineeringand/or technology related disciplines. Mostly geared towards inner city underrepresented students, 25-30 student participants are brought to a community college classroom environment where they aretrained in the following technical and professional areas: - Hands on project based learning - Personal accountability - Working on teams

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2011 ASEE Annual Conference & Exposition

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James Dean Palmer, Northern Arizona University; Joseph Flieger, Northern Arizona University; Eddie Hillenbrand

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. Stories of even higher DFW rates in aComputer Science 1 (CS1) course are not uncommon. At the same time, there are unprecedenteddecreases in diversity as young women have fled the field; DFW rates for women have soared atan even greater pace than that of men7.Although the high DFW rate in CS1 is undeniably a complex phenomenon, two central factorsare that students simply need more opportunities to practice basic skills and the experience needsto develop confidence and motivate long-term learning and career goals. Some students may notengage in sufficient practice due to low motivation, boring exercises, frustration with syntacticminutiae, and time management. If students fail to see a direct connection between learning andreal problems and career

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Ingrid St. Omer, University of Kentucky

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of Minnesota, and as an Assistant Professor and Director of the Advanced Microelectronics Laboratory at Northern Arizona University. Dr. St. Omer is an active member of IEEE, MRS, ASEE, and NSBE AE. She has also held several leadership positions at the national level during her academic career. Page 22.607.1 c American Society for Engineering Education, 2011 Engineering Veteran PathwaysAbstractThe University of Kentucky (UK) is extremely proud of its long-standing relationship with themen and women in uniform that bravely serve this country. The state of Kentucky

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2011 ASEE Annual Conference & Exposition

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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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Page 22.978.2 Engineers, in the fulfillment of their professional duties, shall: 1. Hold paramount the safety, health, and welfare of the public. Professional obligations 2. Engineers shall at all times strive to serve the public interest. a. Engineers are encouraged to participate in civic affairs; career guidance for youths; and work for the advancement of the safety, health, and well-being of their community.(NSPE, 2011) .IEEE (International Electrical and Electronic Engineers, the largest engineering professionalsociety) code of ethics: We, the members of the IEEE, in recognition of the importance of our technologies in affecting the quality of life throughout the world and in accepting a

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2011 ASEE Annual Conference & Exposition

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Michael Kaye, Baltimore City Community College; Yun Liu, Baltimore City Community College

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education necessaryto keep the United States globally competitive, especially as technical fields, such as robotics,continue to exhibit rapid growth around the world. An urban community college, seeking to be a national leader in the effort to educate andtrain highly skilled, globally competitive technicians in STEM related careers, applied for andwas awarded an Advanced Technology Education (ATE) grant from the National ScienceFoundation to develop a Robotics Technology Curriculum. The goals of the grant project are to:(a) develop the curriculum for a unique robotics technology associate degree program at theurban community college that trains students to be super technicians who are qualified to behired as robotics, automation

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2011 ASEE Annual Conference & Exposition

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David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; John Sutton, RMC Research Corporation; Lance C. Pérez, University of Nebraska, Lincoln

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represented approximately 17 % of all scientistsand engineers in the United States 5. Couple this with the rapid growth of science andengineering related jobs, it is apparent that in order to meet the demand, “the nation will need toproduce more minority scientists and engineers…and to address the underrepresentation ofminorities in these fields” 5. Another solution is the development and implementation of transfer partnerships betweencommunity colleges (CC) and four-year institutions. Anderson-Rowland and Grierson 10 Page 22.1111.2promoted the CC as a viable option in the development of students as they pursue math andscience careers

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2011 ASEE Annual Conference & Exposition

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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

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David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A. Vogt, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University

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Tech) in 1988 and 1990, respectively. She received her Ph.D. in EE from the Uni- versity of Minnesota in 1995. She is currently working as Paslay Professor of Electrical and Computer Engineering at Kansas State University. She has served as a faculty member at Mississippi State Univer- sity and Michigan Tech in the past. Her research interests are in computer applications in power system operation including artificial intelligence techniques. She has been active in the IEEE Power and Energy Society, currently serving as President-Elect. She has served as IEEE/PES Secretary and Treasurer as well. She is recipient of the IEEE/PES Walter Fee Outstanding Young Power Engineer Award and NSF CAREER award. Dr. Schulz is a

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2011 ASEE Annual Conference & Exposition

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Marilyn Barger, Hillsborough Community College; Richard Gilbert, University of South Florida; Marie A. Boyette, FLATE

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AC 2011-528: BEST PRACTICES FOR STUDENT ROBOTIC CAMPSMarilyn Barger, Hillsborough Community College Dr. Marilyn Barger is the Principal Investigator and Executive Director of FLATE, the Florida Regional Center of Advanced Technological Education, funded by the National Science Foundation and housed at Hillsborough Community College in Tampa, Florida since 2004. FLATE serves the state of Florida as its region and is involved in outreach and recruitment of students into technical career pathway; curriculum development and reform; and professional development for technical teachers and faculty. She earned a B.A. in Chemistry at Agnes Scott College and both a B.S. in Engineering Science and a Ph.D. in Civil

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Tom Weller, University of South Florida; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Wayne A. Shiroma, University of Hawaii at Manoa; Carol Haden, Magnolia Consulting, LLC; Rhonda R. Franklin, Univeristy of Minnesota

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2005, the USF President’s Award for Faculty Excellence in 2003, IBM Faculty Partnership Awards in 2000/2001, a National Science Foundation CAREER Award in 1999 and the IEEE MTT Society Microwave Prize in 1996. His current research interests are in the areas of RF micro electromechanical systems, development and application of microwave materials, and integrated circuit design. He has thirteen U.S. patents and over 150 professional journal and conference publications.Jeff Frolik, University of VermontPaul G. Flikkema, Northern Arizona University Paul G. Flikkema received the PhD in Electrical Engineering from the University of Maryland, College Park. From 1993-1998 he was an Assistant Professor at the University of

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2011 ASEE Annual Conference & Exposition

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Sarah A. Rajala, Mississippi State University; Robert A. Green, Mississippi State University; Rayford B. Vaughn, Mississippi State University

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AC 2011-1724: TRANSITIONING AMERICA’S VETERANS INTO SCI-ENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)ACADEMIC PROGRAMSSarah A Rajala, Mississippi State University Sarah A. Rajala is currently professor and dean of engineering at Mississippi State University. Previously, she served as department head of electrical and computer engineering at Mississippi State University, professor, associate dean for research and graduate programs, and associate dean for academic affairs in the College of Engineering at North Carolina State University. From 1987-1998, she held a visiting ap- pointment in the School of Electrical Engineering at Purdue University. During her career she conducted research on the analysis and

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2011 ASEE Annual Conference & Exposition

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Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; John H. Bailey, Eastern Arizona College; Anita Grierson, Arizona State University; Rakesh Pangasa, Arizona Western College; Clark Vangilder, Central Arizona College; Phil Blake McBride, Eastern Arizona College; Richard A. Hall Jr., Cochise College

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, the SHPE Educator of the Year 2005, and the National En- gineering Award in 2003, the highest honor given by AAES. In 2002 she was named the Distinguished Engineering Educator by the Society of Women Engineers. Her awards are based on her mentoring of students, especially women and underrepresented minority students, and her research in the areas of re- cruitment and retention. A SWE and ASEE Fellow, she is a frequent speaker on career opportunities and diversity in engineering.Dr. Armando A. Rodriguez, Arizona State University ARMANDO A. RODRIGUEZ is the co-PI of the NSF METSTEP grant to work with non-metropolitan community colleges to produce more engineers, especially female and underrepresented minority engi

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2011 ASEE Annual Conference & Exposition

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Morgan M Hynes, Tufts University; Ann F. McKenna, Arizona State University, Polytechnic; Chris Rogers, Tufts University; Megan Kiely Mueller, Tufts University; Xaver Neumeyer, Northwestern University; Richard M. Lerner, Tufts University

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fosters thedevelopment of engineering knowledge, skills, and achievement, both within college and inlaunching a successful career as an engineer. We define a successful engineering career as onethat is beneficial to the young person and – through his or her skills, creativity andentrepreneurship – to society. While it is of course the case that students need to developtechnical fluency in science, engineering, and math, as well as the ability to approach problemsfrom a multidisciplinary perspective, there is reason to believe that these science/technologyskills are not sufficient to foster engineering achievement in school and in life. The Personalfactors, such as motivation, orientation towards teamwork, planning, persistence and even

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2011 ASEE Annual Conference & Exposition

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Lawretta C. Ononye, State University of New York, Canton

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groups. This is a pure indication that fewer women and minoritychoose careers in engineering and technology. Women have been traditionally underrepresentedin science and engineering.1,2 Ethnic minorities are also traditionally underrepresented in scienceand engineering. According to the US Code – Section 1067: Congressional Findings, “As theNation’s population becomes more diverse, it is important that the educational and training needsof all Americans are met; underrepresentation of minorities in science and technological fieldsdiminishes our Nation’s competitiveness by impairing the quantity of well prepared scientists,engineers, and technical experts in these fields.”3 In the book Talking About Leaving, WhyUndergraduates Leave the Sciences,4

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2011 ASEE Annual Conference & Exposition

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Andy S. Zhang, New York City College of Technology; Iem Heng, New York City College of Technology; Sidi Berri, New York City College of Technology; Farrukh Zia, New York City College of Technology

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workforce and high school technology teaches to be trained on emerging mechatronic/robotic technology4) To articulates with 4-year programs in computer engineering technology, industrial design technology, and career and technical teacher education at City Tech as well as other 4-year engineering and technology institutions. This would help to establish a pipeline to supply graduates at different levels with well-balanced practical engineering knowledge and adaptable technical skills.Each program that this proposal is aimed at improving plays a vital role in the US economy.Industrial design, for example, has been identified as a crucial element at improvingproductivity11. Industries such as medical devices, consumer electronics

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2011 ASEE Annual Conference & Exposition

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John Krupczak, Hope College; Kate A Disney, Mission College

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. Page 22.997.2Efforts to attract students to an engineering career must acknowledge that two-year institutionsor community colleges represent the fastest growing segment of higher education.15 Recent datashows that 40% of individuals earning bachelor or master’s engineering degrees started highereducation in a community college. The trend is higher in some states such as California forwhich more than 48% of graduates with science or engineering degrees started at a communitycollege.16Despite this contribution to the nation’s engineering workforce, engineering education in acommunity college environment presents formidable challenges for both students andinstructors. Most community colleges have small engineering programs with only a few faculty

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2011 ASEE Annual Conference & Exposition

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Hirak C. Patangia, University of Arkansas, Little Rock

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engineering and other university students who want to explore engineering as a career path or for personal enrichment. He has written a textbook and a laboratory manual for the course ’Introduction to Electronics and Electrical Systems: A PBL Approach’.He has received numerous awards for teaching excellence at UALR including Donaghey Outstanding Teacher award. He has also received recognition for research excellence from the chancellor and college. His research interest is in the gen- eral area of signal processing (analog/digital) and he is working on new approaches in inverter design and solar controller to improve efficiency of solar energy conversion. He received the bachelor’s degree with honors from Indian Institute

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2011 ASEE Annual Conference & Exposition

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Marissa Jablonski, University of Wisconsin, Milwaukee; John R. Reisel, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee; Ethan V Munson, University of Wisconsin, Milwaukee; Leah Rineck

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how to practice independent problem solvingmethods. This procedure involves and requires deep thought, time, discussion and risk taking;these are all skills beneficial for careers in engineering and computer science. For this reason,leaders are not to have solution manuals. Facilitators work with students to solve problemsmethodically while encouraging critical thinking, as opposed to supplying answers to questions.Learning problem solving skills in a group will inevitably raise confidence levels of the studentsearly in their college career. These skills will easily transfer to their independent work and theuse of study groups is expected to increase retention and graduation and decrease suchdetrimental practices as cheating

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2011 ASEE Annual Conference & Exposition

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Amelito G. Enriquez, Canada College

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are unable to complete their lower-division course work, and are ata considerable disadvantage when they transfer to a four-year institution.Most importantly, a significant number of the students from educationally disadvantagedcommunities will never hear about engineering, much less consider it as a career option, withoutengineering courses, engineering programs and engineering faculty in community colleges. TheCalifornia higher education system has essentially dismantled a large portion of the engineeringeducation pipeline, barring access to those students least likely to find a detour around thebarriers that have been inadvertently created.With the uncertainty in the future of California community college engineering curriculum, andeven

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2011 ASEE Annual Conference & Exposition

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Tirupalavanam G. Ganesh, Arizona State University; Johnny Thieken, Arizona State University; Lisa Stapley Randall, Arizona State University; Alison W. Smith, SRP

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humans have hadneeds. Engineering has to be viewed as an ethical human endeavor that addresses the needs of aglobal society. Engineers are inventors and designers; they apply science and mathematics; anduse their imagination and creativity to make ideas a reality. They create technical solutions tomeet societal needs. This forms the core of engineering activities.2 Yet, there is a decline in highschool students’ interest in careers in science, technology, engineering, and mathematicsresulting in a decline in engineering enrollment, both undergraduate and graduate. Engineeringdoctorates have declined in recent years and are still below the levels of the 1980s.3Adolescents seldom lack curiosity, but as they go into the teenage years their

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2011 ASEE Annual Conference & Exposition

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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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2011 ASEE Annual Conference & Exposition

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Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

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the program. This paper discusses the challenges facedby mentors and lessons learned during the project implementation.IntroductionIt is clear that the U.S. has “struggled to persuade sufficient number of its citizens to pursue highlytechnical careers”1. Undergraduate science education in particular has faced many challenges in retainingstudents. However, a growing body of literature suggests that new pedagogical strategies and approachesmay help attract and retain a wider range of students by enhancing engagement2.For the past three years, the University of Houston has collaborated with Houston Community CollegeSystem and Texas A&M University at Corpus Christi as part of an NSF-CCLI grant program aimed atimproving the STEM education

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2011 ASEE Annual Conference & Exposition

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Susan L. Burkett, University of Alabama; John C. Lusth, University of Alabama; Sushma Kotru, University of Alabama

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ObjectivesAfter the successful pilot project had been completed, a proposal was submitted to NSF in theCCLI Phase 1 program. When funding was secured, the project team began planning fordevelopment of laboratory modules that could be implemented in ECE 125 each semester for thegrant period of two years (four semesters). The goal of the proposed laboratory was to exerciseand enhance the creative process in lower level ECE students. It was our desire to emphasizecreativity and visual appearance in the design of a product. The project objectives included: 1) Making ECE more appealing to students early in their academic career; 2) Demonstrating that engineering is a creative process; and 3) Prompting students to think about problems in a

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2011 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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students fromcontinuing to pursue ECE as a career track. Instructors try to strike a balanced presentation ofchallenging concepts, facts, and learning strategies, but it seems that students always feel thatthere are too many detailed, progressively complex theories with few “real” engineeringexamples to relate. The lack of proper comprehension and problem-solving tactics addsadditional frustration to students when they are asked to transform technical materials into formsthat demonstrate their understanding and to apply knowledge in a variety of problem settings.Thus, it is crucial to design a fun learning environment that promotes strategic, constructive, andbig-picture reading, thinking and problem solving.With the advancement in digital

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2011 ASEE Annual Conference & Exposition

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Ashley Baxter-Baines, Rowan University; Caitlin Nicole Dillard, Rowan University; Jennifer Vernengo, Rowan University; Stephanie Farrell, Rowan University

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that they will use throughout their engineering careers: • Novel application of chemical engineering principles • Concentration measurement • Calibration • Material balances • Use of spreadsheets for calculations and graphing • Comparison of experimental concentration data to predicted concentrationsBackground InformationConventional Drug Delivery Methods The most common methods of administration of a drug are by ingestion and injection2.In recent years, several other routes of adiminstration have been explored, including pulmonary-through the lung, transdermal- though the skin, transmucosal - through a mucous membrane, andtransepithelial- a combination of transdermal and transmucosalError!  Bookmark  not

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Mo Ahmadian, Eastern New Mexico University

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NSF Grantees

student participated in a simulated jobinterview. For the job interview, each student gave a presentation to the class and discussed whyhe/she was the best candidate for the given job. The interviewees used their education,experience, personal characteristics to convince the audience that he/she was the best fit for thejob. Feedback was provided by the instructor and questions were asked by the students. Thesetwo job preparation skills will help student be more effective at job career fairs, forced them tohave updated resumes, and sharpen their oral communication skills.To provide students with more information on teamwork, a guest speaker, who had extensiveexperience in team development and team-working, was invited to the class to speak