Conference Session

Community Engagement Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Q Retherford, University of Tennessee, Knoxville; J. A. M. Boulet, University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee, Knoxville

Tagged Divisions

Community Engagement Division

-disciplinaryengineering services, the challenges to a COE-wide capstone experience reside in coordinationacross curriculum design. To address these two goals, the faculty team identified a flexiblemanagement approach to align the existing curriculum needs for each department’s capstonecourse. In addition to curriculum awareness, student needs were addressed by involving facultymentors from each discipline.Brief Literature ReviewImplementation of the pilot project at University of Tennessee, Knoxville (UTK) reflects findingsfrom previous research on COE-wide capstone programs. Capstone experiences are one of themost comprehensive opportunities to assess student learning in an undergraduate engineeringcurriculum. Skills across all major assessment criteria for

Conference Session

Balancing Act: Ideas in Pre- & Post- Surveys and Assessment of Professional Skills

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

teaching survey did include this information. For the 27civil engineering courses described, the most common methods used to teach ethical/societalissues were: case studies (n=24), lectures (n=21), in-class discussions (n=21), examples ofprofessional scenarios (n=20), guest lectures (n=16), in-class debates/role plays (n=10),reflections (n=9), and videos (n=8). The most common assessment method for ethical/societalimpacts knowledge was an individual homework assignment graded with a rubric (n=20),followed by test and/or quiz questions (n=12) and individual reflections (n=10). Thebenchmarking results indicate that a number of different models are used for civil engineeringprofessional issues courses. Figure 1. Topics Taught in

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Kadlowec, Rowan University; Tom Merrill, Rowan University; Sameer Sood, Rowan University School of Osteopathic Medicine; Jane Greene Ryan; Anilchandra Attaluri, Department of Mechanical Engineering, Pennsylvania State University-Harrisburg; Robert Alan Hirsh, Cooper Medical School of Rowan University

Tagged Divisions

Biomedical

clinical perspectives. The summer program endedwith a final Scholar symposium of projects, reflections of the Scholar experiences and plans foracademic year projects. These selected needs provided the basis to enhance the existingcapstone design course (Engineering Clinic) during the academic year with new design projectsto be developed, discovered through the needs finding and needs specification process during thesummer immersion. This year-long cycle and the specific topics in the summer immersion andacademic semesters are summarized in Figure 1. Figure 1 – Biodesign through Clinical Immersion and Capstone Design course12The authors want to determine over the course of the past two years of the program the effect onScholar attainment of

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Stirling, UIC School of Design, University of Illinois at Chicago; Miiri Kotche, University of Illinois, Chicago

Tagged Divisions

Biomedical

objective is to formalizea methodical approach to needs assessment based on user-centered research. While in rotation in theclinical departments, student teams are matched with a clinical mentor who provides guidance andoversight. The clinical mentor in each of the hospital clinics oversees the students while in theirrespective rotation, addressing questions and providing clarification on procedures, norms, and generalcommentary regarding process. Mentors promote interaction between students, physicians, clinical staffand patients. The students are required to write twice weekly blog posts during their clinic rotations (readthe blog entries on the CIP website: https://clinicalimmersion.uic.edu/). These posts serve as both a recordand a reflection

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

thepassion these students found in their project, even though it was not hands-on, led them to amuch deeper and expanded understanding of their potential responsibilities as engineers in thefuture. Most students shied away from describe their work as contributing to social justice as itwas too politically charged and ambiguous. Some had taken an Engineering and Social Justicecourse, so the term came up, but was not actively used with a broad audience in their finalpresentations.Progress to dateEach PBL intervention has preliminary indications, anecdotal and through reflections, thatstudents were able to consider social responsibility and social justice issues in context withengineering problems in both technical and non-technical offerings.In the

Conference Session

Mechanical Engineering Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie Mendez, Indiana University-Purdue University Columbus

Tagged Divisions

Mechanical Engineering

response that reflected the student’s good-faith effort to becorrect [25].The final course grade was assigned based on how many assignments earned a passing score andhow many “E” scores were earned on quizzes. Table 2 describes the requirements to earn aparticular base letter grade (A, B, C, etc.). All requirements for a grade had to be met in order toearn that grade. A course grade of “F” was earned if the requirements for a “D” were not met. Agrade checklist was also provided to students to help them track their progress.Table 2: Course Grade Requirements To earn Accomplish the following: this grade: A Earn passing scores on 15 quizzes, including at least 11 "E" scores, AND earn passing scores on project report

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca Bercich, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; James Mayhew, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

other words, thresholdconcepts support the goals of interdisciplinarity and portability by giving instructors and studentsa common language for identifying and building communication skills.In the sections that follow, we first describe the process we used to map TC across thecurriculum, including soliciting feedback from faculty about how well the flowchart reflects thepractices and goals of the department. Then, using memos as a test case, we suggest thresholdconcepts that could be used to scaffold memo writing across the curriculum. This test casedemonstrates the potential applications of the flowchart and threshold concepts to theinterdisciplinary teaching of TC. Finally, we outline the next steps for implementation with thegoal of

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Serhiy Kovalchuk, University of Toronto; Mike Klassen, University of Toronto; Milan Maljkovic; Emily L. Moore, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

groups with noviceengineers. Career history interviews of experienced engineering leaders, interspersed with guidedreflection, provided us with an interesting way to access implicit leadership learning over thecourse of participants’ three-to-four decade career histories [9, 54, 55]. It allowed us to askquestions about career transitions—something most engineers have a relatively easy timerecalling—with follow up reflection questions about the leadership insights they gained along theway—something many of us struggle to define, particularly busy, task-oriented professionalsfacing pressure to complete projects in time and on budget.When we asked direct questions about how participants learned to lead, most of them said one oftwo things; either

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tom Michael Leathem, Auburn University; Eric M. Wetzel, Auburn University

Tagged Divisions

Construction Engineering

discipline-specific tasks within their team. 3. Other Disciplines & Industry: CM or Architecture students collaborating with other disciplines and/or industry representatives.Table 2: Qualitative Analysis of Student Experience and Assessment Instruments Used Domain Dimensions/ Supporting Details Researcher Factor Notes Instruments 1. Summative 1. Test (no further details) (3A); reflection after team 1N Arch that assessment project (10A); capstone (8A), final project (5A,N); final involves CM 2. Formative reviews from industry

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

rubric levels couldclearly be debated; perhaps all are merely reflecting level 1 of the CEBOK3 rubric. The SEaffect items in the survey do not appear to directly measure the elements in the sustainabilityaffective rubric in the CEBOK3. Self-efficacy items reflect students’ confidence that they haveknowledge and abilities related to sustainable engineering; as such, they are somewhat a self-assessment of the cognitive domain outcomes (e.g. identify is cognitive level 1, understandingreflects comprehension or cognitive level 2).Supporting data from the College of Engineering’s graduating senior survey has also beenincluded. The College-wide survey asks CE students to rate the importance of an “ability toapply the principles of sustainability to

Conference Session

Faculty Development Round Table

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason FitzSimmons, Center for Instructional Excellence, Purdue University; Chantal Levesque-Bristol, Purdue University; Emily M. Bonem, Purdue University; Erica A. Lott, Purdue University; Loran Carleton Parker, Purdue University

Tagged Divisions

Faculty Development Constituent Committee

units responsible for implementing the IMPACT program.This partnership recognized that student-centered learning incorporates complex engagementswith information7.The overarching goals of IMPACT are to: 1. Refocus the campus culture on student-centered pedagogy and student success 2. Increase student engagement, competence, and learning gains 3. Focus course transformation on effective research-based pedagogies 4. Reflect, assess, and share IMPACT results to benefit future courses, students, and institutional cultureThe IMPACT program has been demonstrably effective in improving attainment of course-specific learning outcomes and improved degree completion, persistence, and graduation rates8.A recent external review of

Conference Session

Environmental Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

interview. Furthermore, because the author had developed a close workingrelationship with each of these students, a significant impact from the “Hawthorne effect”would be expected and these results should be interpreted with this in mind7. In otherwords, the responses of the alumni is likely biased by the personal relationship with theauthor, and therefore the results reflect a combination of both the views of the alumni onmastery learning as well as the views of the alumni on the author (i.e., some alumni mayseek to provide a “positive” response in hopes of “pleasing” the author).Of the ten alumni: 1) seven were male and three were female; 2) the ages ranged from 22to 26 years of age; 3) all were employed in the practice of engineering; and 4) all

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle E. Jarvie-Eggart, Michigan Technological University; Laura Kasson Fiss, Michigan Technological University; Karla Saari Kitalong, Michigan Technological University

Tagged Divisions

First-Year Programs

in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation.Dr. Karla Saari Kitalong, Michigan Technological University Karla Saari Kitalong is Professor of Humanities at Michigan Technological University and director of the program in Scientific and Technical Communication. Her research and teaching interests are situated at the intersections of visual rhetoric

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Michael Wolf, Rice University; Megan McSpedon, Rice University; Matthew Taylor

Tagged Topics

NSF Grantees Poster Session

topics, which would be reflected in first-semester mathperformance. The goal was to bring RESP students’ ability to transfer math knowledge to thelevel of other incoming students, who enter with higher levels of math exposure.After RESP participants complete the bridge program, those who choose to continue in STEMmust take first and second-semester calculus during the regular school year for course credit inorder to meet the math requirements of all STEM majors at Rice. Alternatively, students with theappropriate AP credits are not required to take first-semester calculus, though the programencourages participants to take the class regardless.The Current StudyThe current study was designed to explore whether RESP successfully increased

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

Advisory Board, we identified aset of topics for mentor training related to facilitating engineering activities. We organized thetopics into three modules: Engineering Design; Engaging Students in Engineering; and FosteringPositive Collaborations in Teams. For each of these three modules, we created pre-workassignments that consisted of a combination of pre-reading (text we created to summarizerelevant research literature), short videos, and on-line quizzes. The pre-work assignments weresent to the mentors in May 2018. We also created Tip Sheets to reflect (1) the topics emphasizedin the pre-work assignments and (2) topics specific to each specific curriculum module.Next StepsAt this time, we are analyzing data collected during the Summer 2018

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Tim Robinson, University of Nevada Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

, 2. Collaboration, communication and teamwork, 3. Planning and “future self”.Further in-depth analysis is continuing, including analysis of the observational notes. An important outcome of the preliminary data analysis is some changes in the campactivities. This includes shorter presentations, emphasizing the engineering design process, anda follow-up hands-on activity closely connected to the presentation ending with a “reflection”session (theme 1). The “reflection” session after each activity would be where campers coulddiscuss why a design or approach worked or failed, like in a real engineering environment. Wefeel that this would contribute towards creating an engineering identity in the participants andthat this will lead us to rich

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Pradip K. Bandyopadhyay, Pennsylvania State University, Berks Campus; Ryan Scott Hassler; Mark William Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Abington Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Peter J. Butler, Pennsylvania State University, University Park; Helen Edson, Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

for successfulcompletion of the Engineering pre-major. To enter the Engineering major, students must receivea C or better in core courses and achieve certain GPAs to allow entrance into enrollment-controlled majors. The intention is that this academic support and cohort building will increasethe retention of second-year Engineering students, particularly those at Penn State regionalcampuses who expect to transfer to the Penn State University Park (flagship) campus (2+2students). Jump Start participants spend the month of May at the Penn State University Parkcampus before the sophomore year at their regional campus. Many undergraduate students enterthe second year with an academic performance that reflects the “sophomore slump

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maeve Drummond Oakes, CISTAR at Purdue University; Monica E Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Maryanne Sydlik, Western Michigan University; Kristin M. Everett, Western Michigan University

Tagged Topics

NSF Grantees Poster Session

whichthey were given the opportunity to come to Purdue University to engage in hands-on projectswith CISTAR researchers and to create content for their classrooms. They implemented theselessons in their classrooms when they returned to school in the fall, revised their lessons andsubmitted reflections on the implementation back to the program leaders. While on campus, theteachers attended professional development sessions including workshops about engineeringdesign, presentations about engineering majors and careers, and discussions about genderdynamics and STEM. Some had the opportunity to help Graduate Fellows with experiments atArgonne National Labs and all the teachers visited an industry partner to learn more aboutengineering careers.Seven

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua M. Cruz, Texas Tech University; Noa Bruhis, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education. c American Society for Engineering Education, 2019 WIP: Epistemologies and Discourse Analysis for Transdisciplinary Capstone Projects in a Digital Media ProgramAbstract: This work in progress explores the epistemologies and discourse used byundergraduate students at the transdisciplinary intersection of engineering and the arts. Ourresearch questions are focused on the kinds of knowledge that students value, use, and identifywithin the context of an interdisciplinary digital media program, and exploring how theirlanguage reflects this. Our theoretical framework for analyzing epistemology draws uponqualitative work in STEM epistemology [1]–[3], domain specificity [4], [5

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sonali J. Bante, Texas State University; Ethan Hilton, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Kristi J. Shryock, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Tracy Anne Hammond Ph.D., Texas A&M University

Tagged Topics

NSF Grantees Poster Session

with graphical communication skills [2, 3].The main problem with this sketching deficiency for engineering students is the impact on thelearned design process. This problem can manifest in several ways. For one, a correlationbetween freehand sketching and regulated thinking reflects students’ understanding of anunderlying conceptual structure [4]. This link is especially important for engineers, as complexsystems often must be sketched in order to offload working memory and sketching is a standardcommunication tool. With sketch interface systems, less emphasis is placed on the tool, andmore emphasis is placed on the fundamentals of learning. Tools change over time, but thefundamentals do not. Our goal is to produce engineers who understand

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Lai, Carnegie Mellon University; Elaine Soohoo, Carnegie Mellon University; Diane L. Nelson, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

paths for each team’s device. Workshopswere allocated for team discussions and group work. Guest lecturers and a field trip to a localmedical device start-up company were incorporated to illustrate real-life applications of theconcepts presented in class. At several points in the 6-week course, students were asked to reflecton the talks or activities to evaluate what they knew before, what they learned, what they foundinteresting, and what they hoped to learn next [2]. This process of self-reflection and evaluationnot only helped students identify topics they had learned but also determined what they wantedto continue studying. These reflections also helped instructors identify how to improve thelessons and better explain the theory to the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin - Platteville; Christina Curras, University of Wisconsin - Platteville

Tagged Topics

Diversity, NSF Grantees Poster Session

conference; American Chemical Societyconference; travel to Haiti for a solar panel installation project; and travel to Ghana, Africa, forthe construction of a school.As a condition of the funding support, students are asked to disseminate their research findingsor knowledge gained at conferences on the campus community. This helps to encourage otherstudents to pursue similar opportunities. Student participants also write a reflective summary ofhow the experience enhanced their classroom learning. Representative anecdotal quotations fromsome of these reflections are included here:  “The experience was incredible. I was exposed to elements of the civil engineering world above and beyond what I could learn in a typical classroom setting

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, Purdue University - West Lafayette; Mark T. Schuver, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

responses from nearly 200 business and industrytechnology-oriented companies. The Land study reflected, while there were titles assigned toboth; the titles of design engineer, senior engineer and engineer were predominately assigned toengineering graduates. This, while the titles of engineering technologist, technologist,engineering technician and technician were generally reserved for technologists; i.e., BSEngineering Technology (BSET) graduates.The natural derivation of this previous Land study is to enhance and build on the understandingof the identified titles for each; the technologist and the engineer. Subsequently, the next step isa better understanding of the theory to practice curriculum continuum professional fee-basedorganizations offer

Conference Session

Computer Modeling/CAD in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez P.E., Western Michigan University; Luis Genaro Rodriguez, University of Wisconsin, Waukesha

Tagged Divisions

Mechanical Engineering

offerings at each institution. Bothinstitutions have standard composition of students in terms of age, gender, and residence living.Institution (A) is a 2-year feeder to 4-yr campuses in the Wisconsin state system, and institution(B) is a 4-year campus in the Michigan state system. One reason of having two institutions in thestudy is the independent offerings, implying that there are no students that might have takenother courses. The students at both institutions have already decided on engineering orengineering technology programs, and both institutions are in a semester schedule. The maintopics covered in each one of the compared approaches are listed in Table 2. The topics coveredat the start of the semester at each institution reflect the fact

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Thomas J. Hacker, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Jan P. Allebach, Purdue University, West Lafayette

Tagged Divisions

Computing & Information Technology

Research and the Microsoft Azure for Research Program.This project is supported in part by NSF ACI-1535108, CNS-0958487, and CNS-0855098. Any opinions,findings, and conclusions or recommendations in this materials are those of the authors and do notnecessarily reflect the views of the sponsors.References 1. Nanette Brown, Yuanfang Cai, Yuepu Guo, Rick Kazman, Miryung Kim, Philippe Kruchten, Erin Lim, Alan MacCormack, Robert Nord, Ipek Ozkaya, Raghvinder Sangwan, Carolyn Seaman, Kevin Sullivan, and Nico Zazworka. 2010. Managing technical debt in software-reliant systems. In Proceedings of the FSE/SDP workshop on Future of software engineering research, 47-52. DOI=10.1145/1882362.1882373 http://doi.acm.org/10.1145

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

outcomes in teaching and learningAs shown in this assessment the workshop successfully introduced learning styles to engineering studentsand improved their readiness for effective presentations.Each workshop was evaluated individually and required changes were applied. For example, after“learning style” workshop, we identified that these types of workshops can be more effective if offered asa two part training session and students work on a related assignment between two sessions and reflect ontheir learnings in group meetings. 2. Assess content validity of workshop plansOnce ambassadors select a topic and study the related background, they design a related hands-onactivity. Then they meet with a faculty mentor to evaluate the designed

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, University of Maine; Paige Elizabeth Brown, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

: Viewers like you. New England Board of Higher Education, 22(1), 26-28.8 Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.9 Kohlstedt, S. G. (2004). Sustaining gains: Reflections on women in science and technology in 20th century United States. NWSA Journal, 16(1), 1-26.10 Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.11 th Kohlstedt, S. G. (2004). Sustaining gains: Reflections on women in science and technology in 20 -century United States. NWSA Journal, 16(1), 1

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Frazier F. Benya, National Academy of Engineering; Rachelle Hollander, National Academy of Engineering; Karin Ellison, Arizona State University; Kelly Laas, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering; Thomas M. Powers, University of Delaware

Tagged Topics

Diversity, NSF Grantees Poster Session

. These areas oftendo not fit into just one field or discipline in scienceand engineering.The field areas reflect the six editorial boards thatassist the OEC (figure 2). These are primarily basedon science and engineering disciplines, but theaddition of research ethics and international ethicsallows special attention in those areas andencourages the disciplinary groups to focus more onmacro ethical issues. These groups also worktogether to address topics across groups, especiallyin regard to international and research ethics issues.  Connecting ResourcesThe new site provides an enhanced method for Figure  2:  Field  areasviewing longer cases, papers, and coursedescriptions. This system makes use of a table of contents that includes

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

educators.In addition to the struggles of engineering students to achieve conceptual understanding, recentengineering graduates’ grasp of written communication and associated skills is often below thatexpected by their anticipated positions in the modern workplace8. Pedagogical research hasfound that writing assignments effectively facilitate learning by forcing students to exploreconnections and patterns in the studied material9,10. These benefits of writing assignments areenhanced in fields such as engineering, since students are rarely assigned reflective writing tasksand thus have few opportunities to develop associated abilities11,12. Current conceptual testinginstruments in the chemical engineering field generally involve multiple choice

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gon Namkoong, Old Dominion University

Tagged Topics

NSF Grantees Poster Session

students, even though it is a fundamental keystone of solar technologies. Totransform the way that the light interaction with materials is taught, structural visualization isapplied with virtually stacked planes consisting of dielectric, organic semiconductor, andmetallic electrodes through which EM waves propagate. In such frames as shown in Figure 1, thetransfer matrix method (TMM)15 isemployed since it enables precisedescriptions of EM propagation bytaking into account the cumulativeeffects of reflection and transmission atall interfaces and absorption in eachlayer of the system. After the matrixequation is numerically solved, thedistribution of the EM field, localenergy dissipated in the material by useof the Poynting formula, and the rate