Conference Session

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

Conference Session

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

Conference Session

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

Conference Session

NSF Grantees’ Poster Session

Collection

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

Conference Session

NSF Grantees’ Poster Session

Collection

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

Conference Session

NSF Grantees’ Poster Session

Collection

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

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Ruth E. H. Wertz, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

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information literacy assessments thatcan be used to diagnose engineering students’ self-directed learning with a focus on informationliteracy skills and attitudes. The two assessments constructed consist of a multiple-choiceinstrument3 and a Likert scale self-assessment of student behaviors related to engineeringdesign8. Preliminary work was carried out under a Purdue Engineer of 2020 seed grant. Theproject goals and objectives are summarized in Figure 1.These instruments will situate self-directed learning within an engineering context by: 1)focusing on skills used in the engineering design process, 2) using technical and scientific topicsrelevant to engineering and engineering grand challenges, 3) being designed and evaluated byengineering faculty

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A. Adams, Mesa Community College; Mikhail Chester, Arizona State University; Kristen Parrish, Arizona State University; Thomas P. Seager, Arizona State University; Amy E. Landis, Arizona State University

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on student, faculty, and programperformance. All materials developed in the proposed TUES 2 program (courses, modules) willemploy well-known experiential learning pedagogies and build on the teams’ sustainabilityengineering educational expertise. Flexibility will be built into the stand-alone course materialsand modules to accommodate the resources of different faculty and facilitate the adoption ofthese courses across different universities. Our aim is to train students to think outside the box,connect their learning to the real world, and who are prepared to tackle the engineeringchallenges of a global economy. Specifically, through this proposal we plan to (1) create and (2

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres L. Carrano, Auburn University; Wendy A. Dannels, Rochester Institute of Technology (NTID); Matthew M. Marshall, Rochester Institute of Technology (COE)

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difficulty DHH students experience in developingthe critical skill of problem solving, which requires the integration of information to iterativelygenerate hypotheses and solutions around the traditional scientific method. The struggles thatmany DHH students face in mathematics as well as general problem-solving skills are well-documented and limit the potential for DHH students to be successful while pursuing careers inSTEM. 1-3Several important findings in DHH research have provided some insight as to why DHH studentslag behind their hearing peers in the development of problem-solving skills. First, DHHstudents, on average, do not possess the same level of conceptual knowledge as their hearingpeers.4-6 As a result, when faced with a problem

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Zenaida Otero Gephardt, Rowan University; Stephanie Farrell, Rowan University; Mariano Javier Savelski, Rowan University; C. Stewart Slater, Rowan University

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students.introductionFor over five (5) years, Rowan University faculty members have been engaged as EducationalOutreach Partners with the NSF-sponsored ERC on Structured Organic Particulate Systems Page 24.797.2hosted by Rutgers University (with member schools: New Jersey Institute of Technology, PurdueUniversity and University of Puerto Rico-Mayaguez). The goal of this educational partnershiphas been to develop and disseminate undergraduate materials related to pharmaceuticaltechnology and to seek ways to integrate this into the undergraduate engineering curriculum.1-3Pilot testing at Rowan University, including the use of some of the materials in the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Kathryn Jablokow, Pennsylvania State University; Shanna R. Daly, University of Michigan; Eli M. Silk, University of Michigan; Meisha Nicole Berg, Iowa State University

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students to understand their own natural approaches to idea generation and to learnhow to approach idea generation in other ways.The focus of our work is ideation flexibility, what we define as the ability to ideate in bothincremental and radical ways – or, more precisely, to be able to ideate along a continuum ofapproaches depending on the needs of 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

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny Ph.D., Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; William Joseph Stuart P.E., Oregon Institute of Technology; Sean Maass; Candace K. Chan, Arizona State University

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Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when designing with exotic metals and advanced composites, presented at Corrosion Conference of Exotic Met- als, Park City, UT, 2009. [5] W.J. Stuart, Ruth

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lee Clapp P.E., Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville; Petronilo Estandarte Pana, LBJ Middle School, PSJA ISD

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involves a combination of methods including(1) groundwater transfer, (2) groundwater sweep, (3) reverse osmosis with permeate injectionand groundwater recirculation, and (4) stabilization monitoring.4“Groundwater transfer” is the displacement of mining-affected waters in the well field withbaseline quality waters from parts of the well field just beginning leaching operations. Itinvolves moving groundwater between the well field entering restoration and another well fieldwhere uranium leaching operations are beginning. This results in the groundwater in the twowell fields becoming blended until the waters are similar in conductivity and therefore similar inthe amount of dissolved constituents. Because water is transferred from one well field

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

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non-intervention case.Introduction and BackgroundStudents’ conceptual understanding forms the basis for their transfer of learningfrom one context, such as classrooms, to another, such as their jobs [1].Cultivating conceptual understanding is challenged by the preconceptionsstudents hold based on their prior experiences. When faculty fail to engage and Page 23.221.2challenge these misconceptions, students often revert to their prior state after aclass is completed.Several approaches have shown promise in misconception repair. Our work isinspired by the Workshop Physics approach of Laws et al [2]. In this approach,students participate in inquiry-based

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Jiancheng Liu, University of the Pacific; Kyle A. Watson, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Paul Henry Schimpf, Eastern Washington University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Ismail I Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J Wood, U.S. Air Force Academy; Brock U Dunlap, University of Texas, Austin; Ella R. Sargent, University of the Pacific

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differences are found are being carefullyreviewed in an attempt to determine whether modifications should be made to better ensureequitable impact of the modules across students from specific personality and / or learning stylessubgroups (e.g., MBTI Intuitive versus Sensing; ILS Sequential versus Global). Page 23.224.4 1  Introduction As educators advance engineering education, active learning tools are becoming preferredchoices for addressing how students struggles with complex topics in engineering, especially asa function of their backgrounds

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andy S Zhang, New York City College of Technology; Sidi Berri, New York City College of Technology; Iem H Heng, New York City College of Technology; Farrukh Zia, New York City College of Technology CUNY

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students, make them to realize the intrinsic relations amongthe four STEM fields and their interdependency.1. IntroductionEngineering technology education has a l w a y s been a key in producing college graduates to workin today’s fast p a c e d , highly competitive public and private enterprises. Unfortunately, the supply ofqualified workforce has been reduced in the United States due to the steady drop of enrollment ofcollege and high school students in STEM related fields for the past twenty years. To tackle thedwindling enrollment of STEM students and low quality of STEM graduates, the National ScienceBoard submitted a report to Congress in 2007 suggesting all students need to develop theircapabilities in STEM to levels much beyond what was

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin M Fitzgerald, Museum of Science; Christine M Cunningham, Museum of Science

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NSF Grantees Poster Session

attitudes towards teachingengineering and technology have changed as a result of participating in the BEST project, as wellas the remaining barriers that continue to impede implementation of these topics into theircourses.The second area has been assessed through a pre- and post-survey that measures students’ levelof agreement with a series of statements about engineering (presented item-by-item in Table 1below).Table 1 # Engineering Statements Q1 An engineer should test materials before creating a design that uses those materials. Q2 Analysis of data helps engineers make informed design decisions. Q6 Engineering design is an iterative process. Q7 Engineering failures are an

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kirsten A Davis, Boise State University; Ross A. Perkins, Boise State University; R. Casey Cline, Boise State University; Sondra M Miller, Boise State University

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nationwide need to better translate engineering education research into the classroomsetting. Moving engineering education research into practice is a more complicated task than itmight initially seem. There are many significant barriers to hinder the transition from research toimplementation. These barriers can be categorized into two groups: (1) individual barriers, suchas personality characteristics that contribute to a lack of willingness to implement innovations, aswell as a lack of knowledge about engineering education research; and (2) environmentalperceptions, such as perceptions of the tenure and promotion process that suggest a lack ofsupport for innovations.The project discussed in this paper investigates the characteristics of faculty

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Palmyra Catravas, Union College; Michael E Hagerman, Union College; Brian D. Cohen, Department of Biological Sciences, Union College; Samuel Amanuel, Union College; Rebecca Cortez, Union College; Kevin Bubriski, Green Mountain College; Amin Meyghani; Seyfollah Maleki, Union College

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ofinorganic/organic self-assembled nanosystems. Specific nanomaterials featured included:Au and CdSe nanoparticles, dendritic organic polymers, ferrofluids, electrospunpolymers, polymer nanocomposites, carbon nanotubes, and hybrid bilayer and bulk solarheterojunctions. The primary texts for the course were: Self Assembly: The Science ofThings That Put Themselves Together, by John A. Pelesko1, and Atomic ForceMicroscopy, by Peter Eaton and Paul West2. The students also read several reviewarticles from the primary literature focused on course themes including the pioneeringwork of George Whitesides, Samuel Stupp, Chad Mirkin, and David Ginger3-8. The learning objectives for the course included: 1) to expand student technicalexpertise with

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Texas A&M University

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found in Figure 1. For each task-specific self-concept, a nine-item scale was developed using the design process. The first item asked for the participant’sself-percept towards conducting engineering design as a whole (giving the engineering designscore) while the other eight items reflected each step of the engineering design process (averagedto be the engineering design process score)2. Page 23.30.3 Figure 1. Steps of the engineering design process12.Self-efficacy affects a person’s behavior towards an activity, and their self-percepts can affectthe thought patterns and neurophysiological reactions13. Those with high self

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard M. Bennett, University of Tennessee, Knoxville; Margaret Helen Russell, University of Tennessee, Knoxville; Claudia J Rawn, University of Tennessee, Knoxville

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details of each e presenttation are athttp://ef.eengr.utk.edu u/RISER/pre-calculus/maath-130/.Algebra anda quadratiic equations:: Since the engineering e instructor iss a structurall engineer, hebegan thee visits by deescribing wh hat he did in his professiional practicce. The enginneeringillustratio on was desig gn of a reinfo orced concreete beam. Thhe formula tto determinee the requireddarea of thhe reinforcem ment steel is: wu l 2  1 As f y   0.9 As f y  d   8  2 0.8 f b c where wu is the load = 200 lb/in; ݈ is the leng gth

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Texas A&M University; Julie S. Linsey, Texas A&M University

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design focuses on the factors affecting design cognition and ways to modify the same toeffectively improve the generation of novel ideas. Physical models are tools that can helpdesigners in this regard. Physical models refer to any kind of prototypes that designers build atany stage of the design process1. They range from very simple to highly complex, non-functionalto fully functional prototypes2. Figure 1 shows an example of various physical models used byNASA in the development of common lunar lander3.Despite the use of physical models as idea generation tools, there are no clear guidelinesavailable in the literature regarding their use. This makes the implementation of physical modelsdifficult for students and novices. The famous product

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Nora Siewiorek, University of Pittsburgh

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improving students’ ability to recognize and resolve those types of ethical dilemmas that arise in the engineering workplace.In using MEAs as a learning tool - we have focused on two additional activities:• Assessing the effectiveness of MEAs in various dimensions including improving conceptual learning and problem solving: We have developed a series of assessment instruments to bet- ter understand and measure the educational benefits of using MEAs. Specifically, we are tri- angulating across three assessment instruments, which we created for this project: (1) pre- and post- concept inventories (or knowledge tests) to assess gain in conceptual understand- ing, (2) an online reflection tool to assess process, and (3) a grading

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason K. Durfee, Eastern Washington University

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resulting in little of the original concept existing in the completed building. A grantthrough the National Science Foundation (NSF) Course, Curriculum, and LaboratoryImprovement program (NSF 07-543, CCLI Phase 1: Exploratory) was obtained in order torestore some of the benefits of the Living-Building Laboratory concept. At this point equipmentinstalled as part of this grant has been used in thermodynamic and fluid mechanics courses.How this equipment was used in these two courses has been discussed in previous papers butwill be briefly reviewed in this paper as well.Introduction to the Living-Building Laboratory Concept4, 5The idea of using the academic building as a laboratory is an easy concept to grasp. Students inthe sciences (and really all

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Sears; Jeffrey L. Beynon, Flour Bluff ISD; Raul C. Rivas, Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville; Patrick L. Mills, Texas A&M University, Kingsville

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grapefruitprocessing waste (GPW) from Texas Citrus Exchange Facility in Mission, Texas. It was slowlythawed at 8-10 °C and maintained under refrigeration to be used in the following experiments.The thawed GPW and solid lime (calcium hydroxide) were milled using a knife grinder atconditions shown in table 1 and table 2. The particles size distribution was analyzed using a RO-Tap sieve shaker with a sieve stack ranging from 1mm to 25μm. Each particle size fraction wasevaluated for the total dry solids. A GC-MS was used to calculate the amount of glucose releasedduring milling. The visual surface morphology of the crushed dried sample was analyzed using afield emission scanning electron microscope (SEM). Table 1: Grapefruit

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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-endedinterviews with individuals and small, semi-structured focus groups to quantitative analysisemploying surveys across the large organizations committed to the research. This will enable theresearch to explore uncharted territory by collecting open-ended responses, but also enableformal reporting and recommendations from responses validated across the EWB-USA, ASCE,ASME, and SWE membership. Figure 1 shows this research design. Figure 1: Multi-method research approach Page 25.321.7Strategic Research Opportunity: Engineers Without Borders-USA Figure 2—EWB-USA Simplified Project Model

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hirak C. Patangia, University of Arkansas, Little Rock

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Copyright © 2012 American Society for Engineering EducationProject Goal:The overall goal of the project is to develop exemplary course materials on photovoltaicengineering to be supplemented by hands-on laboratory work. The course topics to be focusedare illustrated by the following block diagram: Fig.1 Block diagram showing various components of a solar photovoltaic systemThe laboratory activities will correspond to each or a combination of the topics and to beculminated by the design and testing of a stand-alone/grid connected PV system. Laboratoryactivities will include simulation, modeling, and experimentation using commercial size panels.The PV voltage of the panels mounted on building rooftop will be fed directly to the laboratory.This

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Osakue, Texas Southern University; Xuemin Chen, Texas Southern University; Chenyu Wang, Texas Southern University; Osman Ahmed

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based on the LabVIEW web service and the latest Web 2.0technologies such as JavaScript, jQuery, etc.In the paper, a cross browser compatible DSP remote laboratory with zero plug-in installation ispresented. The user can directly run the remote DSP without installing any plug-in. Moreover,the user interface is compatible with any web browsers and especially optimized for portabledevised such as iPad and smart phones.Virtual and Remote Laboratory FrameworkThe Virtual and Remote Laboratory (VR-Lab) at Texas Southern University (TSU) is shown inFigure 1. With the support from NSF CCLI, IEECI and HUCB-up programs, we havesuccessfully developed DC virtual experiments, Data Communication Virtual and Remoteexperiments, DSP virtual and remote

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sukesh K. Aghara, Prairie View A&M University; M. Golam Faruk, Prairie View A&M University; Latha Vasudevan, Texas A&M University

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AC 2012-5076: DEVELOPMENT OF UNDERGRADUATE RESEARCH IN-FRASTRUCTURE IN THE ENERGY ENGINEERING AT PRAIRIE VIEWA&M UNIVERSITYDr. Sukesh K. Aghara, Prairie View A&M University Sukesh Aghara is a tenured Associate Professor at Prairie View A&M University (PV) in the Department of Chemical Engineering (nuclear). He has received a $1 million per year for five years NSF grant as a PI/Director of the CREST Center for Energy and Environmental Sustainability. In addition, he is the leader for the Radiation Transport group with the NASA Center for Radiation Engineering and Science for Space Exploration (CRESSE). He served as a NASA Administrator’s Fellow for two years at the NASA Langley Research Center (LaRC

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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NSF Grantees Poster Session

sample game, Mystery of TrafficLights. The evaluation of its deployment in Digital I course at Rowan is also presented. Theassessment confirms the utility and usability of metacognitive tools in engineering design, andalso provides valuable insights for the iterative game refinementvn.INTRODUCTIONReading is a critical skill for students to perform well academically. However, many students arepoor readers, or have difficulty understanding expository texts [1]. The serious problems instudents’ comprehension ability pervade content areas like engineering. That is a reason that weoften hear from our students, “what does this problem ask?” when given a problem to solve. Thelack of understanding hinders our students to further apply knowledge, make