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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

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whileimproving the transfer of core knowledgein science, technology, engineering andmath (STEM) courses. The EFFECTframework is presented in Figure 1.EFFECTs are based on a driving questionwhere students consider fundamentalconcepts in the context of a realisticproblem. In the first EFFECT session(class period), students complete adecision worksheet, individually and thenin groups, and provide an initial answer tothe driving question. This first session isfollowed with multiple active learningsessions that are designed to enhance thestudent’s core knowledge, stimulatecritical thinking, and hone their estimationabilities. Active learning modules integrate

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Craig J. Kief, COSMIAC at UNM; Bassam H. Matar, Chandler Gilbert Community College

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the lessonslearned, the summer outreach activity happened at partner institutions, and finally, theundergraduate research experience. I. IntroductionProgrammable Logic Devices in general and FPGA-based re-programmable logic design becamemore attractive as a design media during the last decade, and as a result, industrial use of FPGAin digital logic design is increasing rapidly. Considering the following technology trend inindustry, the need for highly qualified logic designers with FPGA expertise is increasing rapidly.According to the United States Department of Labor, the job outlook is on the rise and willcontinue to expand for at least the short- to medium-term future [1]. To respond to the industryneeds for FPGA design skills

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Steve C. Hsiung, Old Dominion University; John M. Ritz, Old Dominion University; Ece Yaprak, Wayne State University; Thomas B. Stout, Tidewater Community College; Richard L. Jones, Old Dominion University

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curriculum modules and laboratorymodules to teach microcontroller concepts. During the second year 60 faculty throughout theU.S. were taught microcontroller/embedded system concepts and exercised hands-on laboratoryexperiment activities using distance learning technologies. Feedback has been favorable. Duringyear three an additional group of faculty will be taught these concepts and an academiccommunity with common interest of embedded system design will be built, bringing the totalfaculty trained to 120.Goals of the Project To accomplish this statement of work, there are four guiding goals that include:1. Create a teaching platform with supporting instructional and hands-on laboratory modules to teach microcontroller concepts and activities

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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other educators who are interested in adopting CPBL-beyond-Classroom to redesign their courses based on the learning needs of their own students. A. IntroductionThe ability to solve real-world problems and design systems or components under realisticconstraints are essential to engineering and computer science graduates, as both mandated byABET and highly valued in professional practice. To help students develop such valuable skills,project-based learning (PBL) has been considered as a useful pedagogy by many engineering/CSeducators. However, it is also recognized that PBL may not always function if not designed andintegrated in the curriculum appropriately [1-4]. This challenge magnifies at commuter campuseswhere students having difficulty

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

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abilities are lesssatisfied with their ethics education might seem obvious to many experienced engineering ethicseducators, the reality that this finding reflects a national situation after significant large-scaleefforts to improve engineering ethics education over the past 20 years calls for focused attentionand a significant shift in pedagogy. Our research team, consisting of scholars from Engineering(Biomedical, Electrical, Materials, and Engineering Education), Communication, andPhilosophy, has taken on this national education challenge in engineering ethics.The following additional observations come from recent literature on engineering ethicseducation: 1. There is a growing call for ethics training across engineering disciplines from

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Jinlee Kim P.E., California State University Long Beach

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experience.IntroductionThe growing need for professionals with specific training in sustainable building practices willincrease significantly over the next decade as the importance of accelerating sustainability in abuilt environment has been well recognized all over the world. Thus, undergraduate studentsneed to advance their career and maintain their competitive edge with training in the greenbuilding areas. Many schools, with undergraduate engineering programs in many disciplines,attempt to include environmental sustainability and sustainable design in their curricula.5 Thechallenges and opportunities are laid out in construction engineering management disciplines asto how to incorporate sustainability practices into their educational formation.1, 5, 6, 9

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

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during the first three years (2009-2011) indicate that significant barriers toretention continue to exist for students enrolled in the program. Student achievement datashowed that the rate (52%) at which students were unsuccessful (final course grade of W, D or F)in distance delivered sections of Calculus I was not only alarmingly high, but was also nearlydouble the rate (28%) for students in traditionally taught (face-to-face) sections. Moreover, onuniversity administered end-of-course student evaluations, distance sections scoredapproximately one full point lower (on a scale of 1-poor to 6-excellent) than traditionally taughtsections in ratings of instructor effectiveness (4.10 distance | 4.91 traditional) and overall coursequality (3.96

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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equipment. They expand on thecase study concept by including skills-based problems that can be used in place of traditionalhomework problems but written in the context of the real-world environment, as well asadditional design problems based on design methods and actual solutions at real facilities. Thispaper will highlight the final version of the Engaged material. This will include key points of theassessment data and focus group results obtained since last year. A secondary purpose of thepaper will be to discuss how this Phase 2 research has spawned several other pedagogicalresearch questions (i.e. possible new Phase 1 research). Three specific areas will be highlighted:1) a compare and contrast study of engagement and motivation in engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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position as the world’s largest exporter for foodproducts, or foodstuffs, for over 50 years[1]. Ivy Tech Community College and Purdue UniversityCollege of Technology recognize that the food and foodstuff supply chain consists of industries thatutilize raw material crops in rapidly value-added, markets such as food, feed and non-food (alternativeenergy) production [2]. The variety of the supply chain is a crucial characteristic to maintainingsustainability through value in commodities and processing industries [3]. However, the supply chain isan increasingly complex field with a critical need for trained engineering technicians. The proposedprogram provides a comprehensive and streamlined approach for students seeking to understand the entirefood

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tamara J. Moore, Purdue University; Kristina Maruyama Tank, Iowa State University; Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University; Corey A. Mathis, Purdue University

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integration is defined to be the blendingof science, technology, engineering, and mathematics content and context into one learningenvironment for the purpose of (1) deepening student understanding of each discipline bycontextualizing concepts, (2) broadening student understanding of STEM disciplines throughexposure to socially and culturally relevant STEM contexts, and (3) increasing interest in STEMdisciplines to broaden the pipeline of students entering the STEM fields5.High quality STEM integration has been identified to have the following six characteristics4.First, the context must be both motivating and engaging so students develop personalconnections to the activities6-8. Second, students must actively engage in an engineering designchallenge

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Vernengo, Rowan University; Stephanie Farrell, Rowan University; Jennifer Kadlowec, Rowan University; Johannes Strobel, Texas A&M University

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theworld.1. INTRODUCTION Biomaterials have received considerable attention over the past 30 years. A biomaterialhas been defined as a material intended to interface with a biological system to evaluate,augment, or replace any tissue organ or function in the body 1, 2. Therefore, the field ofbiomaterials encompasses the study of materials science, medicine, and biology. Biomaterialsare a large portion of the healthcare market and represent a 9 billion dollar per year industry 3. Itis estimated that over 11 million people have implants utilizing engineered biomaterials 4. Still,more recent advances in the field have focused on designing materials that help to repair tissue,not just replace it. These biomaterials, referred to as tissue

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona Sate University; Richard A. Hall Jr., Cochise College; Phil Blake McBride, Eastern Arizona College; Rakesh Pangasa, Arizona Western College; Clark Henson Vangilder, Central Arizona College; Russell Cox, Mohave Community College; Thomas R. Palmer, Eastern Arizona College

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APPOINTMENTS 2012-Present Resident Faculty, Mohave Community College, Kingman, Arizona 2011- 2012 Instructor, Baker College of Muskegon, Muskegon, Michigan 2004-2011 Research/Teaching Assis- tant, Marquette University, Milwaukee, Wisconsin 2002-2004 Tutor, Iowa State University Academic Success Center, Ames, Iowa c American Society for Engineering Education, 2014 Paper ID #10038 RECENT PUBLICATIONS • Russell Cox, Fabien Josse, Stephen Heinrich, Isabelle Dufour, Oliver Brand, ”Characteristics of Laterally Vibrating Resonant Microcantilevers in Viscous Liquid Media”, Jour- nal of Applied Physics, 111 (1

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

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how the social context of largeengineering courses may create a deep need for supporting relatedness.Background and MotivationMotivated students learn more and retain knowledge longer,1 so how can instructors improvestudents’ motivation to learn in their courses? Self Determination Theory (SDT) provides atheoretical framework of motivation that can be applied in a classroom context.2 SDT asserts thata person’s intrinsic motivation to learn can be fostered by meeting three psychological needs:autonomy, competence, and relatedness.2 Autonomy refers to a sense that people control theirown choices, and they can exercise their freedom of choice to proceed in whatever way they seeas best. Competence refers to a sense that an individual has the

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David E. Schaad, Duke University; Michael M. Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

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, and enhancing virtual reality.1 These challenges are complex, multiplydetermined, and fraught with social and personal complications. As such, solving them willrequire engineers who combine both technical training and other skills (e.g., ability to work ingroups, communication, etc.).2 Such complementary skills are often difficult to develop in thecourse of traditional engineering education, which often presents technical problems in abstractand stylized form without connection to real-world applications. Such education works for manyengineers, but it risks missing those students who could be engaged by the opportunity to addressproblems of fundamental import.Here, we describe a framework for integrating the NAE GC program into engineering

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Brian J. Skromme, Arizona State University; Paul Rayes, Arizona State University; Bing Cheng; Brian McNamara; Aaron S. Gibson; Angela Barrus, Arizona State University; John M. Quick; Robert Kenneth Atkinson, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University

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standarddeviations.1. IntroductionIntroductory linear circuit analysis is a very widely taught and important foundational class forbeginning electrical engineers, and is also taught to a large number of other engineering majorsas their primary introduction to electrical engineering. For example, at Arizona State University(ASU) we teach such a course (EEE 202) to over 600 students a year, typically in 11 sections.Many students struggle with this class, often due to a lack of detailed, rapid feedback andcorrection on their work, insufficient use of active learning strategies, and in our opinion, aninsufficient systematization of and emphasis on the numerous principles that are necessary tosolve a variety of problems successfully. One potentially very useful

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University; James L. Hanson, California Polytechnic State University; Nazli Yesiller

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recent experiences in designing and implementing a ResearchExperiences for Undergraduates (REU) site sponsored by the National Science Foundation(NSF). Faculty at California Polytechnic State University (Cal Poly), San Luis Obispo recentlyestablished the Global Waste Research Institute (GWRI), which provides unique opportunitiesfor undergraduate students to participate in the advancement of fundamental engineering andscientific research. The GWRI provides the focal point of the REU program. The program,currently in its second year, supports ten students over a 10-week period during the summer.Faculty and graduate students serve as research mentors. The principal objectives of theprogram are: (1) to engage undergraduate participants on projects

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hong Huang, Wright State University; Steven R. Higgins, Department of Chemistry, Wright State University; Aaron Joseph Blake, Wright State University, Department of Mechanical and Materials Engineering; Jason Allen Deibel, Wright State University; Ioana Sizemore, Wright State University, Department of Chemistry

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Laboratory Course1. IntroductionNanomaterials, nanotechnology and nanoscience play a key role in the advancement of moderntechnologies in sensors, medicine, renewable energies, and more. Globally, governments andindustries have made significant investments in this field both intellectually and economically. Inthe United States, federal funding agencies have invested tens of billions of dollars on R&D andcommercialization of nano-products as well as understanding of the social environmentalimpacts.1 The National Science Foundation (NSF) projected that the nanotechnology sector willemploy 6 million workers by 2020 and over 80% of the jobs will require trained workforces innanoscience and nanotechnology.2 To meet the projected future demand, it

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Khaled Sobhan, Florida Atlantic University; Edgar An, Florida Atlantic University; Ryne A. Sherman; Nancy Romance, Florida Atlantic university ; Nicolas A. Brown, Florida Atlantic University

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technologicalworkforce. According to the budget data published by the National Science Foundation, theDirectorate of Education and Human Resources alone has funded in excess of $28 billion towardreforming STEM education during the 60-year span from 1951 to 2011 [8]. This sustained effortled to the development and dissemination of several research-based pedagogies which advocatethat transforming the instructional method from a traditional unidirectional transmission style(passive mode) to a more interactive student-centered style (facilitative mode) is linked toimproved learning [1-5]. However, these reform efforts continue to have only marginal impact onengineering instruction because there has not been any wide scale acceptance and/or adoption ofthese

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University

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researchquestions for this stage of the study are: 1. What are the different types of feedback coaches provide and what characteristics distinguish the different types of feedback? 2. What is the relationship between coach feedback and the development of the experimental models and strategies students apply as they work to complete the assigned task?FeedbackFeedback is an essential tool used by instructors to close the gap between current performanceand desired performance. In education, it takes many forms, including interactions both insideand outside the classroom. Feedback inside the classroom has been found to have a strongconnection to student performance and learning.4 Additionally, the importance of office hourshas been identified and

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville (TAMUK); Selahattin Ozcelik, Texas A&M University, Kingsville; Nuri Yilmazer, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville

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design competition simulated a-posteriori forest region, shownin Fig. 1, with obstacles, shown in Fig. 2, recently affected by a wildfire. The autonomous andself-contained robots were expected to successfully navigate through the simulated area andretrieve the pre-defined objects representing soil samples and return to the designated startinglocation. The 8’x8’ competition platform was constructed of medium density fiberboard. Theface of the surface was painted with White Rust-Oleum ® 1990. The obstacles included 2”wooden dowels used to simulate downed trees, shown in Fig. 2-a, 4” x 4” x 12” high lumber postsections that replicate standing trees, shown in Fig. 2-b, and standard gallon sized paint cans thatsimulate boulders, shown in Fig. 2-c

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University

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work together to decrease rampup time to competentperformance in the engineering workplace. Initial academic coalition members could includeengineering colleges of Boise State University and two or three engineering colleges from otheruniversities.1 The initial academic members would recruit industry members to the coalition.The coalition itself would work much like an engineering research center. Where existing centersengineer new, emerging technologies that transform technologies and the economy, the proposedcoalition would work to transform the transition that engineers make from the university to theworkplace. Proposed revenue streams would include monies from:  Membership fees.  Shared research in areas of mutual interest in

Conference Session

NSF Grantees’ Poster Session

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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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cost effectiveness issues due to the recent economic crisis. Manufacturingcompanies are cautious about sustainable workforce, particularly in equipment operation. Theworkers’ faulty operations could cause significant damage of the facilities and personal injuriesand safety hazards. Therefore, the intensive, informative and 24 hour access learning andtraining tools are demanded. This is a collaborative project between IMSE department and MEdepartment to significantly enhance effectiveness in cyber based learning. This collaboration isto address the fundamental, yet challenging problem in manufacturing education: (1) How toimprove teaching and learning effectiveness in online course and facility oriented learning andtraining; (2) How to better

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

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

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. Introduction and OverviewLearning in the Transportation Engineering field requires thorough content knowledge and asound conceptual understanding of applied engineering principles. Delivery of course contentneeds to utilize a platform for creative instructional activities that can capture and maintainstudents’ attention towards the course objectives. Computer-based educational games can bemodeled to deliver specific learning objectives and supplement adaptive learning, role-play, andsimulations [1]. Previous research concluded that the introduction of a game into a course canmotivate students toward understanding the course material [2]. Well-crafted games can transferknowledge in an efficient way and help students understand the concepts better, as

Conference Session

NSF Grantees’ Poster Session

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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

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development community about the model-basedenterprise (MBE). The MBE could provide significant opportunities for efficiency andeffectiveness in product development 1. At the core of the MBE are computer-aided design(CAD) models that allow for the more efficient completion of tasks associated with productdevelopment. These include computer-aided engineering simulations, computer-aidedmanufacturing processes and other manipulations of the digital artifacts. CAD models combinedwith product lifecycle management (PLM) systems have long been proposed as providing greatbenefits 2. However, these benefits are predicated on the ability of CAD models to be easilyreused and understood by the various actors across the commercialization process. This requiresa

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Maura J. Borrego, Virginia Tech

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, andinternational field. There is a clear need for a standardized terminology and organizational system – a setof keywords – to map the field and communicate research initiatives. Such a taxonomy could providemultiple benefits, including:  better connections between research and researchers;  more accessible research results,  recognition for and identification of emerging research areas,  a way to describe the diversity of engineering education research areas, and  a common terminology with which researchers could frame their efforts.The goals of our NSF-funded project, then, are two fold: (1) to develop a comprehensive taxonomy ofkeywords that could be used to describe engineering education research projects, publications, authors,and

Conference Session

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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. 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

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Arash Kialashaki P.E., University of Wisconsin-Milwaukee; Ethan V. Dupe-Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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adaptivequestioning to learn the extent of a student’s knowledge of a subject, and then designs itsinstruction to address the topics for which the student is ready. ALEKS does not rely onmultiple choice questions, but rather has the students enter answers using math symbolsfor each problem. Further details on the usage of ALEKS in this program can be found inReisel, et al.11Table 1 provides a summary of the number of students in each cohort, the number ofstudents who improved their math placement through the bridge program, and thenumber of students who participated in the bridge program who then enrolled in Math116 and Math 231 in the Fall semester. Note that all the students who enrolled in Math231 had placed up into Calculus I through the bridge program

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Garrick A. Aden-Buie, University of South Florida; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida; Ram Pendyala, Arizona State University

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24.195.2 c American Society for Engineering Education, 2014 Are Multiple-Choice Questions Suitable for a Final Examination in a STEM Course?1 IntroductionAs the discourse on educational strategy has shifted in recent decades from a focus on teachingto student-centered learning objectives, the role of student assessments has shifted frommeasurement of topic mastery to the "constructive alignment" of assessments with the learningprocess1. In this context, examinations and other assessments undertaken during the progressionof a course both measure student achievement and guide the learning process through structuredformative feedback2.Comprehensive final examinations, in

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

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

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macroethical and practical conceptualization of engineering work.As early as 1999, the American Society for Engineering Education (ASEE) Board of Directorsrecognized this need and declared, in an official statement, “ASEE believes that engineeringgraduates must be prepared by their education to use sustainable engineering techniques in thepractice of their profession.”1 Engineering professional disciplinary societies have responded byincluding sustainability as part of Engineers’ Codes of Ethics: the first “fundamental canon” ofthe American Society of Civil Engineers (ASCE) Code of Ethics includes that engineers “shallstrive to comply with the principles of sustainable development;”2 the American Institute ofChemical Engineers (AIChE) includes

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Ismail I. Orabi, University of New Haven; Joseph J. Rencis P.E., Tennessee Technological University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Ella R. Sargent, University of the Pacific; Brock Dunlap, University of Texas, Austin; Christopher Allen Wejmar, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy

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1  Introduction As educators advance engineering education, active learning tools are becoming preferredchoices for addressing how students struggle with complex topics in engineering, especially as afunction of their backgrounds, demographics, and personality type. In order to move beyond thetypical road bumps encountered when teaching difficult concepts, contemporary methods arebeing developed that seek to engage students actively, inside and outside the classroom, as wellas kinesthetically through the various human senses. Such approaches have the potential toimprove student comprehension and knowledge retention, and most importantly, to increasestudents' interest in the material. [1]Assisting students in the learning of imperative