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2011 ASEE Annual Conference & Exposition

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

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and implementing fresh pedagogical approaches to engineering education. He is currently teaching courses in Manufacturing and Industrial Engineering, and continuing his research in Manufacturing Systems.Celestine Chukwuemeka Aguwa, Wayne State University Dr. Aguwa has been at Wayne State University as a Visiting Assistant Professor teaching graduate courses in Industrial and Manufacturing Engineering. His core research focuses on applying traditional engineer- ing concepts to healthcare product design and manufacturing. He is currently working on several research projects under healthcare design technology. He is also in collaboration with other faculty working on NSF sponsored research on curriculum development

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Mo Ahmadian, Eastern New Mexico University

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Engineering Technology at Eastern New Mexico University. He also serves as ABET/TAC pro- gram evaluator for electronics and computer engineering technology programs. He received his B.S., M.S., and Ph.D. in Electrical Engineering from the University of Missouri-Columbia. Before starting Ph.D. work, he worked three years as a project engineer. Page 22.536.1 c American Society for Engineering Education, 2011 Effective Practices in Multidisciplinary TeamworkAbstractThis article presents the content of a one-credit course that provides students with skills in jobinterviewing, team-work, learning

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2011 ASEE Annual Conference & Exposition

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Kirsten A. Davis, Boise State University; Sondra M Miller, Boise State University; Ross A. Perkins, Boise State University

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promotion that suggest a lack of support forinnovations.The project discussed in this paper investigates the characteristics of faculty members whosuccessfully adopt engineering education innovations and studies the impact of their workingenvironment on their decision to adopt. Additionally, the project investigates characteristics offaculty members who do not adopt engineering education innovations and whether that decisionwas affected by perceptions of their working environment.This paper describes the identification of current barriers to the adoption of innovations inengineering education using a 360° approach. Perspectives include that of self, colleagues,students, experts in education innovation (such as the director of a center for teaching

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2011 ASEE Annual Conference & Exposition

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

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levelengineering students in an effort to facilitate social engagement. Lastly, by using a diverse set ofmentors the program will provide a role model for students from underrepresented groups.The evaluation plan for this project will incorporate a mixed-methods approach to data collectionin determining if there is a correlation between engineering retention rates and student success incalculus classes that use problem-based learning modules with peer mentors.1. IntroductionDespite significant improvements made in engineering education, persistence rates remain lessthan desirable1,2. Some of the most significant factors to persistence in engineering is a student’squantitative skills, both perceived and real, and commitment to engineering3. Students that

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Hirak C. Patangia, University of Arkansas, Little Rock

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AC 2011-2122: DEVELOPMENT OF NOVEL LEARNING MATERIALSFOR GREEN ENERGY EDUCATION CENTERED AROUND A PHOTO-VOLTAIC (PV) TEST STATIONHirak C Patangia, University of Arkansas, Little Rock Dr. Hirak Patangia is a Professor of Electronics and Computer in the College of Engineering and In- formation Technology at the University of Arkansas-Little Rock.He has served the University in various administrative positions including interim dean, associate dean, and department chair before returning to full-time teaching and research.He is a strong proponent of undergraduate research and many of his pub- lications include undergraduates as coauthors..With NSF funding, he developed a project based freshman engineering course for

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Kemper Lewis, University at Buffalo - SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Omar M. Ashour, Pennsylvania State University ; Timothy W. Simpson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Xaver Neumeyer, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic; Wei Chen, Northwestern University

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more sustainable electric toothbrush (with lessenvironmental burden), and culturally and economically appropriate coffee-maker re-design forthe Japanese kitchen were included as projects.Assessment:Following the implementation of the modifications in the classroom setting, using parts of theE2020 national student survey (developed as part of a separate NSF project #0550608) alongwith some course specific questions, assessment of the introductory design course occurred inthe spring 2010 semester. The assessment tool asked the students to evaluate the emphasis andimpact that all their engineering courses have had on the following: • ethical issues, • professional skills, • systems thinking, • life long learning

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2011 ASEE Annual Conference & Exposition

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

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Scholarship of Teaching and Learning community and is a 2006 CASTL Institute Scholar (Carnegie Academy for the Scholarship of Teaching and Learning). She has published a case study to use in teaching computer science courses to increase the interpersonal orientation of the classroom experience. She is currently directing graduate and undergraduate students on NSF-funded projects to develop a Virtual Engineering Sciences Learning Lab in Second Life to provide an immersive learning environment for introductory engineering and computer science courses and to develop materials for teaching artificial intelligence through an experimental ap- proach modeled after the lab sciences. Her industry experience includes software and

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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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that advocate computer science as an exciting multidisciplinary field,rather than as an abstract world of syntax and arcane codes. JavaGrinder is designed tofacilitate problem-solving skills by exposing the salient aspects of a problem, providingguided practice, and immediate feedback. JavaGrinder teaches true Java programming,while shielding students from language and platform-specific minutiae. In this way,JavaGrinder addresses the critical gap between successful introductory programmingenvironments and realistic functional programming and software engineering.1. IntroductionAccording to the 2009-2010 Bureau of Labor Statistics’ Occupational OutlookHandbook, computer software engineering is projected to be among the fastest-growingand

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Janice M. Margle, Pennsylvania State University, Abington; Catherine L. Cohan, Pennsylvania State University; Yu-Chang Hsu, Boise State University; Jill L. Lane, Clayton State University; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel, Pennsylvania State University, University Park

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Engineering (WISE) executive committee.Catherine L Cohan, The Pennsylvania State University Dr. Cohan has 15 years of experience as a research psychologist. She has expertise in the use of longi- tudinal designs, various modes of data collection (e.g., questionnaires, personal interviews, observational data), and survey research methods.YU-CHANG HSU, Boise State University Yu-Chang Hsu is Assistant Professor of Educational Technology at Boise State University. He earned his Ph.D in Instructional Systems with a doctoral minor in Educational Psychology from the Pennsylvania State University. Before joining BSU, he served as the assessment and evaluation coordinator (post- doctoral scholar) for the Toys’n MORE project

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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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Drawings, GD&T, SPC, CAD/CAM, Lean Manufacturing, and Supply Chain Management. He is also a site coordi- nator for the Connecticut College of Technology and cooperates on various projects with Regional Center for Next Geneartion Manufacturing. He is regular particpant/contributor in ATE and HiTec Conferences. Page 22.1233.1 c American Society for Engineering Education, 2011 Engineering Challenge for the 21st CenturyIntroductionThe Engineering Challenge for 21st Century Program was primarily established to increase the numberof high school student’s opting to pursue

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Janet H. Murray, Georgia Tech; Christine Valle, Georgia Institute of Technology; Sue Rosser, San Francisco State University; Wendy C. Newstetter, Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Sneha Veeragoudar Harrell

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AC 2011-1198: INTEL: INTERACTIVE TOOLKIT FOR ENGINEERINGLEARNING CONTEXTUALIZING STATICS PROBLEMS TO EXPANDAND RETAIN WOMEN AND URM ENGINEERSJanet H. Murray, Georgia Tech Professor in Digital Media Graduate Program, Georgia Tech, interaction designer, and author of Hamlet on the Holodeck: The Future of Narrative in Cyberspace (1997) and Inventing the Medium: Principles of Interaction Design as a Cultural Practice (MIT, forthcoming in 2011). She is Director of Georgia Tech’s Experimental Television Lab where she has created prototypes for PBS’s American Experience, POV, and the History Channel. Before coming to Georgia Tech she directed educational computing projects at MIT with funding from NEH, Annenberg/CPB, and

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

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knowledge of engineering andtheir ability to incorporate it into their teaching, programs which strive to give P-12 teachers adepth and breadth of engineering knowledge become more important. The CCLI projectpresented in this paper focuses on the creation of a minor in Engineering Education forundergraduate students majoring in Education. Preliminary results from the first six months ofthis project will be presented. Details on the courses encompassed by the minor, as well as therecruitment and retention plan for the minor are presented.IntroductionIn their review of the current state of P-12 Engineering Education1, Brophy et al. list “teacherreadiness and professional development” as the first major challenge to furthering P-12engineering

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2011 ASEE Annual Conference & Exposition

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Jianyu Liang, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

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characterization, augment their interest andconfidence in pursuing the subject matter, and encourage them to pursue higher level nano-courses as well as research projects with the support from the NSF CCLI program. Two labmodules, nanopatterned surfaces with relevance for tissue engineering and targeted deliveryof therapeutics and creation and evaluation of mechanical properties of nanowires or othernanostructures, are being developed and planned to be offered in Spring 2011 and Spring 2012.This three-credit course will comprise two major sessions: 1. Lecture and conference for learning background, principles and experimental tools anddiscussing experimental design and lab results; 2. Lab activities for learning and using experimental tools, such as

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Salahuddin Qazi, State University of New York, Institute of Tech, Utica, New York and Mohawk Valley Community College; Robert C. Decker, Mohawk Valley Community College

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Goodell award for research creativity at SUNYIT and engineering professionalism by Mohawk Valley Engineering Executive Committee, and forging closer relations with the IEEE Mohawk Valley section. Dr. Qazi is a senior member of IEEE and a member of American Society of Engineering Education. Mr. Robert C. Decker is a Professor in the Center for Science, Technology, Engineering, and Mathematics at Mohawk Valley Community College in Utica, NY. He holds a Masters of Science in Electrical Engi- neering from Syracuse University. Mr. Decker’s past and present academic activities include participation in a number of NSF-ATE projects in highly automated manufacturing technology, nanotechnology, and alternative energy

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

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CCLI project, seeks to improve undergraduate learning by developing small-scale, portableexperiments for inclusion into a wide selection of Electrical and Computer Engineering (ECE)lecture-based courses. Since these courses currently do not have labs associated with them, theseexperiments add a hands-on active learning component to the courses. The labs developed aspart of this project include ones for digital logic, circuits, signals and systems, control systems,power generation, random processes, and electromagnetics. The labs are described in this paperalong with the web support. Best practices and assessment methods are also discussed.IntroductionDistributed laboratories contain portable experiments that can be done in various locations

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Richard Chiou, Drexel University; Michael G. Mauk, Drexel University; Robin Kizirian, Drexel University; William Peeples, Drexel University

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. degree in Computer Engineering with a minor in Computer Science at the University of Hartford in Connecticut. He is currently serving as a research assistant at the Engineering Technology department at Drexel University. Robin has been involved in various projects funded by Pfizer, NASA, NSF and Department of Education. His areas of research include Embedded Systems, Mechatronics, Efficient Solar Energy Systems, Internet-based Quality Control and 3-D Online Education.William Peeples, Drexel University William Peeples is a graduate from Drexel University with a B.S. degree in Mechanical Engineering Technology. He now works in the Engineering Technology laboratory as a research assistant at Drexel University. His

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

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Design: Nanoscale thin film tester Prof. J. Wang Course: ME 495 Nanodevice projects Design: Research-type open-ended projects will be Title: Capstone Design offered on nanodevice design Prof. All InvestigatorsFig. 1. Relation between novel concepts in nanodevices in proposed modules and the learning outcomes in the eight coursesimpacted by the proposed NUE program. Recently developed courses are initially assigned the numbers ME 498 or ME 499before a permanent unique number is assigned. The other five courses (ME 333, ME 354, ME 356, ME 440, ME 471, andME 495) are core Mechanical Engineering (ME) courses that

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2011 ASEE Annual Conference & Exposition

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Julie Martin Trenor, Clemson University

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interactions that influence under-represented students’ decisions to enter and persist in engineering.Research and Education GoalsThe specific goals of this NSF CAREER-funded project are to (1) build a conceptual model forunderstanding how engineering undergraduates develop, access and activate social capital inmaking academic and career decisions, (2) identify and characterize the potentially distinctmechanisms by which under-represented students utilize social ties that link them to resourcesrelated to engineering studies and (3) implement an education plan that provides research-to-practice training for university engineering outreach, recruitment, and retention practitionersusing webinars and workshops as learning forums.Theoretical FrameworkThe

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Lisa Benson, Clemson University; Sarah Jane Grigg, Clemson University; David R. Bowman, Clemson University; Michelle Cook, Clemson University; Roy P. Pargas, Clemson University / U.S .Air Force Academy

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AC 2011-1576: CU THINKING: PROBLEM-SOLVING STRATEGIES RE-VEALEDLisa Benson, Clemson University Lisa C. Benson is an Assistant Professor in the Department of Engineering and Science Education at Clemson University, with a joint appointment in the Department of Bioengineering. Dr. Benson teaches first year engineering, undergraduate research methods, and graduate engineering education courses. Her research interests include student-centered active learning in undergraduate engineering, assessment of motivation, and how motivation affects student learning. She is also involved in projects that utilize Tablet PCs to enhance student learning. Her education includes a B.S. in Bioengineering from the University of

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

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, University of Louisville Page 22.806.1 c American Society for Engineering Education, 2011 Implementation and Assessment of Case Studies in a Freshman Engineering ProgramAbstractThis paper reports on a subset of work carried out on a project to extend the previous efforts ofimplementing and assessing case studies to twelve university partners that broaden the scope tocover all engineering disciplines, as well as the NSF Materials Digital Library. This specificassessment focuses specifically on the activities the Department of Engineering Fundamentals atthe University

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

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., University of Colorado, Boulder Page 22.336.1 c American Society for Engineering Education, 2011 Collaborative Research: Integration of Conceptual Learning throughout the Core Chemical Engineering CurriculumOverview and ObjectivesWe will report on the progress of the first 9 months of a recently funded CCLI project. The goalof this project is to create a community of learning within the discipline of chemical engineering(ChE) focused on concept-based instruction. The project plan is to develop and promote the useof a cyber-enabled infrastructure for conceptual questions, the AIChE

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Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

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College of Engineering and Architecture, ”A Direct Method for Teaching and Assessing the ABET Professional Skills in Engineering Programs”, won the 2008 ASEE Best Confer- ence Paper Award. She has served as evaluator on a number of multi-institutional, interdisciplinary NSF sponsored grants. She is principal investigator on a NSF Research and Evaluation on Education in Science and Engineering project called ”A Direct Method for Teaching and Measuring Engineering Professional Skills: A Validity Study.”Mo Zhang, Washington State University Mo Zhang is a doctoral student major in educational psychology at Washington State University. Her research interests include applied statistics, educational measurement, design of

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2011 ASEE Annual Conference & Exposition

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Kathleen Meehan, Virginia Tech; Robert W. Hendricks, Virginia Tech; Cortney V. Martin, Virginia Tech; Peter Doolittle, Virginia Tech; Justeen Olinger, Virginia Tech

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Department.Cortney V. Martin, Virginia TechPeter Doolittle, Virginia Tech Director for the Center for Instructional Development and Educational Research, and Associate Professor of Educational Psychology at Virginia Tech.Justeen Olinger, Virginia Tech Student Assistant with the NSF-CCLI Grant at Virginia Tech. Page 22.994.1 c American Society for Engineering Education, 2011 Lab-in-a-Box: Online Instruction and Multimedia Materials to Support Independent Experimentation on Concepts from CircuitsIntroductionA project known as Lab-in-a-Box (LiaB) was developed in 2004 as one of the

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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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; received the B.S. degree from the University of Hawaii, the M.Eng. from Cornell University, and the Ph.D. from the University of Colorado at Boulder.Carol Haden, Magnolia Consulting, LLC Carol Haden is a Senior Consultant for Magnolia Consulting, LLC, a small woman-owned research and evaluation company based out of Charlottesville, Virgina. For the past eight years, she has specialized in the evaluation of informal and formal STEM education programs. Dr. Haden has evaluated projects sponsored by the National Science Foundation, NASA, the William and Flora Hewlett Foundation, the Arizona Board of Regents, and the Arizona Department of Education.Rhonda R. Franklin, Univeristy of Minnesota Rhonda R. Franklin is an

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

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El Paso (UTEP) in 1990 after receiving his Ph.D. in Electrical Engineering from Arizona State University. He is Professor of Electrical and Computer Engineering and Acting Dean of the Graduate School. He has held several administrative positions including Associate Dean for Graduate Studies for the College of Engineering, Chair of the Electrical and Computer Engineering Department, and Interim Chair of the Computer Science Depart- ment. Dr. Flores is an expert in retention strategies for non-traditional undergraduate and graduate students in the STEM disciplines. From 1999 to 2007 he was the Project Director of the NSF supported Model Insti- tutions for Excellence Initiative. Currently he is Director of two

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2011 ASEE Annual Conference & Exposition

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Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

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completed so that we can devise effective methods for learning design and preserving knowledge that arises in the process. She has been actively teaching and reflecting upon engineering design issues for over 15 years. Dr. Schmidt was the 2008 recipient of the American Society of Engineering Education’s prestigious Fred Merryfield Design Award and is the co-author with George Dieter of the text ”Engineering Design, 4th edition”, published by McGraw Hill in 2008. Linda Schmidt has published over sixty refereed publications in the areas of mechanical design theory and methodology, mechanism design generation, graph isomorphism issues in generative design and effective student learning on engineering project design

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2011 ASEE Annual Conference & Exposition

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Michael G. Mauk, Drexel University; Vladimir Genis, Drexel University; Dhruv Sakalley, Drexel University; Holly Burnside, Drexel University

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Education, 2011 Lean Six Sigma Nanomanufacturing Course for Undergraduate Engineering Technology and Engineering Programs  Abstract. We have developed a laboratory- and project-based course to instruct Engineering andEngineering Technology students in Lean Six Sigma methodologies for nanomanufacturing. Theexperiments include synthesis and characterization of quantum dots and magnetic nickelnanowires, and fabrication and testing of organic LEDs and nanocrystalline solar cells.Additional experiments related to ferrofluids, soft lithography, nanocrystalline phosphors, andnanofilters are under development. The broad objective is to impart the knowledge and skillsneeded to translate laboratory discoveries in nanoscience to the

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Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; David J. Woehr, University of Tennessee; Hal R. Pomeranz, Deer Run Associates

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can be studied through a secureresearcher interface. The three goals of the project support each other in hierarchical fashion:research informs faculty practice, faculty determine the students’ experience, which, if wellmanaged based on research findings, equips students to work in teams. Our strategies forachieving these goals are based on a well-accepted training model that has five elements:information, demonstration, practice, feedback, and remediation.Different outcomes are expected for each group of people. For the students, both individualoutcomes, such as student learning, and team outcomes, such as the development of sharedmental models, are expected. For the faculty, individual outcomes such as faculty learning andfaculty

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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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that to be globally competitive in the 21st century, the United Statesmust invest in Science, Technology, Engineering, and Mathematics (STEM) training andeducation to prepare a technically skilled and knowledgeable workforce. More academic andindustrial partnerships and collaborations that address K-12 challenges, post-secondary curricula,and workforce needs in STEM related fields must be created and supported to accomplish this.An urban community college, seeking to be a national leader in this effort, applied for and wasawarded an Advanced Technology Education grant from the National Science Foundation todevelop a Robotics Technology Curriculum. The goals of the grant project are to: (a) develop thecurriculum for a unique robotics technology

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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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institutions. Demographic data is being collected to betterunderstand exactly where these students would be transitioning out of military service and wherethey are likely to enroll in higher education. A consortium of geographically distributedindustrial and academic partners was developed to forge the necessary articulation agreementswith participating partners, conduct a needs assessment, develop head start curricula, andimplement pilot projects from which we can gain lessons learned in this overall effort. Thispaper describes the authors’ efforts to date in implementing these projects.IntroductionThe National Science Foundation’s Directorate for Engineering (Engineering Education andCenters) awarded an 18-month planning granti to the authors of