Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology (School of Engineering and Science); Tania Jarosewich, Censeo Group ; Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

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Diversity, NSF Grantees Poster Session

hypothesis is that if students strengthenspatial skills and earn a higher grade in their credit-bearing course this will subsequently lead togreater persistence and degree completion. The final spatial skills course was delivered in fall2017, a semester longer than originally planned. This no-cost extension allowed the project togather an additional semester’s worth of student course and persistence data. The communitycollege partners are currently collecting data about student enrollment since the semester inwhich they completed the PSVT:R pre assessment, grades, and graduation status to allow for thisanalysis.Another area the study is currently examining is the impact of using the iPad for sketchingpractice on student outcomes. As of fall 2017

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University; John Jackman, Iowa State University; Farshad Niayeshpour, Iowa State University

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NSF Grantees Poster Session

design as well as supply chain lead time challenges).Also, with the REU funding during Summer 2018, various visualization aids will be developedtowards better engineering education research measured in terms of the accuracy of the knowledgeattained and the lengthen of retention in memory. As before, all results will be documented anddisseminated nationally and globally.References [1] Min, K. J. and F. Kucuksayacigil “Expansion Planning for Transmission Network under Demand Uncertainty: A Real Options Framework,” The Engineering Economist. [Online]. Available: http://dx.doi.org/10.1080/0013791X.2016.1256459. Physical paper publication is expected in 2018. [2] Min, K. J., J. Jackman, L. Lilienkamp, and C. Wang, “Supply

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Russell Andrew Long; Richard A. Layton, Rose-Hulman Institute of Technology; Catherine E. Brawner, Research Triangle Educational Consultants; Nichole Ramirez, Purdue University

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NSF Grantees Poster Session

of innovative research methods in addition to data [13, 14,15].In targeting institutions to join MIDFIELD, we are aiming to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Institutions are also targeted that excel or fail atgraduating under-represented minorities – plans include adding 5 Historically Black Collegesand Universities (HBCUs), 7 Hispanic Serving Institutions (HSIs), 5 institutions with highNative American populations, and 7 universities with high Asian/Pacific Islander populations.Whereas the project is designed to recruit a stratified sample of US institutions with engineeringprograms, institutions interested

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Aditya Johri, George Mason University; Huzefa Rangwala; Jaime Lester, George Mason University

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NSF Grantees Poster Session

techniques are also limited and infuture work we plan to include more data mining techniques to better understand ifmigration and retention patterns can be predicted and if so, what students experiences andoutcomes they can be related to (e.g. their grades) (Almatrafi et al., 2016; Sweeney et al.2016).7. ConclusionIn this paper, we analyzed the retention and migration rates in engineering and scienceschools in a large university, which is an essential step to improve students’ retention, andwe compare the persistence rate for direct and transfer students. We found thatengineering school majors have higher persistence rates compared to the college of science.Additionally, more than half of migrations occur in the first two years. Due to the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Audrey Boklage, Arizona State University ; Brooke Charae Coley, Arizona State University, Polytechnic campus; Joachim Walther, University of Georgia; Joshua M Cruz

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Diversity, NSF Grantees Poster Session

. Atthis point in their undergraduate career, students began to identify as engineers and recognizethat they would persist in their engineering degree.In their final year, tensions and negative emotions reappeared as students began to make post-graduation plans. Participants struggled with their decisions to continue as an engineerprofessionally or academically, by pursuing graduate school. Participants described relationshipswith faculty members as mentors as one of the reason for deciding to attend graduate school.How do student identities develop as they experience an engineering program?24In this work, we constructed narratives for each participant, did a thematic analysis of eachnarrative, and compared across the individual stories to find

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Nelson Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Monique S Ross, Florida International University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Benjamin P. Jackson, Purdue University; Swetha Nittala, Purdue University, Engineering Education Dept.; Tiantian Li, Purdue University

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Diversity, NSF Grantees Poster Session

-cultural psychology, 35(3), 283-303.22. Tuckman, B.W. (1965). Developmental sequences in small groups. Psychological Bulletin, 63, 384-399.23. Milliken, F. J., Bartel, C. A., & Kurtzberg, T. R. (2003). Diversity and creativity in work groups: A dynamic perspective on the affective and cognitive processes that link diversity and performance. Group creativity: Innovation through collaboration, 32-62.24. Institute of International Education. (2014). Open Doors 2014 Report. http://www.iie.org/en/Research-and-Publications/Open-Doors25. (Engineering) Purdue University College of Engineering. (2014). Extraordinary People, Global Impact: Strategic Plan Update. Retrieved October 10, 2014, from https://engineering.purdue.edu/Engr

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Carolyn Plumb, Montana State University

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NSF Grantees Poster Session

existence: An essay on psychology and religion. Chicago: RandMcNally.[6] National Academy of Engineering. (2011). Engineering the Future, 2011 Annual Report.National Academies.(2010). Rising Above the Gathering Storm, Revisited. Report Prepared for the Presidents of NAS, NAE and IOM,2010.[7] National Science Board. (2012). Science and Engineering Indicators 2012. Arlington VA: National ScienceFoundation (NSB 12-01).[8] National Science Foundation, National Center for Science and Engineering Statistics (2011). Science &Engineering Degrees: 1966-2008. Detailed Statistical Tables NSF 11-136. Arlington, VA. Available athttp://www.nsf.gov/statistics/nsf11316/pdf/nsf11316.pdf[9] Office of Planning and Analysis (OPA), Montana State

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ali Mehrizi-Sani , Washington State University; Robert G. Olsen, Washington State University

Tagged Topics

NSF Grantees Poster Session

amultidisciplinary course and requires simultaneous application of concepts from several earliercourses, such as circuits, electromagnetics, electronics, signals and systems, power systems,physical electronics, electric machines, and control systems [3]. In our experience, confirmed bythe literature [4], a major challenge for power electronics students is problem solving. This isironic as problem solving is expected to be among the strong suits of engineering graduates [4].Students have difficulty in solving multidisciplinary problems even when they have a reasonablecommand of each individual discipline [5]–[8]. These observations confirm an educationalchallenge that we plan to address through “scaffolding.” Educational scaffolding provides aproblem solving

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso

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Diversity, NSF Grantees Poster Session

proposed face to face faculty development component contained the following information: 1. Levels of Learning 2. Course Design. 3. Course Management. 4. Good Teaching. 5. New Teacher Forum. 6. Mini Learning Workshop. 7. Basics of educational research: a. Finding your hypothesis. b. Designing your experiment. c. Selecting your evaluation process. d. IRB and protection of subjects. e. Carrying out your plans. f. Homework: Identify an educational research topic.8. Activity: Discussion of Homework. Think Pair and Share to tune hypothesis, Large Group Discussion to identify potential next steps.9. How to engage students.10. Basics of accreditation. a. Accreditation

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University; Fang Tang, Cal Poly Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Erika DeJonghe, California State Polytechnic University, Pomona

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Diversity, NSF Grantees Poster Session

for many of us, this program was much moreinfluential than we thought it would be,” 3) “Through the tours, I became more interested inpursuing a research-oriented job,” 4) “They [my plans] did change. I want to go to grad school ina field related to UAVs,” 5) “I massively improved my coding knowledge, as well as learned theability to solve problems without relying on any advisor help,” 6) “Working with others taught mehow to work with and bring out people's strengths to apply,” 7) “This program allowed me to learna lot more about the complexity of real-world problems currently being worked on using UAVs.It also allowed me to see the real applications of the theory being taught to us,” and 8) “The bestwas flight testing. The tours were nice as

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

of this program, NSF funded our multi-partner project to expand and strengthen the experience, conduct research on the impact of theprogram, and conduct research on how such outreach programs might grow in sustainablemanners. Two objectives guide the research aspect of this project: 1. Evaluate SEEK’s success at influencing STEM-related academic and career identity, conceptual knowledge, and interpersonal and intrapersonal skills. 2. Generate evidence and a greater understanding of organizational contextual factors that operate to enhance, moderate, or constrain SEEK’s impact from site to site.Data Collection ApproachesIn previous publications we described our initial plans for data collection [12], [13]. This posterpresents

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

design skills and mentoring and guiding student teams through the capstone design and a translational course following capstone design. In her Director role, she works closely with the departmental leadership to manage the undergraduate program including: developing course offering plan, chairing the undergrad- uate curriculum committee, reviewing and approving course articulations for study abroad, serving as Chief Advisor, and representing the department at the college level meetings. She is also engaged with college recruiting and outreach; she coordinates three summer experiences for high school students visit- ing Bioengineering and co-coordinates a weeklong Bioengineering summer camp. She has worked with the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gayle Nelson Evans, University of Florida; Kent J. Crippen, University of Florida; Chelsey S. Simmons, University of Florida; Renee Natalie Simmons

Tagged Topics

NSF Grantees Poster Session

], [12] and the “checklist of questions for designing asurvey study plan” [15](p. 148), daily surveys were constructed in which participants were asked to reportthe following information about that day’s experience in the lab: (1) Activity log asking each teacher to describe the work they did that day in the lab, how engaged they were and how confident they felt in that work. GA’s were asked to report the work and engagement level of the teacher pair, and to report how satisfied they were with the work of the teachers that day. (2) Interaction Log asking each person to select from a list of all people in their laboratory, with whom they spoke about the work of the RET or lab, and approximate number of times they

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Brittany Lynn Butler; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University; Cheryl A. Bodnar, Rowan University

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NSF Grantees Poster Session

academic term. These data represent the safetydecision-making ability of students before and after typical safety and/or ethics instruction in thesenior year. These results will be used to continue the validation process for the EPSRI. Theauthors also plan on contacting other chemical engineering educators who teach senior-levelclasses to use the EPSRI with their students to increase the sample size and reduce the impact ofoutliers on the overall factor analysis as part of the instrument validation process. During the Spring 2019 academic term, the digital immersive environment will beintegrated into courses at North Carolina State University, Rose-Hulman Institute of Technology,Rowan University, and the University of Connecticut for a

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Laura R. Ray, Dartmouth College

Tagged Topics

NSF Grantees Poster Session

MATLAB exercises certainly spawned questions and helped students visualize and make connections, the students were more interested in and motivated by manipulating the physical platform.Additional feedback from instructors testing the exercises in different settings and contextswould be helpful to support further refinement of the materials before they are more broadlydisseminated. Future work on the project will involve collecting additional feedback fromparticipants in the program and the associated modifications to the activities based on thatfeedback. Another project goal is the creation of a website to host and disseminate the curricularactivities, open-source plans for replicating the hardware platform, and video

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Rowan University; Stephanie Farrell, Rowan University; Kauser Jahan P.E., Rowan University; Harriet Hartman, Rowan University; Beena Sukumaran, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Sarah K. Bauer, Rowan University; Theresa F. S. Bruckerhoff, Curriculum Research & Evaluation, Inc.; Danilo Zeppilli, Rowan University; Stephanie Lezotte, Rowan University; Danielle Macey

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Diversity, NSF Grantees Poster Session

with on-campus organizations that already focus on diversity and inclusivity. Thiswill help faculty become more visible allies to their students. Since the RevED research team isaccustomed to giving workshops on inclusive pedagogy, events can be planned that give facultymore tools to develop their own inclusive coursework. More conversations with the FacultyCenter, department heads, and the RevED research team will be ongoing in the 2019 Springsemester. The RevED research team is also using students to help develop another aspect ofinclusive coursework. This year students are asked to create assignments for CEE courses thatfocus on visual learning styles and using examples that are developed from personal experiencesthat students may have come

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sonali J. Bante, Texas State University; Ethan Hilton, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Kristi J. Shryock, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Tracy Anne Hammond Ph.D., Texas A&M University

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NSF Grantees Poster Session

system increases homework motivation instruggling students and is as effective as paper-and-pencil-based homework for teaching methodof joints truss analysis. In focus groups, students believed the system enhanced their learning andincreased engagement. This project will assess a range of engineering education researchquestions as well as have a broader impact through its positive impact on at-risk students. Toobserve the effectiveness of this system for this project, it has been implemented into variouscourses at three universities, with two additional universities planning to use the system withinthe next year. Student knowledge is measured using Concept Inventories based in both Physicsand Statics, common exam questions, and assignments

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Kuhn, University of South Florida; Venkat R. Bhethanabotla, University of South Florida

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NSF Grantees Poster Session

be a part of your research group for the duration of the summer as well as giving me a project which allowed me to flex my creative muscle” • "Overall, the program was planned wonderfully...I think that it was a great learning experience for everyone!"Lessons LearnedBased on the analysis, we can conclude that factors beyond the pairing of an advisor of the samedepartment are important to have a positive REU experience. We conceived the REU to bediscipline-independent, and created projects, websites, and all processes to attract students in adiscipline-independent way to work on functional materials and their manufacturing. Thefraction of ChemE applicants indicates that we could not fully achieve this. At this time, it isunclear why so

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University; Catherine E. Brawner, Research Triangle Educational Consultants; Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Research (ECR) program.This project is designed to recruit a stratified sample of US institutions with engineeringprograms. In targeting institutions to join MIDFIELD, we aim to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Minority-serving institutions (MSIs) are also targetedwith plans to include adding five additional Historically Black Colleges and Universities(HBCUs), seven Hispanic Serving Institutions (HSIs), five institutions with high NativeAmerican populations, and seven universities with high Asian/Pacific Islander populations. .MIDFIELD partners have the opportunity to conduct peer comparisons, carry out research

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine McGough, Clemson University; Justine Chasmar, Clemson University; Adam Kirn, University of Nevada, Reno

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NSF Grantees Poster Session

engineering problems and theirapproaches to solving them. Students with highly defined goals and specific career plans beyondgraduation are visualized as relatively narrow cones that come to a well-defined point, extendingrelatively far into the future. These students value working on well-defined problems, andapproach those problems in a linear, sequential fashion. Some students describe a broad range ofpossible future selves, and perceive many different current experiences as being instrumental totheir future; their cone is wide in the present dimension, narrowing to a point in the future. Thethird type of student has vague or unclear notions of their future, which we visualize as atruncated cone (representing the lack of definition into the future

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

as a direct prerequisite or corequisite.We chose this criterion because these courses are expected to be the most directly impacted bythe calculus sequence. We narrowed the sample pool by selecting only those faculty memberswho taught these courses during the Fall 2014 or Spring 2015 terms (a pool of 60 faculty). Thisensured that these faculty members remembered their experiences teaching the selected courses.On occasion participants encouraged us to interview another faculty member who failed to meetour criteria but were considered to be important voices in our campus’s dialogue about this topic.Two such faculty were added to the sampling pool. By the end of the project, we plan tointerview at least two faculty members from each of the 12

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Brock J. LaMeres, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

] National Science Board. (2012). Science and Engineering Indicators 2012. Arlington VA: National ScienceFoundation (NSB 12-01).[8] National Science Foundation, National Center for Science and Engineering Statistics (2011). Science &Engineering Degrees: 1966-2008. Detailed Statistical Tables NSF 11-136. Arlington, VA. Available athttp://www.nsf.gov/statistics/nsf11316/pdf/nsf11316.pdf[9] Office of Planning and Analysis (OPA), Montana State University (2013). [Online]. Available:http://www.montana.eedu/opa.[10] Yoder, B.L., (2011). Engineering by the Numbers, American Society of Engineering Education.

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kumer Pial Das, Lamar University; B. D. Daniel, Lamar University; Stefan Andrei, Lamar University; Lawrence Joseph Osborne, Lamar University Computer Science Department

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Diversity, NSF Grantees Poster Session

167 141 147Table 1: Mathematics and Computer Science Enrollment at Lamar UniversityIt is our observation and findings that ASCENT students enjoy doing research. Research of thefirst three cohorts of ASCENT Scholars (22 students) have resulted in 52 presentations inregional and national conferences, and 3 publications. The experience they have with the Bridgeprogram helped them to focus their attention on research more than they had previously. Manyof them are likely to be engaged on research in some capacity after they graduate. Even thoughmost of them plan to go to graduate school at some point, many of them enter industry beforethat. Out of 11 students graduated from this program, five of them are working in STEM fieldand two of them

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; Nathan E Canney, Seattle University

Tagged Topics

NSF Grantees Poster Session

”)  Relationship between engineers and the public (e.g., “Cross Disciplinary”, “Collaborative”)  Engineers social footprint over time (e.g., “Increasing”) 4  Societal problems/issues in need of engineering solutions (e.g., “Physical Infrastructure Stresses”)A fuller discussion of emerging themes and their prevalence in engineering documents will beready for inclusion in the poster as part of this session.The research plan moving forward includes interviews with engineering students, faculty, andprofessionals, drawing upon the themes discovered in the professional documents analysis andfrom the theoretical foundation in social imaginaries

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

Tagged Topics

NSF Grantees Poster Session

gaps rather than simply correcting errors in the students’ approach. The team must have itsdesign approved (typically after a revision) before they are allowed to run experiments in thevirtual laboratory.The team then undergoes the process of iterative experimental design by planning experiments,analyzing data, developing models, and identifying strategies. This process is punctuated by aTeam Update Meeting (TUM) with the team and the instructor, which has a similar structure tothe first meeting. Finally, the team submits a process recipe (or multiple recipes for multiplereactors) for release to high volume manufacturing and presents an oral and written report. Afterthe ten-minute oral presentation, an interactive questioning process between

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claire Louise Antaya Dancz, Arizona State University; Kevin J. Ketchman, University of Pittsburgh; Rebekah Burke P.E., Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A Adams, Chandler-Gilbert Community College; brad allenby, Arizona State University; Mikhail Chester, Arizona State University; Vikas Khanna, University of Pittsburgh; Kristen Parrish, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

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NSF Grantees Poster Session

courseare summarized in Table 1. In Y1 and 2, the GB course has been implemented at University ofPittsburgh and Laney College, the experiential learning activities and instructions for the LCA Page 26.8.2course have been tested in Dr. Khanna and Dr. Chester’s classes, and the Topics course has beentested in Dr. Landis, Dr. Bilec and Dr. Allenby’s classes. Adoption of the LCA and Topicscourses at our partner institutions is planned for Y3.Table 1. Summary of courses developed in years 1 and 2. Course Description Sample Activities Green Buildings The green buildings (GB) course is designed

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Aditya Akundi, University of Texas at El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Ryan Wicker, University of Texas, El Paso; Zhonghua Hu, University of Texas at El Paso

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NSF Grantees Poster Session

parts/products from Computer Aided Design(CAD) models. Additive manufacturing or 3D printing is once such technology facilitating rapidprototyping by using a set of successive layers of materials laid down in a precise manner.Additive manufacturing also referred to as 3-D printing is currently under limelight based onPresident Obama’s reference to additive manufacturing at the 2013 State of Union Address. Asmentioned by Conner et al., in their paper on 3-D printing, “General electric CEO, Jeff Immelt,views additive manufacturing as a game changer. By 2020, General Electric (GE) aviation plansto produce over 100,000 additive parts for its LEAP and GE9X engines. It also plans a $3.5Billion investment in additive manufacturing” 3. There are many

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul G. Flikkema, Northern Arizona University; Rhonda R. Franklin, University of Minnesota; Jeff Frolik, University of Vermont; Carol Haden, Magnolia Consulting, LLC; Aaron T. Ohta, University of Hawaii at Manoa; Wayne A. Shiroma, University of Hawaii at Manoa; Sylvia W. Thomas, University of South Florida; Tom Weller, University of South Florida

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NSF Grantees Poster Session

-response humanitarian assistance disasterrelief. Students consider a mission to image an area using a camera mounted on aBalloonSat; this is applicable to scenarios such as the aftermath of a flood or other naturaldisaster, where imaging over a wide area can help plan recovery activities.In this module, students build the timing circuits for activating camera shutters using a555-timer circuit and an onboard power supply. Students learn about resistors andcapacitors, parallel and series configurations, Ohm’s Law, circuit analysis, and ACsignals. They also explore the systems-level perspective by designing the camera systemto achieve mission goals while meeting size, weight, and power constraints, as well asdesigning for survivability in extreme

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexander Vincent Struck Jannini, Rowan University; C. Stewart Slater, Rowan University

Tagged Topics

NSF Grantees Poster Session

Paper ID #12173Integrating Continuous Pharmaceutical Manufacturing into the ChemicalEngineering CurriculumProf. Alexander Vincent Struck Jannini, Rowan University Alexander Struck Jannini is an adjunct professor at Rowan University. His previous work has been focused on incorporating aspects of pharmaceutical engineering into the undergraduate curriculum. Alex plans on continuing his education and receiving a Ph.D. in chemical engineering. His areas of interest are drug delivery and drug loading characteristics of dissolvable thin films.Dr. C. Stewart Slater, Rowan University C. Stewart Slater is a professor of chemical

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amjad Aman, Department of Mechanical and Aerospace Engineering, University of Central Florida; Yunjun Xu, University of Central Florida; Haiyan Bai, University of Central Florida; Nina Orlovskaya, University of Central Florida

Tagged Topics

NSF Grantees Poster Session

and be highlyinteractive.Second, the interconnected feature among the five main modules as well as between the sub-modules and slides makes this software unique The plan of the interconnections is demonstratedin Fig. 1. As shown in Fig. 1, the modules and sub-modules are connected through hyperlinks.Clickable buttons are used to establish the interconnections. For example, students mostinterested in applications can go straight to applications and from there they can go on to learnabout fuel cell science, fuel cell systems, or cell level. Or they could start with the fundamentalfuel cell science, then go on to learn the working of a fuel cell stack/system and finally theapplications. This gives students the freedom to learn and adapt