Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University; Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan

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Diversity, NSF Grantees Poster Session

-489.6. Billett, S. (2002). Critiquing workplace learning discourses: participation and continuity at work. Studies in the Education of Adults, 34(1), 56-67.7. Bransford, J. (2007). Preparing People for Rapidly Changing Environments. Journal of Engineering Education, p.1-3.8. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D. C.: National Academy Press.9. CAEE. Enabling Engineering Student Success. Final Report of the Center for the Advancement of Engineering Education, http://www.engr.washington.edu/caee/final_report.html10. Candy, P. (1991). The growth and interest in self-directed learning. In P. Candy (Ed

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Fleming Ph.D., National Action Council for Minorities in Engineering

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Diversity, NSF Grantees Poster Session

to ensure input from each student. Focus groups, however, have their limitations asGriffin and Hauser35 and Kontio et al.37 point out. The group mind may obscure importantindividual differences as dominant personalities control the discussion. In the present study,focus group discussions were supplemented by a four-question mini-survey to ensure that eachrespondent could weigh in on some of the critical issues related to success factors for minoritiesin engineering. The analysis of the mini-survey is the subject of this paper.MethodA mini-questionnaire was administered in order to record the sentiments of all participants on anumber of important questions. The first three were open-ended; the last required students to ratetheir level of

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E Canney, Seattle University; Christopher Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

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Diversity, NSF Grantees Poster Session

was determined that the research would initially pilotthree separate surveys: (1) a survey targeting engineering deans and department chairs to identifythe names of individuals at their institution who teach students about ethics; (2) a surveytargeting faculty who teach engineering students about ethics via courses; and (3) a surveytargeting faculty who mentor co-curricular activities in engineering.The surveys were each developed using Qualtrics survey software and by keeping in mind bestpractices of usability, reliability, and validity.4,35 After development of the survey instruments,recruiting emails, consent statements, and follow-up interview questions, the information wassubmitted for approval to the University of Colorado Boulder (U3

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E Faulkner, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

has been paid to the habits of mindand attitudes towards mathematics that engineering faculty wish their students to develop. Whilewe know that mature epistemologies and symbol sense are expert-like behaviors, we don’t knowif faculty are implicitly referring to these habits of mind when they discuss “mathematicalmaturity.” Furthermore, we don’t know if the calculus sequence is engendering matureepistemologies or symbol sense in engineering students. There may be a fundamental mismatchbetween what mathematics instructors want students to leave their courses with and whatengineering instructors expect students to enter their courses with are well documented 9.Our preliminary discussions with faculty indicated that mathematical maturity, not

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science); Sheryl A. Sorby, Ohio State University; Tania Jarosewich, Censeo Group LLC

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NSF Grantees Poster Session

Paper ID #15339Spatial Skills Training Impacts Retention of Engineering Students - Does ThisSuccess Translate to Community College Students in Technical Education?Ms. Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science) Susan Metz is Executive Director of Diversity and Inclusion and Senior Research Associate at Stevens Institute of Technology. Metz is a founder of WEPAN, Women in Engineering ProActive Network. She is a recipient of the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring, the Maria Mitchell Women in Science Award and is a Fellow of the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Walter W Schilling Jr., Milwaukee School of Engineering; Peter Y Wu, Robert Morris University

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NSF Grantees Poster Session

Paper ID #14633Enhancing Verification and Validation Education Using Active Learning ToolsDeveloped through an Academia-Industry PartnershipDr. Sushil Acharya, Robert Morris University Acharya joined Robert Morris University in Spring 2005 after serving 15 years in the Software Indus- try. His teaching involvement and research interest are in the area of Software Engineering education, Software Verification & Validation, Data Mining, Neural Networks, and Enterprise Resource Planning. He also has interest in Learning Objectives based Education Material Design and Development. Acharya is a co-author of ”Discrete

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Dian Mitrayani , University of Wisconsin-Milwaukee

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NSF Grantees Poster Session

average engineering and computer science students. Asnoted, the faculty input indicated that some consideration of the development of self-sufficiencyis necessary in the definition. In addition, the greater importance placed by faculty and industryon teamwork indicates that that should be considered of greater importance than independentwork. With these factors in mind, the definition of a successful URE for average engineeringstudents is now proposed as follows.The goals for a successful URE for average engineering students are1) The URE should develop applied engineering, problem solving, and critical thinking skills ofthe students to help prepare them for a career as an engineer, likely in industry.2) The URE should improve the communication

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Sally M. Reis, University of Connecticut; Joseph S. Renzulli, University of Connecticut; James C Kaufman, University of Connecticut

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NSF Grantees Poster Session

Paper ID #17281Unique Potential and Challenges of Students with ADHD in Engineering Pro-gramsDr. Arash Esmaili Zaghi P.E., University of Connecticut Dr. Arash E. Zaghi received his PhD in Civil Engineering from the University of Nevada, Reno, where he worked on the seismic behavior of novel bridge column and connection details. After graduating, he stayed with UNR as a Research Scientist to overlook two major research projects involving system-level shake table experiments. In 2011, Dr. Zaghi joined the Department of Civil and Environmental Engi- neering at University of Connecticut as an Assistant Professor. His research

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward W. Davis, Auburn University; Joni M Lakin, Auburn University; P.K. Raju, Auburn University; Virginia A. Davis, Auburn University

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Diversity, NSF Grantees Poster Session

://innovationfootprints.com/industry-study-nanotechnology/ (accessed January 30, 2016.(9) NAE Grand Challenges for Engineering. http://www.engineeringchallenges.org/.(10) Design Of Learning Environments. In How People Learn: Brain, Mind, Experience, and School: Expanded Edition Bransford, J. D., Brown, A. L., R., C. R., Eds., 2000; pp 129-154.  (11) Capobianco, B. M.; Yu, J. H. Using the construct of care to frame engineering as a caring profession toward promoting young girls' participation. Journal of Women and Minorities in Science and Engineering 2014, 20.(12) Krapp, A. Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education 1999

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed F. Chouikha, Howard University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY

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Diversity, NSF Grantees Poster Session

Paper ID #16594Experimental Centered Pedagogy Approach to Learning in Engineering: AnHBCU’s ExperienceDr. Mohamed F. Chouikha, Howard University Dr. Mohamed Chouikha is a professor and chair of the Department of Electrical and Computer Engineer- ing at Howard University. He received his M.S. and Ph.D. in Electrical Engineering from the University of Colorado–Boulder. Dr. Chouikha’s research interests include machine learning, intelligent control, and multimedia signal processing communications for secure networks, among other areas. He also focuses on enhancing recruitment and retention of underrepresented minorities in the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Cheryl Lea Beverly, James Madison University

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NSF Grantees Poster Session

Paper ID #14867Enhancing the Pedagogy of Bio-inspired Design in an Engineering Curricu-lumDr. Jacquelyn Kay Nagel, James Madison University Dr. Jacquelyn K. Nagel is an Assistant Professor in the Department of Engineering at James Madison University. She has eight years of diversified engineering design experience, both in academia and indus- try, and has experienced engineering design in a range of contexts, including product design, bio-inspired design, electrical and control system design, manufacturing system design, and design for the factory floor. In 2012, Dr. Nagel was recognized by the National eWeek Foundation

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Praveen Kumar Sekhar, Washington State University, Vancouver

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Diversity, NSF Grantees Poster Session

genre-specific features among other genres, too.Focus group responses noted both similarities and differences among writing assignments inFYC and engineering laboratory courses. Students agreed that writing assignments in bothcourses included writing for an audience with a purpose in mind, employing rhetorical appeals(logos, pathos, and ethos), and using evidence as support. Many of the distinctions that studentsnoted emphasized differences in how these elements were employed. For example, studentsnoted the difference between using thesis statements in research papers and using hypotheses inlab reports to define the genre’s purpose. They also observed that there is little pathos in labreports, and that lab reports tend to emphasize logos and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

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Diversity, NSF Grantees Poster Session

Paper ID #16814The Maker Movement - A Pathway for K12 Students to Engineering Adap-tive ExpertiseProf. Lee Michael Martin, University of California, Davis Lee Martin studies people’s efforts to enhance their own learning environments, with a particular focus on mathematical, engineering, and design thinking. In everyday settings, he looks at the varied ways in which people assemble social, material, and intellectual resources for problem solving and learning. In school settings, he looks to find ways in which schools might better prepare students to be more resourceful and flexible in fostering their own learning

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University, Polytechnic campus; Claire Y. Yan, University of British Columbia, Okanagan

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NSF Grantees Poster Session

Paper ID #15317Faculty Characteristics that Influence Student Performance in the First TwoYears of EngineeringMs. Bethany B Smith, Arizona State University Bethany Smith is currently a master’s student in materials science and engineering at Arizona State Uni- versity. She has been involved in STEM education research since 2012 under the direction of Professor Stephen Krause. Her research interests in STEM education include faculty development, best classroom practices, and improving undergraduate engineering student retention through understanding what makes students leave engineering. She will be pursuing her PhD in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Angelina Lane, Seattle Pacific University; Donald M. Peter P.E., Seattle Pacific University

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Diversity, NSF Grantees Poster Session

engineers, and engage the community as service-minded leaders. Generally, thesestudents came to SPU from low-income households, underrepresented populations, and atypicalbackgrounds. By examining our body of ECASE scholars in this paper, we aim to expandperceptions about who could, who would, and who does succeed in earning the rigorousundergraduate electrical engineering degree.This paper includes a discussion of the lessons learned from interacting closely with 49 ECASEscholarship recipients and supporting them in an adaptive manner to address their individualneeds. The paper provides composite illustrations of the range of their backgrounds and uniquesituations. It highlights the challenges faced by these students during matriculation at SPU

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Mark Tehranipoor, University of Florida; Caitlin Nichole O'Brien, University of Connecticut

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Diversity, NSF Grantees Poster Session

Paper ID #17286Major Observations from a Specialized REU Program for Engineering Stu-dents with ADHDDr. Arash Esmaili Zaghi P.E., University of Connecticut Dr. Arash E. Zaghi received his PhD in Civil Engineering from the University of Nevada, Reno, where he worked on the seismic behavior of novel bridge column and connection details. After graduating, he stayed with UNR as a Research Scientist to overlook two major research projects involving system-level shake table experiments. In 2011, Dr. Zaghi joined the Department of Civil and Environmental Engi- neering at University of Connecticut as an Assistant Professor. His

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina; Joseph V. Flora, University of South Carolina; Fabio Matta, University of South Carolina; Robert Petrulis, EPRE Consulting LLC; Ethan Washam, STV Engineers

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Diversity, NSF Grantees Poster Session

Paper ID #16891A Two-Step Program for Undergraduate Students to Gain Authentic Experi-ence in the Research ProcessDr. Charles E. Pierce, University of South Carolina Dr. Pierce is a Bell South Teaching Fellow and Associate Professor in the Department of Civil and Environmental Engineering at the University of South Carolina. He is a member of the American Concrete Institute, American Society of Civil Engineers, and American Society for Engineering Education.Dr. Nicole Berge, University of South Carolina Dr. Nicole Berge received her B.S. and M.S. in Civil and Environmental Engineering from the University of South

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Thomas Martin, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C Paretti, Virginia Tech

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Diversity, NSF Grantees Poster Session

Teamwork A Comparative Case Study of Interdisciplinary Product Design Teams. in Proceedings of the Human Factors and Ergonomics Society Annual Meeting. 2011. SAGE Publications.9. Kim, K., et al. Situativity approaches for improving interdisciplinary team processes. in American Society for Engineering Education Southeast Section Conference. Blacksburg. 2010.10. Hofstede, G., Dimensions do not exist: A reply to Brendan McSweeney. Human relations, 2002. 55(11): p. 1355-1361.11. Hofstede, G., Culture and Organizations. Intercultural Cooperation and its Importance for Survival, Software of the Mind. 1993, McGraw-Hill: Great Britain.12. Hofstede, G., Culture's consequences: The dimensions approach. Vol. 5. 1980: sage.13

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Mary Romanella, Texas State University; Clara Novoa, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

,female, first year students who show an early interest in majoring in engineering and computerscience (ECS). Female students who show an initial extrinsic interest in these majors can bedriven away far too easily by their experiences. SPARK has two primary goals: (1) create anenvironment where belonging to a like-minded cohort nurtures a strong sense of self, and (2)deliver high quality, high impact practices that engender female students’ success and retentionin ECS.Guided by Albert Bandura and Frank Pajares’ research on self-efficacy in theory and practice,the SPARK project sheds light on self-efficacy and confidence as predictive of persistence forfemale students in ECS. Additionally, the effect of SPARK students’ spatial visualization

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farhan Azhar, University of Massachusetts Lowell; Kristofer Tite, University of Massachusetts, Lowell; Stephen Johnston, University of Massachusetts, Lowell; Christopher Hansen, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; Alaina M Schiano; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

Paper ID #16566Hands-On Made 4 ME: Deploying, Using, Developing and Evaluating Desk-top Computer Numerical Controlled (CNC) Systems in the Engineering Class-roomMr. Farhan Azhar, University of Massachusetts Lowell Graduate Research Assistant- Mechanical Engineering at University of Massachusetts Lowell.Mr. Kristofer Tite, University of Massachusetts, Lowell Undergraduate mechanical engineering student at University of Massachusetts Lowell.Dr. Stephen Johnston, University of Massachusetts, Lowell Stephen P. Johnston is an Assistant Professor in the Department of Plastics Engineering at the UMass Lowell. His research interests

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

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NSF Grantees Poster Session

and Opportunities, Springer, 2013.15. Riley, Donna, Engineering and Social Justice, San Rafael, CA: Morgan and Claypool Publishers, 2008.16. Bransford, John D., Brown, Ann L., and Cocking, Rodney R., (Editors), How People Learn: Brain, Mind, Experience, and School, Washington, DC: National Academies Press, 2000.17. Ambrose, Susan A., Bridges, Michael W., DiPietro, Michele, Lovett, Marsha C., Norman, Marie K., How Learning Works: Seven Research-Based Principles for Smart Teaching, San Francisco, CA: Jossey-Bass, 2010.

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

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Diversity, NSF Grantees Poster Session

Paper ID #16541Is Protecting the Environment All There Is to Sustainability?Sam Kelly-Quattrocchi, University of Washington Sam Kelly-Quattrocchi is a graduate student at the University of Washington in the Evans School of Public Policy and Governance. There he is studying policy analysis and evaluation with a focus on environmental policy and social policy.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

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NSF Grantees Poster Session

Paper ID #14805An Adaptable and Transferrable Project Based on a Heart-lung Machine De-sign ChallengeDr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is Professor of Chemical Engineering at Rowan University (USA) was the 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). She obtained her PhD in Chemical Engineering from New Jersey Institute of Technology in 1996. Dr. Farrell has con- tributed to engineering education through her work in experiential learning, focusing on areas of pharma- ceutical, biomedical and food engineering. She has been honored by the American

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

, irreversible, andintegrative. By troublesome, they mean the concept or capability is difficult for students to learn;for example, it may be conceptually complex. By transformative, they mean it changes the waythe student views the discipline and knowledge of the subject. By irreversible, they mean oncethe student “sees” this new view, she/he will not revert to a more naïve perspective that she/hepreviously had. Finally, by integrative, they mean it allows the student to see connectionsbetween elements that were previously disjointed.Development of curriculum based on the identification of threshold concepts has recently beenenacted in engineering.3 However, in addressing threshold concepts, we must be mindful thatmany approaches to instruction do not

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University

Tagged Topics

NSF Grantees Poster Session

lead students to effective behavioralchanges, ones that support intentional self-development.In this research, we have focused on creating cognitive dissonance between students’ statedvalues and subsequent behaviors across sustainability contexts. Using a variety of settings, tools,and methodologies, we have focused primarily on individual sustainability (emotional, social,physical, philosophical, and intellectual) and the self-knowledge that informs professional self-minded engineers, enhances decision making and problem solving in engineering and thesciences, cultivates mindfulness as an approach to sustainable living, and promotesunderstanding of the self as a sustainable system.This paper is based on work completed under an NSF Engineering

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; James M Widmann, California Polytechnic State University, San Luis Obispo; Gina C Adam, National Institute of Microtechnologies, Romania

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NSF Grantees Poster Session

Paper ID #15897Increasing Conceptual Understanding and Student Motivation in Undergrad-uate Dynamics Using Inquiry-Based Learning ActivitiesDr. Brian P. Self, California Polytechnic State University, San Luis Obispo Brian Self obtained his B.S. and M.S. degrees in Engineering Mechanics from Virginia Tech, and his Ph.D. in Bioengineering from the University of Utah. He worked in the Air Force Research Laboratories before teaching at the U.S. Air Force Academy for seven years. Brian has taught in the Mechanical Engineering Department at Cal Poly, San Luis Obispo since 2006. During the 2011-2012 academic year he participated

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

Paper ID #14698Transcending Industrial Era Paradigms: Exploring Together the Meaning ofAcademic Leadership for DiversityDr. Linda Vanasupa, California Polytechnic State University, San Luis Obispo Linda Vanasupa has been a professor of materials engineering at the California Polytechnic State Uni- versity since 1991. She also serves as co-director of the Center for Sustainability in Engineering at Cal Poly. Her life’s work is focused on creating ways of learning, living and being that are alternatives to the industrial era solutions–alternatives that nourish ourselves, one another and the places in which we live. Her

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

M. J. Klopfstein, Oklahoma State University; Lisa Cota, Oklahoma State University; Don A. Lucca, Oklahoma State University; Xiaoliang Jin, Oklahoma State University; Prabhakar R Pagilla, Texas A&M University

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NSF Grantees Poster Session

Paper ID #15576Assessing the Effectiveness of a Nanotechnology Educational Module Usingthe ”Nanotechnology Awareness Instrument”M. J. Klopfstein, Oklahoma State UniversityMs. Lisa Cota, Oklahoma State UniversityProf. Don A. Lucca, Oklahoma State UniversityDr. Xiaoliang Jin, Oklahoma State University Xiaoliang Jin received his Ph.D. degree in Mechanical Engineering from the University of British Columbia, Canada, in 2012. Now he is an Assistant Professor at Oklahoma State University, USA. His research inter- ests include precision manufacturing processes, mechanics and dynamics of micro-machining, vibration assisted machining