Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Hill, University of Hartford; Ying Yu, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

10.1was the last to include a graphical test bench generator tool. In the Fall 2013 semester weupgraded to ISE version 13.2 and discuss later how despite the introduction of test benches, our Page 26.1252.4students prefer the improved stability of the software.In this paper we consider the usefulness of our tutorial as a reference as well as pedagogy topicsrelated to test benches. In reviewing the literature, Colburn1, Hawkins3, and Kolb7 each outlinephases of the learning cycle model and suggest that experiential learning involves reflection toallow for accommodation of new knowledge. We feel that perhaps the lecture and homework canbe used as

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

Executive Director of FUSP - The Foundation for Supporting the USPDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Lisa Benson, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

., university, major, QPA), travel abroad/international experiences (e.g., level of interest in international issues, foreign languageproficiency), and characteristics of the international experiences (e.g., programmatic elements ofexperiences such as duration, amount of reflection, and comfort zone). The background surveyitems also provided independent predictor variables to help explain the results of the outcomeinstruments (EGPI and GPI). Samples (from each of the four partner institutions) of seniorengineering students, each of whom had engaged in an at least one international experience wereinvited to complete the set of instruments (EGPI, GPI, and background survey). In addition tosampling seniors with international experiences, each campus also

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Joseph Tranquillo; Keith Buffinton

 story for the type of student who would take full advantage of the ecosystem. ​ Kayla’s Story​ is not true but is meant to be aspirational (see Appendix A). In the story, Kayla only takes part in some fraction of the ecosystem, but she exemplifies the qualities that make our university unique. The entire ecosystem helps her grow through ​ mentoring, alumni support, themed housing, curricular​  and extracurricular ​ opportunities that all reflect a concerted and intentional effort, at all levels of the University level.   Additions to the Ecosystem Post­2008 The vision statement and report served the purpose of providing direction. It also called attention to the areas where there are missing elements. Although many

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Janet McDonnell, Central Saint Martins, University of the Arts London; Ryan C. Campbell, University of Washington; Jim L Borgford-Parnell, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #11935Using Design Process Timelines to Teach Design: Implementing Research Re-sultsDr. Cynthia J. Atman, University of Washington Cynthia J. Atman is the founding director of the Center for Engineering Learning & Teaching (CELT), a professor in Human Centered Design & Engineering, and the inaugural holder of the Mitchell T. & Lella Blanche Bowie Endowed Chair at the University of Washington. Dr. Atman is co-director of the newly-formed Consortium for Promoting Reflection in Engineering Education (CPREE), funded by a $4.4 million grant from the Leona M. and Harry B. Helmsley Charitable Trust. She was

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University; Nichole Ramirez, Purdue University; Trina L. Fletcher, Purdue University, West Lafayette; Jake Davis, Purdue University

Tagged Topics

NSF Grantees Poster Session

force.AcknowledgmentsThe authors thank the National Science Foundation for support of this research research (Award1329283: Access to Cooperative Education Programs and the Academic and EmploymentReturns by Race, Gender, and Discipline), as well as Eckhard Groll, Stephen Wanders, TinaAlsup and the SPHERE Lab for their helpful feedback and assistance. The views expressedherein are solely the authors’.References Cited1. Haddara, M., & Skanes, H. (2007). A reflection on cooperative education  : from experience to experiential learning. Asia-Pacific Journal of Cooperative Education, 8(1), 67–76.2. Edgar, S., Francis-Coad, J., & Connaughton, J. (2013). Undergraduate reflective journaling in work integrated learning  : Is it relevant to

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

26.840.2The content reflects the commonly held understandings that multiple leading universitiesdocument in their course descriptions. The assessment strategies reflect the varied results thatstudents may generate with higher level thinking. The pedagogy reflects the established trend ofcooperative learning as the “best” form of active, student-centered learning, where the instructorscaffolds the student’s learning process and develops the student’s ability to pursue self-guidedinquiry, which is the highest goal of teaching.It is expected that the institutional setting will be an ABET-accredited engineering college thatoffers aerospace engineering at the bachelors level. For example, the rotorcraft centers ofexcellence are Georgia Tech, University of

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Kimberly Kristine Hardy, Boise State University; Dazhi Yang, Boise State University

Tagged Divisions

Educational Research and Methods

motivational goals for learning with respect to course favoritism are reflective of a statedependence rather than a trait the students hold with respect to the way they approach learning.Thus, motivational goals of engineering students are likely to shift, some substantially, based ontheir affinity for a course. The implications for our findings are such that if students favor acourse they are more likely to engage in learning at the mastery level and seek deeperunderstanding and develop more complex knowledge of subjects based on intrinsic factors. Incontrast, if students disfavor a course they are likely to be driven by external factors, like grades,or simply passing and getting through, and are much less likely to develop and retain deep

Conference Session

A Virtual Community of Practice for Developing and Implementing Evidence-based Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Stephen J Krause, Arizona State University; Nancy Ruzycki, University of Florida; Amber L. Genau, University of Alabama at Birmingham; Brittany Nelson-Cheeseman, School of Engineering, University of St. Thomas; Cheryl A Bodnar, University of Pittsburgh; Joseph De-Chung Shih, Stanford University; Daniel Lepek, The Cooper Union; Lindsay Corneal, Grand Valley State University; Shannon Ciston, University of California, Berkeley; Richard E Eitel, Stevens Institute of Technology (SSE)

Tagged Divisions

Chemical Engineering, Materials

VCP.Leadership VCP The leadership VCP comprised 6 weekly sessions which prepared five pairs of faculty leadersto facilitate their own VCPs in different subject areas. These sessions, led by Karl Smith andCynthia Finelli, were conducted weekly and lasted approximately 1.5 hours; there were also twofollow-up sessions after the faculty leaders began leading their own VCPs. The six sessions pro-vided an introduction to the VCP and training in research-based practices of active learning, en-hancing motivation, learning objectives and Bloom’s Taxonomy, as well as student teams and Page 26.132.4cooperative learning. Final sessions focused on reflection

Conference Session

Subjects in Renewable Energy and ET

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenan Baltaci, University of Wisconsin, Stout; Faruk Yildiz, Sam Houston State University; Andy S. Peng, University of Wisconsin, Stout; Ulan Dakeev, University of Michigan, Flint

Tagged Divisions

Engineering Technology

fortified through reflection papers, classdiscussion, and student presentations that require students to represent mathematical informationsymbolically, visually, numerically, and verbally. Through in-class studies and assignments,student will be given raw data about a specific problem and asked to effectively use arithmetic,algebraic, geometric, logical, and/or statistical methods to model and solve real-world problems.Since students in the course will come from a variety of majors and will hold different skills inreading course materials, assignments will be kept in a level that is both challenging andachievable for each student.Several case study assignments will be included in the course content to meet this objective. Thecase studies are

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

employment of another engineer, nor does he indiscriminately criticize another engineer’s work. 13. The Engineer endeavors to extend public knowledge, and to promote understanding of the contributions and achievements of engineering and the alternatives offered by modern technology. 14. The Engineer gives credit for work to those to whom credit is due, and recognizes the proprietary interests of others. 15. The Engineer advertises his work or merit in a dignified manner, and avoids conduct or practice likely to discredit or unfavorably reflect upon the dignity or honor of the profession. 16. The Engineer is guided in all his professional relations by the highest standards of integrity, and acts in professional matters for each

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia. Page 26.1184.1 c American Society for Engineering Education, 2015 Narrative Inquiry in Engineering Education Research: Exploring Ways of Constructing Narratives to have Resonance with the Reader and Critical Research

Conference Session

Civil Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

determine if the current ABET CivilEngineering Program Criteria (CEPC) should be changed to reflect one or more of the 24 outcomesof the second edition of the Civil Engineering Body of Knowledge published in 2008. After twoyears of work, a proposed CEPC has been approved by the relevant ASCE committees andforwarded to ABET for approval and incorporation into accreditation criteria. A paper chroniclingthe committee’s efforts through a review of the literature, the committee’s methodology andprocess, and the key issues that emerged was presented at the 2014 ASEE Annual Conference inIndianapolis. This paper updates that effort by presenting the resulting proposed criteria, thechanges generated by constituency feedback, progress on the Commentary, the

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

students who participatedin the survey did not benefit from the help rendered by the video based coaching problems andtutorials.Figure 2, Q5 received 3.6 out of 5 demonstrating that a good portion of our students benefited byusing Mastering Engineering online tool homework assignments and instant feedback. 4.00 Figure 2 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 q3 q4 q5Figure 3, Q6 reflects the students’ view regarding the important question of this study and surveywhether “the mastering engineering helps you to master the electrical circuit concepts ”. Themajority of the students, about 78%, felt that mastering engineering helps them to learn

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

experience that promised no restrictions on employment following thecompletion of a degree. It became very apparent that Starbucks is as committed to its partners asASU is to the welfare of our students and how they succeed at the university and beyond.The partnership would be one of mutual shared impact. It needed to work at scale, whichStarbucks provides. Starbucks partners are relatively young, but demographically reflectAmerica. The partners were hit hard by the Great Recession, and they collectively reflect thedegree attainment crisis facing the United States. They offered ASU the opportunity to prove thatits initiatives in partnership and online learning at scale would work in service to a large numberof students that reflect the diversity

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University

Tagged Divisions

Engineering Leadership Development Division

and leadership. Students are asked to identify and interview aleader of their choice, analyzing the information gathered from the interview using their personaldefinitions. As a final reflection, students create a self-commitment plan consisting of personaldefinitions of a leader and leadership, personal values, vision statement, and identifiableleadership opportunities while in college.   We have implemented this module as a course facilitated by a graduate assistant.Discussions and the self-commitment plan were spread throughout half of the semester in aneight-week course. Students who have completed the module are invited as to serve as a peermentors that facilitate discussion and activities. A more abbreviated module could

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and put them into their own words. Just as important, it provides both student andinstructor with feedback regarding student understanding of the concept.Concept Inventories have emerged in many science and engineering fields.4-16 Similarlynumerous studies in physics, chemistry, and biology classrooms have shown that active learningpedagogies that are based on concept questions (ConcepTests) are more effective for studentlearning than traditional lecture.17-28 This project intends to encourage and shift the focus oflearning in chemical engineering classes by providing a

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Melissa Divonne Dean, Mobile Area Education Foundation; Judith French Duke, Mobile Area Education Foundation

industry leaders in the region. Participants willexperience a portion of one environmental engineering module developed using this model,“Don’t Go With the Flow.” Participants will reflect on their experience with the moduleand identify ways that the model could be applied to enrich their current STEM educationefforts. Planning documents and a summary of strategies will be provided.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

scenario based activity, participants will be able to identify micromessages, including micro-affirmations and micro-inequities, and recommend micro-affirmations to improve equity in the classroom scenarios.Pedagogical Strategies:Over the course of the workshop, the following pedagogical strategies will be used: - Reflective practice - Constructivist listening - Collaborative learning - Guided inquiry - Action planningHands on activities & Interactive Exercises: 1. Participants will work in dyads using constructivist listening, as a reflection tool to develop meaning and understanding around the concept of micromessaging. 2. Participants will work in small groups to identify the types of cues in which

Collection

2015 Pacific Southwest Section Meeting

Authors

Craig V. Baltimore; James Mwangi

CMACN are publishers of the Design of Masonry ReinforcedStructures5 – a textbook that is appropriate for the classroom and used as a reference bypracticing engineers. Included in the book are several practical design examples and aids. Proceedings of the 2015 American Society for Engineering Education Pacific Southwest Conference Copyright © 2015, American Society for Engineering Education 362The partnering was able to address the issue that the real world rarely reflects the “perfect”examples used in the theory of academia. It was agreed that it is best for the student to beintroduced to a topic using the “perfect

Collection

2015 EDI

Authors

Ronald Welch

experience guidance/training 3. Impact on students who serve is4. Impact on those served can be documented through reflective, (and is) documented qualitative, and quantitative methods Community Service Learning at West Point• Tasked with building an experiential independent study project for every Civil Engineering Student• Only had 1-2 per year; needed 16-20 per year• Developed projects in 3 areas: – UG Research – Competition – Community Service 4 Service Projects at West Point• FBI Training Facility• Reconfiguration of training facilities for Homeland Security

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

earlier, an expert may have avoided this pitfall. For a novice to avoid thestoppage, they would have to recognize the stoppage and where it fits into the adaptation ofGick’s 6 problem solving strategy. There student may have known that there must be someanswer to the self-posed question: “Why is there pressure?”. If the solution seeker was able to Page 26.703.10recognize their own stoppage it might have forced a moment of self-reflective metacognition.That self-reflection could lead to the realization that there must be some well-defined schemathat could have been used by an expert to reach the solution, thereby implying that their ownschema is

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

Rogers identified provide a methodfor understanding how individuals in a system may adopt innovations.This study takes place in the context of a set of long-term faculty development groups. Thegroups follow the SIMPLE model for faculty development: Sustainable, focus on Incrementalchange, include Mentoring, be People-driven, and emphasize interactive LearningEnvironments5–7. Through these groups, engineering faculty meet regularly over the course of anacademic year to learn about evidence-based instructional practices, identify innovations thatserve a need in their classes, implement these innovations, and reflect on their effects. Theinnovations selected by the participating faculty and their reflections on choosing and using theseinnovations

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering; Doug Reeve P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

office. According to our records, 288 employees opened the survey and 175 completed it.Please see table one for a summary of our sample characteristics.Our sample is younger and less experienced than engineers in the country with a slight over-representation of chemical and mechanical engineers. The gender split (74% men, 26% women)reflects that of Canadian engineering graduates over the past two decades. We used Cronbach’salpha to test the reliability of survey scales using the full complement of data collected (n=75, 31survey items, 3 scales) and found that all three scales met the social science reliability thresholdof 0.7 [12]. After analyzing data related to the three engineering leadership orientations andanswering our initial set of

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qunqun Liu, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Bo Yang

Tagged Divisions

International

thought process, … not give just the final answer,but also the process”- RobinThis type of feedback seemed to have contributed to students’ deep understanding of coreconcepts. It also facilitated students’ reflection and articulation of what they have learned.An emphasis on rigorous reasoningThe SPEIT program encourages a teaching and learning environment that emphasizesanalytical thinking through mathematic reasoning and the like. This focus had allowed forstudents’ development of rigorous thinking progresses:“The French have a rigorous logic process. Say, for some equations, he may start with thesubject and go through from the beginning to the end through critical analysis. After that,they may do it one more time backward. That is to say, they

Conference Session

Circuits and Systems Education 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Braun, California Polytechnic State University

Tagged Divisions

Electrical and Computer

drills” yields over 16 million results. The followingnon-exhaustive list indicates a few ways authors aim to build higher level writing skills: 1. Faculty must do more than embed writing assignments into their classes.19 2. The writing assignment must offer students time to receive feedback, reflect on their learning, and revise their drafts. 19,20 3. Writing requires an interactive, coaching pedagogy—like that advanced by How People Learn techniques.19 4. Scaffold complex writing tasks over simple mechanics to promote improvement.16 5. Use detailed rubrics so feedback can translate more readily into improved results.20 6. Computer assisted instruction (CAI) to teach English composition gained increased attention

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Talat Salama, Central Connecticut State University; Namhun Lee, Central Connecticut State University; Glynis Fitzgerald, Central Connecticut State University; Lee W. Lee, Central Connecticut State University; Mary M. McCarthy, Central Connecticut State University

Tagged Divisions

Construction

education needs to be assessed as compared to on-ground (in the classroom) education. To continue growth and experience in e-learning,universities are encouraged to develop online graduate and undergraduate courses andspecialized certificate programs. A large comprehensive state university in New England,Central Connecticut State University (CCSU), created a task force to look closely at theuniversity’s online and hybrid courses to ensure that the university delivers high quality onlineand hybrid instruction. Comprised of educators, administrators and technology experts, the taskforce’s objective is to develop recommendations to ensure that 1) online and hybrid coursestaught at this state university reflect the best practices for online course

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

competitiveness, economic prosperity, and security. Creativity isdefined by some cognitive researchers as the introduction of new variables, significant leaps,or novel connection, and is a process resulting in a novel products1,2. Torrance concludedthree characteristics of creativity: originality, idea fluency, and flexibility, and claimed thatevery person has his or her creativity and that creativity could be cultivated3. Amabileestablished a psychological model of creativity that includes four factors: intrinsicmotivation, domain knowledge, creative skills, and environment4. Metacognition refers to theawareness of and reflection on one’s learning process and is higher-order mental processes5,6.Metacognition includes making plans for learning and

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

International

research specifically.9 Page 26.680.2Theoretically grounded work can connect researchers, facilitate generalization across studies,and help the field avoid re-inventing the wheel.10 Moreover, “theoretically engaged empiricalwork allows broader and more complex discussion between scholars – one that extends beyondthe particularities of individual empirical projects”.11 However, much engineering educationscholarship is characterized by a lack of explicit and consistent theoretical engagement,12 andwhen theory is used it is typically only in a limited fashion.13 The lack of engagement withtheory in scholarship on global competencies is thus reflective

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Ann He, University of Rochester; Amy L Lerner, University of Rochester

Tagged Divisions

Biomedical

create a MATLAB program to calculate the bicepsmuscle force required to hold up an object (apple, backpack, or milk jug etc.) at 90 degrees based on keyinput parameters from data found in literature. Students will set up a full-factorial analysis of the elbowbiomechanics model, with “high” and “low” levels of each parameter based on the mean ±1 standarddeviation. An Excel sample data sheet will be provided that shows the patterns found within thecombinations of the full factorial design. Next, students will perform an ANOVA analysis usingMATLAB to idenify the overall mean to report the biceps muscle force for the most generic answer andthe RMSE to reflect the uncertainty in this generic model. Using the results from ANOVA, they will