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Lawretta C. Ononye, State University of New York, Canton

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Paper ID #2660Progress and lmpact of SET: An NSF S-STEM Scholarship ProjectLawretta C. Ononye, State University of New York, Canton Lawretta Ononye is an Associate Professor of Physics and Engineering at the State University of New York (SUNY) in Canton. She received her Ph.D. in Materials Science and Engineering from The Uni- versity of Tennessee in Knoxville. She is a recipient of the first awards for Networked Digital Library of Theses and Dissertations (NDLTD) – Electronic Theses and Dissertation (ETD) Award 2008

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

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- ciety of Manufacturing Engineers, American Society of Mechanical Engineers, the American Society of Engineering Educators, the Materials Research Society and ASM International. Her primary research in- terests are in finite element analysis, acoustic properties of materials, and curriculum design for materials education.Debra S. Jusak, Western Washington University Page 22.1464.1 c American Society for Engineering Education, 2011 The iCollaborate MSE ProjectAbstractThe overall objectives of the research proposed in the iCollaborate MSE [Materials Science

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Darrin S. Muggli, Benedictine College; Brian Tande, University of North Dakota

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AC 2011-280: A MODEL FOR INITIATING ABET-ACCREDITED ENGI-NEERING DEGREE PROGRAMS USING DISTANCE EDUCATIONDarrin S. Muggli, Benedictine College Dr. Muggli is a Professor and Chair of the Engineering Department at Benedictine College. Previously, he was a Professor in the Department of Chemical Engineering at the University of North Dakota, where he taught both traditional and distance courses for ten years. Dr. Muggli received his Ph.D. from the University of Colorado at Boulder in 1998. He has taught a broad range of chemical engineering and foundational general engineering courses.Brian Tande, University of North Dakota Brian Tande is an assistant professor in the Department of Chemical Engineering at the

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Chung-Suk Cho, University of North Carolina, Charlotte; David S. Cottrell, University of North Carolina, Charlotte; Candace E. Mazze, University of North Carolina at Charlotte

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working experience with Fluor Corporation as a project manager. His studies at University of Texas at Austin resulted in a Ph.D. in 2000.David S. Cottrell, University of North Carolina, Charlotte Dr. David S. Cottrell is an Assistant Professor in the Department of Engineering Technology, University of North Carolina, Charlotte. He graduated from the United States Military Academy in 1978 and retired in 2000 after more than 22 years of service with the U.S. Army Corps of Engineers. Studies at Texas A&M University resulted in an M.S. Degree in Civil Engineering in 1987 and a Ph.D. in 1995. He is a regis- tered Professional Engineer with the Commonwealth of Virginia. With more than 13 years professorial experience, he

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

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AC 2011-105: INTRODUCTION OF MECHATRONIC TECHNOLOGY INTOCROSS-DEPARTMENT PRODUCT DESIGN CURRICULAAndy S. Zhang, New York City College of Technology Professor Andy S. Zhang earned his master’s in mechanical engineering from the City College of New York in 1987 and his Ph.D. in mechanical engineering from the Graduate Center of the City University of New York in 1995. Prior joining the Mechanical Engineering Technology department at City Tech, he served as an engineering instructor for the JUMP, an engineering training program sponsored by the New York State Department of Transportation. Professor Zhangs research area includes materials testing, composite materials, CAD/CAE, mechatronics, and engineering animation.Iem

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Mukasa E. Ssemakula, Wayne State University; Celestine Chukwuemeka Aguwa, Wayne State University; Darin Ellis, Wayne State University; Kyoung-Yun Kim, Wayne State University; Gene Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

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-Design.Y. Gene Liao, Wayne State University Y. Gene Liao received the BSME from National Central University, Taiwan, Mechanical Engineer from Columbia University, and Doctor of Engineering from the University of Michigan, Ann Arbor. He is cur- rently an Associate Professor at Wayne State University. He has over 15 years of industrial practices in the automotive sector prior to becoming a faculty member. Dr. Liao has research and teaching interests in the areas of multi-body dynamics, hybrid vehicle powertrain, and CAE applications in products development and manufacturing.Shlomo S. Sawilowsky, Wayne State University http://en.wikipedia.org/wiki/Sawilowsky

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

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Mathematics Coordinator at Penn State New Kensington. He is the author or co-author of thirty articles, four textbooks, four in-house booklets, and the advisor of eight student publications. Dr. Gomez-Calderon served as the Head of the Mathematics Division (fourteen campuses) from 2002 to 2006 and obtained his Ph.D. in 1986 from The University of Arizona. Dr. Gomez-Calderon was the recipient of the 2007 Penn State Milton S. Eisenhower Award for Distinguished Teaching, the 2002 Commonwealth College Outstanding Research Award, the 2001 Valley News Dispatch Coach of the Year, the 1997 New Kensington Excellence in Teaching Award, the 1996 Theresa Cohen Mathematics Service Award, and the 1989 New Kensington Excellence in

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Jay McCormack, University of Idaho; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Howard P. Davis, Washington State University; Michael S. Trevisan, Washington State University; Susannah Howe, Smith College; Javed Khan, Tuskegee University; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Paul R. Leiffer, LeTourneau University; Phillip L. Thompson, Seattle University

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development and clinical applications of biomedical instrumentation.Michael S. Trevisan, Washington State University Dr. Michael S. Trevisan is Professor of Educational Psychology and Associate Dean for Research and External Funding for the College of Education. For more than 20 years, Dr. Trevisan has conducted work in measurement and evaluation, and is published widely in these areas. For the last several years he worked with Dr. Denny Davis to develop engineering education design assessments for a variety of engineering disciplines, throughout the undergraduate experience.Susannah Howe, Smith College Susannah Howe is the Design Clinic Director in the Picker Engineering Program at Smith College, where she coordinates and

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James Boerio, University of Cincinnati; Dionysios D. Dionysiou, University of Cincinnati; Ian Papautsky, University of Cincinnati; Miguel Pelaez, University of Cincinnati; Mark Schulz; Christopher Huth; Vesselin N. Shanov, University of Cincinnati; Donglu Shi, University of Cincinnati

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nanostructured materials, nano biomedicine, and superconductors. Page 22.1093.2 c American Society for Engineering Education, 2011 Nanotechnology in Undergraduate Education: Development of Experimental ModulesIntroduction This paper discusses the development of experimental modules to provide hands-onexperience for undergraduate students interested in nanoscale science and technology in theCollege of Engineering and Applied Science (CEAS) and the College of Arts and Sciences(A&S) at the University of Cincinnati. The modules

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

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for his academic activities from various sources including NASA, The National Science Foundation, The Texas Higher Education Coordinating Board’s Advanced Research Program, U. S. Department of Commerce, The Texas Manufacturing Assistance Center, The U. S. Department of Education, and The U. S. Department of Labor. One of his current interests is in the area of manufacturing systems for rapid response Manufacturing. An extension of this work is the current effort that established the UTPA Rapid Response Manufacturing Center in a consortium of aca- demic institutions, economic development corporations, industry, local, state, and federal governments. This initiative is an integral component of the North American

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Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University

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number of universities beyond Oregon State University to develop evidence of the portability and generalizable use of the virtual laboratory instructional materials. Table 2 lists the institutions that have used the Virtual CVD laboratory remotely.Table 2. Summary of experimental activity of the Virtual CVD Laboratories outside Oregon State University Class Term Students Groups Runs Measurements Virtual Cost U Oregon Su 06 11 3 40 538 $240,350 U Oregon Su 07 10 3 57 610 $330,750 UC Berkeley S 07 25 25 96 8,980 $1,153,500

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2011 ASEE Annual Conference & Exposition

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J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, Electrical Engineering Department, University of North Dakota

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type of power plant.Calculating the power available from the wind relies on knowledge of basic geometry andphysics behind kinetic energy. This power is given as Power = ½ SV3Where,  represents the density of the air, S represents the area swept by the blades, and Vrepresents the velocity of the wind.If we divide this Power by the section S, then Power / S = ½ V3depends only on the velocity of the wind and the density of the air. This last expression, Power/S,is called Wind Power Density (WPD) and has units of watts/m2.The energy generated from the wind during the interval [0, t] is given by Energy= a) Assuming = 1.225 kg/m3 and a wind blowing with a constant velocity V of 10 m/s through

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John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel A Heredia, University of Massachusetts, Lowell

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discipline, and an enhanced sense of civic responsibility." (Bringle &Hatcher, 1995). The service-learning program in question involves the integration of service-learning (S-L)projects into existing core required courses in five departments over the last six years. Lastacademic year (2009-2010) S-L projects in courses (ranging from 7% to 100% of the grade)were completed by 1150 students. Figure 1 indicates the spread of S-L courses over the last sixyears. Page 22.978.4Figure 1. Distribution of Courses with Service-Learning by Semester and Dept. 2004-2010Entering students have been sampled every fall with a pre survey, and then all students

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Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

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Page 22.336.2responsibility). Beginning in the 1970’s, education researchers and educators began to identifyconceptual shortcomings in students and the propensity for students to carry with them strongly-held misconceptions describing how the world around them worked.1 Based on this perspective,Halloun and Hestenes developed the Force Concept Inventory (FCI), an instrument to measurestudents’ fundamental conceptual understanding of Newtonian mechanics.2,3 The FCI led to atransformation in physics education in which a renewed focus on conceptual understandingreplaced some of the emphasis on routine problem-solving.As the positive effect of the FCI on physics education has become more widely known, ConceptInventories have emerged in many science

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Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

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these courses are core required ME courses (at the UW) that are Page 22.1112.3offered in typical ME curriculum at other universities. This integration into existing core MEcurriculum will facilitate the potential adoption of the proposed nanodevice modules at otheruniversities, and thereby, benefit the ongoing efforts to develop nanotechnology curriculum forundergraduate education. Course and Specific Nanodevice(s) Outcomes (Analysis/Fabrication/Design) Lead Faculty in Proposed Modules and Novel Concepts Course: ME 333

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Stephanie Farrell, Rowan University; Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; William J Calvo, Chemical and Molecular Engineering Program, Stony Brook University (Stony Brook, NY)

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developedlast year by chemical engineering students, refined through peer feedback and are currentlyundergoing pilot testing in our courses. The problem sets described in this paper were developedfor introductory chemical engineering course(s).The formatting, layout, style and focus of the problems are based on those of the widely usedtext, Elementary Principles of Chemical Processes, 3rd, by R. Felder and R. Rousseau 6.Courses taught with a different textbook may still use the problems since they cover topics suchas units and conversions, material balances with and without reaction, single and multiphasesystems, and energy balances. To allow professors to integrate easily these problems into theirclasses, we have “mapped” them to specific chapters

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Suzanna Long, Ph.D., Missouri University of Science & Technology; Hector J. Carlo, University of Puerto Rico, Mayaguez; Scott E. Grasman, Rochester Institute of Technology (COE); Abhijit Gosavi, Missouri University of Science & Technology; Leonardo Bedoya-Valencia, Colorado State University - Pueblo; Laura J Collins, Center for Research and Learning

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- MayaguezDr. Scott E. Grasman, Missouri University of Science & TechnologyAbhijit Gosavi, Missouri University of Science & Technology Abhijit Gosavi obtained a Ph.D. in industrial engineering from the University of South Florida in 1999. He has an MTech and BE, both in Mechanical Engineering, from IIT Chennai and Jadavpur University, respectively. He is an assistant professor of engineering management and systems engineering in Missouri S & T. His research interests are in simulation-based optimization, production management, and industrial engineering education.Leonardo Bedoya-Valencia, Colorado State University - Pueblo Dr. Leonardo Bedoya-Valencia is an Assistant Professor at the Department of Engineering at

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Mo Ahmadian, Eastern New Mexico University

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about the future job market and some business skills. Thecourse was delivered to students receiving the National Science Foundation (NSF) Scholarship inScience, Technology, Engineering, and Mathematics (S-STEM) that focused on teamwork.Students were grouped in teams of 5 students from sciences, mathematics, engineeringtechnology and computer information systems disciplines. This article presents the students’perceptions of the course which exposed students to job search skills, and helped them developteamwork skills by researching a company and presenting the results to the class. In addition toclass meetings, students regularly met in groups outside of class to discuss their findings and tocreate their PowerPoint presentations. Student’s

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Claudio Olmi, University of Houston; Bo Cao, Smart Materials and Structures Laboratory; Han Wang, University of Houston; Xuemin Chen, Texas Southern University; Gangbing Song, University of Houston

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computer and with no specific requirements. Anyone with anInternet connection and access to a web browser can interact with and control a remoteexperiment from anywhere. Users and experiment developers no longer have to worry aboutversion problems or updates, since all the interfaces do not use proprietary technologies.Acknowledgement and DisclaimerThis work is partially supported by the National Science Foundation under Grant Numbers EEC-0935208, EEC-0935008.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Ambrose, S. A., & Amon , C. H. (1997). Systematic design of a first-year mechanical

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Javier A. Kypuros, The University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Constantine Tarawneh, The University of Texas, Pan American; Robert D. Wrinkle, University of Texas, Pan American; Martin William Knecht, South Texas College

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’ misconceptions.Education experts continue to urge Engineering educators to transform from a lecture-basedparadigm to one that is more inquiry-based. The 2000 National Research Council report16indicated that “[s]ixth graders in a suburban school who were given inquiry-based physicsinstruction were shown to do better on conceptual physics problems than eleventh and twelfth Page 22.762.2grade physics students taught by conventional methods in the same school system." In spite ofthe potential advantages for student learning, there is a limited amount of research on the use ofinquiry-based learning in Statics and Dynamics.Despite advancements, widespread reform has not

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2011 ASEE Annual Conference & Exposition

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

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), and finally to review what part of the problem has been resolved and what is yet to be solved (S). In this project, questions are deliberately presented in a coherent manner throughout the game to assist students in deciding what they already know about the problem and what needs to be explored further. Doing so forces students to conduct the sophisticated kind of thinking required for drawing inferences and developing interpretations. Fig. 2: A sample KWS enabled in Escape• Think-Aloud-Share-Solve (TA2S) training – As Vygotsky pointed out, learning is an inherently social and cultural rather than individual phenomenon [4-6]. The interactions among peers produce intellectual synergy of many

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2011 ASEE Annual Conference & Exposition

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Kathryn Dimiduk, Cornell University; Rajesh Bhaskaran, Cornell University; Haolin Zhu, Cornell University; Yingxin Gao, Cornell University

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, the stresss field of a rectangular plate with a hole in tension(Fig. 3a),, was shown n. For simpliccity, symmeetry was conssidered so onnly a quarterr of the geom metrywas usedd for numericcal solutionss (as shown ini Fig. 3b). T This demonsstration helped studentsclearly viisualize the stress distrib butions and variations v arround the hole where streess concentrrationoccurs. Students S usedd the numeriical solutions as concretee visual aidss to interprett the abstracttanalyticaal solutions. Fig. 3a Fig. 3bFigure 3.. Plate with a hole demo onstration . (a

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Mrinal C. Saha, University of Oklahoma; Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Bipul Barua, University of Oklahoma; Christof Heisser, MAGMA Foundry Technologies, Inc.; Shaiful M. Arif, University of Oklahoma

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Experiential Learning, Games for Engineering Education, and Peer-to-Peer Learning.Dr. Firas Akasheh, Tuskegee UniversityBipul Barua, University of OklahomaMr. Christof Heisser, MAGMA Foundry Technologies, Inc. Christof received his equivalent of a Masters Degree in Foundry Technology at the Technical University of Clausthal in Clausthal/Germany. After his first employment as Leader of Research & Development at Thyssen Feinguss, an Aluminum Investment Casting Foundry in Soest/Germany, he joined MAGMA GmbH in Aachen/Germany in a Marketing & Support position. Christof moved to MAGMA Foundry Technologies, Inc.’s Chicago office in 1995 as Foundry Application Engineer. He now is the President of MAGMA Foundry Technologies

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Mary Besterfield-Sacre, University of Pittsburgh; Nur Ozge Ozaltin, University of Pittsburgh; Angela Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Larry J. Shuman, University of Pittsburgh; Phil Weilerstein, VentureWell

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information about institutional fac-tors, and common curricular and extracurricular practices.1. IntroductionDriven by changes in the global economy, entrepreneurship is one of the fastest growing aca-demic areas within the nation‟s 335 engineering schools. As a result, literally hundreds ofcourses and programs in entrepreneurship for engineering students are now offered; yet little hasbeen done to define what constitutes appropriate content or to assess the degree to which these Page 22.1575.2educational experiences have resulted in their intended purpose: student learning of enabling en-trepreneurship knowledge, skills and attitudes. Building on

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Tzu-Liang Bill Tseng, University of Texas, El Paso; Rong Pan, Arizona State University; Jun Zheng, University of Texas, El Paso; Carolyn Joy Awalt, University of Texas, El Paso, College of Education; Maria Veronica Gonzalez, University of Texas, El Paso; Francisco Medina

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the two groups, a test was conducted afterthe class but during the course. The test consisted of ten questions in total related tocourse materials, particularly to the RP operation.The test scores from both groups were tabulated and shown below (see Table 1): Page 22.501.9 8 Table 1: Test results for students in group 1 and 2 Group 1 Group 2 (Control) (Experimental) S. No For 10 S. No For 10 1 7

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Zhigang Shen, University of Nebraska-Lincoln; Yimin Zhu, Florida International University

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; Development, Vol. 50, No. 3, pp. 5-22. [6] Hong, N. S., Jonassen, D. H., and McGee, S. (2003). “Predictors of well-structured and ill-structured problem solving in an astronomy simulation.” Journal of Research in Science Teaching, Vol. 40, No. 1, pp. 6–33. [7] Jacobson, M. (2000). “Problem solving about complex systems: Difference between expert and novices.” In B. Fishman and S. O’Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Science, Erlbaum Publishing, Mahwah, NJ. [8] Hmelo-Silver, C. and Pfeffer, M. G. (2004). “Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions.” Cognitive Science, Vol. 28, pp. 127 -138. [9] Smith

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Kathleen Meehan, Virginia Tech; Robert W. Hendricks, Virginia Tech; Cortney V. Martin, Virginia Tech; Peter Doolittle, Virginia Tech; Justeen Olinger, Virginia Tech

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have access to a set of single topic tutorials that cover aspectsof PSpice simulations and measurement techniques, and address common issues encounteredwhen using the LiaB hardware and during installation of MatLAB, PSpice, and the oscilloscopesoftware package.The tutorial topics are concentrated on issues that arise early in the first semester d.c. circuitslaboratory course; for example, how to launch OrCAD PSpice and locate the basic componentsincluding ground, how to sweep the value of a d.c. voltage source, how to use „Help‟ in MatLAB,and how to change the fuse in the digital multimeter. The constructed tutorials are based onGagne‟s instructional events7, which also formed the pedagogical approach to the developmentof the vodcasts and the

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2011 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Vladimir Genis, Drexel University; Dhruv Sakalley, Drexel University; Holly Burnside, Drexel University

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. CARREIRA [2005], Lean Manufacturing That Works, Ch. 10 75-88 (Amacom, American Management Assoc., New York). 5. R. R. CAVANAUGH, R. P. NEUMAN, and P. S. Pande [2005], What is Design for Six Sigma? Ch. 3, pp. 19-25. (McGraw-Hill, New York). 6. M. L. GEORGE, D. ROWLANDS, M. PRICE, and J. Maxey [2005], The Lean Six Sigma Pocket Toolbook, Ch. 1, pp. 1-26; Ch. 9, pp. 197-231 (McGraw-Hill, New York). 7. C. GYGI, B. WILLIAMS, and T. GUSTAFSON [2006], Six Sigma Workbook (Wiley, New York). 8. P. KELLER [2005], Six Sigma Demystified: A Self-Teaching Guide, Ch. 1, pp. 1-35 (McGraw-Hill, New York). 9. P. S. PANDE, R. P. NEUMAN, and R. R. CAVANAGH [2002], The Six Sigma Way Team Field Book: An

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Zenaida Otero Gephardt, Rowan University; Stephanie Farrell, Rowan University; Mariano Javier Savelski, Rowan University; Stewart Slater, Rowan University; Maryfaith Rodgers, Rowan University; Pavlo Kostetskyy, Rowan University; Keith McIver; Haddy Diallo; Kaitlyn Jean Zienowicz; Jason J. Giacomelli, Rowan University; Vladimir de Delva

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.• integrate the Center´s research discoveries in engineered organic composite systems toenrich the existing engineering curriculum at both the undergraduate and graduate levels• develop educational programs for industrial practitioners and foster alliances with industry inthe education and outreach activities of the center.• design and promote experiential programs and pedagogical material for K-12 outreachrecognizing diverse student and teacher backgrounds.• develop a suite of modular educational units for use by the various center constituentsin formats that allow for efficient web-based dissemination.These goals are important components of the overall center vision and are an integral part of itsmission to bring together cutting-edge research

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Shawn Wagoner, Binghamton University; David Klotzkin, Binghamton University; E. White, Jr., Binghamton University

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Page 22.683.1 c American Society for Engineering Education, 2011 Experimental Modules Introducing Microfabrication Utilizing A Multidisciplinary Approach S. Wagoner, W. Cui, W. E. Jones, D. Klotzkin, G. Meyers, and B. E. White Jr. Binghamton UniversityAbstract A comprehensive, multidisciplinary approach to introducing the concepts ofmicrofabrication to the undergraduate student body is being developed. The approach relies onmultidisciplinary expertise in electrical engineering, mechanical engineering, chemistry, andphysics and utilizes a pipeline approach to introduce concepts in microfabrication at thefreshman, sophomore