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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Mahender Mandala, HERL/VAPHS; Mary R. Goldberg, University of Pittsburgh; Jon Pearlman, Human Engineering Research Labs

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TeachersIntroduction and backgroundOver half a million veterans have utilized the education benefits of the post 9/11 G.I. Bill [1]. Itis estimated that over two million persons with military experience will enroll in post-secondaryinstitutions in the near future [2]. Veterans returning to school often require an adjustmentperiod, time to relearn study skills and reacquaint themselves with student life [3]. Furthermore,a subset of this special student population includes veterans who have acquired disabilitiesthrough trauma and who could require an additional adjustment period and support system toacademic life. As veteran friendly campuses, the University of Pittsburgh (Pitt) and CarnegieMellon University (CMU) run specific programs to help veterans

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic Institute of New York University

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, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distinguished Award for Excellence in the category Inspiration through Leadership. His scholarly activities have in- cluded 3 edited books; 7 chapters in edited books, 1 book review, 52 journal articles, and 106 conference papers. Moreover, he has mentored over 100 high school students, over 300 school teachers, 28 under- graduate summer interns, and 11 undergraduate capstone-design teams, and graduated 1 B.S., 16 M.S., and 4 Ph.D. students. He directs K-12 education, training, mentoring, and outreach programs that cur- rently enrich the STEM education of over 2,000 students annually

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Maja J. Mataric, University of Southern California; Shaobo Huang, University of Southern California; Svetlana Levonisova, University of Southern California

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STEM college majors and eventual careers through exposure to innovative, societally relevant engineering experimentation in their classrooms.This program has served middle and high school teachers and their students in urban settings. Todate, we have served 31 middle and high school teachers and their 3,923 students (combined infour years; 2010-2013). Accordingly, the program had both broad-based and deep impact onteachers and students.Impact-focused assessment and resultsThe SRET RET program employs a carefully crafted, outcomes-focused approach that is alignedwith a teacher performance to student outcomes assessment logic model. Figure 1 (below)illustrates the links between teacher performance and student outcomes in the model

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Garret Nicodemus, University of Colorado, Boulder; John L. Falconer, University of Colorado Boulder; Will Medlin, University of Colorado, Boulder; Janet L. de Grazia, University of Colorado, Boulder; Katherine Page McDanel, Dept Chemical & Biological Engineering University of Colorado Boulder

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classroom.Towards a Flipped Class Most students expect to have a teacher lecture and then they attempt to apply thisinformation by completing homework assignments outside of class. Reversing this is known asthe flipped classroom and has become an approach that allows an instructor to use class timemore effectively [1-4]. Bergmann and Sams [4] argued that this model allows students to beengaged and take responsibility and ownership for their learning. Their model utilizes shortvideos that introduce a topic to the students and then present a worked out example or conceptualproblem. Students watch these before class and then spend class time discussing the material,working on conceptual questions using peer-instruction, or problem solving, all being

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University

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relevant cases. More details about this research project are providedelsewhere 1.This was a broad project with many aspects. It built on prior work developing failure casestudies for incorporation into engineering courses, with specific application to civil engineering,engineering mechanics, architectural engineering, civil engineering technology, and constructionmanagement.Failure case studies may be used in engineering courses to address technical topics as well asnon-technical topics, such as management, ethics, and professionalism. The authors havedeveloped a number of failure case studies for classroom use. Studies have been carried out overseveral semesters in order to assess the use of failure case studies in civil engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

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suitable for collaborativelearning, because students may not need to construct and maintain shared understanding to solvesuch simple task through collaboration 23. Thus, the assigned task should be complex, so thatstudents have to share their efforts, competencies, and resources to solve it. Furthermore, the taskshould be motivating in order to maintain student teams’ engagement and persistence. Thesecriteria should be considered when instructors for each participating course develop and assignthe collaborative learning tasks.Table 1 Prompts of Social Collaboration Script and Prompts of Epistemic CooperationPrompts of the social collaboration Prompts of the epistemic cooperation script to apply the concepts ofscript to support the roles of

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence); Marie A. Boyette, FLATE; Nina C. Stokes, Florida Advanced Technological Education Center

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to basic enrollment at their schools and national statistics. Many used manual countingtechniques or talking with counselors or administrators. A few participants shared ways in whichtheir counties were able to access more systemic data such as “AGP data and science FCATscores in comparison with our boys.” Others felt that they had access to some data but not Page 24.1072.2enough for a longitudinal study: 1 “We can download data that shows the percentage of female students who enrolled in STEM-related programs after leaving elementary school, either in middle or high school. That

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Garret Nicodemus, University of Colorado, Boulder; John L. Falconer, University of Colorado Boulder; Will Medlin, University of Colorado, Boulder; Katherine Page McDanel, Dept Chemical & Biological Engineering University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; James K. Ferri, Lafayette College; Christopher R. Anderson, Lafayette College; Michael Senra, Lafayette College

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delivery; they can stop/rewind/replay at any point; and they can do thison their schedule. After recording, screencasts can be edited by adding information, callouts, andannotations, and by removing recording dead times. Studies have shown that screencasts improve student learning [1-3]. In addition, they freeclass time for more active learning, save instructor time, and provide students more control overtheir learning. Students in an entry-level freshmen chemistry course showed significantimprovements in performance and conceptual understanding when screencasts were used [4].Physics students provided with screencasts significantly outperformed students receivingequivalent textbook instruction in class [5], and when screencasts were used as pre

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr, University of North Carolina Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette; Eduardo Salas, University of Central Florida; Kyle Heyne, University of Central Florida

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over 800 institutions in 52 countries.A major paper describing the development and validation of the CATME Peer Evaluationsystem was published in Academy of Management Learning & Education in December 2012. OnJune 1, 2013, this paper received the Maryellen Weimer Scholarly Work on Teaching andLearning Award, “recognizing outstanding scholarly contributions with the potential to advancecollege-level teaching and learning practices,” at The Teaching Professor Conference.  Loughry, M. L., Ohland, M. L., & Woehr, D. J. (in press). Assessing teamwork skills for assurance of learning using CATME Team Tools. Journal of Marketing Education. Accepted for publication June 17, 2013. Key findings: This paper describes how the

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Zhiqiang Wu, Wright State University; Bin Wang, Wright State University; Chi-Hao Cheng, Miami University; Deng Cao, Central State University; Ashraf Yaseen

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also equipped withhardware based experiment systems to evaluate and compare the teaching effectiveness of thenovel SDR approach to that of traditional hardware equipment approach. The novel SDRapproach and laboratory suite will be implemented, transferred and institutionalized at threeparticipating institutions (Wright State University, Miami University (a mostly undergraduateserving institution), and Central State University (an HBCU)) to demonstrate the capability ofenhancing student learning and easy adaptability by other institutions. 1. IntroductionNeed & Motivation: Wireless communication and networking has tremendously changed oureveryday life in the past two decades. Currently there are 292.8 million wireless subscribers inthe US

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University

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such as anti-reflection coatings• many aspects of photovoltaics and other optoelectronic devices such as LEDs, sensors, flat panel displays, and other energy conversion devices such as photocathodes• basic ideas of hyperspectral and remote imaging• radiative, conductive, and convective heat transfer; and various heating and cooling methods (resistive heating and convective heating/cooling, thermoelectric (Peltier) effects, optical heating with lasers and flash lamps, ultrasonic heating)• thermal and infrared physics, as particularly related to thermal imaging and IR optics Page 24.1091.2 1• thermomechanical

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan, Rowan University; Sachin Shetty, Tennessee State University; Christopher Joseph Franzwa

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learning outcomes, namely enhancedunderstanding of thermodynamics laws, strengthened problem-solving skills, and increasedknowledge and skills of using games, simulation, modeling and collaborative learning tools.INTRODUCTIONAmongst the complex educational development cycle, high school serves as the mostdefining point for growth and decision that ultimately affects a student’s choice for careerpath. Unfortunately, difficulty with early concepts in mathematics and sciences can dissuadestudents from pursuing further education in STEM fields (Science, Technology, Engineering,and Medicine) [1]. Student frustration is commonly to blame for poor performance, but thewide range of learning styles and varying degrees of propensity between students makes

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University

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tracked byorganizations like the National Center for Women and Information Technology, the Anita Borg Institutefor Women and Technology and The Association for Computing Machinery (ACM) all report similarstories 1, 2, 3. There is a steady decline in the number of university students graduating with computerscience degrees over of the last ten years. More alarming is that enrollment and graduation rates inComputer Science are much lower for women and URM students. The Computer Science EngineeringTechnology - STEM (CSET-STEM) Scholars Program seeks to reverse this trend at XYZ STATE byrecruiting into the STEM pipeline, academically talented students who will be able to graduate withcomputer science degrees and degrees in mechanical, civil, and

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University

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of this paper is to report the results of administering these toolsamong different courses to gage students‟ understanding of the Statics concepts and how theyaffect the follow on course preparation.The most recent Statics OLI is organized in to seven Units of course concepts and material.These are:Unit 1: Concentrated Forces and Their EffectsUnit 2: Complex Interactions between BodiesUnit 3: Engineering Systems - Single Body EquilibriumUnit 4: Frames and MachinesUnit 5: TrussesUnit 6: Friction, andUnit 7: Moments of InertiaEach Unit contains one or more Modules of material for a total of 20 Modules under all theseven Units. As an example, Module 1 covers topic on: Representing Interactions BetweenBodies; Module 2 on: Introduction to Free

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Debra M. Gilbuena, Oregon State University; Erno Lehtinen, University of Turku; Marja Vauras, Centre for Learning Research, University of Turku; Gavin Tierney, University of Washington; Simone E. Volet, Murdoch University, Perth, Australia

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their respective discipline. Our collaboration should yieldimportant insights into increasing the participation and retention of students in STEM. Table 1provides a summary of the four sites and they are described in more detail below. In thefollowing subsections we provide more detailed descriptions of each of the research team Page 24.1137.4learning environments.Table 1. Summary of contexts at different research sites.Site Student Background Learning Environment Description Discipline and and Preparation Student RolesWashington High school

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Ann Saterbak, Rice University; Maria Oden, Rice University; Amber Lee Muscarello; Matthew Wettergreen, Rice University

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educational needs of our nation’s technologically savvy students, a newcurriculum model has emerged that inverts the traditional instructor-centered, lecture-basedapproach. The flipped classroom or inverted instruction model shifts course content with lowcognitive load outside of the classroom, thus freeing class time for students to focus on highcognitive load tasks.1, 2 A defining characteristic of the flipped classroom is its commitment tomultimedia technology to deliver time-shifted content via screencasts, audio podcasts, and otherforms of rich media. Using technology to time-shift lectures outside the class is one tactic in acomprehensive instructional strategy, which typically also includes problem-based learning,project-based learning, and/or

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Apurva Anil Kambale, Michigan Technological University; Megan Farrish, Michigan Technological University

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instrument.Data CollectionFigure 1 shows what type of data has been collected over four semesters. Student participantstook two computer modules: a learning styles module and a motivation module. The Self-Directed Learning Readiness Survey (SDLRS)1 was taken pre and post as a measure of theimpact of the modules. In the first semester of data collection—Spring 2012—many participantsfailed to complete both the pre and post SDLRS. Thus, for subsequent semesters, participantshave been randomly assigned to take the SDLRS either before or after taking the modules. Fall 2012, Spring 2013, Fall 2013 Spring 2012 Figure 1: Data collection scheme in 2nd year manufacturing class and 3rd year design processes

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

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,  and  some  prerequisite  information  is  retained  or  learned  differently  based  on  individual  learning  styles  (as  measured  by  our  assessments)1.  Based  on  our  findings,  we  recommend  that  every  instructor  evaluate  the  prerequisite  knowledge  of  their  students  and  complete  targeted  interventions  aimed  at  known  robust  MSE  misconceptions  and  local  knowledge  gaps.  Since  our  state  has  a  large  community  college  system,  local  knowledge  gaps  differed  somewhat  from  section-­‐to-­‐section  of  the  course,  but  several  core  key  themes  emerged.  For  example,  introductory  chemistry  courses  emphasize  ionic  and  covalent  bonding,  leaving  the  students  with  knowledge  gaps  and  robust

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Andrea Rich, Hofstra University; Amy Masnick, Hofstra University

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. Page 24.1251.1 c American Society for Engineering Education, 2014 The use of metacognitive writing-to-learn prompts in an engineering statics class to improve student understanding and performanceIntroductionWriting-across-the-curriculum initiatives tend to focus on the idea of using writing as a means todeepen student understanding of concepts and rhetorical practices in the discipline.1, 2, 3 It iscommon practice in these programs to integrate as much writing as possible in differentdisciplinary contexts.4, 5 , 6 The supposition is that writing naturally enhances learning in most, ifnot all, learning spaces. This notion dates back to Janet Emig’s classic

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Jeremy Kingma, Washington State University; Eve A. Riskin, University of Washington; John B. Schneider, Washington State University; Robert G. Olsen, Washington State University; Sonya Cunningham, University of Washington; Dawn Wiggin, University of Washington ; Kirk A. Reinkens, Washington State University; Scott Winter, University of Washington

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additional time for recruitmentof the first cohort of the STARS program. The recruitment process began by identifying allincoming engineering students who were found to be Pell Grant Eligible and who attendedunder-resourced high schools. These students were notified of the benefits of joining the STARSprogram and resulted in a pool of 90 applicants. After some time of reviewing applications andinterviewing candidates, 30 participants were selected for the first cohort.The first quarter of the UW STARS program includes a new 4-credit Math Problem Solvingcourse designed in collaboration with staff from the College of Engineering Academic Centerand the Mathematics department. The course has four primary objectives: 1) To solidify algebraskills; 2) To

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Anthony Bourne, Wright State University

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Paper ID #10620The Wright State Model for Engineering Mathematics Education: A Longi-tudinal Study of Student Perception DataProf. Nathan W. Klingbeil, Wright State University Nathan Klingbeil is a Professor of Mechanical Engineering and Dean of the College of Engineering and Computer Science at Wright State University. He is the lead PI for Wright State’s National Model for Engineering Mathematics Education, which has been supported by both NSF STEP Type 1 and CCLI Phase 3 awards. He has received numerous awards for his work in engineering education, and was named the 2005 Ohio Professor of the Year by the Carnegie

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

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

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director for Penn State’s participation in the ASSIST Engineering Research Center led by North Carolina State University. For her individual and collaborative contributions to engineering education, she has received several university and national awards. She is a Fellow of the American Society for En- gineering Education. She has held several leadership positions in the American Society for Engineering Education, including president in 2010-2011. Page 24.1269.2 c American Society for Engineering Education, 2014 1 Toys and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mohammad Rabiul Islam, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

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components:the driver, the vehicle, and the built environment. Civil engineers have the unique ability todirectly manipulate the built environment, all the while needing to understand the associatedhuman factors and vehicle capabilities. In 2004, “NCHRP Report 500 Volume 12: A Guide forReducing Collisions at Signalized Intersections” suggested that the use of traffic control andoperational improvements have the greatest likelihood to improve safety at signalizedintersections 1.A large body of research has shown that many graduating students do not possess understandingof fundamental engineering concepts 2. Confounding the lack of concern over the lack ofconceptual understanding are differences between how academics and engineering professionalsthink

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

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description of leadership skills and outreachactivities, and two letters of recommendation for new students. Once admitted to the program,the scholarship was renewed each semester until graduation as long as the minimumqualifications were met. An additional focus was to emphasize female and underrepresentedminority students.In the CSEMS program1 76 scholarship students took part in the program. Some students didlose their scholarships, but continued on to graduation. The gender and minority status of thestudents is shown in Table 1. Underrepresented Minority Non-Minority Total Female 9 20 29 (38.2%) Male 21 26

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech; Tsu-Jae King Liu, University of California, Berkeley

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Berkeley’s Transfer AllianceProject, which provides individualized academic and transfer advising and enrichment programsthat prepare TTE participants to be competitive applicants to four-year colleges. To date,approximately 86% of the students eligible to transfer to a 4-year institution were admitted andare now enrolled. This paper provides an overview of the TTE REU program, examples of theresearch projects, a description of the evaluation and assessment tools, and results of studenttransfer to 4-year institutions.IntroductionIn 2009 and again in 2011, the Obama Administration articulated its strategy to revitalizeAmerica in the document, “A Strategy for American Innovation: Securing Our EconomicGrowth and Prosperity” [1, 2]. The strategy calls

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Thorsen, University of Alaska, Fairbanks; Lori Sowa P.E., University of Alaska, Southeast

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communities, building their socialcapital and connecting them to a larger learning community.The goals of the first year of this study are:1. Quantify student content learning gains in the restructured course,2. Evaluate the impact of the collaborative model on the development of social capital, and to3. Assess student perceptions of and engagement with the hybrid format in a freshman engineering lab course.BackgroundEE102: Introduction to Electrical and Computer Engineering was originally taught, as a lectureonly, pre-calculus circuits course. In recognition of modern instructional pedagogy, “learning bydoing” [Bransford, et. al., 2000], this course was transformed in 2005 to include a laboratoryexperience, creating a project-based course which

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology

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, and six-years later (i.e. graduation) for matriculantsto the disciplines as well as all students in the major including first time in college (FTIC) andtransfers. The impact of first year engineering (FYE) programs is also considered. We focus onthe large fields of mechanical, electrical, and computer engineering, that have few women andthe smaller fields of chemical, biomedical, and industrial engineering that attract morewomen. In the supplement approved in 2013, we extended this work to also include CivilEngineering and Aerospace Engineering.Major activitiesSince September 1, 2012, the project team has been productive working together well andmaking progress on all planned tasks from the proposal. PI Susan Lord, CoPI Matt Ohland andsenior

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NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Srividya Kona Bansal, Arizona State University; Ashraf Gaffar; Randi Michelle Taylor

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Paper ID #10007User Research for the Instructional Module Development (IMOD) SystemDr. Odesma Onika Dalrymple, Arizona State University, Polytechnic campus Dr. Odesma Dalrymple is an Assistant Professor in the Dept. of Engineering and Computing Systems at Arizona State University. She conducts research on tools and techniques that can be readily applied in real engineering learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; James P. De Clerck, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Laura Maria Roberts; William J. Endres, Michigan Technological University; Kevin David Hale

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  • Pre-­‐test   Tutorial  on  Mitosis  (or   • Material  presented  in  least  preferred  (or  most   Punnett  Square)   preferred)  style   • Post-­‐test   • Present  results  of  Barsch  Inventory  to  the  student   Tutorial  on  Learning   • Present  strategies  for  different  style  learnerrs   Styles   • Post-­‐test  on  learning  style  strategies   ReBlection  and   Evaluation   Figure 1. Outline of learning styles moduleThe learning styles module teaches about two biology topics—Punnett Squares andmitosis. Four presentations

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Washington State University; Mohammad Rabiul Islam, Oregon State Univeristy; Kelvin Daratha, Graduate Student at Washington State University

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directly contribute to the safety and efficiency of the surface transportation system.Project IntroductionA large body of research has shown that many graduating students do not possess anunderstanding of fundamental concepts in fields such as physics 1, mathematics 2 andengineering 3. Confounding the lack of conceptual understanding are differences between howacademics and engineering professionals think about and apply fundamental engineeringconcepts. Situated cognition experts contend that knowledge only exists in context and has verylimited meaning and usefulness when taught out of context 4, 5. An urgent educational needexists to better integrate engineering students within the context of engineering practice and todevelop, implement, and