Conference Session

CANCELLED: This session has been replaced by session W269 in room 223: Panel: Building Effective Pathways and Programs for Women and Minoritities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University; Rose M. Marra, University of Missouri, Columbia; Patrick T. Terenzini, Pennsylvania State University, University Park; Ardie D. Walser, City College of the City University of New York, Grove School of Engineering; Lois Calian Trautvetter, Northwestern University; Susan M. Lord, University of San Diego

Tagged Divisions

Minorities in Engineering

and grouptutoring sessions as well as personal, professional and academic mentoring. Four of our six casestudy institutions also offered “living and learning” communities that used an all-inclusiveapproach to support student retention. For this panel session, we also examined if engineering seniors’ plans to work in oroutside of an engineering profession differed by gender and race/ethnicity. The P2P surveycontains three measures for this analysis, tapping students’ expectations that after graduationthey will: 1) be a practicing engineer in industry, government, or non-profit organization; 2)work in engineering management or sales; and 3) work outside engineering. We found thatwomen students were less likely than men to plan to be a

Conference Session

Panel on Recruiting and Retaining Women and Underrepresented Minority Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University; Rose M. Marra, University of Missouri, Columbia; Ardie D. Walser, City College of the City University of New York, Grove School of Engineering; Patrick T. Terenzini, Pennsylvania State University, University Park; Lois Calian Trautvetter, Northwestern University; Susan M. Lord, University of San Diego

Tagged Divisions

Minorities in Engineering, Women in Engineering

and grouptutoring sessions as well as personal, professional and academic mentoring. Four of our six casestudy institutions also offered “living and learning” communities that used an all-inclusiveapproach to support student retention. For this panel session, we also examined if engineering seniors’ plans to work in oroutside of an engineering profession differed by gender and race/ethnicity. The P2P surveycontains three measures for this analysis, tapping students’ expectations that after graduationthey will: 1) be a practicing engineer in industry, government, or non-profit organization; 2)work in engineering management or sales; and 3) work outside engineering. We found thatwomen students were less likely than men to plan to be a

Conference Session

Engaging Families and Exciting Girls with Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Caley Opsal, Illinois Valley Community College; Dorene M. Perez, Illinois Valley Community College; James A. Gibson, Illinois Valley Community College; Rose Marie Lynch, Illinois Valley Community College

Tagged Divisions

K-12 & Pre-College Engineering

) confidence level.To allow for comparisons of the girls’ responses on other items in the surveys, Table IIIpresents the Likert scale mean of pre and post responses by both groups of girls on all ofthe statements. Statements that were phrased differently in pre and post surveys areidentified in the table. Table III: Mean Responses to Statements in Pre and Post Surveys No Parent Parent Likert Scale of 5 – 1 Pre N = 54 Pre N = 38 5 = Strongly Agree Post N = 48 Post N = 39 1 = Strongly Disagree Pre Post Pre Post

Conference Session

WIED Olio

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peggy Layne, Virginia Polytechnic Institute and State University; Molly R. Hall, Virginia Polytechnic Institute and State University

Tagged Divisions

Women in Engineering

quantitative and qualitative indicators of change and provides deeper insightinto the impact of interventions on the experiences of women faculty. This paper uses feedbackon the impact of ADVANCE program activities from focus groups of female engineeringprofessors and quantitative data from faculty surveys to explore perceptions of climate and work-life balance in the college of engineering.National Science Foundation's ADVANCE programWomen have made much progress in science and engineering over the past 30 years, but theyremain underrepresented in both degree attainment and academic careers in many STEMdisciplines.1-3 In 2007, women earned 47% of science and engineering doctoral degrees awardedto U.S. citizens and permanent residents, up from 33% in

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University

Tagged Topics

NSF Grantees

will help determine whether positive impacts on student skill and self-efficacy areindeed occurring in ways we are able to detect with the use of these instruments. Page 22.798.2IntroductionThe aim of this project is to assess the effects of integrating engineering applications into coremathematics courses for engineers. We expect this innovation will 1) enhance students’ skillapplying mathematics to solve problems involving physical quantities and relationships; and 2)enhance students’ confidence about their ability to use mathematics to solve problems and theirability to succeed in the engineering curriculum. In earlier papers we have

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Bielby, University of Michigan; Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Janel A. Sutkus, Carnegie Mellon University; Brian A. Burt, University of Michigan; Eunjong Ra, University of Michigan ; Matthew Holsapple, University of Michigan

Tagged Divisions

Educational Research and Methods

workplace, they must not only be aware of the existing ethicalstandards required to become a professional engineer, but they must also be prepared to reasonthrough ethical problems and act appropriately in their everyday work. However, recent researchhas shown that the traditional curricular approaches used to develop these skills in engineeringundergraduates – notably case studies and emphasis on ethical codes - do not have as great animpact on students’ ability to address ethical issues as expected.1 It is therefore the intention ofthis study to evaluate a number of different curricular approaches to ethics education (e.g.roleplaying activities, games, or films) that could be used to prepare students for ethical issuesand to assess their impacts

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cyndi Lynch, Purdue University, West Lafayette; Kathy Garza Sears, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

. Graduate students interested inacademic careers must be prepared for the diverse faculty opportunities at the various types ofinstitutions. Graduate education plays an important role in the professional development ofgraduate students. The enrichment activities are based on proven models, including the nationalPreparing Future Faculty program, that are adapted to align with program goals. To meetprogrammatic goals and the diverse needs of graduate students, a multi-prong approach wasdeveloped that includes: (1) a formal graduate-level course, (2) custom workshops and seminars,(3) engagement and service opportunities, (4) travel awards, and (5) individual careerconsultations.The topics covered through the multi-prong approach explore faculty roles

Conference Session

Aerospace First-Year Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alok K. Verma, Old Dominion University

Tagged Divisions

Aerospace

todemonstrate students the link between the scientific principles and their engineering applications.The course is team taught by faculty from various engineering and technology disciplines toprovide students experience related to multiple fields to help them identify their career discipline.Students work in groups to build devices and test them. Student evaluations indicate a marked increase in learning and comprehension ofscientific principles and engineering concepts. The paper will discuss the design anddevelopment effort that have gone into creating the PBL kits that were developed related toMarine and Maritime industry. It will also discuss implementation within the course and resultsfrom pre and post surveys from students.1. Research on

Conference Session

Developing Young MINDS in Engineering: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University; Kelly A. Rusch P.E., Louisiana State University; Del H. Dugas, ExxonMobil

Tagged Divisions

Minorities in Engineering

financial support from the program due to low GPA or major change. During thetwo years of Phase 2, 13 scholars participated with seven chosen as second semester freshmenand six chosen as second semester sophomores.The one-on-one mentoring element of the program was directed by the ExxonMobil liaison whoselected ExxonMobil engineers and matched them with an LSU ExxonMobil scholar.Additionally, the liaison coordinated workshops with the mentors and protégés, and these eventswere utilized to communicate expectations, roles and responsibilities of each person. Thementors helped the scholars with professional development and career planning. Feedback forthis part of the program was obtained through discussions during Phase 1, and a formal survey

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Maria-Isabel Carnasciali, Ph.D., University of New Haven; Jean Nocito-Gobel, University of New Haven; Cory Carr

Tagged Divisions

First-Year Programs

provide residences for students, particularlyyoung adults, close to classes and embedded within the campus community has been commonpractice since the formation of our oldest colleges and universities. The concept of themeddormitory housing, such as floors reserved for students of a particular major or extra-curricularinterest, and living/learning communities in earnest, began with Alexander Meiklejohn’sexperimental college at the University of Wisconsin in 1927, and have continued to expand.1 Page 22.803.2Living Learning Communities can be defined as by Inkelas, Zeller, Murphy, and Hummel:students, “1) live together on campus, 2) take part in a

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University; Amber C. Spolarich, North Carolina State University

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

developed, consisting of twenty (20) questions and based on the followingfour points of interest: (1) the student’s view of the classroom experience, (2) the student’sability to relate the lesson to life, (3) the student’s immediate level of interest in the class, and (4)the student’s enjoyment of the topic. The research was conducted in the high school/middleschool classrooms of teachers who participated in the RET program. High school and middleschool students, aged 12-18, were recruited from several area schools. It was found that thestudents’ ability to relate the lesson to life and the student’s enjoyment of the topic weresignificantly greater than the control classroom. While long-term effects were not taken intoaccount, these results did

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University; Timothy M. Cameron, Miami University

Tagged Divisions

Design in Engineering Education

on culminating learning in the academicmajor, and more than 70% require a major project or presentation.1 While a capstone course wasoriginally viewed as the "finishing touch" to provide students with the needed information orskills before graduation2,3, another view was developed considering a capstone course as anopportunity for students to demonstrate that they have achieved the goals for learning establishedby their educational institution and major department.4 Through careful examination of bothviews it is clear that the original view may lead to focusing on knowledge exchange and skillsdevelopment with no performance measures and the second view may cause no extra meaningfulknowledge and skills to be developed in the course.5

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Patricia A. Ralston, University of Louisville; Norb Delatte, Cleveland State University; David Wheatley, University of Louisville

Tagged Topics

NSF Grantees

(successes and failures) offer the student a unique insightinto the actual practice of engineering. In addition to technical issues, concepts such asprofessional and ethical responsibility are highlighted by case studies.Case studies also have the potential to reach students who have difficulties relating to theengineering profession. One of the sources of problems commonly identified for womenstudents is that they often don’t have the background of helping their parents with hands onprojects 1. This issue might also apply to many students who grow up in urban environments, orwithout fathers. Overall, fewer and fewer engineering students are entering college with priorhands-on technical experience.If case studies are introduced and taught properly

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Judy L. Cezeaux, Western New England College; Michael J. Rust, Western New England College; Robert Gettens, Western New England College; Richard D. Beach, Western New England College; Jason A Criscuolo, Western New England College

Tagged Divisions

Biomedical

biomedical engineering are scarce. An internet search revealed a handful ofsummer programs whose primary focus is on bioengineering. Milwaukee School of Engineeringhosts a residential program for rising high school sophomores, juniors, and seniors entitled“Focus on the Possibilities: Biomedical Engineering” which concentrates significantly onbiosignals and their measurement.1 The University of Washington has previously hosted abioengineering day program focusing on computational bioengineering, home health care,engineered biomaterials, medical imaging, and nanotechnology for rising 9th and 10th graders.2In the summers of 2008 and 2009, Wichita State University held a day program entitled “BodyWorks: The Body as a Machine" that introduced high school

Conference Session

Innovative Curriculum In Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware

Tagged Divisions

Engineering Technology

fourteen ET workplace competencies adopted were: 12Table 1. ET Workplace CompetenciesEngineering/Technical Knowledge Analysis and JudgmentGeneral Knowledge PlanningContinuous Learning CommunicationQuality Orientation TeamworkInitiative IntegrityInnovation Professional ImpactCultural Adaptability Customer FocusAs an example, the communications competency and associated key actions are defined asfollows: 13Communication Competency: Clearly conveying information and ideas through a variety ofmedia to individuals or groups in a manner that engages the audience and helps themunderstand and retain the message.Key Actions:- Organizes the

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Manuel Enrique Hernandez, University of Michigan; Xinran (Maria) Xiang, University of Michigan; Ye Eun Park, University of Michigan; Ivan Goenawan; Freda Yawson, University of Michigan, Ann Arbor

Tagged Divisions

Design in Engineering Education

Page 22.809.3way to engage residents and get buy-in was for community members to take ownership andidentify issues that were most important to them. Since the student team did not know what theseissues would be, they could not plan for specific resources. The student team relied on anadvisory team, consisting of a small group of graduate students, to provide assistance withresearch back in the United States once a topic was decided. Given this strategy, the student teamprepared as follows: 1. IPD Background and Process: Scheduled team meetings to gain an understanding of IPD process. Over the span of 3 months, the student team was introduced to survey methodology, appropriate technologies for use in the community, and principles

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salah Badjou, Wentworth Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

Systemsengineering concentration is described in Table 1 below. In addition to its stronginterdisciplinary approach, the program is primarily project-based. This is done effectively asfollows: in the second semester of their freshman year students enrolled in the program take afreshman introduction to engineering design course, ENGR 160, having 4 credits (2 lecturehours, 4 lab hours).In the spring semester of their junior year (3d year), students take a 3-creditjunior design course (ELMC 461) having 1 lecture and 4 lab (consultation) hours per week. Thiscourse INTEGRATES all the knowledge acquired in their previous courses (1st and 2nd year and1st semester of 3rd year) into the design of a full prototype of an original product. The followingis the Wentworth

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Multidisciplinary Engineering

. The paper alsoargues that any meaningful change in Region’s classroom practices today (dominated bytraditional lecture-based methods) must be mandated and supported by the universityadministration. What is necessary to create a change, is for the department or college, to have acomprehensive and integrated set of components: clearly articulated expectations, opportunitiesfor faculty to learn about new pedagogies, and an equitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies of engagement.The theme advocated here is that student involvement is an essential aspect of meaningfullearning. Also

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

  involve different cognitive processes (see Table 1). The claim here is that the activities designedas active are expected to engage learners more than passive instruction can do; the activitiesdesigned as constructive are expected to facilitate the generation of better and/or more new ideasand knowledge than the active activities can facilitate; and the activities designed as interactiveare often expected to generate superior ideas and knowledge than constructive activities, but onlywhen both students are contributing substantial joint intellectual effort.Chi 24 discusses three main advantages of this framework as: 1) the classification of overtactivities helps researchers and instructional designers decide what type of activity orintervention

Conference Session

Innovations in Power Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

vahid salehi pour mehr, Florida International University; Ali Mazloomzadeh, Florida International University; Osama A. Mohammed, Florida International University; Juan Francisco Fernandez, Florida International University; Javier Parra

Tagged Divisions

Electrical and Computer

in the real world. Educational applicationof this laboratory-based smart grid and its real-time operation analysis capability provide aplatform for investigation of the most challenging aspects of actual real world power system andits operation in real time.Introduction:Power System planners need to operate the power system under increasingly complexconditions. The utilization of renewable generation, energy storage systems, and plug in hybridelectric vehicles will introduce new complexities to system operation. With these challengingconditions being introduced into the current system operation, the overall scheme requires newand innovative operation methodologies in a distributed manner [1].Modern power network incorporates communications

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhao Chad Kong; Angie Martiza Bautista-Chavez, Rice University; Andres J Goza, Rice University; Rachel Jackson, Rice University; Kurt Kienast, Rice University; Sam Oke; Juan A Castilleja, The Boeing Company; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

works to serve underrepresented minority students, which can beseen from each of the school profiles for the 2008-2009 academic year. The demographics of thestudent body at AHS are broken down as follows: 95% Hispanic/Latino, 4% African-American,1% Caucasian, less than 1% Asian-American, and less than 1% Native American. Of the 1920total students 100% qualify for Title I status, with 91% receiving reduced price or free lunches3.A similar demographic and economic profile exists at CHS, where of the 2606 students, 83% areHispanic/Latino, 12% are African-American, 3% are Asian-American, 2% are Caucasian, andless than 1% are Native American. 100% of the students qualify for Title I status and 85%receive reduced priced or free lunches4. KIPP varies

Conference Session

Post Graduate Experiential Programs and Insights

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anne Marie Coolen, Dalhousie University

Tagged Divisions

Cooperative & Experiential Education

skills; c) the CEAB engineering graduate attributes, and; d) the importance of self-directed learning.The curriculum learning activities included:1. Developing, tracking and reporting on a specified number of learning goals2. Keeping a daily work log book3. Writing monthly analyses of significant learning events4. Completing the EIT Monthly Experience Records5. Completing a self-assessment of the engineering graduate attributes Page 22.815.26. Having a performance appraisal completed by the work supervisor7. Writing a capstone report on the learning that occurred8. Participating in a post-work term debriefing sessionSpecifically, we wanted

Conference Session

Innovations in Computing Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeongkyu Lee, University of Bridgeport; Omar Abuzaghleh, University of Bridgeport

Tagged Divisions

Computing & Information Technology

Processing Elements (SPEs)and 1 Power Processing Element (PPE), it can be used as a processing node with multiple-coreprocessor in the cluster system.As a result, the PS3 Cluster system provides enough computing power as a HPC for computerscience courses, while the total cost is less than 10% of existing cluster system in market that hasthe similar performance. In addition, the implemented cluster system has been used for new andexisting computer science courses, such as CPSC 592: Parallel and Distributed Database, CPSC590: Parallel and Distributed Processing, and CPSC 591: Parallel Programming. 1. INTRODUCTIONIn the era of internet with ever-growing information and data, it is highly desired for the industryand

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

Support Model for Innovation in Engineering Education and Technology-Enhanced LearningBackground and IntroductionThrough an educational reform initiative at the University of Wisconsin-Madison, faculty andstaff are beginning to transform their undergraduate program. This College of Engineering (CoE)initiative, aptly named Engineering Beyond Boundaries (EBB)1, addresses important shifts inengineering education2 3 4, including the need to “go beyond traditional engineering boundaries”of the classroom and conventional thinking. New technology and multi-media strategies allowfaculty to expand their educational approaches. New ways of thinking about engineeringeducation challenge faculty to reconsider their curricula and

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Don Chen, University of North Carolina, Charlotte; Bruce Gehrig, University of North Carolina, Charlotte

Tagged Divisions

Computing & Information Technology

and Teaching Assistant, Department of Civil, Construction, and Environmental Engineering, Iowa State University, Ames, Iowa 1/99 8/00 Project Engineer, MWH-Boda Environmental Engineering Group, Beijing, China 7/92 1/99 Structural Engineer, Wuzhou Engineering Services, Beijing, ChinaG. Bruce Gehrig, University of North Carolina, Charlotte Associate Chair and Associate Professor Civil Engineering Technology and Construction Management Program Department of Engineering Technology University of North Carolina at Charlotte Page 22.818.1 c American Society for Engineering Education, 2011Implementing

Conference Session

Engaging Students in Engineering (ENGAGE)

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Staffin Metz, Stevens Institute of Technology; Sheryl A. Sorby, Michigan Technological University; Tricia S. Berry, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Ana Maria Dison, University of Texas, Austin; Yosef S. Allam, The Ohio State University; John A. Merrill, Ohio State University; Wally Peters, University of South Carolina, Department of Mechanical Engineering; Erica Pfister-Altschul, University of South Carolina; Sarah C. Baxter, University of South Carolina; Guangming Zhang, University of Maryland, College Park, Department of Mechanical Engineering; James A. Leach, University of Louisville

Tagged Divisions

Women in Engineering

Education Innovation Center, College of Engi- neering, The Ohio State University, 244 Hitchcock Hall, 2070 Neil Avenue, Columbus, OH, 43210-1278; email: allam.1@osu.edu.Dr. John A Merrill, Ohio State University Dr. John Merrill is Director of the First-Year Engineering Program at Ohio State University and a part of the management team for the Engineering Education Innovation Center. He is advisor to Engineers for Community Service, the Student Instructional Leadership Team, and a co-ed Engineering High School Explorer Post.Wally Peters, Department of Mechanical Engineering, University of South Carolina Wally Peters has been a Professor at the University of South Carolina since 1980. He has received both the Mungo

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine Kuder, Seattle University; Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Civil Engineering

graded report is returned, their focus has likely shifted to the next assignmentand they may not even reflect on the feedback received. Peer-reviews were implemented in twoCivil Engineering laboratory classes: Mechanics of Materials and Soil Mechanics. The primarypurpose of these reviews was two-fold: (1) students were required to think more holisticallyabout their own writing and the writing process and (2) students were exposed to the technicalwriting process, which includes rough drafts, reviews and revisions. Students preparedpreliminary drafts of their reports and then exchanged reports with classmates for review. Thereview feedback from their classmate was then used in the preparation of the final report. Finalreports were submitted to the

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David H. Jonassen, University of Missouri, Columbia; Sanjeev K. Khanna, University of Missouri

Tagged Divisions

Mechanical Engineering

particular because they feltthat how the various scores were weighted did not appropriately reflect what they had spentthe most time on. There were also concerns over group grades versus individualcontributions. Implementation of PBL in the Course MAE 3200 Engineering MaterialsSupported by a NSF grant (DUE-0836914), we have designed, developed, and initiallyimplemented a PBL version of MAE 3200, Engineering Materials. The initialimplementation of the course for purposes of research was a traditional lecture courseenrolling 62 students in the fall of 2009. That version of the course introduced conceptswith instructor lectures following the textbook (Callister, 2007). Topics covered are shownin Table 1. The course is taught by two instructors

Conference Session

Best Zone Paper Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Andrew Petersen, University of Toronto Mississauga

Tagged Topics

Council of Sections

-level artificial intelligence. This paperrelates the use of team tests in two different university settings, with a range of implementations.Furthermore, it offers suggestions for customizing the technique to fit a specific classroomenvironment.1. INTRODUCTIONFinding the time and opportunity to incorporate active and collaborative learning in your classescan be challenging. Team testing is a collaborative learning activity with low implementationcosts and multiple advantages for both students and faculty. Along with the obvious benefit ofdeveloping team problem solving and discussion skills, students receive fast feedback on theirperformance, the instructor spends less time reviewing the exam (in class and with individuals),and the classroom

Conference Session

Structural Education Applications in Architectural Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Orla Smyth LoPiccolo, State University of New York, Farmingdale State College

Tagged Divisions

Architectural

how to draw a plan,section, elevation and axonometric. Page 22.823.2In this paper, quantitative spatial reasoning test results and qualitative data of students‘perception of a model project will be presented. This study is a follow-up to the author‘s studyof the use of visual aids in classrooms that are not supplemented with a laboratory component forhands-on learning.Background:Spatial reasoning is ―the mental manipulation of objects and their parts in 2D and 3D space.‖1 Ithas also been defined as concerning the locations of objects, their shapers, their relations to eachother, and the paths they take as they move.2 Research has shown