Collection

2011 Pacific Southwest Section Meeting

Authors

Ricardo Medina; MURAT OKCAY; Gustavo Menezes; Arturo Pacheco-Vega

and shapes. The instrumentsdeveloped by Interactive Flows, named FlowCoach (shown in Figure 1) and ePIV, are able tocapture images of neutrally-buoyant particles, which reflect light and travel with the flow,allowing for qualitative analysis of the flow field. The data analysis is carried out by means of alinux-based software known as FlowEx. The FlowEx environment uses PIV data to computeparameters of the flow, such as velocity and pressure. FlowEx also provides the option for CFD Proceedings of the 2011 PSW American Society for Engineering Education Zone IV Conference  Copyright © 2011, American Society for Engineering Education

Collection

2011 Pacific Southwest Section Meeting

Authors

Michael G. Jenkins

reflect re-emphasis of experiential learning within those courses.Of particular importance in this curriculum revision was the synergism of “Mechanics ofMaterials” (MOM) and “Mechanics and Materials Laboratory” (MOML)6. MOM is often basedon computer-driven lecture and tutorial course material, team-oriented quiz/homework sections,and in-class demonstrations. This course lays the groundwork of mechanics of materials. Figure 2 Conventional curriculum flow within the mechanics and materials subdiscipline Proceedings of the 2011 PSW American Society for Engineering Education Zone IV Conference  Copyright © 2011, American Society for Engineering Education

Collection

2011 Pacific Southwest Section Meeting

Authors

Fariborz M. Tehrani

more guidance to focus on high taskbehaviors. These behaviors typically reflect work structure, organization, schedule, and resourceallocation.Relationship or supportive behavior, on the other hand, is interpreted as psychological aspects ofmaturity dimension and correlates with the confidence of person to perform. The matchingleadership style provides more support for high relationship behavior. This behavior is oftencharacterized by giving considerations to emotional state of the performer and developing mutualrespect and trust, as well as improving communication and other soft skills. As a person maturesin certain performance, the directive and supportive behaviors advance through four zones ofleadership style. This cycle will require the

Collection

2011 Pacific Southwest Section Meeting

Authors

David Lanning; Jim Helbling; Wahyu Lestari

48 2010 48An additional third section was added this past summer (2010) because of the popularity of the program.However, due to a faculty member leaving from the computer engineering department and the smallnumber of students (around 5) enrolled for the Aerospace Engineering program, students from the thirdsection were placed into a more general engineering camp, not reflected in the numbers in Table 2.Participating instructors in the Aerospace Engineering summer camp are all faculty in the Aerospace andMechanical Engineering Department at Embry-Riddle. A number of these faculty teach undergraduateengineering courses during the first seven-week summer semester, so there are enough

Collection

2011 Northeast Section Meeting

Authors

Michael J. Rust; Abe Kamal

teaching (for the teacher workshop) or learning about (for thestudent workshop) engineering topics. The survey was comprised of three (3) questions that werestructured based on a Likert scale. Each question consisted of four (4) potential responses thatranged from the most positive response (assigned a value of 4) to the least positive response(assigned a value of 1).Since the intent of the teacher workshop was to reach a small number of teachers who could thenimpact a larger number of students, the sample size of data, reflecting the number of participants,was only three. As a result, standard statistical analysis of the data, such as a paired t-test, wouldnot provide significant validity. Instead, a descriptive statistical analysis was performed

Collection

2011 Northeast Section Meeting

Authors

John Finnie; Neil Fennessey

section on written content is presented below. Written Content Grade ____ Content and integration of information from sources (journals, manuals, etc.) ( %) ______ 1. All ideas presented support and develop the topic. ______ 2. Project reflects insight into and understanding of the subject matter. ______ 3. Ideas are stated clearly and are developed fully with specific supporting details from the specifications or technical literature. Proceedings of the 2011 ASEE Northeast Section Annual Conference University of Hartford Copyright © 2011, American Society for Engineering Education______ 4. Effectively uses examples, paraphrases, or

Collection

2011 Northeast Section Meeting

Authors

Sigrid Berka

orcompetence or (56.7%) or how to use the standards for teaching culture (43.5%) demonstrate thatit is difficult to convey in a classroom [5]. Immersion modules like an eye-opening study tour,especially when prefaced by a pre-departure orientation on which cultural products, practices andperspectives to watch out for, provide first-hand access to the cultural environment and thus raisethe students’ level of awareness. In the case of our study tour, students could also gain one creditby writing a reflective paper on either differences in US-German culture or any engineering ortechnical feature they were impressed by. Putting the study tour in an academic frame rangingfrom linguistic preparation geared towards engineering students in the German

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia C. Pendley, Georgia Institute of Technology; Joseph Homer Saleh, Georgia Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

Institute of Chemical Engineers, AIChE, 2001) Challenger: Go for Launch (BBC documentary, 2001)Each case study is covered in one or two hours. The discussion of the accident is initiated by astudent, assigned to the particular case study at the beginning of the semester. Typical promptsinclude the following: how did the accident unfold (to make sure that the accident sequence isproperly understood by everyone)? What caused the accident? This question, which usuallymakes for a very lively and interesting discussion in class, invites a deep reflection of theconcept of causality in system accidents as well as the appreciation of the idea of chain ofinfluence and network of contributing factors to system accidents. What contributed to

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; Bridget N. Bero, Northern Arizona University

Tagged Divisions

Design in Engineering Education

project (2 students); Project in senior level elective (2 students) Elect. Egr. 1st Semester Masters Project elective 3 Comp. Sci. Junior level project elective 3 Business Project in two senior level courses (Market Analysis, 10 Business management) Civil Egr. Project in junior level structures course 2 Architecture Final Masters Project 1The broad variety of curricular integration solutions was not intended and reflects the greatdifficulty we encountered in working to find acceptable ways to

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

paper is a single dimension of interdisciplinary understanding, criticalawareness. According to Boix Mansilla et al. (2007; 2009), the dimension of critical awarenessasks the question: “Does the work exhibit reflectiveness about the choices, opportunities, and limitations that characterize interdisciplinary work and about the limitations of the work as a whole, such as what an account failed to explain or what a solution could not address?”In the context of interdisciplinary engineering teams, the study presented here refocuses thisquestion to examine students‟ awareness of the interdisciplinary process as it relates tointerdisciplinary engineering project teams and the opportunities and limitations associated withthose

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Calvin C. Jen, Calvin College; Tyler Scott Helmus, Calvin College; Steven H. VanderLeest, Calvin College

Tagged Divisions

Entrepreneurship & Engineering Innovation

the post-evaluation. Teachers can also share from their own work and personalexperiences, demonstrating the impact of the consideration of virtues on their own work,teaching, and lives – recounting how virtues have been helpful or even necessary to bring aninnovation to a marketable reality. We have the opportunity to push students beyond the typicalquestions, to set higher standards and goals for them, to encourage them to make a positivedifference in society and the global community of which they are all a part.Project reports can require students to also do reflection in writing. Learning is enhanced by Page 22.1390.11using a variety of

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of the identical solution. Studentsself-reflected on how they could improve their feedback. Students completed peer reviews oftheir MEA solutions the following week11. Page 22.1339.5B. Data CollectionAs previously stated, this paper reports on one piece of a larger study aimed at investigating therole of feedback in students’ model-development process. The larger study included collection ofcopies of student work, copies of peer feedback generated by students, copies of GTA feedback;video-recordings of teams of students making revisions to their solutions, and interviews withstudents as well as GTAs. This paper focuses on interviews with

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Edward Morris Barbanell, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Civil Engineering

water conflict.Essentially, we were poorly communicating the relationship of activities and lesson topics tolesson learning objectives and this was causing students to interpret the objectives and relevanceof the activities differently. We therefore created learning objectives for each lesson and made adirect connection to the topic of the lesson and activities in the lesson.JournalStudents were supplied with notebooks and required to record their thoughts, notes, discussions,etc. in journal. The objective was to encourage them to reflect during class and recall or sharetheir journals with others in the class. We anticipated more sharing of thoughts from journals insmall group discussions in class.Outside EventsWater issues in the western U.S

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

Crismond, City College of the City University of New York Page 22.283.1 c American Society for Engineering Education, 2011 David Crismond is an Associate Professor of Science Education at the City College of New York. Crismond’s main research interests revolve around K-16 science and engineering cognition and pedagogy, and teacher professional development in these areas. Crismond recently completed a collaborative NSF-funded project with Tufts University that developed software called the Design Compass that supports students’ reflective thinking while designing. With Purdue’s Robin Adams

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

education as following prescriptive steps that lead toward known conclusions andconsequently teach to this approach. The current implementation of science education frequently involves teaching inquiry asthe complex interactions between exploring and testing ideas, feedback and analysis from thecommunity, and the benefits and outcomes of research.6 The work of Herried is reflective of theattempts to align the processes of science taught in K-12 to the processes taken by professionalscientists as they engage in scientific inquiry. However, the wide variety of ways that inquiry ispresented in K-12 educational materials7 and the perception of inquiry as synonymous withdoing “good science”8 may prompt teachers to think that engaging students in

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

team leaders and platoons and everything. Just like the whole chain of command.He goes on to talk about what he is expected to know and how he is expected to use that Page 22.69.11knowledge to help the freshmen.We can then ask how CBT contributes to identity development. While it is a highly structuredactivity, we also find that reflection on CBT is critically important. MilA cadets talk aboutrealizing later just how much they accomplished or just what they could do. In talking about thesummer military program in general Matthew said “Being able to like reflect on what I’ve donesince this is like, since this tests you, in different ways

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

inappropriate, toss them out.Step 5. Large Group Session: Review and Refine Themes.Reconvene the entire team. Each small group then reports its findings and lists the themes theydetermined in their session. The entire team should discuss the commonalities and differences inthe lists of group themes and combines, modifies, and refines them to determine a final list ofunique themes to reflect the distinct professional skills, competencies, and accomplishmentsexpected of program graduates after three to five years of employment. Most programs will findthat they will have four to eight final themes.Step 6. Small Group Session II: Draft Objectives Statements.Divide the team into three to five groups. Distribute the themes among these smaller groups witheach

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

,particularly in North America, continuing to reflect the recommendations made in the 1955Grinter Report.[12] Based on this five decade old report, engineering schools chose to focus on ascientifically oriented curriculum that emphasizes the basic sciences, mathematics, chemistry andphysics through a core set of six engineering sciences, ignoring concurrent calls to includeprofessional and social responsibilities in the curriculum. As May and Strong[10] point out, “Fivedecades after this report was published, how many engineering schools can truly claim that theirprograms have evolved in terms of core content and methods of instruction in order to maintainpace with modern professional engineering practice?”The Accreditation Board for Engineering and

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

wording was consistent with ABET definitions which are generally difficult todefine clearly, and 2) the addition of four new outcomes focused on additional Page 22.141.2professional topics and discipline depth. Very quickly it was determined by mostprograms and ASCE that the discipline depth could only occur at the Master’s level withlarger breadth occurring at the undergraduate level. The addition of professional skillsabove what even ABET2 EC2000 requires reflects greater recognition of the importanceof the development of professional skills at the bachelor’s level. How/Where are thesesupplementary professional topics to be included in the current

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

genres and for effective work on teams (e.g., acapstone course with writing and presentation components, research reports). These experiencesshould prepare CE graduates for the exigencies of the workplace. However, considerable concernabout the communication skills of CE graduates is reflected in the significant attention devotedto studying and improving both the communication training and student proficiencies by facultyand researchers who publish in professional engineering education journals (e.g., Journal ofProfessional Issues in Engineering Education and Practice; Journal of Engineering Education)and present at conferences such as those sponsored by ASEE and Frontiers in Education (FIE

Collection

2011 Northeast Section Meeting

Authors

S Claudina Vargas

the strategy. Working in small teams,students in the DAE curriculum project analyzed problem situations and answeredquestions, shared ideas and reflected on their views or perceptions, explored the meaningof complex concepts through inquiry and hands-on activities, and improved theirunderstanding of experimentation and knowledge-building. Students were driven to strivefurther in their learning inquiries, helping them to explore weaknesses in their ownunderstanding and knowledge; to think critically, considering the meaning of words andconcepts carefully, pondering the logic of ideas; to develop arguments; and to reason.The language-infused DAE curriculum approach requires less lecturing by the teacher, butit is time-demanding and requires

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, Pennsylvania State University, University Park; Lois Calian Trautvetter, Northwestern University; Sarah L. Codd, Montana State University; David B. Knight, Pennsylvania State University, University Park; Carla M. Cortes, Northwestern University

Tagged Divisions

Multidisciplinary Engineering

of knowledge and ideas that are distinctive to different fields of study. I'm good at figuring out what experts in different fields have missed in explaining a problem or proposing a solution Reflective Behavior (alpha = .73) Do you agree or disagree?A I frequently stop to think about where I might be going wrong or right with a problem solution. I often step back and reflect on what I am thinking to determine whether I might be missing something. Page 22.1711.12 Teamwork Skills (alpha = .86) Please rate your ability to:A Work in teams of people with a variety of skills

Conference Session

"Green" Topics in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jacob Dunn, University of Idaho Integrated Design Lab, Boise; Gunnar Ryan Gladics, University of Idaho, Integrated Design Lab; Kevin Van Den Wymelenberg, University of Idaho Integrated Design Lab, Boise; Ery Djunaedy, University of Idaho Integrated Design Lab, Boise; Sherry McKibben, University of Idaho IURDC, McKibben + Cooper Architects

Tagged Divisions

Architectural

building and to deliver human comfort, reflected a further schismbetween the professions and reached an apex in the years after World War II. According to Dr.Joseph Lstiburek, “During the post-war building boom, the emphasis on educating architectsshifted to aesthetics and design theory relating to aesthetics and away from the fundamentalaspects of construction and understanding of materials, assemblies, building systems, andsubsystems2.” The division of labor is a logical outgrowth of the increased knowledge needed to masterthe expanding profession. For instance, it would be quite a challenge to learn all the newcomplex structural technologies and theories concurrently with a full architectural education.This could again be said of the

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mikhail Gershfeld, S.E., California State Polytechnic University, Pomona; Judith Ellen Sheine, California State Polytechnic University, Pomona; Gary LeMarr McGavin, California State Polytechnic University, Pomona, Department of Architecture

Tagged Divisions

Civil Engineering

at the end. Strict deadlines were established for engineering-sensitive decisions and engineering students were required to monitor these deadlines and soundan alert to the architecture students and faculty (who also monitored the design process) if thesewere slipping.Following are comments from some of the architectural and engineering judges that have beeninvolved in the studio for the last three years. They were asked to provide some reflection onwhy they are willing to take 6-8 hrs of their time, typically on Fridays, to judge students’ de-signs.Will Shepphired is a registered engineer and architect. He is a principal of his own successfularchitectural firm. He has been an active member of our judging panel for the last three years

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University, San Luis Obispo; Ben Mason, University of California, Berkeley; Nicholas W. Trombetta, University of California, San Diego

Tagged Divisions

Graduate Studies, Minorities in Engineering

prior to beginning their work at Davis. Three ofthe five undergraduates were given the opportunity to work extensively with the centrifuge testdata and results. Two of the five undergraduates continued to work at the centrifuge facility forover a week after the test was concluded, helping with report preparation and data analyses. Inaddition, for one of the centrifuge tests, we recruited two undergraduates to work together asresearch assistants.AssessmentStudent QualificationsThe data summarized in Table 5 illustrate that the research team was successful in recruitinghighly qualified undergraduate participants, which reflects well on the recruitment programestablished for this project. All of the undergraduates had grade point averages greater

Conference Session

Computers in Education General Technical Session I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa A. Pasquinelli, North Carolina State University; Jeff Joines, North Carolina State University

Tagged Divisions

Computers in Education

carry out anexercise. It is important as an instructor to help the student recognize when and what is theappropriate computing needed to solve a particular problem. From Table 3, it can be observedthat the students who had taken TE 110 between two to four semesters prior to TE 303 were moreconfident than those who had not had the class. It should be noted that both TE 110 and TE 303have changed since 2008 to reflect these findings. The videos were created in the summer of 2009and then revamped in 2010 to help assist the students. More computing has been put in place inthe TE 205 course, which many students take the semester before TE 303, thus helping to bridgethe gap.Self-AssessmentsSelf-assessments from 2008 indicated that the students

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Donnell, Georgia Institute of Technology; Betsy M. Aller, Western Michigan University; Michael Alley, Pennsylvania State University, University Park; April A. Kedrowicz, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

. Then, in broader consideration of WI programs, we consider questions of control andauthority that are latent in any WAC collaboration.Table 1 provides a sampling of the structure of engineering communication programs across thecountry. Not shown in Table 1 is the typical freshman English course, which all students take.Also not reflected are the nuances on technical communication courses and writing intensivecourses that engineering students take.EC 2000 and the Development of WI and General Skills Programs. Although we areprimarily interested in communication instruction, it is important to remember that ABET’sevaluation criteria have come to embrace a number of non-technical skills since EC2000 wasintroduced. Siller’s description of Colorado

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees

results to create a synergistic environment where bestpractices in teaching similar courses are shared. Each of these components is described in muchdetail below.Implementing New Instructional Strategies – Evolving the Classroom Paradigm Inside theClassroom This project will implement strategies to reflect evolving pedagogical techniques notcurrently applied to engineering.4 It will develop, adapt, and test classroom materials, in theform of lecture modules, for a freshman level construction methods (Fall 2011) and materialscourse series (Spring 2011 & 2012) within an engineering technology curriculum. Guided byrecent findings and developing pedagogical research, this project focuses on an active learning,team-based approach to

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jack L. Beuth, Carnegie Mellon University; Rohit Kumar, Carnegie Mellon University; Carolyn Penstein Rose, Carnegie Mellon University

Tagged Topics

NSF Grantees

thismodel, it is possible to determine where the most strategic opportunities for supporting learningexist. Figure 1 shows an overview of the architecture used to develop our prototype Page 22.1597.3infrastructure. This architecture is meant to allow context-sensitive support for collaborativelearning and reflection not only to be triggered based on what is happening in the discussion, butfor it to do so with awareness of how it is affecting the state of the conversation through itscontinuous monitoring. Thus, if an intervention is triggered erroneously and ends up having anegative effect on the collaboration, we can detect and correct that. In this

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

incorporateengineering into the elementary classroom. Engineering curricula and engineering teacherprofessional development at the elementary level remains a developing area1. It follows thatassessments measuring the impact of such teacher professional development programs, orengineering interventions on students’ engineering design, science, and technology knowledge,have not been widely developed or utilized. For example, the National Academy Engineering(NAE)1 reports that there is a “paucity of data” available to assess the impacts of K-12engineering education on many student outcomes, which “reflects a modest, unsystematic effortto measure, or even define, learning and other outcomes” (p. 154).There is a need for assessments that are developmentally