Collection

2013 Pacific Southwest Section Meeting

Authors

Harmonie A. Hawley; Brian O'Dell

; the third site was aquadrangle on campus; the fourth site was near a food truck parked and in operation on campus;the fifth site was a car parking garage to simulate traffic inputs; and the sixth location was insideof a building on campus to evaluate indoor air quality.If field experiences are not practical, other forms of teaching field exercises could be evaluatedfor implementation into an existing laboratory or classroom curriculum. Virtual simulations offield labs can be used1,3,5,9,13. Ramasundaram et al.9 discuss the benefits and problems in usingan environmental virtual field laboratory developed by the authors. Virtual field experiences Proceedings of the 2013 American Society for Engineering Education Pacific Southwest

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State Univeristy; Inanc Senocak, Boise State University

Tagged Topics

NSF Grantees Poster Session

21st century of digital learning, and technology integration. Yang’s latest research focuses on employing an innovative synergis- tic approach to prevent/eliminate misconceptions from forming with first-year engineering students, and teaching STEM disciplines in online environments.Dr. Inanc Senocak, Boise State University Dr. Inanc Senocak is an associate professor with the Department of Mechanical and Biomedical Engineer- ing at Boise State University. He obtained his Ph.D. degree in Aerospace Engineering from the University of Florida in 2002. Dr. Senocak served as a postdoctoral research associate at the Los Alamos National Laboratory and Stanford University prior to joining Boise State in 2007. Dr. Senocak

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Cardella, Purdue University, West Lafayette Dr. Monica Cardella is an Assistant Professor of Engineering Education at Purdue University. She is also the Director of Informal Learning Environments Research for the Institute for P-12 Engineering Learning and Research (INSPIRE). She conducts research on undergraduate engineering students’ design and mathematical thinking in formal and informal contexts in addition to research on how children develop engineering thinking in informal learning environments. Page 23.503.1 c American Society for Engineering Education, 2013

Conference Session

Practical Teaching

Collection

2013 ASEE Annual Conference & Exposition

Authors

William T. Evans PhD P.E., University of Toledo

Tagged Divisions

Manufacturing

major points of this paper. The subject is dynamic andany list must be reviewed often to properly address the subject of safety for electrical personnel.The paper will discuss some of the more pertinent topics since a thorough review of all thesetopics would be beyond the bounds of any one paper.The Control Panel:Students enrolled in an Electrical Engineering Technology curriculum should be taught the basicdesign of how to construct an electrical panel. Their experience should be included in a PLCcourse or other automation course and should include practical information pertaining to thedesign and construction of the panel. While students are usually interested in programming thePLC and solving the logic associated with control of devices, the

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gail D. Jefferson, University of South Alabama; Sally J. Steadman, University of South Alabama; Tom G Thomas, University of South Alabama; Kuang-Ting Hsiao, University of South Alabama

Tagged Divisions

First-Year Programs

control using Lego Robots. They also used LabVIEW toinvestigate material properties and behavior for metals, polymers, and composites. A series ofshort lectures introduced the topics and were followed by hands-on interactive laboratorysessions, culminating in an open ended design project.A companion thread for the program was critical thinking which is fundamental to excelling inan engineering curriculum. Following a brief exposure to basic concepts, the students took anon-line test to evaluate their critical thinking skills before beginning the workshop activities.The same test was administered as a post test, with more than a 10 % increase in their skills. Themaximum increase was over 30%; interestingly, this was an underrepresented minority

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

integrating opportunities to develop non-disciplinary workplace related skills into college classes.Dr. Patricia A Ralston, University of Louisville Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the Uni- versity of Louisville where she also received her B.S., MEng, and Ph.D. degrees in chemical engineering. Her educational research interests include the use of technology in engineering education, incorporation of critical thinking in engineering education, and ways to improve retention. Her other interests include process modeling, simulation, and process control

Conference Session

Defining and Refining Technological and Engineering Literacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen T Frezza, Gannon University; Richard W. Moodey, Gannon University; David Arthur Nordquest, Gannon University; Krishnakishore Pilla P.E., Gannon University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Integration: In defining “mental integration,” Sorokin states that the “integration of twoor more meanings into one system is an act of creation occurring in the human mind.” (7 p. 63)This treats it as a covert act “in the human mind.” Vanderburg’s description of “invention”includes both covert acts, covert states, and overt acts (8 pp. 135-6), although the acts ofexploring and working out details are usually overt actions, including actions such as writing,calculating, sketching, building physical models, and conversing with others.Empirical Objectification: Sorokin’s characterization of empirical objectification emphasizesthe need for "empirical vehicles through which [new knowledge propositions] can be conveyedto others.” (7 p. 64)These can be

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

beginningtheir research. The students also complete a post-research survey about their experiences. Theundergraduate students gain practical research experience and demonstrate theiraccomplishments in an end-of-semester poster presentation. Both the undergraduates andgraduate mentors complete weekly qualitative reflective questions through an online process.Through both the pre- and post- surveys, as well as reflective questions posed during thesemester, the research team gathered information on maintaining and creating trust in thesementoring relationships. We compared and contrasted our mentor-mentee relationship to theperceived trust model created by Mayer, Davis, and Schoorman1. Our initial findings show thatability, benevolence, and integrity are

Conference Session

"Best" of BED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anthony J McGoron, Florida International University; Hamid Shahrestani, Florida International University, BME; Michael Edward Brown, Florida International University; James Dennis Byrne, Florida International University

Tagged Divisions

Biomedical

then approves the project, does not approve the project, or suggests an expansion orreduction in the scope. Close coordination with the company or faculty advisor ensures that theproject meets the curriculum requirements of the program and that the scope of the project isrealistic. An assessment tool is completed by each panel member, which is also used to provideinput for the students’ grades. In the second semester students complete the project and give awritten report and oral presentation to a panel made up of members of the department’s IndustryAdvisory Board. Students attend weekly lectures by experts on various topics critical to thesuccess of practicing engineers, including regulatory, intellectual property, marketing,prototyping

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

, quality, novelty, and variety of the solutions. Results indicatedthat the task-specific self-concept scores of self-efficacy, motivation, and outcome expectancydid not change significantly as students progressed through the engineering curriculum, althoughthe level of anxiety was less for the seniors than the sophomores. It was also found that the task-specific self-concept scores were not accurate predictors of the design ideation abilities of thestudents.IntroductionSelf-efficacy is defined as an individual’s belief in his or her own capabilities to performactivities in order to successfully achieve a specific outcome. A student with high self-efficacytends to expend more effort towards the activity, persevere when encountering obstacles

Conference Session

CIP Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Abdullah I. Almhaidib, King Saud University

Tagged Divisions

College Industry Partnerships

Engineering Industrial EngineeringTable 4: Companies provided scholarships to the outstanding students [5]The College of Engineering provides specialized engineering training courses in different fieldsin the College to the engineers working in industry. It also, provides testing and takingadvantages of the facilities and laboratories of the College. These integrated relationships haveculminated in the establishment of industrial advisory committees for the individual departmentsand the College at large. Members of these committees are selected from both the governmentaland the industry sectors. The advisory committee is expected to:  Provide feedback on curriculum, student evaluation, program

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Peter Thomas Malcolm, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

estimates as an importantand underutilized concept in K-12 education 2.Reference Points An understanding of the reasonableness of estimates is an invaluable metacognitive toolwhen a student is attempting to generate his or her own original estimates. Such understandingis referred to in the present work as a knowledge component (KC) and this is certainly amultifaceted one, referred to in related literature as an integrative KC 11, meaning one that iscomposed of smaller KCs. In order to assess the reasonableness of an estimate, it helps to havean understanding of related values. For example, for a student to estimate the dimensions of hisor her gas tank, it may be helpful for that student to think of related volume measures that mightbe more

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage

Tagged Divisions

First-Year Programs

science courses and their mathematics level was at algebra 1 orlower. It would be years before these underprepared undergraduates would be eligible to taketheir first introduction to engineering course. The lack of academic preparation for theseincoming first-year engineering students presented a formidable problem.We searched for a solution where we could connect directly with the K-12 students. It had toresult in the K-12 students being motivated to complete chemistry, physics, and trigonometry inhigh school. It had to develop the self-efficacy required to continue to pursue a challengingSTEM curriculum. At the university, we had to find a way for Alaska Native and AmericanIndian students to survive and then excel. We needed to develop an

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F Freeman, Northeastern University

Tagged Divisions

First-Year Programs

responsibility.Although this research focuses on an unwritten syllabus, some of these skills are listed in syllabithroughout engineering curriculum. For the most part, though, traditional engineering coursesfocus on learning objectives for the technical skills, with potentially only some of the soft skillsoutlined. The classic list of soft skills is found at careerbuilder.com (Lorenz8). This list startswith a strong work ethic and positive attitude, which are challenging to teach. The moreteachable skills include good communication skills, time management, problem solving skills,and teamwork skills. Shuman, et al9 have a long list of skills, but some of the top skills arelistening, decision making, problem solving, communication and time management

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Anne Elizabeth Dare, Purdue University; Julia D Thompson, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

engineering students from variousdegree programs (although non-engineering majors participate as well), from first-year to seniorstatus. Project partners include domestic and international not-for-profit organizations, schools,and other departments within Purdue University. The partners submit project ideas, andobjectives are developed through close collaboration between the partners and project teams.Projects may last several semesters, during which time team members may change as studentsgraduate or elect to leave the program. EPICS utilizes a vertically-integrated project team modelwhich allows for continuity between semesters.20 During 2011-2012, more than 600 studentsparticipated in an EPICS project, with over 200 students typically returning

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Amos G Winter V, MIT; Robert James Stoner, Massachusetts Institute of Technology; Charles H Fine, MIT Sloan School of Management

Tagged Topics

ASEE International Forum

fortesting a range of strategies for pollution control in Indian industrial clusters. Taking a regionalapproach allows the team to analyze many manufacturing facilities in an integral ecosystem,providing an opportunity to develop scalable results.ConclusionThe Tata Center for Technology and Design is providing a venue for MIT faculty and students todevelop and apply technological, systems, and management skills to make a positive impact ondeveloping and emerging markets. We have structured a program that provides Tata Fellowswith an immersive experience in India that will broaden their perspective on the technological,systems, and management challenges and opportunities in development, as well as training forhow to implement tractable and successful

Collection

2013 GSW

Authors

John Sibert; Matthew Goeckner; Dave Galley; Kory Goldammer

and computer science. Theresponse from faculty and students has been overwhelmingly positive with, for example, amolecular biology student commenting that this is the best experience of her life and a facultymember sending an unsolicited e-mail report that his engineering student is outstanding andcompleting tasks so quickly that the faculty member is challenged to keep him occupied – a goodproblem to have! Most importantly, all twenty students who have participated in the program arecurrently or will be pursuing STEM degrees at UT Dallas.Peer Led Team Learning (PLTL)The integration of Peer-led Team Learning (PLTL)9 into the UT Dallas STEM learningframework has been supported, in part, by the Collaborative. The PLTL program began in theFall

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank P.Eng., Queen's University; Ann Shih-yi Chen, Queen's University

Tagged Divisions

Educational Research and Methods

physicsdepartment and other participating institutions are serving as comparison and control groups dueto similarities in incoming student characteristics and/or learning environment.In this study, the MEA-integrated curriculum is an independent variable (or intervention);students’ critical thinking ability is a dependent variable. The entire first year student body (approximately 650 students) participated in an MEA-integrated curriculum, and were invited to participate in the broad study, which allowed theresearchers to use the scores from their MEAs and critical thinking tests. Stratified sampling wasused to assign various pre and post instruments. These assessments were part of the courserequirements, so the participation rate was close to 100

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo Ph.D., University at Buffalo, SUNY; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Timothy W. Simpson, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Adam R Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell, Northwestern University; Steven B. Shooter, Bucknell University; Marie C Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Christopher B. Williams, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

authors were not able to make any conclusions forOutcome h, noting the need for “further analysis” of this outcome [8]. Briedis [9] notes that theassessment of Outcome h was “less straightforward” than the other professional outcomes, and anew course had to be developed to address this outcome directly. However, most departmentsdo not have the flexibility or room to develop a new course specifically to address any singleABET outcome, much less Outcome h. In an already packed engineering curriculum, then, mostdepartments ascribe the development of contextual expertise to an early cornerstone or latercapstone design experience, or, alternatively, relegate the task to humanities and social scienceelectives that rarely are integrated with the

Conference Session

Sustainability and engineering education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University; Shekar Viswanathan, National University; James Jay Jaurez, National University

Tagged Divisions

Environmental Engineering

(SEM608)The innovative approach here is to have the teams design games, create and play them(demonstrate) game that would demonstrate one or more of the sustainability 3 Es.This approach served and supported multiple purposes. The project needed to be practicalenough to demonstrate in a game. As the teams developed the projects from concept and movedtowards implementation, they also needed to think about what and how to design anddemonstrate the project objectives in their game. In other words, teams were not designing agame totally independent of the subject matter involved in their project. Their project needed tosupport the course learning objective(s) – so this becomes an integrated approach. The gamesapproach also bring in some ‘randomness

Conference Session

CIP Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Co. LLC; Geoffrey L Price, University of Tulsa; Geoffrey D. Silcox, University of Utah; Michael Newton, University of Utah, Chemical Engineering Department; Terry L Phipps

Tagged Divisions

College Industry Partnerships

, University of TulsaProf. Geoffrey D. Silcox, University of Utah Prof. Silcox has been a member of the chemical engineering faculty at the University of Utah since 1987. His research interests include atmospheric particulate matter, controlling and characterizing the emissions of pollutants from the combustion of low quality fuels, and process modeling. He is currently teaching courses in thermodynamics and air pollution control engineering.Michael Newton, University of Utah, Chemical Engineering Department Michael Newton is a recent B.S. in Chemical Engineering graduate from the University of Utah. He had an emphasis in Energy Engineering and a Chemistry minor. Newton is a member of the Tau Beta Pi Engineering Honor

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

authority responsibly to influence others behavior. Often when thestudents are in a co-op role they believe they have very little power or influence upon the businessor co-workers and this exercise explores ways, even as a co-op, they can practice effective use toachieve their goals. To learn this, students participate in an exercise using role-play scenarios wherethey are asked to think about effective methods to use power and influence on others. We ask thatthey take into account the different bases of power including coercive, legitimate, expert, reward,referent, informational and connection. This exercise gives students the confidence they need toemploy this new skill in their co-op experience.The last element of the curriculum covered is

Collection

2013 ASEE Midwest Section Conference

Authors

Stephen A. Dyer; Frederick Burrack; Craig Weston; Kenneth Medema; Linda Head; Philip Mease

those classes, I got a lot from those discussions. It solidified some things that I wasn’t quite sure about. Now I understand the frequency domain . . . .” (KC:EE) “I can get straight A’s in my classes without using a lot of creativity because that is the way the engineering curriculum is set up. They want to make sure we can follow a process. But in order to be a good engineer, we will have to break from the established lines of thought. Although this is something important to my greater success as an engineer, it has not explicitly been taught or developed in my engineering training. I have had some teachers say that in order to be really good you are going to have to do something more than

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona State University; Richard A. Hall Jr., Cochise College; Phil Blake McBride, Eastern Arizona College; John H Bailey, Eastern Arizona College; Rakesh Pangasa, Arizona State University; Clark Vangilder, Central Arizona College; Russell Cox

Tagged Topics

NSF Grantees Poster Session

engineering program. The college’s partnership with Arizona State University’s Motivated Engineering Transfer Students (METS) program has been an integral part of this growth.Dr. Phil Blake McBride, Eastern Arizona CollegeDr. John H Bailey, Eastern Arizona College Dr. John H. Bailey is the engineering instructor at Eastern Arizona College and he has been there since 2006. Prior to joining EAC, Dr. Bailey was the engineering coordinator at Prince George’s Community College in Largo, Md. Previously, he worked as a consulting engineer at ARINC,Inc in Annapolis, Md. He has B.S. and M.S. degrees in Electrical Engineering from Rutgers University, and a Doctor of Science in Operations Research from George Washington University.Dr

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University

Tagged Divisions

Mathematics

Paper ID #7891Robotics: Enhancing Pre-College Mathematics Learning with Real-worldExamplesDr. Ravi T. Shankar, Florida Atlantic University Dr. Ravi Shankar is a professor in the computer and electrical engineering and computer science (CEECS) department in the college of engineering and computer science (COECS) at Florida Atlantic University (FAU) at Boca Raton, Fla. He is the director of a college-wide center on systems integration. He has a Ph.D. from the University of Wisconsin, Madison, Wisc., and an M.B.A. from FAU. He is a registered Professional Engineer in the State of FL, a Senior member of IEEE, and a fellow of

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

International

, for twenty years, he was on the faculty of the University of Missouri’s Department of Practical Arts and Vocational Technical Education in various professorial, coordinator and leadership roles. He maintains a consulting practice in the area of third party evaluation, technology futuring and leadership and curriculum development. He received his Ph.D. from Bowling Green State University and his master’s and bachelor’s degrees at the University of Alberta in Edmonton, Alberta, Canada.Dr. James L. Barnes, James Madison University Dr. James L. Barnes is a professor of Integrated Science and Technology at James Madison University (JMU) and co-principal of Barnes Technologies International, LLC (BTILLC). He has over

Conference Session

Aerospace Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Trevor J. Bennett, Texas A&M University; Kristin D. Nichols, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Aerospace

should be theprimary goal of engineering educational institutions. An important and effective part ofengineering education is the design process. Many, if not all, engineering programs require asenior design project in which the students apply their undergraduate coursework to a discipline-specific design challenge. While senior-level design is the capstone of a student’s undergraduateeducation, the authors believe that design education should not be restricted to the final year.Instead it should be integrated throughout the curriculum and follow the development of thestudent. Additionally, effective implementation of design education should be unique to thecurrent technical level of the student. At the freshman level, design education should

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Cooperative & Experiential Education

Paper ID #6470Co-ops and Interns-What Do They See as Their Communication NeedsMr. Craig J. Gunn, Michigan State University Craig Gunn is the Director of the Communication Program in the Department of Mechanical Engineering at Michigan State University. His duties include the integration of communication skill activity into all courses within the mechanical engineering program, including overseas experiences. He works closely with the Cooperative Engineering Education Division of the College of Engineering to monitor the com- munication skills of students who co-op during their college years. He is currently the editor of

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

register as acohort for all of their classes, especially in the recommended Calculus course for the fallsemester. The course schedules are pre-made as part of the Summer Bridge Scholars Programand consist of an additional collaborative learning course taken for each regular Calculus andPhysics freshman course, as described in the following section.Supplemental Cooperative Learning Courses (SCLC) These courses are first-year SCLC in Calculus 0, I, II and Physics 0, I taken by the studentsalong with the regular course which is part of their curriculum (used to be Calculus 0, I, II, IIIand Physics 0, I, II in the quarter system prior to fall of 2012). All Bridge students enroll inSCLC. The SCLCs are one-credit courses, and the students meet twice

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the Integrated Postsecondary Education Data System (IPEDS) database.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Professor of engineering education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by more than $12.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and 2011. Ohland is Past Chair of ASEE’s