Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qichao Wang, Virginia Tech; Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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NSF Grantees Poster Session

interests include interdisciplinary collaboration, design education, communication studies, identity theory and re- flective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Page 26.60.2 c American Society for Engineering Education, 2015 A Knowledge-Delivery Gravity Model to Improve Game-Aided

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elif Ozturk; Bugrahan Yalvac, Texas A&M University; Michael Johnson, Texas A&M University; Xiaobo Peng, Prairie View A&M University; Ke Liu, Prairie View A&M University

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NSF Grantees Poster Session

of work in industry, engineers multiple perspective characteristicswere enhanced. However, besides having significant results, the number of theparticipating engineers (N=14), which was a relatively small sample, was a limitation ofthat work. Future studies with an increased number of engineers should generate moreprecise and clear results.AcknowledgementThis material is supported by the National Science Foundation under EEC GrantNumbers 1129403 and 1129411. Any opinions, findings, conclusions, orrecommendations presented are those of the authors and do not necessarily reflect theviews of the National Science Foundation. Page 26.155.8

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Liang Hong, Tennessee State University; Sachin Shetty, Tennessee State University; Kevin D. Dahm, Rowan University; Richard J. Kozick, Bucknell University; Robert M Nickel, Bucknell University; Robi Polikar, Rowan University; Ying Tang, Rowan University; Steven H Chin, Rowan University

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NSF Grantees Poster Session

various conferences, international journal articles, book chapters in research and pedagogical techniques. He is the director of the Cyber Defense and Security Visualization LaboratoryDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Richard J. Kozick

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Srividya Kona Bansal, Arizona State University; Odesma Onika Dalrymple, University of San Diego; Ashraf Gaffar, Arizona State University

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NSF Grantees Poster Session

system (IMODS) using user-centered design methodology 2. Assess the effectiveness, efficiency, and usability of IMODS in creating outcome-based course designThis paper describes our efforts in the High-level (Conceptual) Design phase of the UCDmethodology. This phase follows the collection of data from potential users on what theycurrently do and will need in the future. The main goal of high-level design is to create an earlyblueprint of the system. We have identified 2 tools that will be most suitable for this phase of theproject: Navigation Model and Prototyping. The navigation model will illustrate how all userinterface screens should be connected. Ideally this should reflect the user’s mental model tofacilitate

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Rachel E McCord, University of Tennessee, Knoxville; Cheryl Carrico, Virginia Tech; Danielle Almetria Smalls, Virginia Tech Engineering Department; Philip Reid Brown, Virginia Tech Department of Engineering Education

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NSF Grantees Poster Session

he or she did not see how learning could be applied. In contrast, “thermo 2” was difficult tounderstand yet seemed to be more “practical” with “interesting applications.” A seeminglystraight forward question about interest results in a complex answer using words and expressionsthat reflect motivation constructs generally without direct statements. The one statement using aconstruct says the applications were interesting, but not the course.Implications and ConclusionsOur findings demonstrated that each clinical interview approach was problematic for revealingmotivation for conceptual understanding; in both cases, the interview context and dialog arecritically important and can directly shape motivation. While problem solving interviews offer

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Raquel Perez-Castillejos, New Jersey Institute of Technology

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NSF Grantees Poster Session

example, the statement “The research requirementsnecessary to complete a graduate degree are undesirable” is phrased negatively so thatdisagreement becomes a positive response. For the overall scoring of the survey, responses tothe negatively phrased statements are reversed so that higher average scores reflect more positiveattitudes toward graduate studies.The AGSS also includes several open-ended questions about students’ major, their GPA, howstudents chose their major, whether they have decided to pursue an advanced degree, how theycame to their decision(s) if they decided to pursue another degree in a field other than their Page

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nolan Alexander LaSota, University of Pittsburgh; Robert S. Parker, University of Pittsburgh; Cheryl A Bodnar, University of Pittsburgh

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NSF Grantees Poster Session

thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Author Robert Parker also acknowledges financial support from the B.P.America Faculty Fellowship of the Swanson School of Engineering at the University ofPittsburgh. We also thank the Department of Chemical and Petroleum Engineering for staffsupport of this REU program.References1. Congressional Budget Office. Technological Change and the Rate of Health Care Spending. Pub. No. 2764. The Congress of the United States, 2008.2. Besterfield-Sacre, M., Gerchak, J., Lyons, M., Shuman, L.J., Wolfe, H. (2004). Scoring Concept Maps: An Inegrated Rubric for Assessing Engineering Education. Journal of Engineering Education. 93(2), 105-115.3

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fabien R Durand, Georgia Institute of Technology; Jin Woo Kim, Georgia Institute of Technology; Dorian Henao; Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Michael Helms, Georgia Institue of Technology

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NSF Grantees Poster Session

of effective ideas.AcknowledgmentsThe authors acknowledge the support provided by the National Science Foundation NSF EEC1025155/1338383. Any opinions, findings, and conclusions or recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Kim JW, Tsenn J, Durand F, et al. Does the Mechanical Engineering Curriculum Hurt Engineering Creativity and Design Self-Efficacy? Journal of Engineering Education. in preparation.2. Fabien Durand MEH, Joanna Tsenn, Erin McTigue, Daniel A. McAdams, Julie S. Linsey. Teaching Students to Innovate: Evaluating Methods for Bioinspired design and Their Impact on Design Self Efficacy IDETC

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava, University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

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Diversity, NSF Grantees Poster Session

this study: Dean Tonie Badillo, El Paso CommunityCollege; Dr. Monica Cortez, Texas A&M University; Dr. Eli Esmaeili, South Texas College; Dr.Ben Flores, UTEP; Assistant Dean Patricia A. Gore, UT Austin; Dr. Julie Martin, ClemsonUniversity; Dr. Sylvia McMullen, Blinn College; Dr. MaryJane McReynolds, Austin CommunityCollege; Ms. Jackie Perez; Texas A&M University; Dr. Soko S. Starobin, Iowa State University;Dr. Cristina Villalobos, UT Rio Grande Valley.This material is based upon work supported by the National Science Foundation under Grant No.1428502. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Holly M Matusovich, Virginia Tech; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University; Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University

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NSF Grantees Poster Session

. This research is funded by the NSF as acollaborative research grant (EEC-1360665, 1360956, and 1360958). Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the NSF.Bibliography[1] National Science Foundation, National Center for Science and Engineering Statistics, 2010 SESTAT Integrated Data System, 2013, Retrieved from http://www.nsf.gov/statistics/sestat.[2] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K. Jackson, and S. D. Sheppard, “An engineering major does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors,” J. Eng. Ed., vol. 98, no. 3, pp. 227-234.[3] National Center

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

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Diversity, NSF Grantees Poster Session

morecomparative analysis of what experiences are the most beneficial.AcknowledgementsThis work was supported in part by NSF Grant#EEC-1424444. We would like to thank ourinformants for participating in the field studies reported here. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.References1. ABET. (2011). Criteria for Accrediting Engineering Programs – Program Outcomes and Assessment. Baltimore, MD: Accreditation Board for Engineering and Technology.2. ASEE (2012). Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Leah H. Jamieson and Jack R

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

, Indianapolis, IN.• Salzman, N., & Ohland, M. W. (2013). Precollege Engineering Participation among First-Year Engineering Students. Presented at the 5th First Year Engineering Experience (FYEE) Conference. Pittsburg, PA. Acknowledgements The authors would also like to acknowledge the support of the National Science Foundation (EEC Grant # 1550961). Any opinions, findings, conclusions, or recommendations do not necessarily reflect the views of the National Science Foundation. The authors would also like to thank Dr. Cathleen Barczys Simons and Dr. Stephen Hoffman for assistance with data collection and analysis for this project. References 1. Carr, R. L., Bennett, L. D. & Strobel, J. Engineering in

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Peter R Turner, Clarkson University; Jeffrey Humpherys, Brigham Young University

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Diversity, NSF Grantees Poster Session

and further developed in MaC II. One possibleavenue is the development of undergraduate STEM degree programs as alternatives to traditionaldiscipline majors. These might mirror the growth of Computational Science and Engineering programsover the past 10 – 15 years, and are likely to be reflected in the growth of Data-Enabled Science andEngineering in the next several years. A key question is the extent to which mathematical modeling istreated as a stand-alone “course” or whether it should be integrated as the Modeling across theCurriculum title suggests. Coordinating the fundamental mathematics, computation, statistics and sciencecontent to support application in a wide range of STEM fields may have strong appeal to potentialstudents.The 2.5

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

the transcript of each interview or focus group. Researchers will also calculate the extent of match between AM educators’ perceptions and AM standards/certifications as well as use established instruments to measure the extent to which the new professionals report entrepreneurial and intrapreneurial intentions [28-30].Sampling NoteRural NW Florida is highly diverse, with over 30% of residents reporting that they are black,Hispanic, or of multiple races; the enrollments of the participating state colleges reflect theircommunities. Because an intent of this project is to increase participation in AM education andcareers, the research team will reach out to minority graduates and business owners forinterviews and focus

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Emily Sior, Montana State University; Jerad Hoy, Montana State University; Indika Kahanda, Montana State University

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NSF Grantees Poster Session

image from a web-based version of the original writing exercise described in [16].Figure 2: An image of the main problem page from the writing application. The text field where studentsenter their responses has been greatly reduced from the default size to facilitate presentation of the entirepage in the figure.Several notable changes have been made in transforming the writing exercise from how it isdescribed in [16] to its web-based counterpart. In the original writing exercise, after reflecting andreporting on their perceived understanding of the question and ability to answer it, students werepresented with the following question: “How will you start the problem and what prior knowledgedo you have to answer the question?” The initial self

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Boggess Philipp, University of Louisville; Jason Immekus, University of Louisville

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NSF Grantees Poster Session

teachers a chance to get to know eachother and to experience fun activities together outside the work requirements. Planned socialactivities also gave teachers an opportunity to process and make meaning of their work withothers outside of their lab groups.The teacher research projects selected for our program are listed in Table 1 below. The list ofinteresting projects reflects the interdisciplinary nature of the topic of computational thinking,while leveraging the diverse pool of faculty expertise at the university. After completing the 6-week (approximately 180 hours) summer research program, each teacher’s goal was to have asolid appreciation for the relevance of computational thinking practices as well as engineeringdesign principles connected

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

pre-and post-test surveys as well as program activity attendance, course enrollment, and mentoringteam constellation will be used.EQ3, “To what extent are student and faculty competencies and interdisciplinary andtransdisciplinary skills changing over the course of the training program? Additionally, to whatextent are these changes reflected in longer-term outcomes?,” is an outcome evaluation questionfocusing on competency, technical, and professional skills change over the programimplementation. Data from or about NRT trainees, students attending open activities, andstudents receiving no program exposure (retrospective cohort) data will be compared usinginstitutional research sources, faculty-administered student competency assessments, and

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Samantha Asbell, Texas A&M University

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Diversity, NSF Grantees Poster Session

1, 33 < 0.001 0.319D. Learning Environments and Course EvaluationAs shown in Figure 8, students were all positive in describing the learning environment createdduring the course, such as collegial, motivating, productive, innovative, and positivelychallenging. While the course was neither harsh nor exhausting, it might be somewhat stressful,considering the rate of 4.28 over the neutral point.Figure 8. The Site learning environmentStudents all positively reflected the delivery of the Site program as shown in Figure 9.Figure 9. Overall delivery of the Site programThe effects of the Site program were all positive in their future plans, as presented in Figure 10.Figure 10. Impact of the Site program on future plansIV. DiscussionAfter

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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NSF Grantees Poster Session

reflect the views of the NationalScience Foundation.References 1. Bureau of Labor Statistics, US Department of Labor. (2006). Occupational Outlook Handbook, 2010-11 Edition, Bulletin 2800. Washington DC: U.S. Government Printing Office. 2. National Science Foundation. (2006). Science and Engineering Degrees: 1966–2004. Arlington, VA: Division of Science Resources Statistics. 3. National Science Board (2010) Science and Engineering Indicators 2010. Arlington, VA: National Science Foundation. 4. Stevens, R. Bransford, J. and Stevens, A. (2005). "The LIFE Center's Lifelong and Lifewide Diagram". Accessed from: http://life-slc.org). 5. Bell, Philip, Lewenstein, A.W., Shouse, A.W. & Feder, M.A. (Eds

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

.29. A. Prades, S. Espinar, “Laboratory Assessment in Chemistry: An Analysis of the Adequacy of the Assessment Process,” Assessment & Evaluation In Higher Education [serial online]. vol. 35, no. 4, pp. 449-461, July 2010.30. J. Robertson et al, “Exploiting a Disruptive Technology to Actively Engage Students in the Learning Process,” 2013 ASEE Conference.31. J. Rodd, D. Newman, G. Clure, M. Morris. “Moving the Lab to the Classroom: The Impact of an Innovative Technological Teaching Tool on K-14 Learning and Cognition,” SITE Conference, San Diego, CA, March 2010, 2807-2813.32. D. Schon (1995), The Reflective Practitioner: How Professionals Think in Action, Ashgate Publishing.33. J. Selingo, “Connecting the Dots,” ASEE

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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NSF Grantees Poster Session

”). Clearly, all knowledge outcomes received much higher scoresin post survey and in general we can observe a greater growth in year 2012, which reflected theeffect of improved implementation of CPBL in the 2nd project year. Analysis of two year dataconsistently proved that most of the biggest growths occurred in the learning outcomes directlyrelated by the class projects. For example, in CS470 offered in Winter 2012, the biggestincrements of the rating occur on the following outcomes, and all of them are directly addressedby in-class or after-class projects. • Knowledge of ARQ (Pre=1.58, Post=4.44, growth=2.86) • Knowledge of TCP flow control and congestion control (Pre=1.35, Post=4.11, growth=2.76) • Knowledge of network

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria Teresa Napoli, UC Santa Barbara; Arica Lubin, Center for Science and Engineering Partnerships, University of California, Santa Barbara; Liu-Yen Kramer, Center for Science and Engineering Partnerships, University of California Santa Barbara; Jens-Uwe Kuhn, Santa Barbara City College; Nicholas Arnold, Santa Barbara City College; Ofelia Aguirre, Center for Science and Engineering Partnerships; Megan T. Valentine, University of California, Santa Barbara

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NSF Grantees Poster Session

, INSET’s success lies in recognizing the importance of involving CCfaculty in all aspects of program planning and execution. In particular, CC faculty’s input hasbeen key to the design of appropriate student activities, which are non-threatening, motivating,and which address the particular needs of CC students, while providing an environment thatoffers them greater opportunity to prosper and succeed. CC faculty also play a particularlycrucial role in identifying and recruiting high-potential candidates, especially those whose gradesmay not reflect their abilities and initiative. It is thanks to their encouragement and support thatthese students, who often lack both self-confidence and role models, are led to view INSET asnot only valuable but also

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

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NSF Grantees Poster Session

grantat Wright State University. Any opinions, findings, conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation or Wright State University.Bibliography1. McKenna, A., McMartin, F. and Agogino, A., 2000, "What Students Say About Learning Physics, Math and Engineering," Proceedings - Frontiers in Education Conference, Vol. 1, T1F-9.2. Sathianathan, D., Tavener, S., Voss, K. Armentrout, S. Yaeger, P. and Marra, R., 1999, "Using Applied Engineering Problems in Calculus Classes to Promote Learning in Context and Teamwork," Proceedings - Frontiers in Education Conference, Vol. 2, 12d5-14.3. Barrow, D.L. and Fulling, S.A., 1998, "Using

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NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University; Xiongjie Dong, Kansas State University; Tim J. Sobering, Kansas State University; Jason Yao, East Carolina University

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NSF Grantees Poster Session

reflect the views of the NSF. Page 25.892.17References[1] Millard, Don, "Work in Progress: Hands-On Exploration of the "Big Ideas" in Electric Circuits," 36th ASEE/IEEE Frontiers in Education Conference, San Diego, CA, October 28-31, 2006, pp. M4D-3 to M4D-5.[2] Martinez, Angel and Steve Warren, "RASCL: A Portable Circuit Prototyping Laboratory," 2007 Annual Conference and Exposition, American Society for Engineering Education, Honolulu, Hawaii, June 24-27, 2007.[3] Millard, Don, "Workshop - Improving Student Engagement and Intuition with the Mobile Student Pedagogy," 38th ASEE/IEEE Frontiers in Education

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Radian G. Belu, Drexel University (Tech.)

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

through digital simulation approaches. The class contains50% synchronized classroom lectures and 50% asynchronized web-based lectures. (Note:Virtual facility -2 is used in this course). Prerequisite: Senior standing or instructor approval.IE/ME 4395 Design for Manufacturability (new course, elective course)This course focuses on manufacturing and incorporates many of the processes developed by theintegrated manufacturing industry, as well as novel techniques developed by scientists from alltechnical research areas including engineering, and mathematics. Principles of design formanufacturability and micro machining, assembly, measurement and medical manufacturing arecovered in this class. Learning outcomes should reflect (1) students being able to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Elif Ozturk; Ke Liu, Prairie View A&M University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 24.155.11best way to evaluate the modeling skills associated with adaptive expertise. Future work willattempt to better capture these skills.AcknowledgementThis material is supported by the National Science Foundation under EEC Grant Numbers1129403 and 1129411. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Frechette, S.P., (2011). Model based enterprise for manufacturing. 44th CIRP International Conference on Manufacturing Systems. Madison, WI.[2] Liu, D.T. & Xu, X.W., (2001). A review of web-based product data management systems. Computers in Industry, 44 (3), 251-262.[3] Ye, Z., Peng

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saeed Moaveni, Minnesota State University, Mankato; Karen C. Chou, Northwestern University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Page 24.171.2This lack of emphasis (accounting for approximately 10% of the course) is not a reflection of thesignificance of connections in design, instead, it is due to time constraints and the commonlymis-held belief that connections are standardized details that could and should be left tofabricators and detailers. However, connections, are the glue that holds a structure together, andas such deserve special emphasis to ensure sound structural integrity. Historically, connectionfailures have contributed to many structural failures. Examples include: the Hartford CivicCenter in 1977 [1], the Hyatt Regency Hotel in Kansas City in 1980 [2], and, more recently, the I-35 W Bridge in Minneapolis [3]. Since the Hyatt Regency failure, many state

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. Page 24.683.13Bibliography1. Jansson, David G., and Steven M. Smith. "Design fixation." Design Studies 12.1 (1991): 3-11.2. Ullman, David G., Thomas G. Dietterich, and Larry A. Stauffer. "A Model of the Mechanical Design ProcessBased on Empirical Data." AI EDAM 2.1 (1988): 33-52.3. Adams, Nadine, and Clinton Hayes. "Does teaching with a Tablet PC enhance the teaching experience andprovide greater flexibility?" Australasian Tablets in Education Conference (ATiEC). 2009.4. Lee, Wee San, et al. "Newton's Pen: A

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lee Clapp P.E., Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville; Petronilo Estandarte Pana, LBJ Middle School, PSJA ISD

Tagged Topics

NSF Grantees Poster Session

-1106529, Research Experience for Teachers in Manufacturing for Competitiveness in theUnited States (RETainUS). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. Page 25.13.12Appendix – PHREEQC Program Input Files USING HYDROGEN USING DITHIONITESOLUTION 1 PHASES Temp 25 Dithionite pH 7 Na2S2O4 = 2Na++ (S2O4)2- pe 4 Log_ k -4.58

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NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Texas A&M University; Julie S. Linsey, Texas A&M University

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NSF Grantees Poster Session

cost low.AcknowledgementsSupport provided by the National Science Foundation CMMI-1000954. Any opinions, findings,and conclusions or recommendations expressed in this paper are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References[1] Lidwell, W., Holden, K., and Butler, J., Universal principles of design: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design: Rockport Pub, 2010.[2] Otto, K.N., and Wood, K.L., Product design: Techniques in Reverse Engineering and New Product Development, NJ: Prentice Hall, 2000.[3] NASA," Common Lunar Lander Detailed Design Study",JSC-26094,Houston, TX, 1993.[4