Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jane Hunter, University of Arizona; James C. Baygents, University of Arizona

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NSF Grantees Poster Session

AC 2012-3739: GRAND CHALLENGES DELI (DISCOVER, EXPLORE,LEARN, IMAGINE) PROJECTDr. Jane Hunter, University of Arizona Jane Hunter received her Ph.D. from the University of Arizona Center for the Study of Higher Education. She holds an M.S. degree in engineering management and a B.S. degree with distinction in mechanical engineering. She is the Associate Director of the Engineering Management program at the University of Arizona and is a PMI-certified Project Management Professional (PMP). Her areas of interest include engineering education, teaching strategies, assessment and evaluation of program objectives and learning outcomes, student teamwork and group dynamics, business and technology management, strategic and

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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NSF Grantees Poster Session

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

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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NSF Grantees Poster Session

World Technologies, a company started by former students of the capstone class that he teaches. His interests include engineering and entrepreneurship pedagogy and assessment, technology development, and clinical applications of biomedical instrumentation.Dr. Shane A. Brown P.E., Washington State University Shane Brown conducts research in conceptual and epistemological change, social capital, and diffusion of innovations. In 2011, he received the NSF CAREER Award to investigate how engineers think about and use concepts that academics consider to be important.Dr. Brian F. French, Washington State University Brian F. French is an Associate Professor of educational leadership and counseling psychology and Co- Director

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Kristine Louise Guzak, Michigan Technological University

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NSF Grantees Poster Session

the other 80%: engineering hope, Journal for Australasian Engineering Education, 14(1): 1-12.10.Bielefeldt, A.R., B. Amadei and R. Sandekian (2008). Community service attitudes of engi- neering students engaged in service learning projects, American Society for Engineering Edu- cation (ASEE) Conference and Exposition Proceedings, Paper 2008-2430, June 23-25, Pitts- burgh, PA.11.Bielefeldt, A.R., M.M. Dewoolkar, K.M. Caves, B.W. Berdanier, and K.G. Paterson (2011). Diverse Models for Incorporating Service Projects into Engineering Capstone Design Courses. International Journal of Engineering Education. 27(4):1-15.12.American Society for Engineering Education (ASEE). (2008). Engineering Data Management System. Available at

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Rosaurelis Marín Ramírez, University of Puerto Rico, Mayaguez; Paola Pacheco Roldan, University of Puerto Rico, Mayaguez

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NSF Grantees Poster Session

”.Engineers and non-engineers alike widely characterize engineering as a discipline whose purposeis to “solve problems”, and this is often framed as “design”1. Despite movements since at leastthe 1990’s to reform engineering education to integrate design throughout the curriculum,including during the freshman year, engineering curricula remain dominated by “linear” and “topdown” models that postpone the introduction of design. In this standard model, basic math andscience (“analysis”) courses are given during the first two years, followed by application of thisknowledge to conduct basic engineering analysis during the second and third years, andculminating in engineering design (e.g., capstone design projects) during the last year2, 3. Theinherent

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Kauser Jahan, Rowan University; S. Keith Hargrove, Tennessee State University; John P. Henry

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NSF Grantees Poster Session

comprehensive PLTW curriculum, all games can be usedin a coordinated manner, where students eventually integrate all game modules in their seniorcapstone project, resulting in a sustainable city. As the capstone project builds on previous gameexperiments performed in lower-level courses, students are in a better position to see theinterconnection of their curricular courses and appreciate the integrated content values. Table Ipresents the detailed curricular alignment. Table I: Integration of VR games in the PLTW curriculum Context Infrastructures Game Modules Courses (Content) Power Power Ville Principles of Engineering

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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NSF Grantees Poster Session

. Technicians will require Associate Degrees as a minimum. Engineer education will require specialized preparation in many hybrid and diesel specific areas. Technical writing, Teamwork, and Innovation will be top business skill requirements; 9. New programs are needed, and they should include lab or capstone project content. A comprehensive educational resource center dedicated to Advanced Automotive Technology would play a role in all the above. Some of the industry survey data are summarized in Tables 1-4. Table 1: Anticipated Workforce Demand in Advanced Powertrain Technology Over the Next Five Years

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Elizabeth August, Loyola Marymount University

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NSF Grantees Poster Session

the scholarship of teaching and learning community and is a 2006 CASTL Institute Scholar (Carnegie Academy for the Scholarship of Teaching and Learning). She is currently directing graduate and undergraduate students on two NSF-funded projects, to develop materials for teaching ar- tificial intelligence through an experimental approach modeled after the lab sciences, and to develop a Virtual Engineering Sciences Learning Lab in Second Life to provide an immersive learning environment for introductory engineering and computer science courses. Her industry experience includes software and system engineering for several defense C3I programs, and applied artificial intelligence research for military and medical

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason K. Durfee, Eastern Washington University

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NSF Grantees Poster Session

that forward to having them put forth recommendations for improvementsto the design. Other research confirms the idea that having students analyze the buildingcomponents provides similar benefits to engaging in research. Page 25.293.4Students that have not faced open-ended design problems will find that their education isinsufficient when they enter the workforce. There has been a great response to this needincluding accreditation requirements requiring students to work in a collaborative, team-oriented,capstone design project. Another avenue to expose students to this type of work isundergraduate research. But using an existing building as a

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Ashley Ater Kranov, ABET; Rochelle Letrice Williams, ABET

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NSF Grantees Poster Session

conduct robust and innovative technical education research, and providing educational opportunities on sustainable assessment processes for program continuous improvement worldwide. She is Principal Investigator of a NSF-funded validity study of her direct method for teaching and measur- ing the ABET engineering professional skills and is adjunct associate professor in the School of Electrical Engineering and Computer Science at Washington State University where she co-teaches the senior design capstone sequence. During her more than 21 years as a higher education administrator and professional educator, Dr. Ater Kranov has led university-wide assessment initiatives, coordinated regional and professional

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

AC 2012-3519: STRATEGIES AND TOOLS FOR ENGAGING AND AS-SESSING STUDENTS WITH CYBER LEARNING BY INTERACTIVE FRE-QUENT FORMATIVE FEEDBACK (CLIFF) IN CORE MATERIALS CLASSESProf. Stephen J. Krause, Arizona State University Stephen J. Krause is professor in the School of Materials in the Fulton School of Engineering at Ari- zona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests include evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept In- ventory for assessing conceptual knowledge of students in introductory materials engineering classes

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; Richard A. Layton, Rose-Hulman Institute of Technology; Hal R. Pomeranz, Deer Run Associates; Wendy L. Bedwell, University of Central Florida, Institute for Simulation and Training; Rebecca Lyons, University of Central Florida, Institute for Simulation and Training; Daniel Michael Ferguson, Purdue University, West Lafayette; Kyle Heyne, University of Central Florida; Tripp Driskell, University of Central Florida; David J. Woehr, University of North Carolina, Charlotte

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NSF Grantees Poster Session

, Research, Training, Education, and Remediation for Teamwork,” American Society for Engineering Education 2010 Annual Conference. Layton, R.A., M.L. Loughry, M.W. Ohland, and G.D. Ricco, “Design and Validation of a Web-Based System for Assigning Members to Teams Using Instructor-Specified Criteria,” Advances in Engineering Education, 2(1), Spring 2010, pp. 1-28. Zhang, B., and M.W. Ohland, “How to Assign Individualized Scores on a Group Project: an Empirical Evaluation,” Applied Measurement in Education, 22(3), 2009. Meyers, K., S. Silliman, M. Ohland, “Comparison of Two Peer Evaluation Instruments for Project Teams,” Proceedings of the American Society of Engineering Education Annual Conference, Pittsburgh, PA, June 2008

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

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NSF Grantees Poster Session

development of empirical testing methods using similitude-based approaches. This approach provides significant potential for increasing the efficiency of the design process through a reduction in required full-scale testing and an expansion of the projected performance profiles using empirically-based prediction techniques. Wood’s research also includes the development of robotic ground and air vehicle systems using innovative conceptual design techniques for current technology implementations, as well as futuristic projections, applied in the framework of a senior capstone design course. Page 25.752.2