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NSF Grantees' Poster Session

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2012 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Leah Rineck; Ethan V. Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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that the students have currently worked on, and some that they are ready to learn. Thecomprehensive assessments give questions on any topic in the pie from the most basic materialto the last item that they learned. If the student earns a 92% or better on this assessment they aremoved to the next course. The 92% is based on percent mastery of the entire course, not 92% ofthe questions correct on the assessment. If they do not get a 92% they relearn the topics they gotwrong, and try the comprehensive assessment again. Figure 1 shows an assessment summaryfrom ALEKS.ALEKS also records how much time each student spent in a particular course, and how muchtime they spent in all the courses they have taken with ALEKS. The amount of hours that astudent

Conference Session

NSF Grantees' Poster Session

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2012 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Shane A. Brown P.E., Washington State University; Brian F. French, Washington State University

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the ASSESS system, positioning it forsuccessful adoption and implementation by the engineering education community. Two sub-goals are: 1. Instrument utilization. Enable engineering educators to locate and effectively deploy superior evaluation instruments to enhance engineering education project discoveries and successes, and 2. Instrument development. Support the engineering education evaluation community in the identification and refinement of evaluation instruments with potential to become major assets to the profession.Four project objectives define components toward achieving the project goals: a software supportsystem, an instrument appraisal process, rigorous testing of the system, and targeteddissemination and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sydney Rogers, Alignment Nashville; Sandra M. Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David Conner McNeel, Alignment Nashville

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NSF Grantees Poster Session

meetings; and each club posted their schedules tothe master A2S calendar.Afterschool Club ActivitiesEach A2S coaching team plans and creates their club meeting schedules by semester. Clubschedules are then posted on the master A2S Google calendar. Each STEM-focused activity isspecifically prepared to increase students’ interest in STEM careers. Concepts are executed inthree-part modules; allowing three club meetings to a particular concept. To help students makereal-world connections to their club experiences, some modules are complemented by a field trip(site visit) to a local business related to a particular A2S module (see example below). Design & Manufacturing  CLUB MEETING 1: Symmetry/ Golden Triangle  CLUB MEETING 2

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Elif Ozturk, Texas A&M University; Joshua Johnson, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Xiaobo Peng, Prairie View A&M University

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addition to the student participants, practicing engineers from industry were surveyed using the instrument. Participant demographic, education, and engineering experience data were collected. These data were used to examine the relationships among expertise related responses and demographic variables. We report the factor analyses results and the reliability coefficients of the instrument and the observed differences between students’ and engineers’ responses to survey items.IntroductionComputer-aided design (CAD) tools are ubiquitous and used throughout the development process inmany industries 1. CAD tools are available in multiple platforms and change quickly. This makes itimperative that students are trained in a

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Charles David Whitlatch, Arizona State University; Qiao Wang, Arizona State University; Brian J. Skromme, Arizona State University

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NSF Grantees Poster Session

problems of randomly selected topologies and element values that aresuitable for use in courses on elementary linear circuit analysis. The circuit generationalgorithms are discussed in detail, including the criteria that define an “acceptable” circuit of thetype typically used for this purpose. The operation of the working prototype is illustrated,showing automated problem generation, node and mesh analysis, and combination of series andparallel elements. Various graphical features are available to support student understanding, andan interactive exercise in identifying series and parallel elements is provided. When fullydeveloped this engine will be incorporated into a tutorial system designed to supplementconventional instructional approaches.1

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NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

University. Page 25.269.1 c American Society for Engineering Education, 2012 Bridging the Valley of Death: A Preliminary Look at Faculty Views on Adoption of Innovations in Engineering EducationAbstractThere is a 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

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chih-Ping Yeh, Wayne State University; Gene Yeau-Jian Liao, Wayne State University; William Stark, Macomb Community College; Joseph L. Petrosky, Macomb Community College; Douglas A. Fertuck, Macomb Community College

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professional development.1. IntroductionThe automotive industry has been one of the largest and most important industries in the UnitedStates, employing more than 1.1 million Americans1, accounting for 4% of total gross domesticproduct, and representing the single largest U.S. export (nearly $121 billion) in 20082. The worldeconomy, however, has shifted over the past year. Today the automotive industry is engaged in atransformational change that incorporates a technological shift from the petroleum-poweredengine that drove the transportation economy of the 20th Century to the renewable resource-based electric powered motor that will sustain the dynamic global economy and environmentalassets of the 21st Century. In response to a shift in consumer

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

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NSF Grantees Poster Session

cognitive and social constructivism; and, there is a substantial body ofevidence that favors the inductive approach over the traditional deductive approach inengineering education 1-8. While this research base has been previously reported 9, asummary of the research justification seems necessary here to conceptually understandthe project.Research indicates that students build scaffolds from existing cognitive structures to newinformation when there are connections to existing knowledge. All of the modules, mini-lectures and problem sets that have been developed as part of this project are designed tobuild these scaffolds by connecting new fundamental MSE principles to the existingknowledge base of the students. We have found that it is very

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua Gisemba Bagaka's, Cleveland State University; Norb Delatte, Cleveland State University; Paul A. Bosela P.E., Cleveland State University

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University, theUniversity of North Carolina at Charlotte, Colorado State University, and Pennsylvania State Page 25.1339.2University. The courses were taught by a total of six different faculty members. Thedescriptions of the courses that the cases were used in are provided below.Cleveland State UniversityESC 211 Strength of Materials. Study of stress, strain and stress-strain relations; stress-load andload-deformation relationships for axial, torsion and bending members; buckling of columns;combined stresses, inelastic behavior.CVE 312 Structural Analysis 1. Truss and frame analysis, influence lines and load positioncriteria, deflection analysis

Conference Session

NSF Grantees' Poster Session

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2012 ASEE Annual Conference & Exposition

Authors

James P Becker, Montana State University; Carolyn Plumb, Montana State University; Richard A. Revia, Montana State University

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NSF Grantees Poster Session

Page 25.1351.2terminology of electrical and computer engineering. The class meets once a week for 50 minutesof lecture and once a week for an hour and 50 minutes in the lab. The sole pre-requisite for thecourse is pre-calculus, and the course is designed more to inspire interest among students forelectrical and computer engineering while the students concurrently take the typical battery ofmath and science courses than to provide a rigorous introduction to the discipline. Detailsregarding the course have been published [1]. This introductory course is then followed by tworequired four-credit circuit analysis courses and a required four-credit electronics course. Thefocus of this paper is on the first of the two required circuit courses EELE

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

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NSF Grantees Poster Session

designed as active are expected to engage learnersmore than passive instruction can; the activities designed as constructive are expected tofacilitate the generation of better and/or more new ideas and knowledge than the active activitiescan facilitate; and the activities designed as interactive are often expected to generate superiorideas and knowledge than constructive activities, but only when all students are contributing to asubstantial joint intellectual effort.Chi1 discusses three main advantages of this framework as: 1) the classification of overtactivities helps researchers, instructors and instructional designers decide what type of activity orintervention would be appropriate for the intended research or instruction; 2) the

Conference Session

NSF Grantees' Poster Session

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2012 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Karen A. High, Oklahoma State University; Michael W. Keller, University of Tulsa; Ian M. White, University of Maryland; Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; R. Alan Cheville, Oklahoma State University; Jennifer Wolk, University of Maryland, College Park

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engineering programs. In addition to first-year retention, the introduction of EGR 101 has already impacted college-wide 4-year graduation rates for the initial cohorts, which are roughly 4 percentage points higher than Figure 1. Impact of EGR 101 on College-Wide 4-Year

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janice M. Margle P.E., Pennsylvania State University, Abington; Catherine L. Cohan, Pennsylvania State University, University Park; Yu-Chang Hsu, Boise State University; Jill L. Lane, Clayton State University; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Pennsylvania State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel P.E., Pennsylvania State University, University Park

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participating campuses are presented.One Project, 14 CampusesTo understand the breadth of this project, a map of the participating campus locations throughoutthe state of Pennsylvania is shown in Figure 1, below. The interventions initiated by Toys’nMORE are underway at 14 of these regional campuses. The University Park campus, the mainand largest campus in the Penn State system, is the administrative home of the University and theToys’n MORE project. With close to 6,700 STEM students enrolled full and part-time at these14 geographically-dispersed locations, the regional campuses are an integral part of the PennState system. 13

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mo Ahmadian, Eastern New Mexico University

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NSF Grantees Poster Session

Page 25.1381.3 Figure 1. First page of the websiteOne-Credit CourseThe recipients of the NSF scholarship were required to register for a one-credit project course.The course encourages scholars to hone their communication skills and gain knowledge infunctioning effectively on a multidisciplinary team. The first project was to create and present aconceptual business plan. The goal of this project was to have students achieve competency invarious business practices. These business practices help students develop leadership skills in amultidisciplinary environment, and understand the components of effective teamwork and theimportance of good communication skills. Students were provided with a weekly task. The

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Suhas Ranganath, Arizona State University; Jayaraman J. Thiagarajan, Arizona State University; Karthikeyan Natesan Ramamurthy, Arizona State University; Shuang Hu; Mahesh K. Banavar, Arizona State University; Andreas S. Spanias, Arizona State University

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NSF Grantees Poster Session

ofconsiderable research in recent years. The advantages of handheld devices over personalcomputers in K-12 education have been investigated1. The study has found that the easyaccessibility and maneuverability of handheld devices lead to an increase in student interest. Byincorporating mobile technologies into mathematics and applied mathematics courses, it hasbeen shown that smartphones can broaden the scope and effectiveness of technical education inclassrooms 2. Page 25.1392.2Fig 1: Splash screen of the A- JDSP Android applicationDesigning interactive applications to complement traditional teaching methods in STEMeducation has also been of considerable

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hong Man, Stevens Institute of Technology

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NSF Grantees Poster Session

programs3.In order to offer this as an introductory undergraduate course, it is necessary to emphasizeconceptual learning through lab exercises4,5. We have designed a series of computer lab exercisesbased on a newly developed computer simulation software tool – SimuRad6, which implementsnumerical algorithms to simulate the physical and biological processes in many common medicalimaging modalities. The software contains expandable modules, each to support a serious labexercises related to a particular modality. Currently implemented modules include mathfundamentals, computed tomography (CT), x-ray physics, nuclear magnetic resonance (NMR),image enhancement and analysis. With these modules, seven computer lab exercises have beendesigned. Lab 1

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Punit Deotale, Texas A&M University; Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

developed. EachPSE provides a virtual environment for building, testing, and validating designs for a process tobe automated. The user is presented a toolbox containing equipment and building blocks ofautomation such as sensors and actuators. The PSEs support students in design problem-solvingactivities such as (1) reviewing the problem, (2) understanding the process to be automated, (3)line balancing, (4) layout, (5) simulation, and (6) cost analysis.This paper presents preliminary results from a usability evaluation of one of the PSEs. Theevaluation utilized a Facelab desktop mounted eye-tracking system. Users’ eye movements weretracked using a camera and sensors to determine gaze direction and fixations. The data collectedfrom the evaluation was

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jon A. Preston, Southern Polytechnic State University

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NSF Grantees Poster Session

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

abstract, causing manystudents to not easily relate to them. A collaborative team from Manhattan College, Bucknell University, and the Universityof Kentucky will enhance conceptual learning through a new and innovative approach. We willhave students: 1) develop an instructional video that teaches a concept in thermodynamics usingcommon metaphors, and 2) watch a similarly constructed instructional video developed by peersat a separate institution. The former employs autodidactic learning, while the latter takesadvantage of peer-to-peer learning. To measure the effects of these treatments on conceptuallearning, our project will execute: 1) a baseline assessment using a thermodynamics conceptinventory, and 2) a post-treatment assessment using

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marisa Hamilton, Riviera Kaufer High School; Lee Clapp, Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville

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NSF Grantees Poster Session

rates. If thesubstance does not allow a fluid to travel though it, the substance is known as impermeable. If asubstance allows a fluid to travel through it, the substance is known as permeable. Thesedifferent properties can be applied to underground sediments, creating areas ideal for fluids (i.e.water, oil, and gas) to collect. An underground layer of porous rock, sand, or gravel, makes anexcellent storage space for ground water; while, clay and shale do not retain water very well. Iflayers of impermeable and permeable of sediment form, water may become embedded betweenthese layers. The water and porous sediment become known a confined aquifer, as seen inFigure 1. The water reaches a maximum level, which is referred to as the water table

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Douglas H. Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American; Connie M. Borror, Arizona State University, West; Douglas C. Montgomery, Arizona State University

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received several teaching and research awards, including the Shewhart Medal, the Brumbaugh Award and the Lloyd Nelson Award from the ASQ, the George Box medal from ENBIS, the Greenfeld medal from the Royal Statistical Society, and the Deming Lecture award from the American Statistical Association. Page 25.1469.1 c American Society for Engineering Education, 2012 Web-based Active Learning Modules for Teaching Statistical Quality Control, 2012 Update!!!!"#$%&'()*+"#$!%&'%()$!(*!+#,)!'$)$-'.#!,)!+(!,/0$)+,1-+$!+#$!&)$!(*!),2&3-+,(/45-)$6!-.+,0$!3$-'/,/1!+((3

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

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curriculum 1, 2, 3. We have had positive assessment results from our ownpilot testing at Rowan University and with the use of some of the materials in the FreshmanChemical Engineering course at the State University of New York-Stony Brook 4. We havedisseminated some of our results through ASEE conference papers, and some of the problem setsdescribed in this paper will be used in the next edition of Felder, Rousseau and Newell,Elementary Principles of Chemical Processes, 4th ed 5.Our current efforts are to expand our dissemination through the ASEE Chemical EngineeringDivision (CHED) Summer School. This will help extend the reach of our materials to anaudience of educators early in their careers who will be able to directly impact the students

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

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tested in ethics curricula. Furthermore, it is not clear how these pedagogicalactivities map onto recent conceptual advances in the interdisciplinary emotion scholarship.Some philosophers of education are seeking ways to bridge this divide, but there is a practicalneed to: 1) develop effective pedagogical practices that engage the emotions, and 2) study theeffects of engaging emotion in the learning process. We draw on scholarship from the learningsciences to suggest strategies for engaging the emotions in engineering ethics curricula. Weargue that incorporating and emphasizing the emotions in the engineering ethics classroom offersa new starting point to meet engineers and scientists where they are. Learning science shows thatlearning is always

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Olufunmilola Atilola, Georgia Institute of Technology; Erin M McTigue, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Julie S Linsey, Georgia Institute of Technology

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NSF Grantees Poster Session

directly sketch a truss free-body diagram(FBD) onto a computer tablet; they can also sketch the FBD with a mouse and a standardcomputer monitor. As the student sketches the FBD into the program, Mechanix is able toautomatically detect and label the nodes of the truss as the instructor entered it. The student thendraws an axis and proceeds to solve the problem as he/she would by hand, i.e. labeling the FBDwith input and reaction forces, etc. The student’s ability to draw their own sketch mimics theprocedure that is taken when drawing a sketch on paper, which is the traditional way of solvingtruss problems, this makes it is easier for the student to transition back and forth betweenMechanix and traditional truss solving methods. Figure 1 shows a

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donald Plumlee, Boise State University; Steven W. Villachica, Boise State University; Linda Huglin, Boise State University; Shannon Rist, Boise State University

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to Practice (E2R2P): NSF Program: EEC Division of Engineering Education and Centers Grant 1037808 Our effort addresses the question: How can successes in engineering education researchtranslate into widespread instructional practice? Published research has provided a robust set ofdocumented tools and techniques for transforming individual engineering courses fromtraditional lecture-based formats to those that emphasize project- and problem-based learning[1].These new formats support transfer of learned skills to subsequent courses and the workplace.Unfortunately, the mere availability of such research has not resulted in its widespread adoptionacross engineering programs. The pace of adoption has

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Kean, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Mathew Bissonnette

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NSF Grantees Poster Session

students are very excited about the opportunity to makemeasurements of their own appliances. Inevitably, we hear students sharing their experiences ofsurprise at some of their measurements. Several students have even volunteered that the MEAencouraged them to modify their behavior regarding electricity usage. Their enthusiasm for themeasurements helped motivate effort during the calculation-intensive model developmentportion of the activity.Viscosity Measurement MEAHere, a petroleum company has hired the student teams to develop a small, robust device formeasuring fluid viscosity quickly in the field. The viscometer is supposed to work over a widerange of viscosities (1-1000 cP), although the device does not necessarily have to measuredynamic

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bo Cao, University of Houston; Gangbing Song, University of Houston; Xuemin Chen, Texas Southern University; Daniel Osakue, Texas Southern University

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NSF Grantees Poster Session

speed internet connection.MethodologyThe goal of our project is to provide users with an interface that will work in any Internet-enabled web browser without the need to install any software. The project will include threesections: client side, web server, and experiment server (see Figure 1). The client side willcommunicate their commands to the experiment server through the web server, which acts as amedium for control and data-basing. When the clients log in their web browser on our websitewhere the web server is located, they will be asked to sign in using their givenusername/password. This username/password combination will be set to a default value for eachstudent, using their student id number as the username and password. Upon logging

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Robi Polikar, Rowan University; Kevin D. Dahm, Rowan University; Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Richard J. Kozick, Bucknell University; Robert M. Nickel, Bucknell University; Steven H. Chin, Rowan University

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. Page 25.1081.3INTRODUCTIONBiometrics is the science of recognizing and authenticating people using theirphysiological features. Interest in biometrics has increased significantly after the 9/11attacks. Border and immigration control, restricted access to facilities and informationsystems, cybersecurity, crime investigations and forensic analysis are just a few of theprimary application areas of biometrics used by commercial, government and lawenforcement agencies [1]. The biometrics market has grown from $2.7 billion in 2007 toan expectation of $7.1 billion in 2012, with a compound annual growth rate of 21.3percent [2]. There is much research interest in different biometric systems, notably, facerecognition. Face recognition systems have

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ikseon Choi, University of Georgia; Yi-Chun Hong, National Central University; David K. Gattie, University of Georgia; Nadia N. Kellam, University of Georgia; Melissa G. Gay, University of Georgia; Lucas John Jensen, University of Georgia; Hyojin Park, University of Georgia; YounSeok Lee, University of Georgia

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-solving abilities failed to transfer to solve another problem without guidance.With regard to their epistemic growth, no change was observed after their completion of thelearning activities in the module. The implications of designing a case-based e-learningenvironment to develop students’ problem-solving skills as well as to facilitate their epistemicgrowth are discussed.IntroductionUncertainty is one of the most important characteristics of real-world problems that weexperience our daily lives.1 Real-world problems are often made up of complex situationssurrounded by multiple perspectives among different stakeholders. They have diverse solutionsalong with multiple criteria for evaluating the tentative solutions.1-6 Dealing with these uncertain

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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NSF Grantees Poster Session

Page 25.1114.2materials for more effective learning.Issues and Challenges in Introductory Materials Courses.The three HPL research-based principles have been used to modify instruction, student activities, andassessment to promote more effective learning. However, to better understand how to implement theseprinciples within the framework of the introductory materials course, the issues and challenges ofteaching and learning in the course were characterized and contrasted with traditional lecture-basedapproaches to teaching and learning. Specifically, for instructors to be more effective in anintroductory materials course they must address Materials Course Instructional Issues (MCIIs) of: 1. Connecting macro-properties & micro-structure