Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

Tagged Topics

NSF Grantees Poster Session

A leader who is unable to read social cues from a group. A person that is off Inept putting to the team or group. This person can be offensive unintentionally because of lack of social awareness and cultural norms. Managing A leader who only looks at deadlines and tasks assignment. This person focuses on meeting tasks without considering team needs, establishing higher goals, foreseeing problems before they arise, planning ahead, lacking vision, etc. This leader dictates work assignments without input of team or knowing/understanding the skills within a team. Quitting A leader who gives up on a goal when faced with

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

$50.00 (all materials used in your design are considered to be purchased new, as if you were prototyping the device for production – i.e., even if you use ‘found’ materials, you must cost them as if they were new). Non-functional decorations do not need to be included in the cost (i.e., paint, marker, stamps, decals, etc.).    Lesson Plans. Complete lesson plans for each unit include detailed instructions for presentingcontent and doing hands-on activities, and suggest appropriate pedagogical strategies throughout.Student handouts and worksheets are included to facilitate instruction.Classroom

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; Sai Sadhika Veeramachaneni

Tagged Topics

NSF Grantees Poster Session

79±25 (Range 100%-43%) approved/credit hours attemptedOne of the limitations of the study is the small sample size. It is expected that the sample sizewill increase as more students learn about the course. Plans are also being made to offer thiscourse as a general elective for non-calculus ready students; this will attract more students intothe course.Conclusions:This paper presents a course to teach critical thinking skills to first year engineering students thatare non-calculus ready. The paper outlines components of the course, summarizes how thecourse was delivered, and explain some of the difficulties experienced in class. Althoughstudents

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Matthew Wettergreen, Rice University

Tagged Topics

NSF Grantees Poster Session

concept.  Materials on ‘soft skills’ such as communication, teaming, and project planning may be more universally transferrable.  The application of the engineering design process is sufficiently unique for each course to potentially require individualized university-specific introduction videos.  In-class exercises need more context and definition.  Quizzes need to address higher levels on Bloom’s Taxonomy rather than just recall, understanding, and comprehension.  There is currently no consensus on best practices to achieve high compliance of participation for out-of-class activities (watching videos, completing quizzes).Through collaboration with other engineering faculty at the FYEE conference

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; Richard . Layton, Rose-Hulman Institute of Technology; David Jonathan Woehr, University of North Carolina Charlotte; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

published, and they are used by over 6500 facultyat over 1200 institutions in 62 countries. The peer-evaluation instrument can be previewed atwww.CATME.org. Although the tools were developed to help instructors manage teams,4,5 theycan also facilitate research on students’ learning and document student outcomes related tolearning and the quality of their team experiences.6 We propose seven empirical studies tomeasure the effect sizes of the following learning experiences: teamwork training, working inteams, rating teamwork, and giving and receiving feedback.Research OverviewThe research plan illustrated by Figure 1 shows our outcomes (in rectangles), the strategies bywhich we expect to achieve them (in ovals), and the studies by which we will

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

countries. The peer-evaluation instrument can be previewed atwww.CATME.org. Although the tools were developed to help instructors manage teams,4,5 theycan also facilitate research on students’ learning and document student outcomes related tolearning and the quality of their team experiences.6 We propose seven empirical studies tomeasure the effect sizes of the following learning experiences: teamwork training, working inteams, rating teamwork, and giving and receiving feedback.Research OverviewThe research plan illustrated by Figure 1 shows our outcomes (in rectangles), the strategies bywhich we expect to achieve them (in ovals), and the studies by which we will measure theconnections (arrows). The model is informed by prior research. To establish

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Curriculum – Year 4Overview and ObjectivesWe report on the progress of the fourth year of a CCLI Type 2 project. The goal of this project isto create a community of learning within the discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, are available through aninteractive website maintained through the Education Division of the American

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

P kits havve been well--received byy students10.Plans forr the future are a four-fold. First, we will w evaluatee portable PL LC kits with the sensormodule. This will alllow students to see how sensors and switches aree incorporateed into real-lifeapplicatioons. Second, we will plaace some porrtable PLC kkits on reservve in the librrary so thatstudents can check th hem out as needed. n Thirdd, we will coontinue desiggning in-classs exercises andhomeworrk assignmen nts that inco o the PLC kkits with sennsor module to enhance orporate use ofexperienttial learning. Finally, wee will

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. George PhD, East Carolina University; Nathaniel Paul von der Embse, Temple University; Zachary J Domire, East Carolina University

Tagged Topics

Diversity, NSF Grantees Poster Session

applicationsfrom our targeted institutions we are planning recruitment visits for each school, which hasworked well in the past. For the 2016 summer, we have visited three partner institutions and thefourth one is being scheduled. As seen in Table 2, the drop in the percentage of applicants fromour partner institutions can be explained by the increase in applicants in 2015. The actualnumber of partner institution applicants is similar.The preliminary data on home institution mentors is promising as students have found itbeneficial and have continued interactions beyond the summer program. Even though the 2014cohort had limited pre-program interactions, the quality of the mentoring relationship can be seenby the post-program response (three students

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois

Tagged Topics

Diversity, NSF Grantees Poster Session

“there is a research consensus on themain features of professional development that have been associated with changes in knowledge,practice, and, to a lesser extent, student achievement” (p. 183). These features include: (1) afocus on subject matter content and how students learn that content; (2) opportunities forteachers to engage in active learning; (3) coherence, which includes consistency with bothteacher knowledge and beliefs, and school, district, and state policies; (4) sufficient duration, interms of number of hours and span of time; and (5) collective participation. The APRENDEProject professional development plan will address each of these five features using a researchdesign that privileges problem solving through iterative stages of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Melissa Vosen Callens; James Nyachwaya, North Dakota State University; Emily A. Berg, North Dakota State University; Jared Ladbury, Minnesota State University Moorhead; Paul Kelter, North Dakota State University

Tagged Topics

NSF Grantees Poster Session

-year increase (M = 5.2%, S.D. = 9.4% vs. M =16.1%, SD = 21.6% percent of coding intervals) in the amount of time instructors use groupwork in the classroom [t(27) = 2.52, p =.02].Discussion. Gateways-ND will continue formally for one more year (through August 2020). At thistime, roughly 175 instructional faculty and staff will have completed the two-year program,which will, in turn, would have directly impacted the educational experiences of more than30,000 students during the five-year period. The ultimate goal of Gateways-ND is to maximizeinstructional effectiveness and student success in STEM disciplines.References.[1] Office of Planning, Evaluation and Policy Development, “Advancing diversity and inclusion in higher education

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University; Christina Marie Hartman, Utah State University; Jared W. Garlick, Utah State University

Tagged Topics

NSF Grantees Poster Session

this project will inform the development of a modelof DLI in engineering that can be used by teachers and practitioners in both K-12 andundergraduate educational environments. This model will be translated into standards-alignedinstructional materials, including videos, lesson plans, and curricular units, and will be madewidely available to ensure that all students have access to high-quality, authentic engineeringcontent. For example, a K-12 science curriculum could be coupled with a model of DLI inengineering to encourage students to use authentic engineering literacy practices to solve grade-appropriate design problems. Similarly, for undergraduate engineering education, DLI couldsupport a problem-based learning (PBL) engineering pedagogy

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Ohland, Purdue University at West Lafayette; Misty L. Loughry, Rollins College; David J. Woehr, University of North Carolina, Charlotte; Daniel M. Ferguson, Purdue University at West Lafayette (COE); Catherine E. Brawner, Research Triangle Educational Consultants; Behzad Beigpourian, Purdue University at West Lafayette (COE); Siqing Wei, Purdue University at West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue Uni- versity. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training University in Iran, Tehran. He has been official Technical Teacher at Ministry of Education in Iran from 2007 to 2018, and received many certificate in education such as Educational Planning, Developing Research Report, and Understanding School Culture. Mr. Beigpourian currently works in the CATME project, which is NSF funding project, on optimizing teamwork skills and assessing the quality of Peer Evaluations.Mr. Siqing Wei, Purdue University

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity, NSF Grantees Poster Session

will help us understand the impact of culture on students’ motivations and goals.Results from this study can aid in identifying factors that are crucial for retention in engineeringand increasing the U.S. STEM workforce. Identification of cultural factors that contribute tointerest and motivation, thereby informing career choice, are important when designing curriculaand messaging. The research plan is motivated by the need to increase the number of women inengineering and reduce the gender gap. This study will not only provide insight into primaryfactors that impact student motivations in career choice from a cultural perspective, but willreveal gender messaging in the U.S. as the Moroccan students adapt to the U.S. culture.Future workFuture

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Portland; Valerie J. Peterson, University of Portland; Carolyn McCaffrey James, University of Portland; Stephanie Anne Salomone, University of Portland; Tara E. Prestholdt; Eric Anctil, University of Portland

Tagged Topics

NSF Grantees Poster Session

evaluator revealed thatstudents have become their own advocates for EBIPs in the classroom in the engineering unit.COPUS results indicate that the student listening time in classrooms was reduced by an averageof 21.4%.The REFLECT team noticed that the engineering faculty found the project particularly helpfulfor formation of research projects and cross-campus networks. One observation pair found aproject that connected environmental engineering and biology, and they recently published ajoint paper [10]. Connecting faculty and creating community was a goal of the project, makingthis insight particularly positive.Future work on the REFLECT project will focus on increasing the number of universities andfaculty using the process. We plan to continue

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

resist this standardization. ● Energy efficiency is not the be-all and end-all: Reflection questions that are built into class activities begin to reveal to students that energy efficiency is not always the answer. For example, while the U.S. has a fixation with maximizing the energy efficiency of appliances, much of Europe passively cools buildings by manipulating air flow during certain times of the day. Students learn to consider how heating and cooling are actualized based on culture, climate, and resources.In our poster, we will also report on how students respond to this approach (this data is currentlybeing collected.). In the final year of the project, we plan to offer the course a second time,improving our

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

were launched with a DVD seminar entitledSuccess4Students.4 The 3+ hour seminar had six segments that addressed the following topics: Select your destination (where do you want to be in five years?) Page 23.551.6 Determine your path (focusing on goal setting for the semester) Planning to succeed (emphasizing the importance of planning your schedule for the week each Sunday and then following it like a compass through the week) Maximizing your in-class learning Speed Reading and Learning to triple your reading speed with better comprehension Creative note taking and memory skillsA fifty-page workbook

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David L. Soldan, Kansas State University; Don Gruenbacher, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A Vogt PE, Kansas State University; William Bowes Hageman, Kansas State University

Tagged Topics

NSF Grantees Poster Session

academic program levels.SummaryThis project is leveraging the training and skill sets of the returning veterans toward fulfilling aworkforce need in power engineering. The goals are to provide the academic and non-academicsupport structures to allow the veterans to be successful in completing their degree requirements.After initial activities within the power area, researchers plan to expand the program into otherareas of engineering, as well.AcknowledgementsThis work is partially funded by the National Science Foundation Division of EngineeringEducation and Centers projects 1037640 and 1135742.References1. Veterans’ Education for Engineering and Science, Report of the NSF Workshop on Enhancing the Post-9/11 Veterans Educational Benefit

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Paper ID #8866Access to Cooperative Education Programs and the Academic and Employ-ment Returns by Race, Gender, and DisciplineDr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Matthew W. Ohland, Purdue University and Central Queensland University Matthew W. Ohland is Professor of Engineering Education at Purdue University and a

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado Boulder; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; Debra Gilbuena, Oregon State University; Bill Jay Brooks, Oregon State University; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, will be available throughan interactive website maintained through the Education Division of the American Institute ofChemical Engineers (AIChE), the discipline’s major professional society. The overall objectiveis to lower the activation barrier for using conceptual instruction and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Lei Huang, Prairie View A&M University

Tagged Topics

NSF Grantees Poster Session

Page 25.552.5A. Project ActivitiesThis project is implemented following a phased plan. In the first stage, we pilot tested onlineremote labs by incorporating previous research outcomes-the scheduler web server scheme(Figure 1). We revamped the teaching materials for a core engineering course ELET4623 MixedSignal (II) and its associated lab session ELET4621 Mixed Signal (II) lab. LabVIEW-based DSPhardware learning modules were developed and applied in teaching activities. Student performedthree experiments on the Speedy-33 DSP hardware for impulse response, convolution integration,and frequency response. One experiment is conducted online to remotely operate the DSP boardlocated in another building (as shown in Figure 4a and 4b). The feedback

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University; Blythe Marlow Vogt, Kansas State University

Tagged Topics

NSF Grantees Poster Session

be compared to those of other cohorts using data thathas been compiled with NSF support for the last ten years. This database was constructed toprovide the ability to analyze retention and graduation rates by freshman cohorts at theuniversity, college, and academic program levels.SummaryThis project is leveraging the training and skill sets of the returning veterans toward fulfilling aworkforce need in the area of power engineering. The goals are to provide the academic andnon-academic support structures to allow the veterans to be successful in completing their degreerequirements. After initial activities within the power area, researchers plan to expand theprogram into other areas of engineering.AcknowledgementsThis work is partially

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

Tagged Topics

NSF Grantees Poster Session

and counseling psychology from the University of the Pacific.Krystian Zimowski, University of Texas, Austin Krystian Zimowski is currently a Graduate Student at the University of Texas, Austin, studying wind energy harvesting. He plans to graduate in May with a master’s degree in mechanical engineering with a focus in design and manufacturing. He holds a bachelor’s degree in mechanical engineering from Northwestern University.Kristin Taylor, University of the Pacific Kristin Taylor is currently in the process of completing her master’s of engineering science in mechanical engineering at University of the Pacific, where she is also working as a Graduate Assistant. She has also completed her bachelor’s of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Stephen R. Hoffmann, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Ranjani Lakshman Rao, Brian Lamb School of Communication, Purdue University; Abigail R. Jahiel, Illinois Wesleyan University; Thomas P. Seager, Arizona State University; Linda Vanasupa, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

content but have the potential to allow students todive much deeper into content should faculty members provide those opportunities. We provideillustration of these gateway concepts, and demonstrate the overall framework’s use for guidingfaculty members’ curriculum development.Pre-Workshop activities and ideasSelecting workshop participantsThe planning and implementation of the Assessing Sustainability Knowledge workshop was amulti-dimensional component of the overall project. The workshop’s goal was to synthesize keysustainability concepts and relationships into a framework that can be used to guide assessmentsof sustainability knowledge.In the fall of 2010, we put together a list of potential candidates that we wanted to invite, basedon their

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Paul D. Mathis, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

project aims to characterize how engineering students view and approach innovation. Aspects of the research that are accomplished so far include: 1) a multi-phase protocol that includes interviews, process mapping tasks, and think-aloud protocols, 2) a content analysis to determine typical innovation and discovery behaviors used in innovation in technical areas, and 3) a meta-synthesis of assessment methods used in engineering entrepreneurship. Based on the findings from these studies, we made recommendations that inform activities associated with the educational plan including classroom activities and assessment tools. Introduction While innovativeness is a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Dianna L. Newman, University at Albany/SUNY; Deborah Walter, Rose-Hulman Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

mobile hands-on learning into their courses.Deborah Walter (RHIT) and Kathleen Meehan (VT) have initiated the development of a conceptinventory for non-ECE majors who are enrolled in circuits classes with either hands-on activities inthe classroom or laboratory exercises conducted outside of the classroom, both facilitated byportable electronic instruments. Co-PI Ella Ingram (RHIT) has studied the existing literature obteaching circuits, examined circuits concept inventories developed by others in the field, andparticipated in the learning of basic concepts in circuits and use of lab equipment along withstudents enrolled in circuits classes for non-majors. The plan is to present a draft of the conceptinventory at the 2014 workshop to obtain

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Core Chemical Engineering Curriculum – Year 3Overview and ObjectivesWe report on the progress of the third year of a CCLI Type 3 project. The goal of this project isto create a community of learning within the discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, will be available throughan interactive website maintained through the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Steven D. Hart, U.S. Military Academy; Michael Keith Thompson, University of Wisconsin, Platteville; Matthew W. Roberts, University of Wisconsin, Platteville

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

their curricula in the last five years. Both universities have developed,piloted, and institutionalized two new infrastructure-themed courses. As a result of ourindependent (to date) efforts, we have generated a wide variety of teaching materials for the fourcourses. Importantly, the transformation of our curricula has involved more than adding newcourses; as a result of having all department faculty involved in the planning andimplementation, our institutions have experienced a “trickle down” effect, in which newinfrastructure-themed material has been added to nearly every course and entire coursesequences have been modified. As a result, important topics such as resilience, infrastructureprotection, environmental impacts, and sustainability

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Roy Brown, Eastern New Mexico University; Mo Ahmadian, Eastern New Mexico University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

about half of the eleven criteria apply to technical mastery: all others cover “softskills” (i.e., creativity, communication, teamwork, problem-solving, life-long learning,and appreciation for diversity). 2In addition suggested List of Professional Skills for Engineering/Engineering TechnologyEducation 2  effective oral communication and presentation skills  effective written communication  creativity and/or creative problem solving  interpersonal skills  ability to work effectively on a team  time management and planning  conflict resolution  ethical decision-making  the importance of continuing self-education  an appreciation for diversity,  an understanding of the profession’s place in a larger

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin M Fitzgerald, Museum of Science; Christine M Cunningham, Museum of Science

Tagged Topics

NSF Grantees Poster Session

Advancing Technological Literacy and Skills(ATLAS) of Elementary Educators indicated that a key place to influence preservice engineeringeducation is in education students’ required science courses. To this end, the BEST grant workswith both education and science faculty. Teams of science and education faculty participate in anannual summer professional development workshop focused on engineering and technologycontent and related pedagogy. They then develop plans for course modules that integrateengineering concepts and activities, implement their modified courses that fall semester, andassess student impact. During the midyear meeting in January faculty present their labs andactivities to colleagues, receive feedback, and brainstorm successful