Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

Scott F. Kiefer, York College of Pennsylvania; Stephen N Kuchnicki, York College of Pennsylvania

Tagged Divisions

Mechanics

. Agree 6 c. Disagree 1 d. Strongly Disagree 0 3) The quality of design work reflected by the Capstone Design posters was equivalent to that of an entry-level engineer. a. Strongly Agree 3 b. Agree 7 c. Disagree 1 d. Strongly Disagree 0After hearing the formal oral presentation for the final team design for the capstone course,evaluations were collected from both industry representatives and other engineering faculty. Thequestions and responses collected from the summer of 2012 (11 total responses) are as follows: 1) Effectiveness of

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen J. Horton PE, University of Maine; Amy Fried, University of Maine ; Mary Madden, University of Maine

Tagged Divisions

Women in Engineering

to initiate administrative structures and processes, and support early efforts. Thepermanent Director hired had been a faculty member at the institution and the internal evaluatorfor the initiative. In her role as evaluator she had attended several AIC meetings and observedthe dynamics and process. Upon assuming the role of Director, she advocated for changes in theAIC with the goal of creating more input and ownership into institutional changes targeted by theADVANCE grant.The second year and the AICAdditional changes in the AIC’s operations grew out of the core team’s reflections on the firstyear of the grant and the feedback offered by the external evaluator after a campus visit near theend of year one. The external evaluator made two key

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

Tagged Divisions

Design in Engineering Education

are identical. Survey statements about aninstructor-provided example racer, however, are different and aim to assess the actual usefulnessof the example racer (exemplar group) or the potential usefulness of an example racer (controlgroup).Students in each section of the class were asked to score their agreement or disagreement withthe twelve statements itemized in Table 1. In addition, they were asked to provide short answersto the questions included among some of the statements. Notice that eight of the twelvequestions are identical for the exemplar and control sections. Questions concerning the presenceof an example (questions 6, 8, 9, and 11) are slightly reworded to reflect the difference betweenexemplar and control sections.Students used

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Weiss, David Heil & Associate, Inc.; David R. Heil, David Heil & Associates, Inc.; Thalia Anagnos, San Jose State University

Tagged Divisions

Community Engagement Division

to tell.36Finally, the post-conference survey asked participants to provide a written response to the open-ended question, “As a result of the Public Works for Public Learning conference, whatopportunities/outcomes would you most like to see developed to advance this field of work?”Participants’ answers were diverse and reflected the conference’s broad professional audience.The most common response though was a request for increased dissemination via related projectpresentations at other professional conferences for engineering, public works, and informalscience education practitioners. In particular, these comments voiced a need for the continueddevelopment of interdisciplinary collaborations and for more information regarding

Conference Session

Robotics, Mechatronics, and Control Systems - Multidisciplinary Perspectives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chad Eric Davis P.E., University of Oklahoma; Pakize S. Pulat, University of Oklahoma

Tagged Divisions

Multidisciplinary Engineering

sensor, and 1 ultrasound sensor. Many additional sensors are also available from LEGO.The LEGO Mindstorm kit also includes an adequate supply of LEGO pieces. Additionally, anLED flashlight is purchased separately and included in the toolbox. The light sensors can beused in reflective mode with an internal LED source or in ambient mode, where a flashlight orother form of external lighting can be used to control the robot. The students are then required toinstall LabView and the NXT Robotics module on their laptops, both of which can bedownloaded from NI.com. More advanced projects can also be implemented with this 10platform. For example, we used these NXT kits in the Fall 2012 semester in an upper division

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Laura Darrah, Residence Life, Western Michigan University; Paul V. Engelmann, Western Michigan University; Cynthia Halderson, Western Michigan University; Bryan W. Thumme, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

recommendations expressed in this paper are those of the authors and do notnecessary reflect the views of NSF.References1. Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. Learning Communities Creating Connections Among Students, Faculty, and Disciplines, Jossey-Bass, San Francisco, CA, 1980.2. Tsang, E., and Halderson, C. (2008). “Create Learning Communities to Enhance Success for Students with Diverse Academic Preparation Background,” Proceedings of Frontiers In Education Conference, October 22-25, 2008, Saratoga Springs, NY, Session S1D.3. Banta, T.W., and Kuh, G. (1998). “A Missing Link in Assessment: Collaboration Between Academic and Student Affairs Professionals,” Change, March/April, pp. 40-46.4. Stringer, J

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carolyn Skurla, Baylor University; Steven R. Eisenbarth, Baylor University

Tagged Divisions

First-Year Programs

science? Non-transfers 15 10 5 0 5 10 15 From the beginning High School - Freshman or Sophomore year High School - Junior or Senior year First year in Community College Second year in Community CollegeFigures 2 and 3 reflect student feedback on their understanding of the SAS program’srequirements and of the requirements for their major. Traditional students entering ourengineering programs are required to enrolling in an introduction to engineering course. Thiscourse is designed to help students explore engineering as a career choice. It also includes

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of our donors.Bibliography 1. Jeffers, A.T., Safferman, A.G. & Safferman, S.I. (2004). Understanding K-12 engineering outreach programs. Journal of Professional Issues in Engineering Education and Practice, 130(4), 95-108. 2. Fadali, M. S., Robinson, M., and McNichols, K. (2000). Teaching engineering to K – 12 students using role playing games. Paper presented at the American Society for Engineering Education 2000 Annual Conference, St. Louis, MO. Washington, D.C.: American Society for Engineering Education. 3. Klein-Gardner, SS. (2012). K-Career Directions for Women. Paper

Conference Session

Incorporating Technology into Construction Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antoine Jean-Pierre Tixier, University of Colorado at Boulder; Alex Albert, University of Colorado

Tagged Divisions

Construction

perceptions of knowledge and skills required for construction career success. International Journal of Construction Education and Research. 2013;9(1):19-38.16. Findley M, Smith S, Kress T, Petty G, Enoch K. Safety program elements in construction. Prof Saf. 2004;49(2):14-21.17. Ho DCP, Ahmed SM, Kwan JC, Ming FYW. Site safety management in hong kong. J Manage Eng. 2000;16(6):34-42.18. Cameron I, Hare B, Davies R. Fatal and major construction accidents: A comparison between scotland and the rest of great britain. Saf Sci. 2008;46(4):692-708.19. Pinto A, Nunes IL, Ribeiro RA. Occupational risk assessment in construction industry– Overview and reflection. Saf Sci. 2011;49(5):616-624.20. Roudsari BS, Ghodsi M. Occupational injuries in tehran. Injury

Conference Session

Using graphics in the rest of the engineering courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ananda Mani Paudel, Colorado State University, Pueblo; Jane M. Fraser, Colorado State University, Pueblo

Tagged Divisions

Engineering Design Graphics

but also in cost anddelivery time. SolidWorks Sustainability accounts for both the distance and mode oftransportation used to deliver the product throughout its supply chain: air, truck, rail, and ship.In addition to distance and type of transportation, consideration of the quality of the fuel usedmakes this model detail oriented. The fuel that is used during transportation differs with fuelsource and refining technology, and has different acidification potential from the exhaustemission16.In comparing different environmental impacts to each other that reflects a comparable scale ofeffects SolidWorks Sustainability has formulated a sequential computation plan. As a first step,the software gathers specific environmental impacts of each

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven W Villachica, Boise State University; Anthony Wayne Marker, Boise State University; Donald Plumlee, Boise State University; Linda Huglin; Amy Chegash, Boise State University

Tagged Topics

NSF Grantees Poster Session

) Grant No. 1037808Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. Page 23.1166.2AbstractPublished research has provided a robust set of documented tools and techniques fortransforming individual engineering courses in ways that use evidence-based instructionalpractices. Many engineering faculty are already aware of these practices and would like to use 2them. However, they still face significant implementation barriers. The E R2P effort

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen L Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

thestudents would know most of the answers before we began the assessment as thequestions are indeed very basic. The students overall performed the worst on the basicchemistry questions (only 44%), while they only did only somewhat better on thequestions reflecting on hands-on learning (55%).We also examined whether the students’ scores in these three content areas made adifference in their performance on four low stakes quizzes and the two mid-term exams.Only one minor difference was noted on the first three quizzes in that on quiz three, thestudents scoring higher in basic science knowledge, scored higher than their peers. But,on quiz 4, student outcomes were different for those students scoring higher (upper 50%)on their pre-course assessment

Conference Session

Introducing New Methodologies and the Incoming Students to Engineering Programs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Flora S Tsai, Singapore University of Technology and Design; Kyle H Wong, Singapore American School

Tagged Divisions

International

submitted at least oneassignment, 2,417 took the final exam. 1303 earned the regular certificate (acompletion rate of 2.1%). Of the 145 students submitting a final project, 107earned the programming (i.e. 'with distinction') version of the certificate.There was a note the Coursera certificate, which stated that the online offering ofthis class does not reflect the entire curriculum offered to students enrolled at theUniversity. This statement does not affirm that this student was enrolled as astudent at the University in any way. It does not confer a grade, credit, or degree,and it does not verify the identity of the student.As Coursera courses are self-enrolling and often require no prerequisites, it couldbe possible that students are not matched

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

universal organization and time management technique for allstudents! Next popular was planning ahead, though the Honors students seemed to utilize thistechnique less than the Non-Honors students. Since all these students are newly matriculated,the students are generally reflecting their high school experience, where Honors students mayhave had less need to do pre-planning, given their aptitude and capabilities. Do work promptlywas chosen and utilized by all student categories, though at a lower preference rate. Use acalendar was the overwhelming choice of Honors students and much less so for Non Honorsstudents, though this tool was at about the same preference level overall as prioritize work.There still is a drive to either get the work done or

Conference Session

Visualization tools and uses in graphics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melchor Garcia Dominguez, Universidad de Las palmas de Gran Canaria; Jorge Martin-Gutierrez, Universidad de La Laguna; Cristina Roca, University of Las Plamas de Gran Canaria

Tagged Divisions

Engineering Design Graphics

. Page 23.1253.13Overall, they have reached a satisfactory motivation level. There are positive performance, whichis reflected in motivational factors, concretely over the learning strategies scale. It is remarkablethat the highest level is in anxiety, possibly as a consequence of insecurity caused by the lack ofexplanatory material for the proposed activities. The training is made so students can acquirebasic knowledge about orthogonal views through their own finds and intuition.Table 6. Motivation factors (subscales) Motivational factors Mean SD Control beliefs and learning self-effectiveness 3,73 1,79 Self-effectiveness performance

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Educational Research and Methods

] developed a study to explore electronic troubleshooting in different contexts of design,production, and repair. He made reference to the model explained by Johnson [11], the TechnicalTroubleshooting Model, that reflected the cognitive process flow of an engineer engaged introubleshooting technical problem. The model is divides into two main phases (a) hypothesisgeneration and (b) hypothesis evaluation. In phase one the problem-solver acquires informationfrom internal or external sources that can be used to support a representation of the problem.Following this representation, one or more hypothesis are developed that may account for thefault. In phase two, the problem solver evaluates a hypothesis generated in phase one andattempts to confirm or

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

consequencevalidity. Construct validity is how well an instrument measures a construct, and whether thatconstruct is measured with sufficient depth. In this study, we show this type of validity throughadapting and developing multiple questions per construct, aimed at measuring different aspectsof how those constructs were originally defined and consulting experts whether those itemsmatch the constructs they were intending to measure. Finally, further construct validity is shownthrough factor analysis. Content validity is how much an individual’s responses to certain items reflect theconstruct the items intend to measure. Messik39 notes that construct and content validity aretypically shown through similar methods. Thus, the methods discussed for

Conference Session

Tablets, Mobile and Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank V Kowalski, Colorado School of Mines; Susan E. Kowalski, Colorado School of Mines; Tracy Q Gardner, Colorado School of Mines

Tagged Divisions

Computers in Education

, what they do know, andhow they know it. A corollary of this is that once students realize they don’t know something, Page 23.1328.4they are more receptive to instruction and are “primed” to learn. This motivation is difficult tomeasure, but appears repeatedly in student attitude surveys we have collected. These twoexamples of student comments reflect some of these ideas: • “It's good to be able to formulate an answer right away to see if you understand it. Without it, when a professor is teaching something new, you think you know how to do it until you try to work on it later and realize there was an aspect you needed clarification

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

William R Loendorf, Eastern Washington University; Terence L Geyer, Eastern Washington University; Donald C. Richter, Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

required to build full sized antique artifacts.The knowledge gained from this project, whether it utilized scale models or full sized replicas,was for all intents and purposes the same. The major difference was cost. For universities withlimited budgets, the research and development of scale models makes perfect sense. Thisdiscovery, by itself, made the project worthwhile for both the students and faculty involved.Conclusions, Reflections, and the FutureThe use of scale models recreating ancient technologies has been added to the Technology inWorld Civilization course. The use of scale models has impacted the students learning process inthree ways. First, students take an active part in the construction process requiring trial and errorattempts to

Conference Session

Software and Web-based Learning in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brice Aaron Hirst, Missouri University of Science & Technology; Yahong Rosa Zheng, Missouri University of Science & Technology

Tagged Divisions

Electrical and Computer

of software versions, missing software or hardware components, access rights to drivers, etc. would cause many problems and shall be tested prior to the lab sessions. 2) It is important to clearly state deadlines and consequences of late submission. A lack of hard deadlines and late-submission consequences was also assumed by many students. Despite repeated reminders, a lot of students forgot to submit the model files they used in the lab. The solution was to grade late submissions much more harshly; it is fine if a student needs more time to complete a report, but the quality of the submission must reflect this extra time spent. 3) It is important to clearly specify expectations in a grading rubric

Collection

2013 Spring ASEE Middle Atlantic Section Conference

Authors

Issam Damaj; Ashley Ater Kranov

). improvability and endurance Outcomes are contextualized are not necessarily considered. The program may be in the curriculum and reflect The program situates its developing performance the national, regional, and outcomes in the national, criteria connected to the international conversation on regional, and international

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education

Conference Session

Aerospace Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

William Michael Butler, Lockheed Martin

Tagged Divisions

Aerospace

asmeasured with the Likert scale questions of Part 2 of the survey. Limitations of the survey werethat even though the survey was designed to measure conception, the respondent was limited andsomewhat guided by the options listed on the survey. These may not fully reflect therespondent’s conception of engineering design. To help address this, the survey did provide theoption for the respondent to provide additional comments and add design activities. The questions used in the survey addressed content validity in that they presented astudent’s knowledge of design; construct validity in that selection of the most and least importantdesign activities gave some insight into the student’s reasoning; and criterion validity in that wealso gained

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Danielle Marie Dowling, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

Computers in Education

Directorat the Center of Engineering Education and Outreach at Tufts University. Hynesreceived his B.S. in Mechanical Engineering in 2001 and his Ph.D. inEngineering Education in 2009 (both degrees at Tufts University). Inhis current positions, Hynes serves as PI and Co-PI on a number offunded research projects investigating engineering education in theK-12 and college settings. He is particularly interested in howstudents and teachers engage in and reflect upon the engi- neering designprocess. His research includes investigating how teachers conceptualizeand teach and how students engage in engineering through in-depth case study analysis

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Amy E Thompson, University of New Haven; Terance Joshua Thomas, University of New Haven

Tagged Divisions

Educational Research and Methods

instrument deployedby Walstrom et al. 24 Questions pertaining to demographics, parents’ education, and recollectionof desire to study engineering were added to the instrument. A combination of multiple choiceand open-ended questions were used. In addition, questions were customized to reflect thechoices available at UNH. (Refer to Appendix A for complete survey tool questions; note thatthe questions in the appendix appear numbered to facilitate analysis – the actual tool did not havequestions numbered.) The survey was approved by the University’s Institutional Review Board.The on-line application Survey Monkey® was used to deploy and collect the data. Emailinvitations with unique links were sent out to 235 full-time engineering undergraduates

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Kelsey Joy Rodgers, Purdue University, West Lafayette; Hyunyi Jung, Purdue University; Alena Moon, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

”.3 In addition, faculty should make their role visible andexplicit in the classroom. Finally, UTAs should be evaluated by students and should reflect ontheir experience.3 Wallace (1974) adds to these claims by arguing that consistent and frequenttraining is necessary to ensuring the success of UTAs.2TAs unique position as both student and instructor introduces the challenge of balancingteaching responsibilities with student responsibilities. The time and grading components of theteaching responsibilities can become overwhelming. This effect has been especially observed inclassrooms where novel and experimental approaches are being used.10 In response to calls forreform in engineering programs, the course being researched implemented the use

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Conference Session

ECE Curriculum Improvement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tatiana V. Goris, Purdue University, West Lafayette; Michael J. Dyrenfurth, Purdue University, West Lafayette

Tagged Divisions

Electrical and Computer

electrical phenomena persisted fromfreshman to senior levels. Novices reported that this mental model already was created beforeentering college. The ‘product’ of such an incorrect understanding reflects the popular analogy ofelectricity and water. When learning new material about the ‘invisible’ world, students sought‘visible’ analogies in the observable world. Often the water analogy was presented by instructorsor in books or students made this assumption by themselves because it is “visible”. Althoughstudents understood that the water analogy cannot elucidate all electric properties, theyrepeatedly applied features of plumbing-systems to electrical circuits and diagrams. At thenovice level, the water analogy is widely used but does not have yet a

Conference Session

Capstone Design Courses and Tools in support of Systems Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pablo Biswas, Texas A&M International University; Runchang Lin, Texas A&M International University

Tagged Divisions

Systems Engineering

includingthe application of agile methods to safety critical system development, the relationship of agiledevelopment with user experience design and how to measure flow in lean system development.Similar research is done by Gary et al.[13] on the basis of agile development process. Procter etal.[29] used a case study of a project to create a Web 2.0-based, Virtual Research Environment(VRE) for researchers to share digital resources in order to reflect on the principles and practicesfor embedding eResearch applications within user communities using agile development. Ferreiraet al.[11] reported in detail on one observational study of a mature Agile/Scrum team in a largeorganization, and their interactions with the user-experience designers working on

Conference Session

FPD 1: Projects and Teamwork in First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana G. de la Rosa-Pohl, University of Houston (CoE); Stuart A. Long, University of Houston (CoE); Casey Goodwin, University of Houston Honors Engineering Program

Tagged Divisions

First-Year Programs

challenging while having a clear goal.”One of the major concerns about introducing this ALU project into a mostly non-ECE group wasthat the students would complain about the lack of diversity or relevance of the course content.Surprisingly, there were only four student comments reflecting such a view. Other unfavorablecomments referred mostly to the amount of time provided for course projects. (There were 4projects in all for a 15-week course.) Despite those particular student concerns, the overallresponse from students regarding the course was very favorable, meaning that the introduction ofthe digital logic project did not have a significant negative impact on either student cognitive oraffective outcomes and in fact appeared to have a significant