Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University

Tagged Divisions

Materials

enhance development of students' mentalmodels and are exciting advances for those teaching in this area because of ease ofimplementation and adaptation for different student populations. Implementation of theseactivities has the potential to lower the barrier to faculty participation in active learning. Themedia slogan “It’s so easy, a caveperson can do it” is the guiding principle behind thedevelopment of these activities. This paper will also present reflections of a diverse cross-section of teaching faculty and students for these classroom methods to highlight how thesepedagogical efforts may increase student self-efficacy for their technical learning. The researchquestion for this work is; "To what extent do student engagement activities

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

John Schmeelk, Virginia Commonwealth University Qatar Branch; Jean Hodges, Virginia Commonwealth University Qatar Branch

Tagged Divisions

Mathematics

fororganizing experience and substantially strengthened the idea of using cross-curricularexpressive writing (in which the writer captures, investigates, and reflects upon his/her ideas) toenhance students’ learning (pp. 57-58).10 Throughout the 1980s and 1990s, Emig’s and Britton’swork became the basis for recognizing writing as a primary learning method. (For a morecomplete discussion of WAC history, refer to Chapter 5, “Writing to Learn,” of Reference Guideto Writing Across the Curriculum, by Charles Bazerman, et al.10)Three major goals for incorporating VCUR’s WAC program into VCUQatar’s project-directedapproach became • to develop students’ metacognition about their learning and thinking processes, • to convince students that using knowledge

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University

Tagged Divisions

Design in Engineering Education

observing all teams when teaching and providing feedback on theirprocesses, a metacognitive structure was used to engage students in self reflection and groupprocessing. The MERIT kit has three key components that are designed to address commonchallenges we face in teaching and assessing collaborative learning and teaming skills. Thesethree components are: (a) “Vicarious Learning Experiences” using case study videos (e.g., PBSDesign Squad clips) along with group processing with MERIT cards, (b) the “I Know My TeamMembers” document, and (c) a “Performance Assessment Task” used for pre and postevaluation. Next steps, in the validation of the MERIT kit, is wide dissemination and evaluationof the kit in supporting individual student learning.Factors

Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Kimberly Warners, Western Michigan University; Britney Richmond, Western Michigan University; Adam Eaton, Western Michigan University; Andrew Kline, Western Michigan University; Betsy Aller, Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Divisions

Design in Engineering Education

. With experiential education,young students have the opportunity to learn by doing in-class experiments. The goal of theWestern Michigan University (WMU) student team was to design and construct an apparatus tobe used in a K-12 classroom that properly displays the properties of light as they occur in nature.The reflection, refraction, transmittance and absorption properties of light are recurrently shownin textbooks as if they occur individually, while in reality they occur simultaneously. Based onthe expressed need of a local middle school teacher for such a device, the team drafted designs asan assignment in an entry-level freshman engineering course. After one design was decidedupon, the device itself was produced, and given to the teacher

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Shanna Daly, University of Michigan; Seda Yilmaz, University of Michigan; Colleen Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Educational Research and Methods

designers use to generate multiple, diverse design concepts? What heuristics are evident in their concepts? ≠ How did the heuristics impact design outcomes? ≠ What level of conscious reflection do designers have about the use of these heuristics within their own cognitive processes?Research MethodsThe methodology for the study included think-aloud protocol during the design task, followed byretrospective interviews. Data from engineers of various levels of experience were collected toilluminate decisions made in generating and developing concepts. Atman and Bursic19 noted thatresearchers have effectively used verbal protocol studies to identify how designers introduce

Conference Session

Measuring the Impacts of Project-Based Service Learning on Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Gary Chinn, Pennsylvania State University; Veena Raman, Pennsylvania State University; Steve A. Walton, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University

Tagged Divisions

International

multiculturalenvironments, understand the business context of engineering, and adapt to changingconditions have become requirements for engineers in our global environment [1].Teaching ethics is increasingly a component of science and engineering professionaleducation, reflected in the growing attention paid to ethics courses by accreditingagencies, particularly in engineering as reflected by requirements such as those in theUnited States instituted by its national engineering accreditation organization, ABET.Ethics is increasingly being integrated into engineering curricula, in recognition of thecomplex professional and personal issues facing scientists and engineers in modernworkplace [2, 3]. It is essential that students understand that science and technology

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

Collection

2010 ASEE Midwest Section Conference

Authors

Keith L. Hohn

Incorporating Creativity into a Capstone Engineering Design Course Keith L. Hohn Department of Chemical Engineering Kansas State UniversityAbstractCreativity is a critical part of engineering design that should be encourage and nurtured inengineering students. Two creative exercises were implemented into a senior chemicalengineering design course. The first exercise was designed to enhance student awareness of therole of creativity in engineering design. In this exercise, students were asked to create a piece ofartwork depicting their major (chemical engineering) in some way and to reflect on the processthey followed to produce

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

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Andrzej Zarzycki

his memorable adage from around 450 BC: “Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” In more recenttimes, David Kolb defined the concept of Experiential Learning Theory (ELT)2 using twocontinuum axes: active experimentation–reflective observation and abstract conceptualization–concrete experience. The result was a matrix of four learning types: converger (activeexperimentation–abstract conceptualization), accommodator (active experimentation–concreteexperience), assimilator (reflective observation–abstract conceptualization), and diverger(reflective observation–concrete experience). Each of four learning types consists ofexperimentation, experience, or reflection as an active component of the

Collection

2010 Northeast Section Meeting

Authors

Andrzej Zarzycki

his memorable adage from around 450 BC: “Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” In more recenttimes, David Kolb defined the concept of Experiential Learning Theory (ELT)2 using twocontinuum axes: active experimentation–reflective observation and abstract conceptualization–concrete experience. The result was a matrix of four learning types: converger (activeexperimentation–abstract conceptualization), accommodator (active experimentation–concreteexperience), assimilator (reflective observation–abstract conceptualization), and diverger(reflective observation–concrete experience). Each of four learning types consists ofexperimentation, experience, or reflection as an active component of the

Collection

2010 ASEE Zone 1 Conference

Authors

A. Richard Vannozzi

the process of learning and how learning isexperience based. By adhering to ELT in instructional design for CAD, GIS and other softwareintensive courses, classroom approaches can be crafted to keep the software in its proper place asa tool. ELT provides a unified context for understanding the relationship between the abstract“hypothesis” and the concrete result of the button pushing. Kolb’s conceptualization of these isshown in Figure 1. Zull refers to the components of Kolb’s ELT as the “four fundamental pillarsof education: gathering, reflecting, creating, and testing. [3]” Irrespective of which instructional design model or process one might prefer, at somepoint learning objectives are defined and then a specific activity is

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