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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

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led to its development and has been used as an educationalframework for promoting students’ consideration of the broader impacts of engineering onpeople, economics, and the environment. As a result, product archaeology offers students anopportunity to reconstruct and understand the customer requirements, design specifications, andmanufacturing processes that led to the development and production of a product. This paperdescribes: 1) the identification and development of assessment tools for evaluating the impact ofproduct archaeology, 2) the implementation of the product archaeology framework during tworecent academic year semesters in undergraduate engineering courses at all levels across sixuniversities, and 3) assessment results with

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College; David L. Silverstein P.E., University of Kentucky; Margot A. Vigeant, Bucknell University

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institutions thatseeks to evaluate the effect of video generation and viewing on studentunderstanding of several thermodynamics concepts: 1) Entropy and the SecondLaw, 2) Reversibility, 3) Steady State vs Equilibrium, 4) Internal Energy vsEnthalpy, and 5) Reaction Rate vs Reaction Equilibrium (Abulencia – 2012).The focus of this paper is to examine the effect of students viewing peer-generatedvideos (21 total) of the aforementioned topics. The viewing assignment coincidedwith the time that particular topic was being taught in lecture. TheThermodynamics Concept Inventory developed by Vigeant and colleagues wasused to assess conceptual learning and was administered at the beginning andend of the semester (Prince – 2009, Vigeant 2009, Vigeant 2011). The

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Jennifer E. LeBeau, Washington State University; Denny C. Davis, Washington State University; Noah L. Schroeder, Washington State University; Brian F. French, Washington State University ; Shane A. Brown P.E., Washington State University; Howard P. Davis, Washington State University

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LandscapeInstitutions across the nation seek to produce highly skilled and qualified graduates fromnationally accredited engineering education programs. As a result, engineering educationprofessionals require resources for evaluating student progress, assessing student learningoutcomes, and understanding impact of educational projects and programs. Several websites,many of which are supported by the National Science Foundation (NSF), address the growingneed for easily accessible assessment and evaluation instruments. For example, the AssessingWomen and Men in Engineering Project (AWE)1 is a multi-institutional project offeringassessment instruments for K-16 engineering education outreach activities. Purdue’s INSPIRE2focuses on engineering education instruments

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Elsa Q. Villa, University of Texas, El Paso; Peter Golding CPEng, University of Texas, El Paso

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need for furtherimprovement of K-12 science education to develop a more integrated science, technology,engineering, and mathematics [STEM] curriculum to meet the workforce demand and to, moreimportantly, advance citizens’ scientific and technological literacy.While the impetus has been and continues to be on inquiry-based teaching and learning inmathematics and science, the new NRC framework embeds and integrates engineering andtechnology. Engineering provides a logical platform for applying and integrating scientific andmathematical concepts. This framework, as outlined in A Framework for K-12 ScienceEducation, will influence change in the national standards that will now include four core ideas:(1) physical sciences, (2) life sciences, (3

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Paul D. Mathis, Purdue University

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project aims to characterize how engineering students view and approach innovation. Aspects of the research that are accomplished so far include: 1) a multi-phase protocol that includes interviews, process mapping tasks, and think-aloud protocols, 2) a content analysis to determine typical innovation and discovery behaviors used in innovation in technical areas, and 3) a meta-synthesis of assessment methods used in engineering entrepreneurship. Based on the findings from these studies, we made recommendations that inform activities associated with the educational plan including classroom activities and assessment tools. Introduction While innovativeness is a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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engineering knowledge and thinking skills. This paper focuses on the use ofvideo data to uncover and document students’ thinking and development and presents lessonsour team has learned as we use video data to support our investigation. Video data allows theresearcher to review and re-immerse him or herself back in to the original context and explorepoints of interest that could not be captured fully in the field notes, observations and existingartifacts [1].In this study we explore the cognitive discord, which can occur when engineering students, whohave been previously taught convergent mathematical thinking strategies, are exposed to thedivergent manner in which design problems are solved in educational engineering environmentsand in the real

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, University of Nevada, Reno; Courtney June Faber, Clemson University

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drive to master technical concepts, the desire to apply them,innovate, create, solve, and synthesize.1-3 In other words, motivation is a major factor in thedevelopment of metacognitive and solving problem skills. A key factor in student motivation istheir perceptions of their future possible selves, which are also linked to cognition andperceptions of themselves in the present.4-5 This research seeks to help educators understandfactors that contribute to students’ motivation, such as expectations, values, and goals, as well astheir cognition and academic performance. Understanding these relationships will address thechallenges facing engineering educators: increasing interest in engineering, creating a morediverse engineering workforce, and

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University, West Lafayette; Clemencia M. Cosentino, Mathematica Policy Research; Margaret D. Sullivan, Mathematica Policy Research

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transfer process.  Completed 3 papers based on the qualitative research.  Created and presented a research poster on the qualitative research, which was awarded second place in the symposium.  Attended training session on qualitative coding and memo-writing and generating theory for qualitative research.  Made 4 conference presentations and contributed to 1 workshop. Three of the conference presentations were on the above papers.Quantitative analysis of MIDFIELD databaseOur analysis used records for 94,732 undergraduate students from the Multiple-InstitutionDatabase for Investigating Engineering Longitudinal Development (MIDFIELD). MIDFIELDcomprises a census of undergraduate students who attended 11 public institutions between

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Reza Curtmola, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

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second, to help teachers developcurriculum units based on Cloud Computing technologies that can be integrated into differenthigh-school subjects.The program was structured into two workshop sessions. The first session, during the summer of2012, consisted of three days of hands-on instruction. At the end of the first session, the teacherswere given an assignment to complete during the fall semester. The second workshop sessionconsisted of a 1-day meeting in December 2012, during which the teachers presented completedassignments and participated in a group discussion. Sixteen high-school teachers participated inthe program. Participants received 20 hours of professional development credit. Meals wereprovided along with a $100 daily

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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practicemethods of dissemination of the MHOS pedagogy to the entire STEM community have not yetbeen identified.Mobile hands-on pedagogy in science, technology, engineering, and mathematics (STEM) is arelatively recent innovation in the teaching of electrical engineering. Three of the universitiesthat have been involved in the development of this pedagogical approach for the past decade areRensselaer Polytechnic Institute (RPI), Virginia Tech (VT), and Georgia Institute of Technology(Georgia Tech) [1-18]. Colleagues at Rose-Hulman Institute of Technology (RHIT), HowardUniversity (HU), Morgan State University (MSU), and Virginia Western Community College(VWCC) were early adopters and have contributed significantly to the refinement of theapproach [19-24

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA

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largerpopulation. The steps for the research method are depicted in Figure 1. Qual. Data Quant. Data Qual. & Qualitative Survey Collection Collection Quant. Claims Hypotheses (Phases 1&2) (Phases 1&2) Findings Figure 1: General research methods strategyFirst, two phases of qualitative research methods were employed. The first phase, a collection ofopen-ended questionnaire responses, assessed (a) the educational gains of EWB-USA membersand (b) descriptions

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Kathryn Jablokow, Pennsylvania State University; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Jessica Menold, Pennsylvania State University, University Park

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in-depth literature synthesis to understand different ways in which theseinnovative engineer characteristics were currently identified, and we have begun to assess existingneeds for new engineering innovativeness assessment instruments. Page 24.284.5 3The key findings of our studies co-constructed with engineering innovators are:1. A definition of engineering innovation: Engineering innovators described innovation similarly stating an improvement in a product or process that has value to users and is implemented sustainably and profitably in a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Christina Smith, Oregon State University

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Education Division of the American Institute ofChemical Engineers (AIChE), the discipline’s major professional society. The overall objectiveis to lower the activation barrier for using conceptual instruction and assessment so that manymore chemical engineering faculty will incorporate concept-based learning into their classes.The specific objectives of this project are to:1. Develop the AIChE Concept Warehouse, a flexible database-driven website for conceptual questions in the core chemical engineering sciences. Features of the AIChE Concept Warehouse include: a. Making concept questions available in different formats to facilitate widespread use. b. Allowing integration of questions within a course and from different courses so students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette; Devlin Montfort, Oregon State University; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Shane A. Brown P.E., Oregon State University; Holly M. Matusovich, Virginia Tech

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Education, 2014 Conceptual Change Across Engineering DisciplinesIntroductionExisting research on conceptual change (i.e. the effortful process of revising or changing one’sfundamental understanding of something) has drawn from various disciplines including physics,biology, mathematics and history. Little research has been done, however, investigating howdifferences in content may affect conceptual change in the various disciplines [1].MethodsThe research described here investigates this question by analyzing data on studentunderstanding of engineering concepts from multiple content areas within the broad discipline ofengineering: mechanics of materials, Boolean logic, fluid mechanics, and transportationengineering. In total, this

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric Constans, Rowan University; Mariaeugenia Salas Acosta; Jennifer Kadlowec, Rowan University; Bonnie L. Angelone, Rowan University, Department of Psychology

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the simplicity to be built bystudents over the course of five semesters. The work is designed to test two hypotheses: 1. A long-term design project that integrates knowledge from multiple courses strengthens student knowledge retention. 2. A large-scale design project requiring tools from many courses improves student problem-solving and design skills.By integrating five semesters of the mechanical engineering curriculum into a cohesive whole,this project has the potential to transform the way undergraduate education is delivered. Beforeand after testing is being conducted to assess: a) Change in retention between courses and b)Change in student problem-solving and design skills.Students at Rowan University have built almost all

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hong Man, Stevens Institute of Technology (SES)

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, on-line students' survey results, and on-line students'direct assessment results. Through this study, we are able to verify that there is no deficiency foron-line students to understand course content with the help of the computer lab exercises; and inseveral scenarios, on-campus students and on-line students behave differently while taking thecomputer lab exercises. The development and assessment of this software is partially supportedby an NSF CCLI grant. 1. Introduction“Medical Imaging” is an important subject in most bio-medical and bio-engineering curricula1,2.To effectively offer this as an introductory undergraduate course, we designed a series ofcomputer lab exercises3,4 for students to observe the computational and physical

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Steven D. Hart, U.S. Military Academy; Michael Keith Thompson, University of Wisconsin, Platteville; Matthew W. Roberts, University of Wisconsin, Platteville

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members will continuously improve the content and delivery of the course by sharing updates and improvements to each lecture topic.  Regular interactions will take place via a workshop in the summer of 2014, regular pre- workshop internet meetings, regular post-workshop internet meetings, and visits to the collaborating institutions by the PIs.Thus, the CoP will provide two-way conversation between the creators of the material and theinitial adopters at the partner universities, with the intent that eventually the line between thesetwo groups is blurred.This paper and its companion poster are the result of a very recent (September 1, 2013) fundingaward from NSF (TUES Type 2; “Collaborative Research: Training Next Generation

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

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 the  activities  themselves?    To  address  these  questions,  we  have  gathered  a  faculty  advisory  group  from  diverse  institutions  who  are  willing  to  use  modified  versions  of  our  existing  activities  in  their  courses.    They  have  also  assessed  our  current  activities  and  given   Page 24.366.2us  feedback  upon  which  aspects  are  most  challenging  to  implement.    Ultimately,     1  once  we  have  assessed  the  effectiveness  of  the  modified

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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the problem. Based on existing research, we expect threekey factors to influence ideation flexibility: 1) problem framing (the way a problem and itsconstraints are “set”); 2) the use of ideation tools; and 3) ideation teaming (interactions withothers during ideation). Our research investigates the impacts of these key factors on engineeringideation flexibility and correlates them with students’ cognitive styles. Our aim is to createguidelines and methods that will help engineers increase that flexibility by learning how todeliberately engage in ideation using different approaches. The project uses experimental studieswith pre-engineering and engineering students, at various stages in their educational programs,testing each factor’s impact on

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Steve Warren, Kansas State University; Punit Prakash, Kansas State University; Ed Brokesh, Dept. of Bio and Agricultural Engineering, Kansas State University; Gary William Singleton Ph.D., Heartspring; Kim Fowler

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directs the KSU Medical Component Design Laboratory, a 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

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint

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Laboratory for education and training; c) train faculty to teach core courses in theAAS PLT program; d) perform outreach activities to local high schools to promote the newprogram; e) educate 30 or more students or workers by the end of the project.The period for the NSF grant is July 1, 2013 - December 31, 2015. To support achievement ofthe project objectives the PI developed a set of activities and a time table for each activitytogether with responsible personnel. The activities that have taken place since the beginning ofthe grant are described below.a) Formation and Meetings of the Program Advisory BoardOne of the first activities was to form an Advisory Board to guide the new program throughoutits development phase and continue with future

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

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chemistry are guiding the development of the nextgeneration of materials, products, and processes. Natural and bio-based materials are emergingas a viable alternative to petroleum-based plastics, especially in both automobile and packagingapplications. For example, a major problem in maintaining a healthy environment is wastedisposal. Petroleum-based plastics were developed to provide durability and resistance to variousforms of degradations due to fungi and microbial agents.1-4 They are a part of our everyday lives.According to the Society of Plastics Engineers (SPE), over 200 million tons of plastics aremanufactured annually around the world. Of that, 26 million tons are manufactured in the UnitedStates. The Environmental Protection Agency (EPA

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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project: 1. ShapeOko 2: Presently five ShapeOko 2 desktop CNC machines8 are deployed with two additional ShapeOko 2 CNCs under construction. The ShapeOko 2, shown in Figure 1, is an open source, x-, y-, z-axis, moving gantry design developed by Edward Ford9. An aluminum extrusion MakerSlide10 rail and carriage system is used for both the axis struc- ture and precision motion guide-rails – thereby reducing material use and costs. The drive system comprises a total of four stepper motors (dual motor x-axis). Timing pulleys and belts are coupled to the rail and carriage gantry to generate smooth motions. The ShapeOko 2 can be purchased as individual parts or in several self-assembly kit options from

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vladimir Mitin, University at Buffalo, SUNY; Athos Chariton Petrou, SUBY at Buffalo

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waves created by a dipole antenna, and modulationand demodulation of EM waves (see Figs. 1-3).The participants of the workshop have performed hands-on and virtual labs during the first partof the day and then produced a written report with the analysis of the conducted experiments inthe afternoon. Each day was closed with the discussion about the experiments and the way howto improve the developed labs.At the end of workshop the assessment of experiments and accompanying applets was done. Theassessment data will be used for improvement of the newly developed course - especially forupdating the hands-on as well as virtual labs.The participants highlighted the positive effect of synergy of educational tools, i.e. “combinedaction” of the two types

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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providestudents with a more coherent and connected experience with learning engineering design andengineering analysis by facilitating the learning of both design and analysis through a natural,intuitive and portable pen-and-tablet-based system, called „IDEA-Pen‟.The aims of this project are as follows: 1. Enable intuitive creation and manipulation of sketches representing engineering mechanics and kinematics problems, and explore, through critical exploration, structural and kinematic “what-if” scenarios by using finite-element solvers and constraint solvers to run quick simulations. 2. Enable a visual dialogue between the student and teacher, and a collaborative learning environment among students, through easy, intuitive

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University

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the expectations clearly. A document was prepared and sentit to our participants in advance by stating the following expectations and deliverables: - Each participant will prepare lesson plans and/or classroom activities and present those to us (some of you will have particular assignments in this expectation). We call this TDL (Teaching a Developed Lesson). Expect to present one or two TDLs. - Last year’s in-service teachers will give a 1-2 hour lesson that they have changed/modified last year according to their experience from last summer. We call this TCL (Teaching a Changed Lesson). - Each participant will write a report of potential applications/ties of the research to their teaching. - Each

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tom Roy Brown, Eastern New Mexico University; Mo Ahmadian, Eastern New Mexico University

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success or failure for graduates when they enter theworkforce. As an example, project management skills are often neglected in an engineering orscience curriculum, requiring additional training for those engineers who end up in managementpositions. Skills such as the ability to lead and work effectively as a member of a team arefrequently identified as critical to the success of an engineer, but typically are lacking in newengineering graduates. 1 This article presents some information on impact of the NSF S-STEMon development of students’ professional skills.IntroductionSoft skills are important components of both industry and organizations. While soft skills aremajor components of industry core requirements, the students attending higher

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Andrew Kline, Western Michigan University; Betsy M. Aller, Western Michigan University; Ikhlas Abdel-Qader, Western Michigan University

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graduate studentsenrolled. The College of Engineering and Applied Sciences (referred to as “College” in the rest Page 24.735.2of this paper) offers 14 undergraduate degree programs with an enrollment of 2,220 in FallSemester 2013; and offers 9 masters and 5 doctoral programs with 460 graduate students.1 TheCollege offers the following undergraduate engineering or technology programs that qualify topotentially participate in the S-STEM Scholars Program: Aeronautical Engineering, ChemicalEngineering, Civil Engineering, Computer Engineering, Construction Engineering, ElectricalEngineering, Industrial and Entrepreneurial Engineering, Mechanical

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

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. Engineering Retention ProgramMore specifically, the retention program consists of weekly individual or group meetings withthe STEP retention counselor and attendance at academic and career workshops. In Table 1,topics for meetings with the counselor are shown for each month. Page 24.736.2 Table 1: Meetings with STEP Retention CounselorCounselor Meetings Topic 1 Topic 2 Topic 3September Program Introductions Academic Updates Survey of InterestsOctober Mid-term grades Learning Styles Study skills Professor

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

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

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equitable access to engineering education (and morediverse participation in engineering); and an economic need for a new engineering workforce.The US Department of Labor expects the demand for engineers to increase 11% over the nextdecade,1 yet the percentage of students graduating with engineering degrees has been steadilydeclining for the past twenty years2 . The lack of engineers is especially pronounced amongwomen and minorities—in 2007, only 12% of bachelor’s degrees in engineering were awarded toblack and Hispanic students, and 19% to women3. In order to maintain its competitive advantage,inspiring and preparing more children to become engineers has become an imperative mandatefor the US.As we consider how to inspire and prepare children to