Conference Session

Assessment in Engineering Graphics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Niall Seery, University of Limerick; Diarmaid Lane, University of Limerick; Donal Canty, University of Limerick

Tagged Divisions

Engineering Design Graphics

students graphically communicate their design solution effectively?  Will students work produce evidence to suggest that they understood the conceptual approach of a DCG brief (by comparative experience)?  Is there evidence on completion of the process that the students have the capacity to reflect on the activity and derive an educational value/meaning?ApproachThis study was conducted with third year undergraduate students on the Materials &Construction and Materials & Engineering initial teacher education degreeprogrammes at the University of Limerick. The activity took place within theirEngineering Design Graphics 1 module in the first semester of year 3. The approachtaken to the graphics module was to divide the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University

Tagged Topics

NSF Grantees

then linking concepts.Table 2. Comparison of the overall class averaged learning styles Active Reflective Sensing Intuitive Visual Verbal Sequential Global 68.4% 31.6% 84.2% 15.8% 89.5% 10.5% 72.2% 27.8% Figure 2 a – d compare the eight learning styles identified by in Richard Felder andBarbara Soloman3. The graphs show the preference level and the number of students with thatpreference. The engineering students in the course tended to prefer active, sensing, and visuallearning. Interestingly, the sequential and global learning preferences appeared to have a

Conference Session

What Else do Environmental Engineers Need to Know

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahbub Uddin, Trinity University

Tagged Divisions

Environmental Engineering

also give a five minutes presentation and conduct class discussion/debate on acontemporary environmental issue as soon as it appears as a news item. Students maintain aportfolio/journal of all the articles on contemporary environmental issues they read over thesemester. At the end of the semester each student is required to submit his/her portfolio of sevenarticles along with his/her reflections and assessment of each articles. In addition, studentsconduct environmental caucuses similar to town hall meetings, and write two term papers oncontemporary environmental issues.Course OverviewThe Fundamentals of Environmental Engineering course is intended for sophomore /juniorengineering students at Trinity University1. This course is also open for

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University; Lauren Madden, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teacher scientific representational practices during STEM-basedelementary technology and science instruction. Many elementary schools make use of inquiry-based science kit curriculum2‐4 that supports standards-based STEM instruction. Theprofessional development was designed to enhance the use of these high-quality curriculummaterials. Through multiple modes of data collection—including classroom observations,photographing student science notebook pages, and teacher and student interviews— a research-based strategy to enhance student learning around core STEM concepts has emerged. Arecognition that professional development is cumulative and reflective, a number of cycles offormal workshops, classroom observations, interviews and analysis of

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanna Long, Ph.D., Missouri University of Science & Technology; Hector J. Carlo, University of Puerto Rico, Mayaguez; Scott E. Grasman, Rochester Institute of Technology (COE); Abhijit Gosavi, Missouri University of Science & Technology; Leonardo Bedoya-Valencia, Colorado State University - Pueblo; Laura J Collins, Center for Research and Learning

Tagged Topics

NSF Grantees

the class and progress toward learning goals at mid-semester. At the end of the course,students completed an RA activity designed to measure their self-reported progress in personallearning. RA activities reduce bias through the use of reflective response regarding increases inpersonal knowledge and are considered valid measures of programmatic change4 similar to thecurriculum innovation developed by our collaborative partnership. Sample RA tools are below.Purpose of the AssessmentToday’s engineer faces a complex assortment of challenges in the modern global businessenvironment. Awareness of these issues should be an essential component of any engineeringmanagement program. Through a NSF-funded, ongoing curriculum development effort

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Lisa Benson, Clemson University; Catherine McGough, Clemson University

Tagged Divisions

Computers in Education

in class, butdo not have the capability of capturing, archiving and annotating student Ink and audiocommentary in a way that allows detailed analysis of cognitive processes and error types thatwas needed for our research.The digital Ink software (MuseInk ©) has a playback function that allows students to replay theirentire problem solution which facilitates review of and reflection on their work. It is believedthat this functionality will help students become more aware of mistakes they made in theprocess, the strategies they used, and how they organize their work in order to identify areas forimprovement. There is also a means for identifying important features within the work byassociating tags at specific points in the solution. This can

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Willie K. Ofosu, Pennsylvania State University, Wilkes-Barre Campus

Tagged Divisions

Computers in Education

based on theradiation patter.Figure 1 shows E- and H-field patterns present in the electromagnetic radiation, anddemonstrate some irregularities in the patterns, and helps the students to relate theory to theexperimental results observed. Had this experiment been performed in an anechoic chamberwhere reflections are eliminated no irregularities will be present. This demonstrates to thestudents the effect of reflections from objects that are present in the laboratory setting.Figure 1. E- and H-fields of a Half-wave (λ/2) DipoleFrom this, the students get to appreciate reflections from objects such as buildings in a reallife application of radio transmission. For this example, students can place objects at differentlocations in the

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

in developing theepistemic frame of many professions, especially those that require innovation, is some form ofprofessional practicum7,8, which is an environment in which a learner takes professional actionin a supervised setting and then reflects on the results with peers and mentors. Skills andknowledge become more and more closely tied as the student/learner learns to see the worldusing the epistemic frame of the profession. Cornerstone and capstone design courses inundergraduate curricula are examples of professional practica in engineering.Prior work has also shown that epistemic games—learning environments where students game-play to develop the epistemic frame of a profession—increase students’ understanding of andinterest in the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

Tagged Topics

NSF Grantees

largest presence in the US),the demographics highlighted below will reflect the makeup of the U.S. Army. For FY 08: Female 16.3% White 61.1% Black 21.1% Hispanic 11.9% Asian 03.3% Other 02.6% High School Diploma 82.8%These demographics suggest that approximately one-third of the potential target populationcould be underrepresented students. It is our intention to use the cohort model, and supportcourses (supplemental instruction and peer mentoring) to attempt to address the needs of thesestudents. We believe that a veterans’ transition course

Collection

2011 Spring ASEE Middle Atlantic Section Conference

Authors

Gay Lemons; Adam Carberry; Chris Swan

undergoes morealterations as new elements of relevant information are retrieved and processed.In this study, we utilized the design strategy framework developed by Kruger and Cross [19, 20] toinvestigate the EDP of students. They identified the following four design strategies:1. Problem driven • Focuses on defining the design problem • Uses only the information needed to formulate the problem • Little time is spent enlarging the information space • Solution reflects specialized problem2. Information driven • Focuses on gathering information • Solution reflects the many requirements found in the assignment • Strict problem definition • Solution is focused3. Solution driven • Scans

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Ronald L. Miller, Colorado School of Mines

Tagged Topics

NSF Grantees

 actually  occurs.    It  is  key  in   this  step  that  the  students  can  observe  that  there  is  not  a  “trick”  involved.     Appropriate  guidance  from  a  faculty  or  teaching  assistant  during  this   experiment  is  beneficial.     3) Students  must  complete  a  post-­‐lab  homework  in  which  they  reflect  on  the   discrepancies  between  the  experiment/simulation  and  their  prediction,   describing  how  the  two  were  different  and  revising  their  answer  to  reflect   Page 22.885.3 what

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 22.1157.6For this study, a semi-structured interview protocol was employed in order to obtain a measureof consistency among the interviews, with each interview lasting approximately 60 minutes. Theprotocol was designed to allow the participants to talk about their previous experiences withprogramming in a general sense in order to prime them for the reflection needed to answer thein-depth questions about their understanding23. This is a key component in conducting aphenomenographic research study, as it is only through this process of reflection that theparticipant is able to fully articulate their experience or understanding, especially if thephenomenon under investigation is a specific event or experience. However, reflection is a

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

and Self-Objectives; examinations) Assessment andPresentations) Self-Reflection Items)In the set up to the Are students Are the students Is the teacherlesson or within the directed to actively assessed in a way presented withmaterials presented connect math and that allows them to materials in trainingduring the lesson, science concepts to demonstrate that wouldare math and science engineering connections of math explicitly connectconcepts explicitly concepts in their and science

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Curriculum Content Standard 9.1: 21st Century Life and Career Skills describes skillsthat prepare students to engage fully in civic and work life. The standard includes six strands,which reflect the Framework for 21st Century Learning. 4 For the purpose of this study and asmentioned above, we are focusing on the skills of collaboration and communication, although itis expected that engaging the students in a variety engineering activities will also improve theirability to think critically and solve problems. That topic will be addressed in a larger study of allof the students whose teachers are part of the NSF funded PISA2.Partner ClassThe partner school is located in Jersey City, the state’s second largest city. The school districthas 28,218

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Perry Samson, University of Michigan

Tagged Divisions

Computers in Education

. Page 22.532.31 LectureTools (http://www.lecturetools.com) is freely available to all higher education instructors in the United States and Canada.3. Methods3.1. Design The LectureTools classroom application is built around the hypothesis that students learnbetter when they have opportunities to actively assess their understanding as material is beingpresented, to pose questions and get feedback during lecture, and to reflect on their learningoutside of class. Inherent in this approach is a need to facilitate “Concept Tests,” a series ofquestions posed to students, requiring their responses as either a means to introduce a topic or totest their understanding. LectureTools promotes this instructional strategy with the expectationthat

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Diana Papini Warren, Maui Economic Development Board; Frank R De Rego Jr., Maui Economic Development Board, Inc.; Kanesa Duncan Seraphin, University of Hawaii at Manoa

Tagged Divisions

K-12 & Pre-College Engineering

overview of the scientific inquiry process and explicitalignment to the state science standards. Interdisciplinary STEM connections are also outlined.Three modules are provided on the following topics: energy auditing, photovoltaic solar energy,and wind energy. Each module presents some background topical information for the teacher,however the theme is facilitating authentic inquiry by way of students getting hands on withresearch, building, designing, and testing right away. Student worksheets are in the form of labreports with hypothesis development sections that help students clearly establish and controlvariables, data collection tables to facilitate multiple trials, and sections to encourage reflection,analysis, conclusion development, and

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Engineering Ethics

. Page 22.587.1 c American Society for Engineering Education, 2011 Engineering Ethics and Justice: How do they Relate?AbstractEngineering professional societies have revised their ethics statements in recent years to includeadditional issues such as sustainability and environmental protection that were not in earlierstatements. These changes reflect changes in our society and changes in how engineers see theirrole in society. This paper will examine the issue of justice, and how/whether it should be inengineering ethics codes.One example of this issue was when members in the Engineering Ethics Division were requestedto aid ASEE in a revision of its policy on engineering ethics education. We had

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kimberly Lau, University of California, Berkeley; Mary Kathryn Thompson, KAIST; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

accessibility for research, shorter length questionnaire andthe ability to benchmark against prior work. Having fewer questions was particularly important,as we needed to translate the survey into the Korean language to administer in Korea. Page 22.31.2The Kolb model is based on the idea that “knowledge is created through the transformation ofexperience”17,18, and is built on two axes. The vertical axis represents how one thinks aboutthings, while the horizontal axis represents how one acts on things. The end of each axiscorresponds to a cognitive or behavioral extreme: Concrete Experience versus AbstractConceptualization, and Reflective Observation

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

250engineering based modules that are available for public access. To assess the effectiveness of theprogram, the fellows, teachers, and students were monitored throughout the school year. Thefellows completed multiple surveys and wrote weekly reflection journals. The students weresurveyed at the beginning and end of the year, while the teachers completed mid and end of yearsurveys. Evaluations of all three populations showed positive outcomes. The fellows developedtheir communication skills in the classroom and gained experience communicating their researchto a non-specialized audience; the teachers reported their partner fellow as being a valuable assetto the classroom in a number of ways; and the students showed an increase in their knowledge

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A. Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

framework is intended to form theorganizational infrastructure for creating a repository of course materials and an onlinecommunity for course developers and instructors.The proposed framework will help faculty develop expertise in adapting existing innovativecourse materials and standards for defining technological literacy and incorporating themefficiently into their own courses.What Is Technological Literacy?In 2006 the National Academy of Engineering published Tech Tally 3. In this document the NAEdefined technological literacy as “an understanding of technology at a level that enables effectivefunctioning in a modern technological society”. This reflects E.D. Hirsh’s definition of“literacy” as “information that is taken for granted in public

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo - SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Omar M. Ashour, Pennsylvania State University ; Timothy W. Simpson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Xaver Neumeyer, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic; Wei Chen, Northwestern University

Tagged Topics

NSF Grantees

exercises. Kolb[24] argues that learning is a four-stage process involving the four learning modes of concreteexperience, reflective observation, abstract conceptualization, and active experimentation. Wepropose that Kolb’s four stages of learning can be mapped to the four phases of archaeologicalexploration as shown in Figure 2.Specifically, during the preparation phase students will reflect on what they know about thefactors that impact the design of particular products and postulate responses to several questionsrelating to economic, societal, etc. aspects of the designs. The excavation activities serve asconcrete experiences where students can physically dissect products and perform appropriateresearch to develop well-reasoned answers to

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

thesystem are represented as dotted lines because this kind of work requires researchers tobridge domains. Identifying these concepts (the top of the pyramid) will inform Page 22.1038.13curriculum development.The bottom of the pyramid describes learning strategies and kinds of thinking necessary,e.g. computational thinking and the ability to handle complex systems. The bottom partof the pyramid may inform pedagogical approaches.Implications of the use of PCK as a theoretical framework to conduct research inengineering education relate to a) the need for better integration between content andpedagogy that is informed by and reflects what practitioners do, b

Conference Session

Materials Experiments, Labs, Demos, and Hands-On Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology; Steven John Kosciol, Rochester Institute of Technology

Tagged Divisions

Materials

capacitance of a liquid column whose height changes with tilt. The inclinometer’selectronic equilibration and response is quite sluggish. These inclinometers are designed forapplications where either the angle is static or angle changes due to vibrations need to beminimized by damping. In Figure 7, the horizontal error bars for inclinometer data reflect this0.15° uncertainty whereas the troptometer data error bars reflect the least count of 0.1°. We arehoping to replace each inclinometer by an iPod Touch to remedy the issue of sluggish response,and our initial results appear promising.Conclusions1. Students encounter three difficulties in using the existing troptometer: (i) keeping it aligned while mounting it on a specimen, (ii) reading its

Conference Session

Engineering Ethics Issues Part One

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Margaret Huyck, Illinois Institute of Technology; William C. Oakes, Purdue University, West Lafayette; Jill L. May, Illinois Institute of Technology

Tagged Divisions

Engineering Ethics

dilemmas and uncertainties in engineering. The method is Page 22.1436.2modeled on validated instruments designed for other contexts and on major theories in moraldevelopment. The second instrument is a team ethical-climate measure we adapted from onevalidated in business contexts. This measure asks students to self-report their perceptions of theethical behavior of their teammates. The third instrument is a taxonomy of ethicalcomprehension that can be used as a rubric for assessing ethical reflection essays. Our goal forthe first two measures is to demonstrate both reliability and validity by utilizing acceptedpsychometric strategies. Our goal

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST

Tagged Divisions

K-12 & Pre-College Engineering

                                                                                                                       1  This material is based upon work supported by the National Science Foundation under Grant No. 0426421. Any Page 22.1508.3opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the National Science Foundation.   The focus of secondary level engineering education, however, has largely been onprocess. The Standards for Technological Literacy (STL),9 for example, include design-orientedstandards that

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida, Gainesville; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

ASEE Global Programs

should look beyond current assessment strategiesand find ways to engage participants in active reflection while abroad in order to support adiverse array of possible learning outcomes.Introduction Engineers in both industry and academia recognize that engineering is a global profession(Committee on Prospering in the Global Economy of the 21st Century, 2007; Continental AG,2006; National Academy of Engineering, 2004) and that engineers of today must be able tocollaborate with colleagues and clients from cultures that differ from their own on projects of Page 22.749.2global impact (Downey et al., 2006). Engineering educators have also come to

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Tracy D Blake, Utah State University; Wade H. Goodridge, Utah State University; David Dwight Sam PhD, Utah State University

Tagged Divisions

Two Year College Division

. Page 22.1411.2• Promote Distance Delivery of Engineering Education: To engage remote students in a distance delivered framework with a geographically dispersed instructional team.• Promote Engineering Professionalism: To educate students in the profession of engineering and engineering ethics by highlighting the experiences of a multidisciplinary instructional team and practicing engineers as invited speakers.• Promote Engineering Recruitment and Retention: To excite students to complete engineering degrees and join the engineering profession with a learner-centered instructional environment.Based on the desired outcomes, instructors improvised the team at a distance-teaching approachto reflect the primary tenets of the

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Farris, Grand Valley State University; Paul Merritt Lane, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

Afternoon Evening Week 1 Culture Class Repair Products for Reflection, processing, Culture Business and Residents faculty led discussions, language debriefings and journaling Weekend Visit Revolutionary Monument, Entrepreneurial Cookie Factory, Solar Center, Typical Mountain Community, and Somoto Canyon Faculty Lead Discussions and Debrief. Week 2 Spanish Class Work in Local Reflection, processing, Culture Business and Manufacturing Companies faculty led

Conference Session

Interdisciplinary Approaches to Teaching and Outreach

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England College

Tagged Divisions

Materials

polymer form areference located in Knovel, and leaving Google images as a source to find really greatpictures of their product and/or application. Papers reflected similar use of new and oldvocabulary, references with proper citations, and complementary pictures. Page 22.873.6SURVEYSStudent surveys were also used to gage the impact of a directed and focused informationliteracy activity on student’s past, present, and future habits, as well as possible effects onlifelong learning.Questions included personal comments on the sources of information which theyselected, and insight on the value of the library session, and the resources availablethrough the

Conference Session

Capstone Design Projects in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lynne A. Slivovsky, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; J.Kevin Taylor, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Electrical and Computer

recreational activities. The end-users of these devices are given opportunities to exercise and experience greater independencethrough the devices designed by students in the class. This paper presents the design of thecapstone class and the intent behind the in-class activities and out-of-class assignments thatguide students through the design process.BackgroundService-learning occurs when “Students engage in community service activities with intentionalacademic and learning goals and opportunities for reflection that connect to their academicdiscipline” (Cress et al, 2005)1. It has been shown to be one of ten high-impact (i.e., those thatprovide for deep learning) “educationally purposeful activity” 2,3. The reflection aspect ofservice-learning is