Collection

2011 Northeast Section Meeting

Authors

Sarah Tasneem

aspects of programdesign that are persistent. No matter how small a program is, each and every program should have thebasic structure with three main parts as follows: Input Data, Process Data, Print Result. Moreover, thesteps of Program Development Life Cycle (PDLC) do not change. PDLC provides an organized plan ofbreaking down the complete program development into manageable tasks. Each of the tasks needs to becompleted before one proceeds to the next phase. The phases are namely: defining the program,designing the program, coding, testing and debugging, documentation, implementation andmaintenance. As the focus of the paper is on the beginning programmer, we omit the maintenance partin our course. During this phase of the course, students

Collection

2011 Northeast Section Meeting

Authors

Gaetan Garcia; Matthew R. Stein

deliverable.Students work in teams of two for all assignments an must deliver a work allocation plan prior tocompleting the assignment, • Objective 13: Sensory Awareness. Use the human senses to gather information and to make sound engineering judgments in formulating conclusions about real-world problems.Students uses their own senses of vision and hearing to diagnose problems and determine success.Appendix A contains objectives are not accomplished by this laboratory experience either due to theintrinsic nature of the laboratory or due to the remote location of the students. For example, althoughthe laboratory in local form presents significant safety issues to the students, remote students areisolated from these issues.From the analysis above, we

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

assignments).In preparation for our research, we classified the nineteen overt activities that were used as beingactive, constructive or interactive and based on Chi’s 24 framework.We selected two units, atomic bonding and crystal structures, to be used for this study. Afternegotiating with the faculty, we agreed on the type of activities (active, constructive, orinteractive) that would be offered within each unit. We planned only one type of activity perclass period, regardless of how many activities were offered, so that we could test for learningthat could be attributed to one particular type of activity. We planned the types of activities sothat a contrast could be made between active and interactive learning in the atomic bonding unit,and

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

thecantilever project in spring 2011, mentees applied the concepts they learned in the mini-lecturesimmediately to their project designs.Mentees’ intuition and ability to predict the outcome of physical situations (i.e. statics in the2010-2011 implementation) are measured via Intuition Inventories (I.I.). Previous research onDREAM suggested that mentee understanding of pre-engineering concepts is improved by Page 22.814.4coupling hands-on learning with informal teaching of these concepts. Mentors deliver theseteachings in a uniform manner consistently across campuses by following lesson plans such asthose included in Appendix C. Although the informal

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

a senior Manufacturing Systems Engineering course.29Although not measured, the authors mention several benefits for undergraduate studentsparticipating in the program, including the development of project management experience,experience with fabrication and prototyping, and proposal writing. The course also served as ameans of building connections between the university and the high school, and as a means ofrecruiting students for the engineering program at the university. The university also planned todevelop a freshman level introduction to robotics course that would be made available to highschool students through an agreement between the two institutions.In addition to mentoring FIRST Robotics Competition teams at local high schools

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

. Student PractitionerMain GenresReports 86 74 Cover letters with reports 18 18Technical memoranda 51 27Proposals 20 20Project-related e-mails 16 120Lab reports 105 N/AEssays on an engr topic 42 N/ASite visit reports 44 20Additional practitioner genres: Plan sheet notes, Special provisionsTable 1. Corpus of Student and Workplace Texts in Civil Engineering as of January 2011 Page 22.1169.4The passive voice analysis was

Conference Session

Software Engineering Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

James N. Long, Oregon Institute of Technology; Linda Sue Young, Oregon Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

Page 22.1091.5 project progress, changes in scope, changes in design, and defects.5. Assess risk, probability of the risk, triggers and formulate contingency plans.6. Construct a statement of work with appropriate acceptance criteria.7. Describe the relationship between Testing and Quality Assurance.8. Describe the Quality assurance practices appropriate for each part of the development life cycle.9. Create user based requirements and engineering requirements.10. Describe traceability and be able to map a requirement through all project artifacts.11. Describe different modeling techniques and where they apply.12. Describe the different architectural views and assign them to parts of the life-cycle.13. Asses risk and develop risk

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anna M. Zajicek, University of Arkansas; Shauna A. Morimoto, University of Arkansas; Aparna S. Terdalkar, University of Arkansas; Valerie H. Hunt, University of Arkansas; Joseph J. Rencis, University of Arkansas; Rodica Lisnic, University of Arkansas

Tagged Divisions

Women in Engineering

of the Cohort 1 institutions, the University of Colorado at Boulder represents themost interesting case. Similar to UW, the University of Colorado at Boulder had recruitmentefforts in place before they received the ADVANCE grant, but in contrast to other strongperformers, its ADVANCE program did not contain any comprehensive set of recruitmentinitiatives. Specifically, in 2001, Colorado reported on the efforts of their Faculty Recruitmentand Retention task force (http://www.colorado.edu/academicaffairs/fac_recruit/findings4.html).Further, in 2003, Colorado’s engineering college implemented a Strategic Plan for Excellence,which included efforts to “hire outstanding and diverse candidates through targeted recruitment,competitive salaries and

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M Frehill, National Action Council for Minorities in Engineering

Tagged Divisions

Women in Engineering

soonas possible, J. Stanford Smith, a Vice President of General Electric in 1972 stated the logicbehind this need succinctly: [I]t takes fifteen to twenty-five years for people to rise to top leadership positions in industry. So if industry is getting one percent minority engineers in 1972, that means that in 1990, that’s about the proportion that will emerge from the competition to the top leadership positions in industry….(J. Stanford Smith, Page 22.1085.6 speech at Engineering Education Conference, June 25, 1972, quoted in The Planning Commission for Expanding Minority Opportunities in Engineering

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

humanistic courses extending throughout an engineering student‟sundergraduate years.6In 1940 and 1944 there were then the two Hammond Reports, the first on the “Aims and Scopeof Engineering Curricula,” and the second for planning the postwar reconversion of engineeringeducation at the end of World War II.7 The 1940 report was responsible for giving articulation tothe notion of there being parallel scientific-technological and humanistic-social “stems” inengineering education. As important, it defined a specific set of objectives for the humanistic-social portion of the curriculum (as well as for the scientific-technological portion), establishinga learning outcomes based model of education within the engineering education community thatwould be

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Chemical Engineering

have. … So I decided to get a degree in chemical engineering so if one day I have to go back to med school, I would go. (B1) I originally wanted to do premed, but then, my uncle who’s an engineer kinda talked me out of it. He was like, well, what if you don’t get into medical school your first year? What are you gonna do? And he was like, if you come to engineering, you’ll get all the credentials that you need in order to go into medicine, but you’ll also have a fallback if you decide that’s not what you want to do, or …if you want to take a break, or something like that. So, he kinda persuaded me. Moderator – And are you still planning to go to med school? I’m thinking I want to take a

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R Goldberg, University of Pittsburgh, Department of Rehabilitation Science and Technology; Rory A. Cooper, University of Pittsburgh; Dan Ding, University of Pittsburgh, Department of Rehabilitation Science and Technology; Alicia Koontz, Human Engineering Research Laboratories

Tagged Divisions

Cooperative & Experiential Education

center outreach initiative which links middle school and high school SWDs to careers in STEM through job shadowing, robotic camps, and internships with local businesses, plants a seed in middle and high school students about the REU program. Four SWDs in the past who were Tech-Link robotic campers and are now in college have participated in the REU program and solidified their career and/or graduate school plans in associated disciplines. o Recruitment efforts to veterans with disabilities are emphasized. QoLT REU’s partner internship program, ELeVATE (Experiential Learning for Veterans in Assistive Technology and Engineering), an initiative designed to re-integrate veterans with

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

diagram simulation. Asking her about that duringthe interview provided further insight into how hands-on activities benefited her learning. Inaddition to the planned questions, additional questions were asked during the interview toexplore additional topics that arose. In some cases these led to questions that were added to theinterview guides for the remaining students. Each interview lasted 20-30 minutes and wasdigitally recorded.All interviews were transcribed verbatim by an external transcriptionist. Analysis was conductedby coding each significant statement in the transcript with a brief descriptive tag. These codeswere generated by asking of the data questions such as “What is this an example of?” or “Howdid learning occur in this instance

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. However, there are many examples cited in the literature that point to alack of understanding of the user or an understanding of the way in which the product would beused that contributed to its failure8,10-11. According to Damadaran8: Without effective user involvement in all stages of planning and design the organization is simply storing up problems for the future. When the problems emerge post- implementation they are likely to be serious and more intractable because system changes become more expensive as the design progresses and ‘hardens’. (p. 365)How is it, then, that engineering programs should go about developing “design thinking” and theskills needed for human-centered design? What experiences contribute

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

time. Thus we are conducting an investigation of how pedagogical choices influencestudent attitudes and behaviors related to self-regulated learning in engineering classrooms.Research BaseDefining Self-Regulated LearningSelf-regulated learning has been defined by Boekaerts as “a complex, interactive process involvingnot only cognitive self-regulation but also motivational self-regulation” 14( p.161). Alternatively,Zimmerman8 defines SRL as “…self-generated thoughts, feelings, and actions that are planned andcyclically adapted to the attainment of personal goals” (p. 14). Pintrich 15 defined four assumptionsof self-regulated learning (SRL) models. The four are (a) learners are active participants inlearning, constructing meaning from

Conference Session

Frontiers in EM Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ertunga C. Ozelkan, University of North Carolina, Charlotte; Agnes Galambosi, University of North Carolina, Charlotte

Tagged Divisions

Engineering Management

design and optimization. His current research interests are the modeling of supply chains and production planning systems, and their applications in different industries.Agnes Galambosi, University of North Carolina at Charlotte Agnes Galambosi has a PhD in Systems and Industrial Engineering from the University of Arizona in Tucson, AZ. She is currently employed at the University of North Carolina at Charlotte teaching several engineering courses. Page 22.1151.1 c American Society for Engineering Education, 2011 Perception and Preferences of Faculty for Online

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald W. Recktenwald, Portland State University; David E. Hall, Louisiana Tech University

Tagged Divisions

First-Year Programs

withmicrocontrollers does not mean that students will respond positively. Instructors used the “buzz”about the Arduino to motivate students, by indicating that the students were using a new andpopular technology. Instructor observations of student reaction showed that students were notuniversally inspired by or interested in the technology. This makes sense because the definitionof “cool” is not uniform for engineering students. Assessment was performed with an end-of-term survey of student attitudes toward thecourse and how it affected their career plans. Students were asked whether the use of theArduino platform changed their attitude toward computer programming and electromechanicalsystems. The complete survey is included in Appendix B. Results from

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

, students do not immediately see the relevance of the skills that they’vedeveloped in a previous course because they are struggling to understand the new context.Understanding how previously learned skills apply to that new context becomes a secondaryconcern. Of course, some students will see the patterns and leap that skills gap themselves, but agood number of them may need help recognizing the pattern and seeing its relevance in the newcontext.Skills transfer of any kind can be complicated by unpredictable enrollment patterns and bystudent tendencies to compartmentalize their education. The pre-requisites for our upper-levelcommunication course and advising/course plans try to mandate that students enroll in ourTechnical Communication course in

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

required to accomplish an authentic task(maximize reactor performance) with very little procedural or strategic information provided.This increase in cognitive demand in the strategic domain is facilitated by a decrease in demandin the haptic domain. Instead of spending time and cognitive resource setting up equipment andensuring functionality of instrumentation for a limited experiment, students are able to use theresources previously dedicated to these types of actions on other activities. Students mustmanage a budget, create and carefully plan the project strategy, and analyze and assimilate theinformation from multiple experiments that were easily run; the process of running the reactoronce, measuring selected wafers, and exporting the

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M. Abrams, Ohio State University; Robert J. Gustafson, Ohio State University; Sharnnia Artis, Ohio State University

Tagged Divisions

Educational Research and Methods

about teaching in general. Page 22.693.11Although it was not an initial objective of this exercise, it was useful for students to learnvaluable teaching strategies as well as validate what they were learning in the class. Studentscame back with a robust set of observations and indicated that they learned teaching techniquesthat they plan to use. Plans are in place to repeat this exercise with a new set of students andfaculty members. Caution will be used such that faculty interviewed and emailed in this studywill not be contacted again.Bibliography1. ENGAGE Strategy Research Brief2. Astin, A. W. (1993). What Matters in College: Four Critical

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Rosa Goldstein, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, entrepreneurship, and modeling. She has served as an associate editor for the JEE and is currently associate editor for the AEE Journal.Rosa Goldstein , University of Pittsburgh Rosa Goldstein is an Undergraduate Industrial Engineering student at the University of Pittsburgh. Ms. Goldstein has been an active member of the University of Pittsburgh’s SHPE (Society of Hispanic Pro- fessional Engineers) chapter and currently holds the position as President. She recently studied abroad for a semester in Spain at Saint Louis University in Madrid. She will be starting her career this summer at Accenture and is hoping that her research experience this past year will reinforce her plans to attend graduate school in a few years

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent A Nelson, Northern Arizona University; Constantin Ciocanel, Northern Arizona University

Tagged Divisions

Mechanical Engineering

previous experiences at the rate expected by the professors. Accordingly, it may berequired that in future implementations, at the beginning of the open-ended assignments eachgroup will discuss with the faculty their plan of action and where necessary, supplementaryguidance will be provided.4.3 Survey ResultsRegarding learning in ME450, the survey results were largely consistent between the currentiteration and the previous implementation of the design project, as shown in Tables 4 and 5. Theincreased number of students identifying the lecture as the most impactful on their learning maybe due to increased experience of the instructor in the course, who was teaching it for the firsttime during the first implementation of the design project

Conference Session

Collaborative Learning, Project-Based, Service Learning, and Impacts on Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Russell Korte, University of Illinois, Urbana-Champaign; Bruce Elliott-Litchfield, University of Illinois, Urbana-Champaign; Laura D. Hahn, University of Illinois, Urbana-Champaign; Aaron Daniel Lewicki, University of Illinois, Urbana-Champaign; Valeri Werpetinski, University of Illinois, Urbana-Champaign; Seung Won Hong, University of Illinois, Urbana-Champaign

Tagged Divisions

International

challenge and for a practical purpose.Practical ingenuity Skill in planning, combining, and adapting.Creativity A use of invention, innovation, and thinking outside the box.Communication Effective use of language to achieve engineering objectives with and through multiple stakeholders.Business & management Connecting engineering to technological, economic, and social factors in decisions and policy making.Leadership Providing professional direction in various ways, including contributing to management and policy decisions.Ethics & professionalism Making effective and wise choices that take economic, social

Conference Session

Biological & Agricultural Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josue Orellana, Washington State University; Fabiola Quiroa, Washington State University; Ala' Ibrahim Abu-Lail; Nehal I. Abu-lail, Washington State University

Tagged Divisions

Biological & Agricultural

stimulate the interests ofother instructors to introduce such active-learning hands-on modules in their classrooms for bothgraduate and undergraduate students.Future PlansOur future plans include implementing these modules in the classroom again next year. One ofthe main concerns addressed by the students is the time commitment to such hands-on moduleswithin a 3 credit-hours lecture course. Currently, the BE faculty are addressing the need to add acellular bioengineering laboratory to the curriculum. If approved, these hands-on modules will beimplemented in a three hours lab period that will be added to the 3 credit-hours lecture course.The course will be assigned 4 credit hours. If a lab was added to the curriculum, two additionalhands-on modules

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mario Gomes, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

were created for each team instead of a monetary budget for each team. This was done to reduce the amount of time required students to attain mate- rials, to emphasize planning their designs before construction, and to increase student Page 22.149.3 creativity. Figure 1: Upper and lower boundaries on test area sizeFigure 2: A student team taking photographic data on test day Page 22.149.4 • Integration of Matlab programming as an integral component of the final project. Previously the Matlab programming project consisted of a 2D elliptical orbit simulation

Collection

2011 Pacific Southwest Section Meeting

Authors

Collin Heller; Brian P. Self

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Dimiduk, Cornell University; Rajesh Bhaskaran, Cornell University; Haolin Zhu, Cornell University; Yingxin Gao, Cornell University

Tagged Topics

NSF Grantees

engineering problems. By integratingsimulations across several sequential required courses in the mechanical engineering curriculum,we plan to increase students’ ability to use FEA-based simulations effectively and improve theirunderstanding of the concepts developed in these courses. Cognitive research has shown that people’s understanding lies in a spectrum from“novice” to “expert” 3. Conventional learning materials tend to relegate beginners to “novicethinking” by presenting simulation exercises as recipes handed down by authorities. Wieman’sgroup has shown that interactive simulations, when designed using a rigorous scientificapproach, are much more effective in helping physics students develop an expert cognitivestructure than lectures

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

; Revise stage, students are asked torevise their original ideas based on new information they have found via readings, lectures, orwebsites. They develop the skills necessary to find the needed information then analyze, discuss,and present their revised ideas.8 At this point, the Test Your Mettle phase provides a formativeassessment, reinforcing the previous instruction and allowing the teacher to modify and adapt tofit the learners’ needs, providing remediation as needed. Finally, the Go Public phase presentsstudents with a hands-on version of a summative assessment, allowing them to work together ingroups to plan, design, implement, and report a final project that answers the challenge question. Upon completing twenty-three days

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

right with the x-ray machine.""This sounds good. I will make a project plan for our team to complete the work.Management wants a proposal for the redesign by Monday. I need you to let me knowright away if you are going to have trouble meeting your deadlines for your tasks. Let'smeet the day after tomorrow and talk about what we've found.""So you'll write the proposal, Alex?" asks Jocelyn."I'll prepare the final version," Alex responds, "but we all need to contribute to theproposal. We will need to explain our material choice, along with other designconsiderations such as the thickness we'll propose, and demonstrate that our new designwill result in a lighter cassette that works with the existing equipment and produces nogreater exposure to

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

, or worry that they cannot take the time to do this without losing content coverage. Ratherthan spend the same amount of time going over the exam, a team test allows students to discover,justify and own the answers. By having students spend time working through the exam with eachother, the students become teachers, participating in reciprocal learning.For planning teacher-to-classroom feedback, the group exams give a better picture of whichconcepts were globally missed or were difficult. As with any exam, this can be useful feedback* The Web-based Interactive Science and Engineering Learning Tool at Oregon State University Page 22.822.5