Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science and Technology; Ghulam Bham, Missouri University of Science and Technology

Tagged Divisions

Design in Engineering Education

instructional redesign process. Two majorcharacteristics of threshold concepts, integrativity and transformativity were used to identifyhorizontal alignment candidate-concept for the highway design process.Using concept maps generated as guides through the integrativity of learning associated with thehorizontal alignment, several adjustments to the structure of lecture materials and project taskswere made. In addition, reflective assessment items were administered after each redesignedinstructional task and at the end of the course. Students’ answers to these reflective assessmentshelped identifying trends associated with the transformativity of horizontal alignment in thecontext of highway design. The analysis of students’ reflective assessment

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

, observation, experience, reflection, reasoning, orcommunication, as a guide to belief or action.” The three key elements of critical thinking thusare reason, reflection, and judgment. Fundamentally, critical thinking is thinking about thinking,a meta-cognitive process. The combination of reflection and reason leads to the final element,belief in the validity of a premise, process or solution to a problem, which also can lead to action.Critical thinking develops conclusions by deducing or inferring answers to questions and thenreflecting on the quality of the reasoning; the end result is conviction, and in many cases action,based on those conclusions.Bailin et al.4 point out that much literature to that point characterized critical thinking simply

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-466: STUDIO STEM: NETWORKED ENGINEERING PROJECTS INENERGY FOR MIDDLE SCHOOL GIRLS AND BOYSChristine Schnittka, University of KentuckyMichael Evans, Virginia TechBrett Jones, Virginia TechCarol Brandt, Virginia Tech Page 15.1138.1© American Society for Engineering Education, 2010 Studio STEM: Networked Engineering Projects in Energy for Middle School Girls and BoysAbstractThe US workforce of the 21st century reflects an increasing need to train and hire engineers,scientists, and technologists.1,2 Whereas, the current trend is to seek expertise from foreignnationals, the new agenda is to place a concerted effort on the training and

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Nora Sieworiek, University of Pittsburgh

tool - we have focused on two additionalactivities: assessing the effectiveness of MEAs in various dimensions including improvingconceptual learning and problem solving, and assessing the MEA motivated problem solvingprocess.We summarize our achievements in these five activities over the first two and half years of ourfour year project. We provide an overview of the 18 MEAs we have developed or modified.Particular emphasis is placed on our mixed measurements of student learning and achievement,including the use of pre and post concept inventories, deconstruction of MEA solution paths andconceptual understanding, rubric scoring of completed MEAs and student reflections of the justcompleted problem solving process.Introduction“Collaborative

Conference Session

Curriculum in Electrical Power Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Shiyoung Lee, Pennsylvania State University, Berks

Tagged Divisions

Engineering Technology

Module GND (violet) GND Figure 2. Basic connection diagram for the Photologic® reflective object sensor from OPTEK TechnologyThe common position sensor is the OPB716Z Photologic® reflective object sensor from OPTEKTechnology. Six reflective object sensors are used to sense the position of carriage. Twomechanical limit switches sense the top and bottom of the elevator frame. The basic connectiondiagram is shown in Figure 2. An example of a student-developed connection diagram of theeight sensors and the 1746-IB16 digital input module is shown in Figure 3.The elevator display LED should show each floor number as a

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University; Michael Hacker, Hofstra University; Marc Devries, University of Technology, Delft; Ammeret Rossouw, University of Technology, Delft

Tagged Divisions

K-12 & Pre-College Engineering

curriculumdevelopment. The panel consisted of six participants in the Delphi study plus two other expertswho had not been involved in the Delphi study (four engineering educators, four technologyeducators). Also, two of the researchers were present whose backgrounds were in the philosophyof technology and technology education. The process was as follows: first, the group reflected onthe contexts that came out of the Delphi study, and second, it reflected on the overarchingthemes. Both of the lists were found to lack structure and hierarchy, an omission that isunderstandable from the methodology of the Delphi study. An analysis was made of the nature ofthe consecutively ranked themes and contexts to provide the necessary structure for use as acurriculum

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

David Chesney, University of Michigan; Ross Broms, The University of Michigan

Tagged Divisions

New Engineering Educators

before or just after related material during lecture;  Story Type 3: binary (0 or 1) about whether a story of type 3 (just a story to break up a long lecture) was told either just before or just after related material during lecture.In other words, the last three fields indicate whether or not a story was told in proximity to thematerial that was tested on the exam.Finally, a subset of students in the course kept journals that reflected on the stories that were told Page 15.230.4in the classroom. The students volunteered to participate in the study, with a clear indication thatparticipation

Conference Session

Engineering Education in Africa and the Middle East

Collection

2010 Annual Conference & Exposition

Authors

Lamyaa El-Gabry, The American University in Cairo - Mechanical Engineering Department

Tagged Divisions

International

with the community is much more substantive than merely giving the children toys.The term project addresses course outcomes 3 through 6, while the other two outcomes arecovered by other aspects of course including lectures, assignments and guest speakers. Incoming up with the toy design, students will practice the engineering approach (outcome 3)starting with identifying the needs of the children from this age group and demographics,brainstorming ideas for toys that appeal to this customer base, selecting the best idea to proceedwith, implementing the design, etc. They will also identify the ethical and societalresponsibilities of the engineer (outcome 4) and are asked to reflect on ethics in the final stage ofthe project. In addition to the

Conference Session

Contemporary Issues in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

multiplicity of views, and then tocontextual relativism.8 While this paper is presented in a course specific context, it is believedthese principles are useful to instructional design, in general.Kolb Learning Cycle and Class ArchitectureKolb6,7 developed a system of selecting classroom activities based upon his research related toadult learning. As schematically shown in Figure 1, there are four “quadrants” of ways thatpeople learn: concrete experience, reflective observation, abstract conceptualization, and activeexperimentation. Two of these stages, concrete experience and abstract conceptualization,operate in the realm of knowing (how they perceive) while the other two, reflective observationand active experimentation, involve transformation of

Conference Session

Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Kristen Sanford Bernhardt, Lafayette College; Sharon Jones, Lafayette College; Christopher Ruebeck, Lafayette College; Jacqueline Isaacs, Northeastern University

Tagged Divisions

Environmental Engineering

Page 15.208.3through the transformation of experience.”11 This experiential learning process is a four-stagecycle where a learner observes and reflects on a concrete experience, these reflections aretransformed into abstract concepts, these abstract concepts suggest new ideas, and these newideas are then tested so they can guide new experiences.12 Central to the theory is that learnershave different learning styles, and make different choices in educational settings.13These learning theories are used to design appropriate simulation exercises depending on thelevel of the learning objectives and the existing knowledge of the students. Ertmer and Newby(1993) suggest that behaviorism works best for introductory learning with students who

Conference Session

Normative Commitments and Public Engagement in Engineering

Collection

2010 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Western Australia; Donna Riley, Smith College; Dean Nieusma, Rensselaer Polytechnic Institute; Chris Byrne, Cascadia Community College; Margaret Bailey, Rochester Institute of Technology; Katy Haralampides, University of New Brunswick

Tagged Divisions

Liberal Education

income inequality (i.e. one person has all the income, whileeveryone else has zero income).Students must use Mathematica and for the data set provided, develop a plot with population asthe x-axis variable and wealth as the y-axis variable. They then calculate the coefficient andthrough research using the internet, find the value of the most recent Gini coefficient for the U.S.as well as at least 10 additional countries insuring several of the countries are in the West,several in the East and several in South America. After completing the technical part of themodule, students are asked to consider if the existence of poverty in the U.S. getting better or isit becoming worse. They are asked to reflect upon their findings and to consider what if

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Technological Literacy Constituent Committee

, science and engineering; 2) learning a specific subject intechnology, for example, basic concepts in control systems; and 3) experiencing theprocess of designing, constructing and improving a technological system, for example,robotics. Students’ performance in the course and their very positive reflections on thisexperience indicate that individuals having a background in exact sciences are frequentlyinterested in learning technological concepts and are capable of handling relativelychallenging technological tasks in a short time. Based on our experience, it is suggestedto adapt the following guidelines in designing programs aimed at fostering technologicalliteracy: linking what is learned in the class to participants’ daily lives or

Conference Session

Instructional Innovations in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Daniel Davis, University of Hartford

Tagged Divisions

Architectural

products ≠ Increase building envelope insulation ≠ Glazing area and performance ≠ Optimize day-lighting ≠ Day-lighting controls ≠ Light shelves ≠ Solar shading ≠ Nighttime ventilation ≠ Mixed mode ventilation ≠ Reflective roofs Page 15.774.3Medium first-cost with medium-term payback ≠ Low flow water fixtures ≠ Heat recovery ≠ Desiccant cooling ≠ Evaporative cooling ≠ Borehole cooling ≠ Wind tower/scoops ≠ Green roofsHigh first-cost with long-term payback ≠ Photovoltaics ≠ Wind turbines ≠ Geothermal ≠ Double-skin facadesIn the final analysis both first-cost and payback have to be considered.Incorporating Green Building into

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Kenneth English, State University of New York, Buffalo; Deborah Moore-Russo, State University of New York, Buffalo; Thomas Schroeder, University at Buffalo-SUNY; Gilberto Mosqueda, University at Buffalo-SUNY; Sofia Tangalos, University at Buffalo-SUNY

Tagged Divisions

K-12 & Pre-College Engineering

used to elicit critical thinking and the application of mathematical conceptsas educators strove to develop a simulation of a physical phenomenon. As the participantsworked through the exercises, the engineering and education faculty pointed out opportunitiesfor reflection on the application of mathematics to solve the problem and asked questions toinitiate discussions of their experiences.One example activity focused on developing a mathematical model for water exiting from ahose. Participants discussed in class what they knew about the situation and what they wanted toknow when they conducted experiments with actual hoses outside. As students collected avariety of data to help develop the model, they wrestled with issues such as how to

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Deborah Nykanen, Minnesota State University, Mankato; Marilyn Hart, Minnesota State University, Mankato; Mezbahur Rahman, Minnesota State University, Mankato

and peer-mentoring. Group composition varies tomeet the specific objective of each discussion. For example, broad major groups are used tofacilitate peer mentoring amongst students within disciplines. Groups by year (sophomore,junior, senior) are used to facilitate interdisciplinary discussions amongst students at similarstages in their education. We found that it is important to have less structured time to fosterstudent-student and student-faculty interaction. Topic guidance provides the structure to allowstudents to establish connections, share personally and professionally, and encourage peermentoring. Grading is credit/no-credit and is based primarily on attendance.General seminar themes include student goals and reflections on progress

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Naomi Chesler, University of Wisconsin, Madison; Elizabeth Bagley, University of Wisconsin, Madison; Eric Breckenfeld, University of Wisconsin, Madison; Devin West, University of Wisconsin, Madison; Alison Stace-Naughton, Dartmouth College; David Shaffer, University of Wisconsin, Madison

DBT cyclestudents, successfully develop their engineeringepistemic frame, and also provide a wealth of Prototype presentationdata for assessment of learning and professionaldevelopment that can inform the design of future Exit Interviewcourse, curriculum and learning innovations in Figure 2. Nephrotex workflow diagram. DBTengineering disciplines. = design, build, test.AcknowledgementsThis material is based on work supported by the National Science Foundation under grants DUE-0919347 and EEC-0938517.Bibliography1. Schon, D.A., The reflective practitioner: How professionals think in

Conference Session

Exemplary Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Lisa Pruitt, University of California, Berkeley; Eli Patten, University of California at Berkeley; Sara Atwood, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

Aspects of Biomaterials. As part of this course, the undergraduates participatein a semester-long project, entitled “Body by Design,” in collaboration with a children’s museumand a 5th grade elementary science class. At the start of the course, the undergraduates evaluatetheir own personal learning styles (active vs. reflective; intuitive vs. sensing; sequential vs.global; visual vs. verbal). Students are then matched up in groups of four with balanced learningstyles, major, and gender. The undergraduates are simultaneously enrolled in a skills laboratorythat provides a framework for oral and written communication, teamwork, and effective teachingstyles. Within this framework, the undergraduates are continually surveyed and assessed on

Conference Session

Innovations in ECE Education II

Collection

2010 Annual Conference & Exposition

Authors

Stuart Wentworth, Auburn University; S. Hossein Mousavinezhad, Idaho State University; Mani Mina, Iowa State University; Wei PAN, Idaho State University

Tagged Divisions

Electrical and Computer

engineering laboratories with accessavailable to all faculty and students, mainly for classroom use. Many electrical/computerengineering leading industries use MATLAB and its toolboxes.Waves on Transmission LinesIn a transmission lines first approach towards teaching electromagnetics, students are first (a) (b) Figure 1: MATLAB movie snapshots taken (a) just before and (b) just after wave is incident on the load. The incident wave is blue and reflected wave is red. Page 15.509.4exposed to wave behavior on transmission lines

Conference Session

Innovations in First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

James Lewis, University of Louisville; Jeffrey Hieb, University of Louisville; David Wheatley, University of Louisville

Tagged Divisions

First-Year Programs

, analyzes, and reflects on intellectual work. These eight elements leadto eight categories of questions present in critical thinking: (1) what is the purpose, (2) what isthe question that is being answered, (3) what is the point of view, (4) what are the assumptions,(5) what are the implications, (6) what information is needed, (7) what inferences are being Page 15.798.3made, and (8) what is the most fundamental concept? The intellectual standards describe thecriteria used to evaluate the quality of the critical thinking and the intellectual traits are thecharacteristics associated with a mature critical thinker. For more information on the Paul

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Matt Lammi, Utah State University; Kyungsuk Park, Utah State University; Elizabeth Dansie, Purdue University

Tagged Divisions

Educational Research and Methods

challenge? 2. What additional understanding can be gained about the study’s methodology and its capacity to measure engineering design thinking from conducting reflective interviews?Literature Foundation The methods and design thinking constructs measured in this study were built on afoundation of previous work which emerged from the University of Washington led by CindyAtman. This study is differentiated from the Washington work in two distinct ways. First, thiswork extended the continuum of novice to expert to include high school students whereasprevious work employing these methods focused specifically on college students and practicingexperts. Second, our study attempted to explore design thinking in dyads

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Regina Hannemann, University of Kentucky

Tagged Divisions

Design in Engineering Education

description is expected to be more elaborate than in theproposal and there is also the added section of a project reflection, which is not usually part of atechnical report but should give the students the opportunity to reflect on their project and thework they have done during the semester.For the past two semesters the students have been required to schedule feedback sessions withthe Writing Center. The Writing Center assists students, faculty, and staff with the process ofwriting in any discipline and for any purpose. They usually offer free individual and groupconsultations on any writing project at any stage in the writing process. For our senior designcourse we have a special set up so that the teams will have a preferred time slot where they

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

Educational Research and Methods

made sketches. Each set of blocks on the graphic organizer represented onecomplete panel for the novel. Most students ended up with between 20-30 panels in theirfinal novel. A post activity writing reflection was used to assess the student’s opinion of thegraphic novel activity, attitudes towards science/engineering and what they thought theylearned from the activity. The rubric used to analyze the writing reflection (Appendix 4)and the students’ self-assessment is compared to the assessment of the final product.Results: Initially all four grades were assigned the project but the 5th grade class was notable to complete the assignment in time for inclusion in the results. However compliancewas 83% for the rest of the population. Table 1

Conference Session

Trends in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Joao Vinhas, Politecnico de Viseu; Joao Paiva, Politecnico de Viseu

Tagged Divisions

Mechanical Engineering

havebeen introduced since then. It also discusses students’ and teachers’ strategies, aiming atadapting their behaviour to the way they have perceived those new paradigms. Somesignificant changes were detected, namely those related to students’ work, expected to beautonomous and continuous throughout the semester, benefiting from teachers’ tutorialguidance and reflected in a continuous evaluation.Nonetheless, it has been a road dotted with some difficulties: changing students’ attitudestowards work and persuading instructors of the importance and need to look for innovativepedagogical strategies is not an easy task. Still, in a significant number of courses, some newteaching/learning models were introduced, based on skills development models

Conference Session

Normative Commitments and Public Engagement in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Jen Schneider, Colorado School of Mines; Jon Leydens, Colorado School of Mines

Tagged Divisions

Liberal Education

Sustainable Community Development. Our project is acritical pedagogy, one aimed at enhancing students’ knowledge, skills and attitudes to reflect onthe historical and political location of engineering, question the authority and relevance ofengineering problem-solving and design methods, and “examine their education, includinglearning objectives, the course syllabus, and the textbook itself” (Riley, 2008, p. 113).Specifically, our project is aimed at engineering education as it relates to a diversity of theseefforts, which we call “Engineering to Help” (ETH). ETH initiatives often exist under namessuch as community service, humanitarian engineering, service learning, Engineers WithoutBorders (EWB), Engineers for a Sustainable World (ESW) and

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Dirk Schaefer, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; J. P. Mohsen, University of Louisville; Norman Fortenberry, National Academy of Engineering; Michael Prince, Bucknell University; Cynthia Finelli, University of Michigan

Tagged Divisions

Continuing Professional Development

as a whole?How can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around faculty Page 15.975.4development in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between educational research, student

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Dazhi Yang, Purdue University; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez; Ruth Streveler, Purdue Universtiy; Ronald Miller, Colorado School of Mines; James Slotta, University of Toronto; Michelene Chi

Tagged Divisions

Educational Research and Methods

Procedure Experimental Group Control Group Pre-Test Heat transfer concept questions Sequential and Emergent The Nature of Science (with Processes (with reflection reflection prompts); prompts); Diffusion example with no Training Module Diffusion as an example of mention of emergent processes an emergent process (with (with reflection prompts) reflection prompts) Diffusion concept questionsTest for

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla Zoltowski, Purdue University; William Oakes, Purdue University

Tagged Divisions

Engineering Ethics

decision-making process that studentscan adapt and implementin their own projects. We have also created methods of assessment to determine how muchprogress students make in their moral decision-making abilities and in their ability to identify,characterize, and reflect on the specific ethical issues they encounter in their project work. Tothis end we have created reflection questions, lectures, workshops, and an assessment instrument. Page 15.763.3As with all curriculum development, these tools are continually updated as we learn more aboutthem, but our data so far suggest these tools have enabled us to be effective in our task ofteaching

Conference Session

Construction Classroom Development

Collection

2010 Annual Conference & Exposition

Authors

Whitney Lutey, Montana State University; Penny Knoll, Montana State University

Tagged Divisions

Construction

Constructors (AIC) Exam results and in-class assessment.3. Student attitudes towards safety and their belief that safety is common sense, intuitive knowledge.In addition, the paper offers a brief overview of our current approach to teaching constructionsafety, our plans for course improvement, and recommendations for safety education for similarprograms.This paper follows a similar thread to Peterson1 on student knowledge of and attitude towardsafety. Specifically, we wanted to investigate the safety culture of outgoing graduates of theprogram, reflecting the goal of the National Occupational Research Agenda’s NationalConstruction Agenda: research goal 8.1.2: Evaluate how safety and health cultures influence keyconstruction industry subgroups. In

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Thomas Rockaway, University of Louisville; D. Joseph Hagerty, University of Louisville

Tagged Divisions

Mechanics

reviewed the four target areas in need ofimprovement and defined their mission as “Ideas to Action: Using Critical Thinking to FosterStudent Learning and Community Engagement.”[2] The concept of critical thinking has beendefined many times over the past forty years, but generally includes activities focused on keyabilities: to question; to acknowledge and test previously held assumptions; to recognizeambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments anddecisions; and to clarify, articulate, and justify positions [3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16]. It isevident that the approach developed by the QEP team reflects the determination that criticalthinking is defined by mental activities and standards that

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mechanical Engineering

the development of stress concentration as well as reinforcing the Saint-Venant’s theory. The paper introduces the visualized photostress images in improving Page 15.1352.3the understanding of SCF near notches/edges.PhysicsThe optical method of reflected photoelasticity is utilized to achieve the goals about someof the above learning outcomes. Most engineering students learn the fundamentals ofoptics in a physics class. They are introduced to the geometrical and physical optics andmost likely will not use the knowledge learned in the rest of the curriculum. A quickreview of the fundamentals of polarized light is linked to the principal strains.In a