Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

Engineering Research and Learning (INSPIRE). Her research interests center on implementation and assessment of mathematical modeling problems. Page 22.1218.1 c American Society for Engineering Education, 2011 Realistic Open-Ended Engineering Problem Solving as Sites for Postdoctoral Researcher Training in Course Instruction and DevelopmentAbstractTraditional roles of postdoctoral researchers often involve scholarly activities that are focused onresearch and grant writing. Seldom do PRs receive training on activities pertaining to curriculumand instruction – topics that are important if these PRs

Conference Session

Manufacturing Capstone and Design Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University; Rachel Klapper, Middle Tennessee State University; Sandi Hyde, Middle Tennessee State University

Tagged Divisions

Engineering Technology

have been well documented. A study conducted in 1998 suggestedthat as few as 8.5% of students leave engineering studies due to poor academic performance.1An oft-cited study conducted by Vincent Tinto reported that student involvement in learningcommunities promoted student retention. Tinto writes that, “For some students, especially thosewho, in the past, had struggled in school, the collaborative environment of the learningcommunity provided a safe place, a smaller knowable place of belonging, in which they werevalued and in which they discovered they could learn.”2 In subsequent evaluations, Tinto alsoidentified academic and social support networks as crucial components of student retention.3Laboratory projects can provide students with both

Conference Session

Developments in BME Pedagogy and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hatice O. Ozturk, North Carolina State University; Dianne Raubenheimer, North Carolina State University

Tagged Divisions

Biomedical

the college Information Technology and Engineering Computer Services (ITECS),Academic Affairs and the college assessment committee, and it demonstrates a wider collegecommitment to supporting and enhancing assessment processes. The purpose of the programassessment tool and database is to provide a 'one-stop' destination through which faculty cancreate assessment matrices and tasks, enter assessment data, generate results, interpret findingsand write reports. Overall, it is a tool to manage the assessment processes of each engineeringprogram. Also, administrators are able to monitor the progress of individual programs againsttheir assessment plans.Throughout the development of the tool, the authors of this paper had bi-weekly meetings withthe

Conference Session

Student Learning and Assessment I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College; Tom Spendlove, Baker College, Flint; James Riddell, Baker College, Flint

Tagged Divisions

Mechanical Engineering

. Students will have to select a topic they Page 22.252.3consider relevant, and write a short paper discussing this topic.c) Class Discussions.This assignment also serves the purpose of increasing student knowledge of contemporaryissues, through learning from peers, and discussing various points of view on the same issue.Students will each be given about five minutes to present the topic they chose for their WrittenAssignment to the class. In five minutes students will have to present the topic, answer questionsfrom classmates, and debate their point of view.d) Rubric.The rubric will be used to evaluate students’ answers to the Two-Question Survey

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

data analysis showed differentpatterns between male and female students‟ peer relationships and support systems. Furthermore,male and female students also tended to adopt slightly different coping strategies relative to thedemanding course workload. While male students were more likely to form a quick socialnetwork and to build “learning relationships” with “like-minded” others most female studentstended to work alone and exclusively focused on academic work while not seeking more diverseand non-academic social networking opportunities. Each strategy seems to present some positiveand negative consequences.IntroductionDuring the last two decades, there has been growing consensus among engineering educators andpolicy makers that the retention

Conference Session

Entrepreneurship Courses and Outcomes II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica R. McCormick, Indiana University Purdue University, Indianapolis; Beverly Radloff, Indiana University Purdue University, Indianapolis; Nancy Lamm, Indiana University Purdue University, Indianapolis; Terri L. Talbert-Hatch, Indiana University Purdue University, Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering students. In addition, the dual degree students average moreoffers during their first full-time job search. Once employed, the EDDP respondents werepromoted at a faster rate than their peers in the traditional engineering program.The final research problem asked if there is a need for engineers to have a well-roundededucation. Since it has been shown that the EDDP students are more successful during their firstfull time job search, one would think that the need does exist. In addition, all the responses ratedit is, at least, somewhat important to have five of the seven non-technical components(communication and writing skills, the ability to work in a team, cultural exposure, and languagecourses) while searching for jobs. The EDDP

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Graduate Studies, Student

community; it is “the development of the individual as a social being andparticipant in society,” (p. 3) a process undertaken so that individuals can conform to theirsocieties or groups 2. The process of socialization generally includes acquisition of transmittedknowledge and language, and “learning of social roles and of moral norms” 2 (p. 4).This definition of socialization can be translated to the context of doctoral education. In thiscontext, the process of socialization still involves an individual‟s process of becoming a part of agroup; the difference lies in the community or culture the individuals are being socialized into.Golde 3 writes that socialization for graduate students is really an “unusual double socialization”(p.56): students

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Don E. Malzahn, Wichita State University; Lawrence E. Whitman, Wichita State University; Zulma Toro-Ramos, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

and discuss the issues. This isintended to build a vocabulary of leadership concepts that directly relates to their currentcognitive and affective structures. Additionally there are several team lead workshops (10)designed to develop team management skills for the whole class (group decision making,presentations, conflict resolution, meeting management, and project planning and scheduling,etc.). Each of these experiences and activities is examined at the immediate and direct level thenviewed “from the balcony” for analysis.Multiple direct and indirect assessments of leadership development and skill mastery are used.These include detailed peer assessments using the new leadership vocabularies, progress inpersonal skill development, written

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the

Conference Session

Recruitment & Retention of Women II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth T. Cady, National Academy of Engineering; Norman L. Fortenberry, American Society for Engineering Education; Catherine Didion, National Academy of Engineering

Tagged Divisions

Women in Engineering

programs, mentoring, and research opportunities,while the least successful programs emphasized peer mentoring over other activities. Theprogram directors who saw the most increase in women’s degrees also talked of initiating aneven wider range of activities if they could, while directors with low-performing programsdiscussed continuing and expanding the same activities they were already carrying out. Thesefindings suggest that successful retention of women in engineering is aided by programs thatwork within the institutional context and provide a wide range of support and communityprograms for students9. Page 22.1607.4Although successful programs

Conference Session

Automation Subjects in Manufacturing Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Manufacturing

. With theconclusion of the project, each team needs to deliver a working product. Members also need toassess their peers’ work through peer review.Each progress reports are 12% of the project grade adding up to 60% of the overall project grade.Final report, presentation, and successful demonstration are worth 30%. Peer review is theremaining 10% of the grade. 10% extra credit is added to the grade if teams choose to use CADin the design process or utilize additional means not mentioned within the objective section ofthis assignment sheet. Page 22.558.4Student teams conduct relevant fixed-goal laboratories and homework assignments to

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Frank, Queen's University; David S. Strong, Queen's University; Rick Sellens, Queen's University

Tagged Divisions

Design in Engineering Education

peer mentorship to develop leadership and additional support for early year studentsFollowing the guidelines of the Washington Accord12 , the CEAB has established a requirementfor Canadian engineering programs to demonstrate that graduates possess attributes in twelvecategories:5 1. Knowledge base for 7. Communication skills engineering 8. Professionalism 2. Problem analysis 9. Impact of engineering on society and the 3. Investigation environment 4. Design 10. Ethics and equity 5. Use of engineering tools 11. Economics and project management 6. Individual and team work 12. Lifelong learningThe EDPS

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

course for mechanicalengineering students. The course meets 3 times per week, has no associated laboratory and includeshomework sets, quizzes, and midterm and final exam. Collaborative student-centered learningtechniques including in-class problem solving using clickers, peer to peer instruction, discussionswith student neighbors, calling on students for answers, and handing out partially completed notesare employed. Conceptual questions are included in addition to calculation-based examples. Thehomework assignments are completed by about half the students in two-person teams, while the restelect to do them individually. Each time that a homework solution is submitted, the students take anin-class quiz that assesses their knowledge of the

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Cecelia Wright Brown; Kofi Nyarko; Kevin Peters

Instructional ActivitiesThe application of visual/spatial intelligence Language Arts - By reading (metaphors and analogies), writing, understanding charts and graphs, developing a good sense of direction, manipulating images, constructing models, designing practical objects and interpreting visual images.To increase the girls verbal/linguistic intelligence Speech - Cultivate public speaking skills (oral presentation of

Collection

2011 Northeast Section Meeting

Authors

Steve Klosterman; Simon Pitts; Steven McGonagle; Carey Rappaport

over 20 industry partners who provide a core group of students,referred to as candidates and typically engineers early in their careers, vetted by company-specific talent review processes to participate. The diversity of companies, engineeringdisciplines and experience represented by the members of this cohort add cross-cultural richness,facilitating opportunities for peer learning. In addition, the tight integration with companies,accentuated via the Challenge Project (covered later), ensures that both the program and facultystay attuned to current industry concerns, practices, trends and needs.The cohort meets regularly as a group, in classroom and laboratory scenarios, share a joint studyarea, participate in multiple team projects and

Conference Session

A Systems-Thinking Approach to Solving Problems

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald C. Rosenberg, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Systems Engineering

competitive peer comparisons.The self-assessment report data provided documented evidence of significant growth in oralcommunication skills for almost every student. Furthermore, the data provided insight into waysfor the instructors to improve the students’ experiences in subsequent course offerings.Introduction: course context and goals for student learningThe recent impetus to rethink our national policy for engineering education originated with theNational Academy for Engineering report Educating the Engineer of 2020.1 As Redish andSmith expressed it: “The increasing importance of technology in our modern economic systemand the increased globalization of scientific and technological ideas, development, andproduction have focused national

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.S. Chen, Miami University; Steven Elliott, Miami University, Department of Economics; Mark Boardman, Miami University

Tagged Divisions

Multidisciplinary Engineering

, students are engaged with others across disciplines. This interaction serves toenhance peer-to-peer education and build knowledge among student cohorts. The group projectsand debates enhance students’ knowledge and oblige them to analyze problems frommultidisciplinary perspectivesThe development and teaching of this multidisciplinary course presents challenges to thestudents and faculty in crossing the traditional academic silos. Lessons learned and the necessaryinstitutional infrastructure in sustaining the multidisciplinary efforts are presented and discussed.IntroductionEnergy is not only an economic and technological issue; it is also an environmental and nationalsecurity issue. The Department of Energy reports that the United States consumes

Conference Session

Biological & Agricultural Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frankie Santos Laanan, Iowa State University; Balaji Narasimhan, Iowa State University; Monica H. Lamm, Iowa State University; Carlos Lopez, Iowa State University ; Dimitra Lynette Jackson, Iowa State University

Tagged Divisions

Biological & Agricultural

of study. Similarly, students stated that their projects were notonly interesting; but also challenging, and that they were able to learn more about managing timeand accomplishing different tasks in a short period of time. Moreover, students expressed that allworkshops and activities during the REU BioMaP research program helped them to betterdevelop their ability to write effectively, to think critically, to interact with others and to openlycontribute to group discussions.In addition to the quantitative data, a qualitative component will provide a rich, in depth-description of student experiences. Specifically, this component of the analysis will portray theexperiences of students; their role in the labs and different tasks during the 10

Conference Session

New Teaching Methods in Construction Eduction

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ifte Choudhury, Texas A&M University

Tagged Divisions

Construction

. Page 22.1450.1 c American Society for Engineering Education, 2011 Does Watching Video Clips Affect Student Performance in a Construction Science Course at an Undergraduate Level?AbstractThe method of instruction in regular classrooms has traditionally been lectures, sometimes usinga chalk board for writing important concepts. This procedure essentially requires only short-termmemory acquisition and an organization that allows for efficient retrieval of the information.With the increase in class sizes, most teachers find it difficult to disseminate information andengage students in effective learning. The use of information and communication technologies isgradually becoming popular as vehicles of

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

K.L. Jordan, Michigan Technological University; Anahita Pakzad, Michigan Technological University; Renee Oats, Michigan Technological University

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

class, while others justneed a book in hand) and that online learning makes it easier for students to cheat and gethigher grades compared to students in a traditional classroom setting. Comparing onlygrades is not conclusive. Students and faculty tend to believe that even if both groupsearn the same grades, long term retention is going to be higher in the students who sit in aclassroom and interact with others. Page 22.642.6Q8. Does internet based learning help foster strong peer-to-peer relationships andcollaboration?In general, students and faculty were neutral on this subject. They all agreed thatrelationships depend the individual, and that it is

Conference Session

Incorporating Innovative Technologies into the Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Wayne P. Hung, Texas A&M University

Tagged Divisions

Manufacturing

. Thetimely feedback also allowed instructors to adjust and find a more effective teaching method.Lantz 15 highlighted the benefit of Clickers when students have to generate an answer withoutbeing judged by peers, therefore, promoting memory though "generation effect." Keller et al 4survey more than 10,000 students in 94 lecture sessions. They suggested the maximum Clickerbenefit could be achieved if 3-4 questions were given per quiz in practically every lecture (90-100%). Both students and instructors agreed that it would be best to let students discuss during aquiz to foster interaction and improve learning. Kay and LeSage 3 summarized benefits andchallenges of using Clickers in Table 1 in which numerous advantages of how Clickers change apassive

Conference Session

Teaching Analog and Digital Communication: Novel Ideas for Lecture Courses, Laboratories, and Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ratchaneekorn Thamvichai, Saint Cloud State University; Tonya Lynette Smith-Jackson, Virginia Tech; Carl B Dietrich P.E., Virginia Tech; Tamal Bose, Virginia Tech

Tagged Divisions

Electrical and Computer

(SDR) and cognitive radio (CR),human factors in CR, prepare students with basic technical knowledge and skills to conductthe CR-related research project. The research project is carried out in small teams withmentoring and support of tenured faculty, research faculty, and/or research staff. After the intensive two-week technical tutorial, each student team chose a CR-relatedtopic of their interest, conducted a literature search and review, and wrote a prospectus fortheir proposed research project. Each team worked directly with their research mentor andpresented work in progress to their peers and faculty team each week. Mentors in theprogram provided a breadth of experiences and scaffolding both for development of subjectknowledge and

Collection

2011 Northeast Section Meeting

Authors

Sigrid Berka

inbuilt incentives like the faculty-led German Study Tour keep students enthusiastic aboutgiving it all, make them study harder than their engineering peers in the regular curriculum, andgenerate a feeling of belonging to a special group. It raises their slef-confidence and self-efficacy to stay on top of a demanding curriculum. During the study-tour, students can readilyapproach the two faculty leaders and explore the two contexts they are majoring in together,German history and culture and German engineering culture. According to Vogt [5] facultydistance or aloofness lowers self-efficacy, academic confidence and GPA, while academicintegration and faculty approachability has a positive effect on effort, confidence, and criticalthinking. It also

Conference Session

Mechanical and Architectural Engineering Laboratories

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K Lape, Harvey Mudd College; David L Harris, Harvey Mudd College; Matthew Joseph Keeter, Harvey Mudd College; Madeleine S Ong, Harvey Mudd College; Zachary Dodds, Harvey Mudd College

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

to mechanical, chemical, electrical, andcomputer engineering, computer science, design, controls, and energy. Course goals includeexposing students to many facets of engineering and computer science to aid in major choice,developing practical technical skills relevant to subsequent projects, generating enthusiasm forfuture studies, and developing teamwork, design, presentation, and technical writing skills.Through a series of labs including drawing and 3D printing a robot chassis, soldering amicrocontroller circuit board, assembling a gear box, building sensor circuits, machining andcharacterizing hydrogen proton exchange membranes (PEM) fuel cells, C programming, andgenerating and detecting Gold codes, the students design, build, test, and

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

the most usefulaspects of the workshop. The most cited aspect that participants found useful was interactionwith peers. As one participant responded: Working collaboratively with others to develop ajoint project - the interactive process helped to more quickly hone in on a research question.Participants also identified one-on-one interactions with workshop facilitators as very useful.One participant writes it succinctly: 1) Most important: Discussion with facilitators about mytopic 2) Second most important: Discussion with participants about my topic. Participants alsoappreciated the presentation on theoretical frameworks and the opportunity that the workshopprovided for developing their research questions. Common responses to the question

Collection

2011 ASEE Midwest Section Conference

Authors

Sohum Sohoni; David Fritz; Wira Mulia

certainly not allow. You will not share your program code in any way with someone who isnot your lab partner, or someone who is not on your team (if we form teams). You will not pass textmessages, or communicate in any way with your peers during quizzes or exams. You will not copy thesolution for a take-home assignment. It is your responsibility to prevent your work from being copied.Both the student doing the copying and the student allowing the copying will be punished to ensurefairness to those who don’t. I have written up students for violations of the academic integrity policyin the past. It is without a doubt, the most stressful and unpleasant part of my job as a faculty member.Please do not make me write you up. If you do, you will see my

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

Final memos and peer evaluations due (final exam slot)Each team was assigned a customer, with whom they met three times. Customers weredrawn from two main sources: students in EDUC 344: Science as Inquiry and local Cubor Girl Scout troops. Teachers in local school districts were invited and served asoccasional customers occasionally during this project, however the overlap betweenENGR 100 class times and school hours created a significant obstacle to customer-student interactions.Student teams were assigned topics in addition to being assigned customers. Customerswere interested in the given topic, but typically topics came from a “higher” source thanthe customers themselves, such as State Education

Conference Session

Information Literacy: Preparing Students for the Real World

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eugene Barsky, University of British Columbia; Annette Berndt, University of British Columbia; Aleteia Greenwood, University of British Columbia; Carla S Paterson, University of British Columbia

Tagged Divisions

Engineering Libraries

choice”, especially inscience and engineering 4, 5 . 83% of students use GS – an additional 13% had not used it butwant to 4 .Some benefits for students of using GS are: • GS searches citation metadata (and millions of fulltext books in Google Print) • GS searches well into the fulltext of documents • Though GS is not an index in the traditional sense due to the absence of a controlled • vocabulary or thesaurus, it does point to scholarly and peer-reviewed information Page 22.1682.3We believe that introducing students to advanced Google searching techniques enhances theirreal-world searching experience not only for academic

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

), during (Q14), and predict after (Q15) this class. Averages werebefore = 3.2 corresponding to ’24-10% of what I learned was from the literature’, during = 4.8which corresponds to ‘>50% of what I learned was from the literature’, and after = 4.2 which is apercentage of 25 to 49%. Graduate students, as expected rated this higher than undergrads withbefore =5.0 and 2.3 where 2 corresponded to 1-9%, during 5.0 and 4.8, and after, 5.0 and 3.8,respectively. When asked if the course demonstrated the value of peer-reviewed literature,graduate and undergraduate students were in perfect agreement of 4.5 halfway between stronglyagree and agree. In Q17 and Q18, students were also asked their experience reading the journalarticles before the class (average

Conference Session

Innovative Instructional Strategies and Curricula in ECE II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Mohamed F. Chouikha, Howard University; Adam M. Wilson, College of Saint Rose; Adrianna Anderson, College of Saint Rose; Yacob Astatke, Morgan State University; Frederick C. Berry, Milwaukee School of Engineering; Dianna Newman, University at Albany, State University of New York; Judith E. O'Rourke, College of Saint Rose; Thomas D.C. Little, Boston University; Don Lewis Millard, National Science Foundation

Tagged Divisions

Electrical and Computer

homework purposes. Nearly half of thestudents (48%) indicated autonomous use of the board to support out of class learning, and 29%indicated that they used the board with one or more peers to support out of class work. Whenqueried, these students noted that even though the work was not required, they used it to helprehearse, review, and explore concepts. Those working with peers also reported sharing new usesand applications.The application of Mobile Studio at Rose-Hulman is similar to RPI except that the order of thecourses chosen is reversed, since the first courses addressed were electrical systems courses forother majors, not EE. Two different courses were offered in the first phase, one for civil and