Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel, The Military College of South Carolina; Joshua Pelkey, AirWatch; Caroline R. Noyes, Georgia Institute of Technology; Michael Owen Rodgers, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

knowledge structure, although they are usually very objective30.As a result, objective tests may be unsuitable for assessing sustainability knowledge because theydo not allow students to reflect on the inherently broad content and interrelated structure ofsustainability. Open-ended assessment methods, such as essays and presentations, are usualalternatives to objective tests that disclose more about knowledge structure, but are oftenaccompanied by subjective scoring rubrics that are difficult to apply30. In addition, studentinability to produce acceptable artifacts (e.g. reports or posters) may be mistaken for lack ofknowledge in the domain30. Consequently, traditional open-ended assessments may beunfeasible for broad and accurate sustainability

Collection

2014 ASEE Zone 1 Conference

Authors

Beverly Woolf; Enid Sichel; Mark Floryan

the simulation” rather than reflect on and interpret what they see [5]. Our system attempts to address all Manuscript received February 14, 2014. This research was funded by acooperative grant from the National Science Foundation, #0940967 and of these issues simultaneously. The simulations do not always#1143659, “Authoring tool for a hands-on, on-line, lab curriculum for improve learning. For example, researchers at Purdueengineering technology students”, Course, Curriculum, and Laboratory University evaluated the use of computer-simulationImprovement

Collection

2014 ASEE Zone 4 Conference

Authors

John Murray; Erin Elder; Ryan Bingham; Glen Longhurst; Desmond Penny

housing is another contemporary, energy and sustainability- related issue that this project responds to. These activities satisfy ABET outcome j.9. The entire project was modeled in SolidWorks, and other engineering software used for thermal analysis.Conclusions and ExtensionsWhat thoughts did the two capstone students have regarding the conception, design, andimplementation of the Tiny House (Figures 8-13), recently renamed the ‘Vagabond House,’ byour adventuresome client? What was learned during the design/build process? What thingswould they do differently if offered the opportunity to engage in another, similar project?Selected reflections by Erin Elder and Ryan Bingham, edited for clarity and compactness, areincluded below

Collection

2014 ERC

Authors

Linda Horton

,, and Hubs – Representative research highlights from the BES divisions, EFRCs, and Hubs BES Core Research Activities (CRAs) – Updated to reflect current portfolio descriptions accomplishments descriptions, accomplishments, and challenges http://science energy gov/bes/research/ http://science.energy.gov/bes/research/ 3 FY 2015 BES Budget RequestResearch programs FY 2015 Request:  Energy Innovation Hubs & Energy Frontier SBIR/STTR, $ 1,806.5M Research Centers are funded at FY 2014 SUF

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University of Beirut (Beirut); Mohamad K. Naja

Tagged Divisions

Community Engagement Division

students. The survey invites students to voluntary participate while ensuring themof complete anonymity. The survey was randomly distributed and data collection ended whenreaching 25% of the targeted population 17.The survey was based on the volunteer functions inventory 18 and included three sections: thefirst section gathered demographic information about participants, the second sectioninvestigated students’ awareness of earthquake disaster and their willingness to join anearthquake volunteering program, and the third section asked participants to rate 19 items on ascale of 5 that reflect their attitudes and subjective norm toward volunteering in an earthquakerisk reduction program based on the theoretical framework (TRA). Items were designed

Conference Session

Nuclear and Radiological Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nestor J. Echeverria, U.S. Military Academy; Kenneth Scott Allen P.E., U.S. Military Academy

Tagged Divisions

Nuclear and Radiological

Cross-disciplinary (18) Non-MSE only (6) 1.00 2.00 3.00 4.00 Figure 2: Breakdown of survey respondents’ results to the question, “To what extent did you learn something as a result of this project?” 1=I did not learn anything, 2=I learned very little, 3=I learned somewhat, 4=I learned very much. Page 24.8.7The quality of work from each of the 17 design teams, as reflected in their assigned grades, isgiven in figure 3. Once again, the results show that the quality of work improved as a functionof the percentage of

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

members’experience and capabilities but also their people skills are evaluated by owners. Team members’body language reflects both their respective role (superintendent, project manager, projectengineer, project executive, etc.) and their personality.Teaching MethodologyThe project delivery methods are first covered in a traditional lecture. In addition to theoreticalknowledge, students are also introduced to the Top Companies’ Lists of Design-Build,Construction Management at Risk, and Construction Management for Fee type of deliverymethods published by the Engineering News Record (ENR) Magazine8, 9. It becomes easier todeliver the content when actual data is incorporated from the industry because students are moreinterested with theoretical content when it

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brad Jerald Henderson, University of California, Davis

Tagged Divisions

Liberal Education/Engineering & Society

which the student design team’s memo presents design deliverables that are viable, elegant, and robust. Submitted work should be technically correct, yet also reflect a degree of down-selection and optimization that results from quantitative design tradeoffs (e.g., square versus round sections, hollow versus solid, best material selection, weight minimization). Velocity: A measure of the memo's communication efficiency and effectiveness at the paragraph- level. An efficient and effective writing style allows the reader to decode a document's message smoothly and at a speed in sync with the reader's ability to uptake information. On the contrary, poorly written streams of English

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

the language used in each article to explain therationale for using mixed methods are included in the table, along with the category name. Only2 of the 16 articles contained no statement that could be identified to reflect a rationale foremploying mixed methods. Page 24.68.8 Table 1: Articles Using Qualitative and Quantitative Methods and Mixing PaperJournal Paper Title Year Why Collect Qual and Quant Data? Category

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Divisions

Engineering Physics & Physics

2.0 1.5 1.0 0.5 0.0 Group 1 Group 2 Group 3Figure 6 reflects the students’ view regarding the important question of this study and surveywhether “the mastering physics helps you to master the engineering physics concepts thecourse”. The majority of the students, about 75% felt that mastering physics helps them to learnengineering physics 2 concepts. Page 24.79.6 6 Figure 6 100 80 60 40 20 0 Yes NoConclusionMastering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

taughtbasic science in a more coherent way. The existence of various learning styles has also been well documented and multipleclassification systems have been developed. For example, the Felder-Silverman model12separates learning styles into four dichotomous categories: student learning can be 1) sensory orintuitive, 2) visual or verbal, 3) active or reflective, and 4) sequential or global. Parallel to thisstudent learning model, corresponding teaching styles are either 1) concrete or abstract, 2) visualor verbal, 3) active or passive, and 4) sequential or global. Evidence suggests that the currentstudent population has a diverse learning style. Therefore, the typical teaching approach(utilizing the abstract, verbal, passive, and sequential

Conference Session

Construction Materials and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jing Du, University of Texas at San Antonio; Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

measuring criteria are shown in the following table: Potential Outlier Studentized ti Cook’s Di DFFITSi DFBETASk>1 Y22 -3.436 0.194 -1.593 1.160 (k=3)By examining measures of influence, it is concluded that removing this outlier from the samplewill not significantly affect the fitted regression; however, it will change the coefficient of  3much. So it must be carefully discussed whether current model should be fixed or improvedfurther.Model 3: The final modelAfter the outlier is removed from the sample, the P-value of hypothesis test H 0 :  3  0 increasedfrom 0.0742 to 0.2451, which exactly reflects the meaning of DFBETAS . This has

Conference Session

Systems Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

S. Gary Teng, University of North Carolina, Charlotte

Tagged Divisions

Systems Engineering

. China EMS manufacturing facility case 7. US-China joint manufacturing facility case 8. Axle assembly line improvement case Page 24.472.3Using these cases to discuss systems engineering process and systems thinking as well as theirimplementations, the instructor provides some discussion points that reflect the issues of systemsthinking and the achievement of systems objectives. For example, one discussion is on the initialimplementation of lean approach to outsource various processes to multiple suppliers located atdifferent countries for Boeing 787 Dreamliner’s design and production activities. Some of theissues discussed include how

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melodie A. Selby PE, Walla Walla University

Tagged Divisions

New Engineering Educators

” and “Homework questions on the Avengers made the homeworksomething cool to research of [sic] figure out rather than just get through and done with.”The students also submitted reflections on the class as part of their final. In 2013, the studentswere unanimously positive about the class. Their comments included statements like “All myfriends in other classes are jealous” and “It helped me see that engineering doesn’t have to beseparate from my real life.” Their level of enthusiasm for the class was certainly higher thanstudents in previous years. For the first time since I have taught the class, people who were notin the class have come to me, sometimes months later, to talk about the ideas we discussed in theclass. The students have been

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa M. Holliday, University of Oklahoma; Matthew Reyes, University of Oklahoma; Kenneth F. Robson, University of Oklahoma

Tagged Divisions

Construction

experience due to the PhD requirements.The attainment of a PhD has grown as a requirement as research and external funding for hasbecome more important. The essential aspect of industry experience is a result of the appliedscience nature of construction management education. 6 The importance is reflected not only injob postings but also in accrediting body requirements. Both the Accreditation Board forEngineering and Technology (ABET) and the American Council for Construction Education(ACCE) note that faculty in construction engineering and construction engineering programsshould have relevant professional experience. 1, 2 In fact, ABET considers this one of the ways inwhich faculty demonstrate their competence. 1This current demand on faculty for

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oguz Hanoglu, Purdue University, West Lafayette; Aladar Horvath, Ivy Tech Community College; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

video-recordings. The conversationsin these frames were compared to the related part of their documented works to see how theyconveyed their ideas. Portions of the video-recordings which were found to be related to theresearch question of this study were transcribed and used to triangulate findings from the writtendocuments and interviews.Interviews were transcribed and relevant pieces about how they respond to TA feedback wereselected. These pieces provided insights to students’ individual reflection on their teamwork.Results of Team A and Team B were constantly compared with each other to identify thesimilarities and differences in the ways they respond to TA feedback and conveyed their ideas intheir documented works.IV. ResultsSubmitted

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Cyndi D. Lynch, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

0.55 2.98 1.27 Personal qualities Integrity 3.55 0.63 2.86 1.09 Self-confidence 3.43 0.66 2.61 1.08 Self-reflection 3.30 0.70 2.61 1.10 Responsibility 3.50 0.66 2.59 0.95 Preparation and 3.30 0.59 2.82 1.04 Self management prioritization Commitment to research 3.18 0.58

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Paul D. Mathis, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. Page 24.259.5 References1 Genco, N., Holtta-Otto, K., & Seepersad, C. C. (2010). An experimental investigation of the innovation capabilities of engineering students. Proceedings of the 2010 American Society of Engineering Education Annual Conference & Exposition.2 Atman, C. J., Sheppard, S. D., Turns, J., Adams, R. S., Fleming, L. N., Stevens, R., et al. (2010). Enabling engineering student success: The final report for the Center for the Advancement of Engineering

Conference Session

New Course Development Concepts in ET II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aaron Alexander, Oklahoma State University; Kenneth Belanus, Oklahoma State University

Tagged Divisions

Engineering Technology

placing a pieceof reflective tape on the orbiting mass (internal to the sander) and using an optical tachometer tomeasure the revolutions. Figure 5: Mounting of the Orbital Sander Vibration Source Page 24.317.5The accelerometer can be mounted in several different manners. The easiest is a simple drill andtap in the side of the wooden tier. This is sufficient for a short time, but the threads willeventually strip and a new fastening hole must be created. If a longer lasting mount is desired, itis possible to use a small nut to hold the accelerometer (Figure 6). In order to install the nut,drill a shallow hole in the side of the

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Minnesota Office of HigherEducation [3]. The third intention is to argue that reconciliation between the two literacies is more easilyaccomplished if new curriculum structures can be embraced. While it is understood that particular notions ofcurriculum structure are deeply embedded in a culture, it is argued that this embededness prevents a culturefrom reflecting on how it should respond to the explosion in knowledge that has occurred in the last century.This requires thinking outside the box about alternative curriculum structures.A model curriculum for a college engineering and technological literacy program is described. Its framework isderived from elements of an experimental program in technology education designed for the transition year

Conference Session

Capstone Courses and Project Based-Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

John-David S. Yoder, Ohio Northern University

Tagged Divisions

Mechanical Engineering

completethe objectives without an unreasonable amount of time so that it does not adversely affecttheir other courses. Proper testing facilities should be available to students throughout theproject so that they can learn to operate them, measure attachment points, etc. Materialsand shop facilities must also be made available if prototypes will be required. Andcertainly the projects must be carefully aligned with the desired outcomes.Third, many students struggle to accurately assess the causes for the difference betweentheir theoretical results and what they find during testing. Taking time in class to reflect onthe possible causes is important. For example, we have found that often the students dothe analysis correctly, but fail to take into

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

project? 2) How do student motivation and goal orientations change throughout their interaction with the curriculum changes? 3) How does students’ self-efficacy for design learning, specifically their comfort with “messy” open-ended engineering design problems and use of higher-level cognitive strategies change as they experience and reflect on errors or failure during prototyping and design activities?The quantitative project evaluation will consist of three previously developed and validated in-struments, the Situational Motivation Scale (SIMS26), the Motivated Strategies for LearningQuestionnaire (MSLQ27), Metacognitive Awareness Inventory (MAI28) and the Learning Inven-tory29, while qualitative data will be

Conference Session

An Examination of Methods to Enhance Transfer Student Enrollment, Retenion, Persistence, and Outcomes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shen Liu, West Kentucky Community and Technical College

Tagged Divisions

Two Year College Division

results during the conference presentation.ConclusionThe encouraging survey results have reflected a strong agreement with the main goals ofincorporation of the PBL into traditional lecture-based courses. Projects have served as bridgesto connect classroom learning and real-life applications. The implementation of hand-on projectshave made the learning of science and engineering principles more enjoyable. Through project-based learning, students are not only more confident with their understandings of the materialspresented in a course, but they are also better prepared for the upper-level engineering design andlaboratory courses.References 1. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991

Conference Session

Computer Programming and Simulation

Collection

2014 ASEE Annual Conference & Exposition

Authors

David M. Whittinghill, Purdue University, West Lafayette; David B. Nelson, Purdue University; K. Andrew R. Richards, Purdue University; Charles A. Calahan

Tagged Divisions

Computers in Education

enrolled in the course if it were notrequired of them. At the conclusion of the course, students were asked to reflect on thecontribution of the course to their enjoyment of programming. We used this data tocreate a pre and post-score, where like/dislike of programming was measured in thebeginning and end of the course.We used this data to test four research questions about attitudes toward programming: 1) Can an inclusive, supportive environment that is catered to the non-programmer lead to improved attitudes about programming? 2) Can students with low-positive feelings (LP) increase their confidence in programming? 3) Does prior experience with programming influence the degree of attitudinal change? 4) Do specific

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Steckel, St. Vrain Valley School District; Patty Ann Quinones, St. Vrain Valley School District; Malinda S. Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

students must becomerepresentative of the nation’s population. This call is especially pronounced in the field ofengineering.These representative numbers can only be realized through increased preparation of college-agestudents. Undergraduate engineering has become a test bed for pedagogy to increase studentinterest and abilities, reflecting the progress of cognitive development research in STEMlearning. Analysis of best practices can improve instruction at all levels, including K-12. Aboveall, an environment to nurture problem solving and innovation skills is imperative.Unfortunately, there are few K-12 settings for students to obtain real-world experience that mightattract them to STEM careers. To address this problem, the St Vrain Valley School

Conference Session

K-12 and Pre-college Engineering: Educational Policy and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin-Madison; Greg Pearson, National Academy of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

, habitsof mind, and analytic practices of the design sciences (engineering and technology) with those ofthe natural sciences (science and mathematics) (e.g., Ref. 38).In educational practice and in research, the term “integrated” is used loosely and is typically notcarefully distinguished from related terms such as connected, unified, interdisciplinary,multidisciplinary, cross-disciplinary, or transdisciplinary. Defining integrated STEM education isfurther complicated by the fact that connections can be reflected at more than one level at thesame time: in the student’s thinking or behavior, in the teacher’s instruction, in the curriculum,between and among teachers themselves, or in larger units of the education system, such as theorganization of an

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Paul Imbertson, University of Minnesota, Twin Cities; Tamara J. Moore, Purdue University

Tagged Divisions

Electrical and Computer

omega slip. We want to control omega M. So… right now omega slip is at 50 and we need to make omega slip much larger, don’t we?”Critiquing / Critically reflecting on “That doesn’t make sense.” EvaluateChallenging interpretations/ reasoning(CR) in which proposals may “I don’t think that those two (IMs and Is) are in be challenged and phase.” counter-challenged. “We don’t need total power. We need power loss.”Conscious Purposeful citations of

Conference Session

Track 1 - Session 2

Collection

2014 ASEE International Forum

Authors

Rockwell Franklin Clancy III, The University of Michigan-Shanghai Jiao Tong Joint Institute, Shanghai Jiao Tong University; Guangyu Zhang, Shanghai Jiao Tong University

Tagged Topics

Curriculum and Lab Development

Affairs Division of Dalian University of Technology, November 15 Page 20.28.6  http://teach.dlut.edu.cn/tsjyzx/tsk/1/%E7%A7%91%E6%8A%80%E8%BF%9B%E6%AD%A5%E7%B1%BB/13-1.doc.8 Luegenbiehl, H. 2004, “Ethical Autonomy and Engineering in a Cross-Cultural Context,” Techné: Research inPhilosophy and Technology, Vol. 8, No. 1.9 Cao, N. 2004, “Dui Zhong Guo Gao Xiao Gong Cheng Lun Li Jiao Yu De Si Kao,” (“Reflection on the Educationof Engineering Ethics in China”), Gao Deng Jiao Yu Gong Cheng Yan Jiu (Advanced Engineering EducationResearch), 5. Wang, Q. 2009, “Gong Kai Ke: Ke Xue Ji Shu

Conference Session

Track 2 - Session 2

Collection

2014 ASEE International Forum

Authors

Aaron Brown, Metropolitan State University of Denver; Duane B Swigert, Metropolitan State University of Denver

Tagged Topics

Curriculum and Lab Development

appraisal, it was determined that the most appropriate project (7) for the students toengage in was a solar water heater for the local school. The students designed and built a verysimple but effective water heater using local materials and costing less that $100 to build. Thedesign was very specific to the region as the proximity of Costa Rica to the equator allowed ashallow angle for the panel that water flowed over which contributed to a measured 70˚Ftemperature gain which made the design applicable and effective for the design challenge. Upon completion of the trip, students were required to write a reflective project report andpresent the experience to an audience through the avenue of the undergraduate researchsymposium at MSU Denver

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

multipleprobes33, 34. The open ended questions were developed to allow rich, deep descriptions ofparticipant’s experiences and beliefs35, 36. Distinctions between the protocols included ensuringthe questions were appropriate to capture participants’ perspectives relative to high schoolexperiences (either current or reflection). The final protocols captured information on theparticipants’ experiences during high school including reasons for choosing their career goals aswell as information related to the other constructs of the SCCT model. Detailed information onthe protocol development was previously documented37.ParticipantsAll high school and college participants were from one of nine counties located in thesouthwestern most portion of Virginia. The