Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa J. Cutright, University of Akron; Lakiesha N. Williams, Mississippi State University; Linda T Coats; Debora F Rodrigues, University of Houston (CoE); Judit Eva Puskas; Frank "Fritz" J Claydon, University of Houston (CoE)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

process 13% 25% 11% Help with career path 0% 25% 7%Before the workshop, all of the participants knew how to define racism. However, 67% of theattendees did not know what a micro-aggression was. Surprisingly, none of the faculty listedpossible benefits of being proactive. Students listed that some people may be shy (22%), can't sit Page 26.565.10and do nothing (22%), you get to learn (11%) and can avoid potential problems before theyoccur (22%).Post session methods to increase participation were more concrete and reflected that sessionattendees did learn something (Table 4

Conference Session

Hands-on Active Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohammed Taqiuddin Taher, DeVry University, Addison; Ahmed S. Khan, DeVry University, Addison

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

strong tool for dealing with this problem.12 Simulation is a problem-solving exercise that is undertaken collaboratively and may besolved through a combination of character identification, shared decision making, investigativeinquiry, and reflective practice within a scenario context (Fisher, 2005). Although the importance Page 26.582.5of hands-on labs to the technology curriculum cannot be denied, Garcia (1995) cites severaladvantages of computer simulations compared to laboratory activities.13 First, there appear to beimportant pedagogical advantages of using computer simulations in the classroom. Second, thepurchase, maintenance, and

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instructor reflection students Entry Data Implementation & Assessment Cycle Redesign Faculty the Course participants Collect Student Midterm Assessment Faculty,staff, and Midterm and instructor reflection

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; Paul E. Post, Ohio State University; Lisa Abrams, Ohio State University

Tagged Divisions

Community Engagement Division

evenanswering such questions at an HA event. The behavior that is being encouraged in HA is earlycareer ambassadorship, not the promotion of attendance at a particular university or career at aparticular employer. That being said, effective ambassadors reflect well on their institutions andemployers and there is likely some marketing or recruiting benefit to these institutions in theactivity. Page 26.611.4The HA program was piloted in 2013-14 with 28 participating schools (resulting in 24 visits) andrepeated in 2014-15 with 38 participating schools (21 visits completed at the time of thiswriting). The second year implementation was accompanied by one

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yu Gong, Purdue University; Tugba Yuksel, Purdue University; Alejandra J. Magana, Purdue University; Lynn A. Bryan, Purdue University

Tagged Divisions

Engineering Physics & Physics

Engineering Senior CE_Se_03 Male Chemical Engineering Senior NE_Se_01 Male Nuclear Engineering SeniorData Analysis. Our data analysis process was an iterative one involving continualexamination and discussion. Interview data were analyzed using constant comparativemethods of analysis17. In the first phase of analysis, the students’ interview responses weretranscribed from both audio and video records. The research team looked for patterns instudents’ responses that reflected their subjective reasoning. Each of the first two authorsindividually identified and grouped distinct responses. The grouped categories were used tostructurally describe participants’ reflections on their learning

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

Tagged Divisions

Educational Research and Methods

example, we have developed a first-year course in which students role- Page 26.679.5play as engineering interns and participate in two 8-week-long virtual internship programs [14].In one virtual internship, Nephrotex, students design a filtration membrane for a hemodialysismachine. In a second internship, RescuShell, students design an exoskeleton to assist rescueworkers. Throughout each internship, students interact with their team members and theirmentors via a chat program. Mentors guide them through the activities and occasionally ask themto reflect on their work in a digital engineering notebook. At the end of the course, studentspresent

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joy M. Adams, University of Michigan; Mical D. DeGraaff, University of Michigan; Gail S Hohner, University of Michigan

Tagged Divisions

Design in Engineering Education

integrate the feedback into their performance. As a result, we were not achievingour desired program outcomes: improved project-specific engineering design skills, professionalbehavior, and evidence of self-reflection. To address this, we have created and implemented anadditional avenue for peer-to-peer anonymized feedback: a qualitative survey utilizing codedcompetencies. The purpose of this research is to evaluate this qualitative instrument in terms ofoverall effectiveness. This paper outlines insights and trends noted in the first year ofimplementation.Context The Multidisciplinary Design Program is an academic program that provides studentsfrom across the university an opportunity to develop and refine their engineering skills byworking

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Asly Artiles, Massachusetts Institute of Technology; Katherine E LeVine, Wellesley College

Tagged Divisions

Design in Engineering Education

. Page 26.1455.2IntroductionThis paper lies at the intersections of two movements. The first, a realization for the untappedproblem-solving potential inherent in big, collaborative meetings of passionate people (mostcommonly seen in hackathons). The second, the realization that design thinking can extend muchfarther beyond the traditional product design engineering classroom and into the hands of ourcitizens in order to capacitate them as able problem-solvers in our community.To understand the first realization is to understand the hacker culture that has expanded acrossnations and disciplines. Originally used to describe someone who makes furniture with an axe,this makeshift nature reflected onto the first programming-oriented use of the word

Conference Session

Software Engineering Constituent Committee Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Temesghen Kahsai , Carnegie Mellon University; Liam O'Reilly, Swansea University; Markus Roggenbach, Swansea University

Tagged Divisions

Software Engineering Constituent Committee

propositional logic are among the concepts underlying testing; • provides examples for data structures: testing tools need to represent graphs, the axioms of abstract data types such as a stack can guide testing; and • supports programming education in various aspects: students become better programmers as they o become tool literate; o learn about topics as testing and debugging presented as SECs; and o reflect on quality of source code as well as of programs.Such a positive view is supported, e.g., by McCauley and Jackson who write: “an early andconsistent emphasis on software engineering concepts creates a student culture that values theprinciples and practices of software engineering” 15. Also

Conference Session

Multidisciplinary Approaches for Enhancing Non-technical Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

B is less a reflection ofhighly self-determinant engineering degrees and more a reflection of less curricular choice acrossthe board at this institution. This trend is perhaps not surprising considering that University B isa technically focused institution, with more than 90% of the school’s undergraduate populationenrolled in engineering degree programs.University CUniversity C is a private, Master’s University (large program) 11 with a 2013 undergraduateuniversity population of approximately 4,900 students and a full-time undergraduate engineeringpopulation of approximately 800 students. Page 26.1512.10Engineering degree program Choice

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

experienced than engineers in the country with a slightover-representation of chemical and mechanical engineers. The gender split reflects that ofCanadian engineering graduates over the past two decades. Please see Table 2 below for asummary of our demographic data.  T ABLE  2 :  S AMPLE  C HARACTERISTICS    Category Sub-Categories % of SampleSex Male 74 Female 26Age 20-29 43 30-39 33 40-49

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

navigate a course to geta good grade and look towards finding a position after graduation or move to graduate school.They have opted into the system that exists to graduate with an engineering degree.If put into a broader context, there are a number of additional reasons to reflect on the currentwidespread lack of professional pedagogical preparation of engineering faculty in the US and itspotential long-term ramifications if no corrective action is taken.It stands to reason that the prosperity and well-being of a nation can be linked to the education Page 26.1596.3and qualification of its population2,3. Therefore, parents as key stakeholders of

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shashi S. Nambisan P.E., University of Tennessee, Knoxville; Jennifer Richards, University of Tennessee; Wenshu Li, The University of Tennessee

Tagged Divisions

K-12 & Pre-College Engineering

and one of the two peer mentors. Atthis time and submitted their completed unit plan lessons, reflections on their unit as well asways in which they refined or improved their unit after using it in the class. However, only fourof the teachers had utilized their lesson plans in their classes and evaluated them. The budget for the 2014-2015 program had direct costs of about $20,000. It was fundedprimarily through a grant from the US DOT to the STC at the Center for Transportation Research(CTR), a unit at the University of Tennessee. Figure 2 displays the logic model of the program. Page 26.1605.5 Table 1 Inquiry Learning 5 Es-Science

Conference Session

Shaping the Future: Structured Mentoring for Today's Diverse Engineering Student Populations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney S. Smith, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Page 26.1625.8coders then worked together to negotiate consensus definitions for the groupings such that eachgroup was finally characterized by its differences from other categories as well as the similaritiesamong quotations within the group.ResultsThe preliminary data analysis yielded three major aspects that seemed to dictate the meaning ofmentoring within each relationship: context, formation and tone (Table 1). Context reflects thegeneral scope of the relationship, including both its focus and the dynamic between mentor andmentor. Formation represents the way in which the relationship was initiated, and in someinstances how it was maintained. Finally, tone reflects the general attitude of the mentor thatformed the basis of the student

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Paul Rayes, Arizona State University; Brian McNamara, Arizona State University; Xiaoxuan Wang, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University; Xiang Gao, Arizona State University; Theodore Thompson

Tagged Topics

NSF Grantees Poster Session

over users, where the averagepercent wrong was only 32%, with a median percent wrong of 21%, indicating a skeweddistribution. Examination revealed that students having more difficulty (and getting more wronganswers) played the game much longer than those doing well. Moreover, the average percentagecorrect tended to stagnate or even decrease as students moved from the easier levels into harderlevels, which does not reflect the improvement we would like to see as they gain experience (seeFig. 5). If the students were truly mastering the ideas, we would hope to see a reduction inwrong answers as students gain experience and go the higher levels, or at least fewer overall.(The laboratory trial did show very substantial learning gains from doing

Conference Session

Curricular and Non-curricular Models for Diverse Learners in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Adel A. Sharif, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Tonatiuh Rodriguez-Nikl, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Crist Simon Khachikian, California State University, Northridge

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

academic challenges. These programs have significantly reduced the time studentsspend in remedial English and mathematics courses and have increased the first-year retentionrates. Nevertheless, these first-year improvements do not often reflect on the overall retentionand graduation rates. In fact, contrary to what might be assumed, strong first-year supportprograms, which have received the bulk of the attention in the literature, can degrade sophomoreperformance for a variety of reasons1,2. These observations have led to the suggestion thatsophomore-specific programs are necessary to support rising students3. In many cases, thevanishing effect of first-year programs on later years has been attributed to the fact that studentstransition from a

Conference Session

Research and Multidisciplinary Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gregory Scott Duncan, Valparaiso University; Shahin S. Nudehi, Valparaiso University; Robert D. Palumbo, Valparaiso University; Daniel Blood, Valparaiso University; Luke Jerod Venstrom, Valparaiso University

Tagged Divisions

Mechanical Engineering

technologythat uses highly concentrated solar radiation as a source of process heat at temperatures in excessof 900 °C. The major components of the solar furnace are a heliostat, louvers, concentrator,reactor table, and associated controls and instrumentation. The heliostat, which holds 36 m2 ofsolar mirrors, is located in front of the main building. It rotates on two axes to track the sun,reflecting sunlight into the building which houses the remaining furnace components. Note thatthe glass door, shown extended in Fig. 1, is lifted out of the path of the reflected beam duringfurnace operation. The louvers, an assembly of rotatable panels comparable to venetian blinds,regulate the furnace power level by attenuating some of the light reflected from the

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Moe Tajvidi P.E., Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

on these characteristics.Visualization characteristics of CSA modules can be associated with cognitive science aspectssuch as schemata; mental and graphic visualization, reflection and debriefing, situated learningor cognition, and cognitive apprenticeship23, 40. Brown40 noted the infrequency of visualizationsintegrated into classroom instruction. He attributed this infrequency to the lack of sufficientteaching tools. Without exposure to them, students could not experience the benefits of usefulCSA tools. In addition, new modules have included more web-based interactive tutoring23, 35, 38.For example, the tutorial package developed by Ong38 could support students with an interactivefeature with the capability of modifying parameters so that

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katharine Mary Eichelman; Renee M Clark, University of Pittsburgh; Cheryl A Bodnar, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

-gamecontexts in order to push students to the edge of their capabilities2,3,4. While many traditionalteaching methods entail a punitive aspect, often without providing the student with any feedbackin the form of corrections, game-based learning provides instantaneous feedback so that studentscan persist until they achieve the correct answer, learning and improving from each failure2.Since games allow students to repeatedly try without repercussions, they encourage reflection onwhat mistakes were made and how to avoid these issues in the next attempt at the problem14.This reflection allows the students to make their own connections between previous and currentclassroom content, and how to best apply it. When a player does finally overcome a

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Douglas Gane, University of Illinois at Chicago; Dana Denick, National Science Foundation; Natalie Jorion; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

reflect the modifications we made to the domainmodel and/or the items. Page 26.404.5Domain analysis & modelOne substantial portion of the redesign effort was revision of the domain model. This revisionoccurred as a result of continued, iterative domain analysis, using a Q-matrix to track alignmentbetween items and FKs, conducting think-aloud studies using individual TTCI items, andconducting larger-scale pilot studies using the full set of TTCI Heat items. Revisions to thedomain model occurred primarily in terms of the number and content of the FKs. This includedrevising the boundaries of the FK, creating new FKs, and condensing multiple FKs

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Michael Heiman; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

NSF Grantees Poster Session

differences intheir approach towards solving a problem. Engineering is described with a formal process, withcaution taken by using theory to reach a solution. Making is described as more informal wherethey solution is found through trial-and-error.ConclusionsThe responses for engineering and making were similar with making described as more informalthan engineering across most of the responses. Responses such as trial-and-error for “What isMaking?” reflect learning and understanding of concepts through practice while responses for“What is Engineering?” suggest an understanding through theory and calculations. The ability tolearn through practice and self-guidance show how makers exhibit traits such as lifelong learningfrom The Engineer of 20201

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Divisions

Chemical Engineering

exploreconnections and patterns in the studied material9,10. These benefits of writing assignments areenhanced in fields such as engineering, since students are rarely assigned reflective writing tasksand thus have few opportunities to develop associated abilities11,12. However, conceptual testinginstruments in the chemical engineering field generally involve multiple choice questions ratherthan written responses.This paper discusses the construction and use of short, written-answer “Concept Quizzes” in thechemical engineering curriculum. These quizzes are intended to evaluate conceptual knowledgewhile forcing students to communicate answers in written format. The objective of this work isto improve students’ understanding of critical engineering concepts

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shafagh Jafer, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

: $1,000Evaluation PlanAssessment of the Women’s Engineering Institute will be made by monitoring the retention andenrollment numbers of female engineering students. The Admissions Office will providestatistical data to reflect the impact of the institute on retention and recruitment. The StudentRecords office will also provide reports to analyze academic performance of female studentsprior to and after joining the institute. The number of female students who were grantedscholarships, internship opportunities, and job placements will also indicate the success of theinstitute.Furthermore, as one of the goals of the institute, the number of female faculty hired throughoutthe year will also be analyzed. The number of summer camps attendees will demonstrate

Collection

2015 EDI

Authors

Daryll Pines

-year olds: 1991–2011 5 Why an AP in Engineering?• AP Engineering would not only prepare students for success in four‐year undergraduate engineering programs, it would also prepare Career and Technical Education (CTE) students to succeed in two‐year programs.• Surveys with Deans, Teachers, and Students support that there is significant interest in seeing an AP in Engineering offered and taught at the K-12 level, preferably the junior year.• The College Board is committed to developing the proposed new AP Engineering Exam to “reflect what we know about how students learn; build students’ transferable, conceptual understanding and inquiry skills; and

Conference Session

ETAC/ABET Related Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A. Laingen, Illinois State University; Steven A. Freeman, Iowa State University; Thomas J Brumm, Iowa State University; Mack Shelley, Iowa State University

Tagged Divisions

Engineering Technology

experience [15].Experiential learning encourages four modes of learning – experiencing, reflecting, thinking, andacting –where the learner can engage in all four modes based on the learning situation and whatis being learned [13]. Kolb [14] explained the four modes as: (1) concrete experiences leading to(2) observations and experiences, which enable (3) forming abstract concepts, and (4) concludingwith testing in new situations; all of which enhance learning.Self-assessment With the incorporation of the learner-centered curricula, and the implementation of theABET Criterion 3 (a-k) outcomes; student self-assessment has become integral for assessmentsand evaluations. As an indirect assessment method, it provides a formative learning

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janna Rodriguez, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University; Qu Jin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Helen earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Atkins, University of Illinois, Urbana-Champaign; Julian Ernesto Martinez-Moreno, University of Illinois, Urbana-Champaign; Lalit Patil, University of Illinois at Urbana-Champaign; Kimber J Andrews, University of Illinois Urbana Champaign ; Maryalice S. Wu, University of Illinois Urbana-Champaign; Debasish Dutta, Purdue University, West Lafayette; Barbara Hug, University of Illinois, Urbana-Champaign; Liora Bresler

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovators and asking them to reflect on their education andcareers and their perceptions on what would work and what would not. We believe that thisapproach yields significantly richer information that would be used for this research.3 MethodsThe data analyzed here is based on interviews conducted with 60 innovators over the course ofseven months between April 2013 and October 2013. These data emerge from the broader studyof innovation and education mentioned above. The research methods for the broader studyincluded a workshop held on October 22-23, 2013, at the NAE Washington, D.C. The workshopbrought together over 75 innovators and leaders from several fields to share insights oninnovation and its education in focus-group style sessions

Conference Session

First-Year Programs Division Technical Session 7: The Transition from High School to College

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville

Tagged Divisions

First-Year Programs

undesirable impulses, and achieving optimal performance (e.g., making oneself persist) all constitute important instances of the self-overriding its responses and altering its states or behavior. More generally, breaking bad habits, resisting temptation, and keeping good self-discipline all reflect the ability of the self to control itself, and we sought to build our scale around them24.The scale was introduced on the survey with the following question: “With respect to highschool, how frequently does each of the following statements apply to you?” A sample itemreads “I do certain things that are bad for me, if they are fun.” The available responses were (1)Never, (2) Seldom, (3) Sometimes, (4) Often, and (5) Always. The self

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen M Clapper Bergsman, Center for Sensorimotor Neural Engineering; Eric H. Chudler, University of Washington; Laura J Collins, Center for Research and Learning; Jill Lynn Weber, The Center for Research and Learning; Lise Johnson, The Center for Sensorimotor Neural Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.894.8Findings section of this paper show results indicating that YSP students showed highlysignificant gains in all areas examined: 1) Fundamentals of neuroscience, engineering, andneuroethics research, 2) Neural engineering best practices, and 3) Connections to neuralengineering industry and careers.Post-program Reflective SurveysAn end-of-program survey was given to YSP students at the conclusion of each summer programto measure the impact on students’ content knowledge and skill set competency in areas ofneural engineering. A retrospective pre-test design was used on some survey questions todetermine if there were statistically significant differences in knowledge of neural engineeringskill sets.13 Considerable empirical evidence

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Priscilla J Hill, Mississippi State University; Yaroslav Koshka, Mississippi State University; Tonya W. Stone, Mississippi State University; Brenda Lee Kirkland; Rani W. Sullivan, Mississippi State University

Tagged Topics

NSF Grantees Poster Session

exploring scanning probe microscopy using shoeboxes and marshmallows. Throughfunding from the NUE grant, a video camera was purchased to capture nanotechnology-relatededucational activities and to share the outreach activities with the community through othervenues, such as Facebook and YouTube.A group web page for this NUE program was created on nanoHUB. The web page name isNanoSEEd at MSU (Nanotechnology in Science and Engineering Education at Mississippi StateUniversity). The web page name was chosen to reflect that this is a collaborative effort betweenthe College of Arts and Sciences and the Bagley College of Engineering at MSU. The page iscurrently under construction, but materials developed under this grant will be added as theproject