Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monique Fuchs, Wentworth Institute of Technology; Frederick F. Driscoll, Wentworth Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

as one of the top fivecritical leadership skills of the future2.Worldwide discussions are taking place to assure the positioning of our future workforce for the21st century and entrepreneurship plays an important role. “Entrepreneurship refers to anindividual’s ability to turn ideas into action and it includes creativity, innovation and risk taking[…]”1. Penã et al. also reference entrepreneurship relevant to interdisciplinary education:“Among the educational disciplines deemed important to the nation, entrepreneurship educationcan facilitate moving the discoveries, innovations, and insights of the other disciplines into theAmerican economy3.”In 2010, Wentworth conducted a Next Gen survey of over 1300 of our students. We found that21% were

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, Schulich School of Engineering, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

K-12 & Pre-College Engineering

second module explores applications of these concepts through hands on experience.The third module consists of a final creative design project where students will demonstrate theirunderstanding through the creation of “circuit art”. Each module includes an observational labbook, as well as additional questions to reinforce the lesson concepts. All of the projects aredesigned for a standard 40 minute class period, but could be expanded with additional material.Description of Module ProjectsModule #1 – Project #1: Going with the Flow: Students will learn about electron movement,continuous current, switches, and energy transformation through physical activity. Working as ateam, students will gather in one area designated as the “battery”. One

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

James V Green, University of Maryland, College Park; Alyssa E. Cohen Sherman, University of Maryland

Tagged Divisions

Entrepreneurship & Engineering Innovation

marketing concepts with their applications inreal life. The objectives of the course are (1) To increase in the number of students launchinginnovative, technology-based ventures at the University of Maryland and at other universitiesonce the new course model is propagated; (2) To increase in student development of skills tosuccessfully commercialize inventions in a dynamic marketplace; and (3) To increase in studentunderstanding of high-technology market research principles, affordable design, and technologyinnovation.This paper is the ongoing exploration of the development of the Marketing High-TechnologyProducts and Innovations Course from idea to delivery to evaluation. The review will focus onthe first year deliverables including: (1) the

Conference Session

Robotics and Automation I

Collection

2013 ASEE Annual Conference & Exposition

Authors

William Sarkis Babikian, Vaughn College of Aeronautics & Technology; Shouling He, Vaughn College of Aeronautics & Technology; Hossein Rahemi, Vaughn College of Aeronautics & Technology

Tagged Divisions

Engineering Technology

section, the size, structure and scope of the robotic arm are shown.Particularly, how we use the platform for students to verify the robotic design in forward andinverse kinematics will be discussed. Then, the working principle and implementation of agranular jamming gripper will be introduced. Following this section will be an example todemonstrate how the manipulator detects a metal or nonmetal object, grasps and puts it into thecorresponding basket. Finally, the conclusion will be given in the last section.The Structure of the Robotic Manipulator and Robotic KinematicsThe structure of the robotic manipulator under development is shown in Figure 1. Theconfiguration of the manipulator is similar to the articulated robots which are most

Conference Session

Projects in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Peter Mark Jansson PE, Bucknell University; Daniel Schmalzel; Robert R. Krchnavek, Rowan University; John L. Schmalzel, Rowan University

Tagged Divisions

Electrical and Computer

for the State of New Jersey was completed at that time. Thefollowing two semesters (Autumn 2011 and Spring 2012) had smaller engineering clinic teamscontinuing to refine the document. It was completed and shared with the State over the summerof 2012 by summer students and their professors when the document went through its finalrevisions. This paper reports on general aspects of the EAP in order to provide the context and thenfocuses on the important relationship between project-based coursework and studentemployment opportunities. Some of the challenges in the academic environment include thesometimes competing goals of (1) providing relevant projects based upon real industry need, and(2) the accompanying expectations of professional

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College; Carmen Sidbury, Spelman College

Tagged Divisions

First-Year Programs

.    The  course  project  should  aim  to  engage  student  at  multiple  levels,  including  the  technician  level,  the  design  level,  the  development  level  and  the  research  level.    Foster  Collaborative  Learning  The  project  needs  to  be  a  cooperative  effort  of  student  groups.    Research  shows  that  collaborative  learning  is  not  only  an  effective  pedagogical  instrument  17,  it  is  also  deemed  to  be  an  important  part  of  engineering  training  both  from  an  industry  13  and  accreditation  point  of  view  1.    Hands-­‐On,  Non-­‐Trivial  The  project  must  be  hands-­‐on,  non-­‐trivial  and  relevant  to  common  experiences.    To  achieve  this,  the  engineering  curriculum  is  “inverted

Conference Session

Building a Better Program - Construction Curriculum Enhancements

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

Construction

problems in the workplace. 1. Workplace problems are ill-structured. Constraints and unanticipated problems impact seemingly straight forward projects. 2. Ill-structured problems are aggregates of well structured problems. By taking individual aspects, larger problems can be readily solved. 3. Ill-structured problems have multiple, often conflicting goals. One possible solution can impact another area fairly easily. 4. Ill-structured problems are solved in many different ways. Textbook problems usually direct toward a preferred solution, does that follow the way in life practice? 5. Success is rarely measured by engineering standards. Many engineering standards are

Conference Session

Engineering and Public Policy I

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Alexander Mendoza-Garcia, Purdue University / Pontificia Universidad Javeriana

Tagged Divisions

Engineering and Public Policy

interest in social issues. Page 23.391.1 c American Society for Engineering Education, 2013 Developing an instrument to assess student’s prior knowledge, and possible interest in public policy courses.IntroductionAwareness and understanding of the public policy process and analysis have emerged as keythemes of undergraduate engineering education. Undergraduate engineering students need toknow this process and analysis to support the current and future regulation of technology.1–3Identification of students’ knowledge, attitudes and beliefs towards public policy is needed

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

development yieldsmeaningful insights for engineering education researchers and practitioners.Introduction One focus of engineering education research is on how students understand concepts andhow they address misconceptions. Significant research has focused on the development ofmethods to assess conceptual knowledge in concept areas such as physics, statics,thermodynamics and others 1-3. Other researchers have dedicated efforts towards understandinghow learners come to understand concepts 4-8. While many researchers are focusing onconceptual understanding, few are looking at the intentional ways that students engage inlearning and how this engagement affects conceptual understanding. To begin bridging this gap,we are undertaking a study to

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C Bower P.E., The Citadel; Ronald W. Welch, The Citadel; Douglas H. Fehrmann, The Krause Center for Leadership and Ethics, The Citadel

Tagged Divisions

Civil Engineering

. His staff experience includes tours on The Air Staff and The Operations Directorate of The United States Transportation Command. Colonel Fehrmann returned to his alma mater in 2007 as a professor of Aerospace Studies and commander, Air Force ROTC Detachment 765, where he served until retirement from active duty after nearly 28 years of service. He assumed his current duties at The Citadel on August 1, 2011. Col. Fehrmann earned his bachelor of science degree in business administration from The Citadel in Charleston, S.C. in 1983. In 1990, he graduated from the Squadron Officers School at Maxwell Air Force Base, Ala. He earned his master of arts degree in Aeronautical Science/Management from Embry-Riddle

Conference Session

Using graphics in the rest of the engineering courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mehmet Emre Bahadir, MURRAY STATE UNIVERSITY

Tagged Divisions

Engineering Design Graphics

each item. Students’ commonmistakes are shared with examples, as well. At the end, students’ evaluation of the course isprovided. It is believed that authenticity, meaningfulness and completeness of the assignmentsincrease students’ involvement and motivation for success.1. IntroductionDesign is best practiced and learnt by doing1. Thus, the course utilizes project based approachwith authentic tasks to integrate previous knowledge and skills. In order for an activity or task tobe considered as “authentic” it should be studied in an “enhanced educational setting withincreased motivation and enthusiasm.2” In the literature3 four characteristics of authentic tasksare listed as: “(1) real-world problems that engage learners in the work of

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jessica Drennan MSW, Centers for Disease Control ; Mary Y. Lanzerotti, Air Force Institute of Technology; Maggie Varga, Southwestern Ohio Council for Higher Education; Sean J Creighton, Southwestern Ohio Council for Higher Education; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology

Tagged Divisions

Community Engagement Division

is a campus-community partnership. This partnership makes it possible for the first time to upgrade thesummer program at the government institution because of government regulations.First, this paper presents a new higher education partnership launched in 2012 intended totransform the undergraduate Summer Research Program at the Air Force Institute of Technology(AFIT). A partnership among AFIT, the LEADER Consortium (Launching Equity in theAcademy across the Dayton Entrepreneurial Region), and the Southwestern Ohio Council forHigher Education (SOCHE) was established to assess the students’ experiences and to informfuture experiences based upon the results of surveys conducted during the 2012 Program.1, 2, 3In this paper, we present the first

Conference Session

Enhancing Engineering Management

Collection

2013 ASEE Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Engineering Management

-building process in distance learning classes suggeststhat there are three levels of community that can be identified: 1) “making online acquaintancesor friends” through interactions with similar individuals, 2) “community conferment” viaintensive discussions on a topic of importance, and 3) “camaraderie” achieved through long-termor intensive exposure to others1. Subsequent work to identify pedagogical approaches in supportof Brown’s theory reveals that educators and students alike need practical strategies to progressthrough these levels of community in order to yield successful distance learning outcomes3.MethodologyDistance learners enrolled in the Master of Engineering Management Program (MEMP) at DukeUniversity between 2009 and 2012 were

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R Ulseth, Iron Range Engineering ; Michael Richard Carlson

Tagged Divisions

Design in Engineering Education

of learning engineering design, we have developed a new method ofteaching engineering design which covers most aspects of a design. The new method fits into afour- semester design course series. The new method uses project-based learning and alsoaddresses the issue of having students from multiple upperclass levels on one team.1. IntroductionDesign is an important part of the engineering curricula not only in the eyes of industry but alsothe Accreditation Board of Engineers and Technology (ABET) 1, 2, therefore special attention hasbeen given to design courses at engineering colleges across the nation and worldwide. In designcourses, students integrate and apply their knowledge to design products or to address problems.The design process

Conference Session

Global Engineering Education Cross-Cultural Awareness and Social Impacts

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer DeBoer, MIT; Glenda S Stump, Massachusetts Institute of Technology; Frances Carter-Johnson, MIT, Teaching and Learning Laboratory; Gayle Allen Ed.D., BrightBytes; Lori Breslow, Massachusetts Institute of Technology

Tagged Divisions

International

skills.Below we describe in further detail the process through which we arrived at our constructdefinitions and intended learning outcomes. We also detail the process by which we are creatingour initial instrument.MethodConstruct definition and developmentWe defined the construct of global competency as the ability to “work and communicate Page 23.398.4effectively in national and international contexts” (p. 17).6 To expand on this definition, wefound it helpful to draw on the framework of Trompenaars and Wooliams13 and their work withthe “Intercultural Competence Profile.” These authors describe three dimensions of interculturalcompetence: (1

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Simon Pitts, Northeastern University; Steve McGonagle, Northeastern University; Steven W Klosterman, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

making it happen in a real world environment. Figure 1: The focus of the Gordon Engineering Leadership Program - Educating at the Intersection of Engineering and LeadershipThis paper concentrates on the use of experiential learning as part of a deeper dive into theleadership portion of the program including the definition of leadership capabilities, a leadershipdevelopment framework and examples of how the framework is used, in conjunction withinteractive LLabs, to build competence and mastery of leadership skills. Candidates learn toapply these skills in their own industry and work environment.In prior papersii an overview of the complete structure of the GEL approach has been described,including the assessment of

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Lynn Charles Rathbun, National Nanotechnology Infrastructure Network, Cornell University

Tagged Divisions

International

for Graduatestudents (iREG), and the international Winter Schools for Graduate Students (iWSG). Thispaper describes these three distinctly different programs and the outcomes we havedetermined through surveys of participants.IntroductionThomas Friedman’s book The World is Flat, drew attention to the “flattening of the world” inthe twenty-first century and how this “flattening” will greatly impact countries, societies,governments, and companies.[1] The publications Engineer of 2020 [2] and Educating theEngineer of 2020 [3] highlighted the importance of training globally competent engineers.The challenges are not only to train engineers who can work collaboratively with engineersaround the world but also engineers who can solve the grand

Conference Session

INT. Engineering Education: Developments, Innovations, Partnerships, and Implementations

Collection

2013 ASEE Annual Conference & Exposition

Authors

James L. Barnes, James Madison University; Michael J. Dyrenfurth, Purdue University, West Lafayette; Susan Kubic Barnes, James Madison University

Tagged Divisions

International

preparing their students to solvecomplex global problems. Four key research questions are discussed in the paper by the authors. The questionsaddressed are:1. What are the necessary knowledge and sufficient conditions to solve complex global problems?2. What are the sources of knowledge about nature that are most applicable?3. How is that knowledge about nature structured and limited?4. What do key innovation theorists believe are the necessary innovation capabilities and competencies necessary for future leaders to solve the critical global problems facing our society? Page 23.401.2 In this paper, the authors present a valuable

Conference Session

New Trends in ECE Education II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Lisa G. Huettel, Duke University; Wayne T. Padgett, Rose-Hulman Institute of Technology; Kathleen E. Wage, George Mason University; John R. Buck, University of Massachusetts, Dartmouth

Tagged Divisions

Electrical and Computer

questions as a template for writing the memo(using writing about in-class problems as an example). As an example, figure 1 showsresponses to the first three questions for reading summaries. • What are conceptual in-class problems? • Why should I use them? (How are they useful for the students? How are they useful to the instructor?) • What is an example (or two) of a conceptual in-class problem? • How do these problems fit into my class? How long will they take? • For which topics should I assign conceptual in-class problems? Page 23.402.3 • How should I grade these problems? Should I grade these problems? • What pitfalls

Conference Session

Intercollegiate and Cross-disciplinary Collaboration

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse PhD, Georgia Institute of Technology; James William Schwoebel, Georgia Institute of Technology; Ethan James Craig, Georgia Institute of Technology; Anish Joseph, Georgia Institute of Technology; Ajit Vakharia, Georgia Institute of Technology; Steve M. Potter PhD, Georgia Institute of Technology; Kim Dooley, Texas A&M University; James DUPE Linder, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

asset: the undergraduate researcher. This is the first step toward the ultimategoal of building a broad-based, interdisciplinary neuro-technology community. It is a model thatcan be applied to other initiatives seeking to encourage and support interdisciplinarycollaboration. Established in the Wallace H. Coulter Department of Biomedical Engineering at theGeorgia Institute of Technology (Georgia Tech), LINCR is similar to the China UndergraduateResearch Program (CURE) which was an NSF-funded URE designed to test the efficacy oflinking the research of global-partners through undergraduate students assigned to relatedprojects in both labs.1 Similarly, the goal of LINCR, funded by a GT FIRE (Georgia Tech Fundfor Innovation in Research and

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Genau, University of Alabama at Birmingham

Tagged Divisions

International

course on the history of materials in orderto broaden participation.Background“Global competency” has become a buzzword in engineering education circles; everyone seemsto be talking about it. As technology knits distant parts of the world ever more closely together,the discussion within engineering education is part of a larger movement to create globallycompetent citizens [1]. Much effort has been expended to address what, exactly, is meant byglobal competency, why is it important, how it can be measured, and how it can be improved.By now, the importance of global competency for everyone, and engineers in particular [2,3], hasbeen well documented and evidence of the ability to work in an international, multi-culturalenvironment is valued by

Conference Session

Mathematics Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca Bourn, Tribeca Flashpoint Media Arts Academy; Sarah C. Baxter, University of South Carolina

Tagged Divisions

Mathematics

approach suggestedby Polya in How to Solve It8. Polya boils problem solving down to four simple steps thatprovide an algorithm to approaching any type of complex problem. These are: 1) understand theproblem; 2) devise a plan; 3) carry out the plan; and 4) look back and evaluate your results andprocess. The emphasis on evaluating progress against goal is helpful, in particular, for lessexperienced students when dealing with larger-scale problems. However, students still haveissues with evaluating the correctness, or reasonableness of their answers, often because theyhave not developed the often estimation- based skills necessary to support the development ofmathematical intuition, which would guide their judgment. Consequently, we knew we needed

Conference Session

Capstone Design Courses and Tools in support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston (CoT); Heidar Malki, University of Houston (CoT); Xiaohui Yuan, University of North Texas

Tagged Divisions

Systems Engineering

c American Society for Engineering Education, 2013 Developing System-Thinking Oriented Learning Modules of Networked Measurement Systems for Undergraduate Engineering Curriculum Xiaojing Yuan1, Heidar Malki1, Gangbing Song2, Xiaohui Yuan3 1. Engineering Technology Department, University of Houston 2. Mechanical Engineering Department, University of Houston 3. Computer Science and Engineering Department, University of North TexasAbstractThis paper describes the design of a set of system-thinking oriented learning modules of networkmeasurement systems for data acquisition and instrumentation courses. The courseware wasdesigned based entirely on open source components

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University

Tagged Divisions

Mechanics

are often introduced in statics courses.Referring to the example of a computer programming class in their book Overcoming Barriers toStudent Understanding: Threshold concepts and troublesome knowledge, Meyer and Landaccurately summarize what happens as, “…students may grasp the concepts of class, objects,tables, arrays and recursion, but they may not appreciate the deeper threshold conception, theunderlying „game‟ as it were, of the interaction of all these elements in a process of ever-increasing complexity.” In a typical statics class, my experience has been that 1 of every 5students demonstrates a strong ability to solve complex problems, 1 of every 5 studentsdemonstrates a strong inability, and the rest fall somewhere in between. In an

Conference Session

Teaching and Assessing Sustainability and Life Long Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, Georgia Institute of Technology; Elise M. Barrella, James Madison University; Thomas A. Wall, Georgia Institute of Technology; Caroline R. Noyes, Georgia Institute of Technology; Michael O. Rodgers, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students.Mr. Thomas A. Wall, Georgia Institute of TechnologyDr. Caroline R. Noyes, Georgia Institute of TechnologyDr. Michael O. Rodgers, Georgia Institute of Technology Dr. Michael Rodgers is a research professor in the Georgia

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Warren N. Waggenspack Jr., Louisiana State University; Sarah Liggett, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University

Tagged Divisions

Civil Engineering

. Faculty can reviewC-I course requirements on a university website and then submit documentation via that websiteto receive the C-I designation. The requirements for C-I certification are • Use of informal communication for learning and formal communication for sharing ideas publicly • Emphases on at least 2 of 4 modes • Student/faculty ratio of no greater than 35:1 • Focus on genres and audiences appropriate to the discipline or profession • Dedication to effective communication techniques • Use of draft-feedback-revision process • 40% of course grade based on communication work • Ethical and professional standards for all class workFaculty members teaching these courses give students direct feedback on

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Paul T Skaggs, Brigham Young University; Jacob Dean Wheadon, Purdue University; Clifton B. Farnsworth, Brigham Young University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Bootcamp Model The five parts of the Innovation Bootcamp model (see Figure 1) are: Idea finding, ideashaping, idea defining, idea refining, and idea communicating. Figure 1: Innovation Bootcamp Model Page 23.410.3 2 Idea finding involves teaching students to see opportunities for innovation in the worldaround them. Students in the Bootcamp are taught to take on the role of anthropologist as theyobserve people. They are taught to actively experience what others are experiencing as to findissues that can be improved upon. Kelley (2005) suggests this

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

David A Saftner, University of Minnesota Duluth; Sara D. Ojard, University of Minnesota Duluth; Eshan V. Dave, University of Minnesota, Duluth; Nathan William Johnson, University of Minnesota Duluth; Eil Kwon; Rebecca Teasley, Civil Engineering University of Minnesota Duluth

Tagged Divisions

Design in Engineering Education

require capstone designcourses [1]. However, there is not a single accepted method of conducting the course. Based onfaculty experience with capstone design courses at other universities and advice from thedepartment’s Industrial Advisory Board (IAB), the senior design course was based on the designof a building on a site close to the University of Minnesota Duluth (UMD). In the first semesterthe capstone design course was offered, students formed subgroups within their assigned teamswith individuals focused in a particular area of civil engineering. During the second semester thecourse was offered, the students worked in all areas, focusing on each for a portion of thesemester. This paper compares a narrow, in-depth capstone design experience to

Conference Session

Environmental engineering pedagogy and innovation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sukalyan Sengupta, University of Massachusetts, Dartmouth; Jeffrey A Cunningham, University of South Florida; Sarina J. Ergas, University of South Florida; Ramesh K. Goel, University of Utah; Dilek Ozalp, University of South Florida; Teri Kristine Reed, Purdue University, West Lafayette

Tagged Divisions

Environmental Engineering

. Page 23.412.2Therefore, the objectives of this project are to: (1) develop a Fundamentals of EnvironmentalEngineering Concept Inventory (FEECI) that quantifies students’ conceptual understanding ofkey FEE concepts, (2) administer the FEECI at 10 US universities with required undergraduateFEE courses, and (3) refine and disseminate the FEECI following its initial administration. Theexpected outcome of this work is a validated, reliable instrument for assessing conceptualunderstanding in a core curriculum course for Civil and/or Environmental engineering. Such aninstrument will play an important role in assessment for programmatic accreditation under theABET standards, and provide a needed technique for formative assessment of

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, University of Maryland, College Park; Rachel L. Manthe, Fischell Department of Bioengineering, University of Maryland, College Park; Kevin M Knapstein, Bioprocess Scale-Up Facility, Fischell Department of Bioengineering, University of Maryland, College Park

Tagged Divisions

Biomedical

findings, and justify their plans to the student body. Thus, our researchhypothesis for this study is that the combination of an ill-structured course using design- andproject-based instructional frameworks can help entry-level bioengineering students overcomeinitial frustrations and failures during development of desired competencies in bioengineering.This paper outlines the preliminary results from select instructional strategies and assessments asthey relate to the development of these competencies (as seen in the overall scores) anddevelopment of human traits (e.g., confidence) throughout the course of the semester.MethodsRationale for the course re-designBiology for Engineers Laboratory (BIOE 121) is a 1-credit cross-disciplinary course