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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

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Concept Warehouse,which ultimately could be used throughout the core ChE curriculum (Material and EnergyBalances, Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and MaterialsScience). Conceptual questions, both as Concept Inventories and ConcepTests, will be availablethrough an interactive website maintained through the Education Division of the AmericanInstitute of Chemical Engineers (AIChE), the discipline’s major professional society. The overallobjective is to lower the activation barrier for using conceptual instruction and assessment so thatmany more chemical engineering faculty will incorporate concept-based learning into theirclasses.The specific objectives of this project are to:1. Develop the AIChE Concept Warehouse

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhigang Shen, University of Nebraska-Lincoln; Yimin Zhu, Florida International University

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current research focuses on 1) innova- tive construction engineering education using computer simulations and animations; 2) energy efficient buildings using renewable energyYimin Zhu, Florida International University Dr. Yimin Zhu received his Ph.D. degree in 1999 from the M.E. Rinker, Sr. School of Building Con- struction at the University of Florida. He is an associate professor in the Department of Construction Management at Florida International University (FIU), where he taught a variety of undergraduate and graduate courses and performed research in the area of information science and applications to construc- tion. His research was funded by various agencies including National Science Foundation, Department of

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; John C. Lusth, University of Alabama; Sushma Kotru, University of Alabama

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ObjectivesAfter the successful pilot project had been completed, a proposal was submitted to NSF in theCCLI Phase 1 program. When funding was secured, the project team began planning fordevelopment of laboratory modules that could be implemented in ECE 125 each semester for thegrant period of two years (four semesters). The goal of the proposed laboratory was to exerciseand enhance the creative process in lower level ECE students. It was our desire to emphasizecreativity and visual appearance in the design of a product. The project objectives included: 1) Making ECE more appealing to students early in their academic career; 2) Demonstrating that engineering is a creative process; and 3) Prompting students to think about problems in a

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Sarah Jane Grigg, Clemson University; David R. Bowman, Clemson University; Michelle Cook, Clemson University; Roy P. Pargas, Clemson University / U.S .Air Force Academy

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assessed, and will support futurecomponents of the project (identification of error patterns and assessing effects of priorknowledge). This overall project plan is summarized in Figure 1.Figure 1. Summary of project plan and evaluation plan components: inputs, outputs, outcomes,and evaluation methods.In-class Data CollectionTablet PC software called MuseInk® has been developed by one of our research team membersas a means for collecting digital Ink data. The software allows students to work problems on aTablet PC, and stores the digital Ink in such a way it can be played back, annotated and queried.Students work through problems much as they would with pen and paper, with the added benefit

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University; Punit Deotale, Texas A&M University

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systems, a problem solving environment (PSE) for automated system designhas been developed. The PSE provides a virtual environment for building, testing, andvalidating designs for a process to be automated.This virtual environment allows students to design systems to automate manufacturing processes.Students may build systems to automate either a single type of process (continuous, discrete, orbatch) or a combination of processes (hybrid). The user is presented a toolbox containingequipment and building blocks of automation such as sensors and actuators. The PSE supportsstudents in design problem-solving activities such as (1) reviewing the problem, (2)understanding the process to be automated, (3) line balancing, (4) layout, (5) simulation, and

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Dale R. Baker, Arizona State University; Jessica Triplett, Arizona State University

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misconceptions. Thus, the Pre-post Topic ConceptQuizzes are tools that have been used to measure effectiveness of instruction and conceptualchange. A rubric can also be used to provide a quantitative measure of conceptual gain.Another formative assessment used is the daily, class-end Points-of-Reflection assessment12.These points included: "Most Interesting Point" (with a 1-5 Likert scale), "Muddiest Point" (witha 1-5 Likert scale), and a "What Did You Learn About Your Learning?" point. The MuddiestPoint can reveal what students consider to be a "Difficult Concept" when a large fraction of theclass rates a given concept at a 4-5 average on the Likert scale. High rating averages of the "MostInteresting Point" can reveal positive student attitude on a

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Kaye, Baltimore City Community College; Yun Liu, Baltimore City Community College

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schools in the city’s public school system andimprove their math problem solving skills through hands-on robotics exercises; (e) develop anarticulation agreement between the urban community college’s robotics program and a localfour-year university’s school of engineering for students who wish to pursue an engineering-related bachelor’s degree; (f) provide internship and job opportunities to the robotics program’sstudents and graduates; and (g) improve underrepresented students’ awareness of and attitudestowards robotics technologies. This paper discusses the efforts made towards achieving thesegoals as well as the results and outcomes of each goal.1. Introduction The robotics industry has achieved a high level of prominence in the 21st

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Jianyu Liang, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

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characterization, augment their interest andconfidence in pursuing the subject matter, and encourage them to pursue higher level nano-courses as well as research projects with the support from the NSF CCLI program. Two labmodules, nanopatterned surfaces with relevance for tissue engineering and targeted deliveryof therapeutics and creation and evaluation of mechanical properties of nanowires or othernanostructures, are being developed and planned to be offered in Spring 2011 and Spring 2012.This three-credit course will comprise two major sessions: 1. Lecture and conference for learning background, principles and experimental tools anddiscussing experimental design and lab results; 2. Lab activities for learning and using experimental tools, such as

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Philip J. Parker, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Barb A. Barnet, Univeristy of Wisconsin - Platteville

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Development of an Introduction to Infrastructure CourseAbstractAn “Introduction to Infrastructure” course has been developed in the Civil and EnvironmentalEngineering Department at [institution]. The course is intended for sophomore students andserves two main purposes:1. To introduce the students to civil and environmental engineering and the subdisciplines, and2. To begin the development of an awareness of infrastructure and the challenges facing the United States with respect to infrastructure overcapacity and degradation.A particularly noteworthy aspect of the course is that students completed assessments of variousinfrastructure components, inspired by the assessments completed for the “Report Card forAmerica’s Infrastructure” published by the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald Plumlee, Boise State University

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Engineering at Boise State UniversityI. IntroductionIn recent years, a substantial amount of research has been presented on project-based learning foreducating engineers.[1, 2] It has been observed that this approach fosters a deeper learning andunderstanding of engineering concepts as opposed to the traditional lecture-based coursestructure. In addition, research has documented the prevalence of “Ill-Structured” problems thatengineers face in their professional lives.[3] Posing these types of “problems” in an academicenvironment would better prepare students for higher achievement after graduation, but adoptionis sporadic.A current active research area in engineering education is based on understanding andovercoming the hurdles in transforming from

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yi Guo, Stevens Institute of Technology; Shubo Zhang, Stevens Institute of Technology; Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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dramatically increases design difficulties. The trade-off between size andcapabilities must be taken into consideration. The foremost challenging is miniaturization toobtain an ingestible device. In order to be swallowable, a capsule robot could fit within acylindrical shape 9 mm in diameter and 23 mm long--the size of commercial pill-camerassuch as the capsule Sayaka1, is the smallest endoscopy capsule.Speed: A standard colonoscopy is completed in approximately 20 min-1 hour2, so it isdesirable for a locomoting robot to be able to move fast enough to travel through the colon inthis time. While a fast response time would be preferable, it is impossible to immoderatelyincrease speed because of the dissipation of power and patients' safety.Safety: When

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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following survey questions using the scale 1 ~ 5 (1: strongly disagree, 5: strongly agree): 1. You understand the concept of "filtered back projection method" BEFORE you take this lab exercise. 1 2 3 4 5 2. You understand the concept of "filtered back projection method" AFTER you take this lab exercise. 1 2 3 4 5 3. You have the knowledge and skill to complete this lab exercise without additional study beyond the lectures. 1 2 3 4 5 4. This lab exercise takes you too much time. 1 2 3 4 5 5. You think a better lab exercise can be designed to reach the objectives of this lab exercise. 1 2 3 4

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

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establishing the validity of a direct methodfor teaching and measuring undergraduate engineering students’ professional skills. Proficiencyin engineering professional skills (Table 1) is critical for success in the multidisciplinary,intercultural team interactions that characterize 21st century engineering careers. Yet, programsacross the nation have struggled to define, teach and measure professional skills since theirintroduction as ABET criteria for engineering programs in 20001,2,3,4. In fall 2006, theWashington State University College of Engineering and Architecture partnered with anassessment specialist to create an innovative, direct method to teach and measure the ABETprofessional skills simultaneously. No direct method for teaching and

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Darrin S. Muggli, Benedictine College; Brian Tande, University of North Dakota

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chatsessions for student help, student study group areas, and individual and private student grading. Video of Professor Powerpoint slides or Professor’s writing here Figure 1: DEDP screen shotFigure 1 is a screen shot of a typical DEDP course. Students see video and hear the audio of theprofessor’s lecture as he or she displays the presentation slides (or writing on the board) duringthe on-campus lecture. The presentation slides comprise most of the screen. In addition,professors use tablet monitors to ‘write’ electronically on the presentation slides to highlightimportant information, all of which is captured digitally. Thus, distance-education students willview

Conference Session

NSF Grantees Poster Session

Collection

2011 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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facility partially funded by the National Science Foundation that provides resources for the research and development of distributed medical monitoring technologies and learning tools that support biomedical contexts. His research focuses on (1) plug-and-play, point-of- care medical monitoring systems that utilize interoperability standards, (2) wearable sensors and signal processing techniques for the determination of human and animal physiological status, and (3) educational tools and techniques that maximize learning and student interest. Dr. Warren is a member of the American Society for Engineering Education and the Institute of Electrical and Electronics Engineers.Xiongjie Dong, Kansas State UniversityTim J. Sobering

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

R. Roemer, University of Utah; Debra J. Mascaro, University of Utah; Eric R. Pardyjak, University of Utah; Stacy Bamberg, University of Utah

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sustainable energy theme in our new classes is that it provides a suite of relevant 1.applications that students are motivated to learn about. This pathway allows students tobe introduced to fundamental and applied thermal fluids science concepts while learningcore numerical methods material. Lectures and homework problems in this class includeapplications such as: fluid statics, compressed air storage, wave motion, drag force,optimizing flow in piping networks, and contaminant dispersion. In addition to usingsustainability to motivate various numerical techniques, we have also used it to introducethe more advanced concept of mathematical modeling of multi-process systems andselection of appropriate

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Claudio Olmi, University of Houston; Bo Cao, Smart Materials and Structures Laboratory; Han Wang, University of Houston; Xuemin Chen, Texas Southern University; Gangbing Song, University of Houston

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resources.MethodologyThe primary goal of the developed unified framework is to allow the set up of a distributednetwork of online experiments that works in any Internet browser without the need of any extraplug-in. The project includes three sections: client side, web server, and experiment server.Figure 1 shows the simplest remote laboratory with a single online experiment. Multipleexperiments would connect to the same local web server. The client side browser loads a Web2.0 interface from the web server that is specifically designed for the running experiment. Whenthe client is ready to run the experiment, the user starts the connection to the web server byrequesting the use of the experiment. Afterward, the web server sends the “Start” command tothe experiment

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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function.Examples of pre and post written descriptions and sketched models for five different students areshown below in Figure 1 for van der Waals bonding. Page 22.140.6Figure 1. Pre and Post Instruction Written and Sketched Descriptions of van der Waals Bonding.The data in Figure 1 show that for the pre-topic concept quiz, only 2 of 5 students provided awritten response, and 1 of 5 provided a sketched model of van der Waals bonding. Thedescription for student A0000 was only partially correct in describing the van der Waals bond instating that it was a "weak bond" while student A3743 stated it was a "flexible bond". Theseresults were representative of most

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign

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Inventory at Multiple InstitutionsAbstract A concept inventory is a standard assessment tool that evaluates how well a student'sconceptual framework matches the accepted conceptual framework of a discipline. In this paper,we describe our development cycle to create a digital logic concept inventory. We show that theconcept inventory is a reliable and valid instrument even when administered at multipleinstitutions across the United States of America and can be used to evaluate the effectiveness ofdifferent pedagogies.1. Introduction Instructors in electrical and computer engineering and in computer science have developedinnovative methods to teach digital logic circuits. These methods attempt to increase

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

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vision of MartinLuther King, and the curiosity and wonder of our grandchildren.” This statement implies thatnot only should our graduates be very well equipped with analytical skills but also mastercreative problem solving. Indeed, given the projections2 that (1) the pace of technologicalinnovation will continue to be rapid, (2) the world in which technology will be deployed willbe intensely globally interconnected, and (3) designers, manufacturers, distributors, users willbe increasingly diverse and multidisciplinary; our graduates will need to develop these skillsto a higher degree.Despite this need, however, the engineering education has been observed to do the opposite,at least on enhancing creative problem solving skills. For example

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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STEM fieldsand professional women from local STEM-related businesses to serve as “mentors.”4. Art2STEM ActivitiesArt2STEM activities are created and planned by the coaches. Session dates and times are thenentered into the project calendar for additional planning and tracking. Snacks and drinks areprovided at the beginning of the two-hour, after school club meetings. One of the early activitiesof each project phase is Rapid Prototyping, which will be described in this section6.In one session, students create hand-made models using Play-Doh. During this time, studentsform any kind of Play-Doh animals or creatures using their brainstorming and creativity skills.See Figure 1. Figure 1: Play-Doh ActivityIn the