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2011 ASEE Annual Conference & Exposition

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Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

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AC 2011-1781: WRITING EFFECTIVE EVALUATION AND DISSEMINA-TION/DIFFUSION PLANSThomas A. Litzinger, Pennsylvania State University, University Park Dr. Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Edu- cation and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He is an Associate Editor of Advances in Engineering Education and a Fellow of ASEE.Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah

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2011 ASEE Annual Conference & Exposition

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Patricia A. Carlson, Rose-Hulman Institute of Technology

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model ofmanuscript submission and peer-review in the conduct of scientific inquiry.1 The pedagogicalframework draws from the “writing across the curriculum” (WAC) movement’s premise thatverbal and visual composition are an analog for thinking and that communication assignmentscan be used to mediate student learning in complex problem-solving situations.21.1 CPR Components that Enable Learning -- Four structured workspaces perform in tandemto create a rich series of activities that reflect modern pedagogical strategies for usingcommunication in the learning process. Table A summarizes these stages in a typical CPRsession. Table A: Four Structured Workspaces of CPR SEGMENT ACTIVITY

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2011 ASEE Annual Conference & Exposition

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Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

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AC 2011-2548: NSF GRANTEE PRESENTATION: CHALLENGES OF IM-PLEMENTING A PEER MENTORING PROGRAM TO SUPPORT STEMLEARNINGFarrokh Attarzadeh, University of Houston Farrokh Attarzedeh earned his Ph.D. in Electrical Engineering from the University of Houston in 1983. He is an associate professor in the Engineering Technology Department, College of Technology at the University of Houston. He teaches software programming and is in charge of the senior project course in the Computer Engineering Technology Program. He is a member of ASEE and has been with the University of Houston since 1983. Dr. Attarzadeh may be reached at FAttarzadeh@central.uh.eduDeniz Gurkan, University of Houston Deniz Gurkan received her B.S. (1996) and

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2011 ASEE Annual Conference & Exposition

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Stella A Quinones, University of Texas, El Paso; Benjamin C. Flores, University of Texas, El Paso; B. Lush, University of Texas, El Paso; Gabriel Della-Piana, Evaluation Consultant ; Denise Carrejo, Ph.D., University of Texas, El Paso Center for Institutional Evaluation, Research, and Planning

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evaluation workshop for field workers in India. Has over 85 refereed publications and 75+ reports and presentations. Conducted evaluation and program development in language literacy (across subject disciplines); various forms of mediated instruction across subject disciplines in science, mathematics, and literacy; mathematics, science, and technology; parenting (mothers and underachieving middle school female students); homeless education; a planetarium production; training of teachers of teachers; and writing assessment.Denise Carrejo, Ph.D., University of Texas at El Paso Center for Institutional Evaluation, Research, and Plan-ning

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2011 ASEE Annual Conference & Exposition

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

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each group to switch among peer learning vocabulary and conceptquestions, exploration of materials properties, recall type self-quizzes or web investigations. Inaddition, the materials within the applications are conceptually contained so that whileexploration and higher order connections are still encouraged, the students will not beoverwhelmed or have no contextual basis for judgments. The multi-media format of the iPodTouch will also allow applications that accommodate different student learning styles. One of thegrand challenges of engineering (National Academy of Engineering) is to advance personalizedinstruction/learning methods and there is no reason that collaborative groups should not be ableto customize their own learning

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2011 ASEE Annual Conference & Exposition

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Cindy Waters, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University

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Peer Sharing WorkshopsFigure 1. Conceptual Framework for ENE Laboratory Module Reform This semester this course was taught the CIEN 311 Environmental Laboratory course hadan enrollment of eighteen students. The students were junior, Civil Engineering majors. Thedemographics consisted of fourteen males, two females, and was 56% minority (i.e. AfricanAmerican, African, Hispanic). The course was divided in to modules to help “repackage” the labactivities.Modules and AssessmentsModule 1: Sustainable Engineering and Green Design Sustainability is one of the newest paradigm shifts for engineering design. There are anumber of new “green” buildings currently

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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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Pratibha Varma-Nelson, Indiana University Purdue University Indianapolis; Stephen Hundley, Indiana University Purdue University Indianapolis; Terri Tarr, Indiana University Purdue University Indianapolis

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. Page 22.1498.5Mid-career development opportunities include: having dedicated time for major retooling ofcourses and curricula (e.g. reduced teaching load); engaging in education as a research problemthrough grant writing and publications (e.g. Scholarship of Teaching and Learning); andcollaborating with colleagues both inside and outside of engineering disciplines.Finally, late-career development opportunities include: having senior faculty serve as mentors tojunior faculty; providing training on how to mentor; and keeping pace with technology, trends,tools, etc. – something that should reasonably occur throughout the career.2. How engineering faculty are motivated and rewarded for these opportunitiesFaculty need: real-world, practical

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2011 ASEE Annual Conference & Exposition

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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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University; the New Jersey Institute of Technology; and the University ofPuerto Rico, Mayagüez, and it is funded by the National Science Foundation. The goal of theCenter is to become a national focal point for developing structured organic particulate systemsused in pharmaceuticals and their manufacturing processes. XX University has partnered as anoutreach/education member institution to expand the impact of the Center through SMETeducation and outreach.This paper describes problem sets for introductory chemical engineering courses such as materialand energy balances. The problems emphasize concepts of unit conversions, engineeringcalculations, estimations, writing a process flow diagram, mass balances, safety, heat offormation, and looking up

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2011 ASEE Annual Conference & Exposition

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Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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Ease of Implementation of Innovative Instructional MaterialsHenderson and Dancy made some suggestions to address issues cited above to inform curriculummaterials developers of possible ways to improve implementation of innovative STEM teachingand learning strategies and materials10. They include the following. Provide easily modifiablematerials to help engage faculty in modifying or redesigning their instruction so innovativematerials are easy to use. Another suggestion is in fidelity of implementation of an innovation.For example, effective learning should not just elicit simple answers to contextualized questions,but also engage students in social construction of knowledge by peer discussion of underlyingconceptual justification of responses

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2011 ASEE Annual Conference & Exposition

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Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign

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to understand, their knowledge can sometimes be incomplete or inaccurate. Forexample, the FCI revealed that students struggle to learn the force concept much more than theirinstructors initially believed14. Instructors also may not fully know which misconceptions areprevalent among their students or even how students misunderstand core concepts. Studentsmust be interviewed to determine which topics are truly difficult and why students fail tounderstand these core concepts correctly. If possible, these interviews should catalogue specific,identifiable misconceptions about standard problems in the discipline.Step 3. Write concept inventory items and draft the concept inventory: Using data from Step 2,CI developers should construct multiple

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2011 ASEE Annual Conference & Exposition

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Lisa Benson, Clemson University; Sarah Jane Grigg, Clemson University; David R. Bowman, Clemson University; Michelle Cook, Clemson University; Roy P. Pargas, Clemson University / U.S .Air Force Academy

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Vermont, and M.S. and Ph.D. degrees in Bioengineering from Clemson University.Ms. Sarah Jane GriggDavid R Bowman, Clemson UniversityMichelle Cook, Clemson UniversityRoy P Pargas, Clemson University / US Air Force Academy Dr. Roy Pargas is an Associate Professor in the Division of Human Centered Computing within the School of Computing at Clemson University. In the current 2010-2011 school year, he is on sabbatical as the Coleman-Richardson Chair for Computer Sciences at the U.S. Air Force Academy in Colorado Springs, CO. He teaches undergraduate and graduate computer science courses. One of his research areas is in the development of software tools for teaching. Three such tools use the natural writing features of Tablet

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2011 ASEE Annual Conference & Exposition

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Matthew W. Roberts, University of Wisconsin, Platteville; Philip J. Parker, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Barb A. Barnet, Univeristy of Wisconsin - Platteville

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between sub-disciplines.Assessment of Course GoalsPre- and Post-TestOne of the assessment tools designed for use with the course was a pre- and post-test. (The I2Iassessment instrument, which was used for both the pre- and post-test, is included as AppendixA.) The purpose of this test was to gauge students’ knowledge about infrastructure prior to tak-ing the course and then comparing to what they knew at the end of the course. This exam wasdeveloped by asking the faculty involved in developing the modules to write questions pertainingto that unit of material. The questions were then assembled, edited, critiqued by the facultyproject members and pilot tested on a group of volunteer students. After the pilot test, the resultswere analyzed and the

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2011 ASEE Annual Conference & Exposition

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Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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microcirculatory and cardio-respiratory physiology. He was course director of the medical physiology course for 5 years before returning to Stevens to start the Biomedical Engineering program. He was the PI or Co-PI on grants from NSF, NIH, AHA and New Jersey Commission on Science and Technology. Dr. Ritter has mentored 9 PhD students in Physiology and Biomedical Engineering and over 40 Masters student’s in Biomedical Engineering. He is the co-author of over 45 publications in peer reviewed jour- nals and numerous abstracts and presentations at local, national and international conferences. He is the primary author of an undergraduate textbook in Biomedical Engineering. His current research interests are in Systems Physiology

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2011 ASEE Annual Conference & Exposition

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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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of product designprocesses and provide them with much needed hands-on experience.A hands-on cognitive apprenticeship-type training approach will be used to effectively deliverthe training material. In conventional schooling, the “practice” of problem solving, readingcomprehension and writing is not at all obvious and the thinking processes are often invisible toboth students and teachers. It is very difficult to understand the logic of programming; howeverpeople in general understand better when they see a program that makes a motor turn and asensor to react. This cognitive apprenticeship training makes the process of thinking visible21-22.Six courses in the three programs will be modified: MECH 2335 – Advanced Dynamics andKinematics, MECH

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2011 ASEE Annual Conference & Exposition

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Gwen Lee-Thomas, Ph.D., Old Dominion University; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

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Mechanical Engineering students, andstudent performance was measured via an identical multiple-choice final examination.Today’s generation of students are inundated with technological devices that provide them withneeded information for daily living as well as socially connecting with their peers. Given thevast integration of technology on one’s daily life, it is no stretch to imagine technology at thecenter of student learning. Faculty are constantly identifying and developing ways to be moreinclusive of technological innovations to help students learn new and difficult materials as wellas demonstrate learning2,3.Because of the use of course management systems such as Blackboard (http://blackboard.com) inmost universities and the availability of

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2011 ASEE Annual Conference & Exposition

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Lisa Schneider, Cornell University; Maria Terrell, Cornell University

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AC 2011-176: IMPACT OF COLLABORATIVE PROBLEM-SOLVING WORK-SHOPS IN ENGINEERING CALCULUS COURSE ON APPLIED MATH-EMATICALLisa Schneider, Cornell University Lisa Schneider has been the Director of Engineering Learning Initiatives in Cornell University’s College of Engineering since 2002. Learning Initiatives’ programs enhance the educational environment of the College by facilitating opportunities for collaborative learning, undergraduate research, teaching skill development, peer instruction, and leadership development. Schneider received her Ph.D. in Sociology from Cornell in 1997. Before taking her current position, she taught Sociology as an assistant professor at Hobart and William Smith Colleges, and then served

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2011 ASEE Annual Conference & Exposition

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Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa Vidic, University of Pittsburgh

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pattern among engineering students.However, it is possible that the MEAs did not require much iteration during solution.We also investigated the time that students allocated to different phases of a model building ex-ercise (namely, the initiation, problem solving and finishing phases). Generally speaking, weobserved that allocating equal amounts of time to each problem solving phase is most beneficial.Specifically, we observed that in general, the students who earned the higher grades devoted ap-proximately the same amount of time to each of these three phases: Understanding the problem and searching for a solution, Solving the problem, and Evaluating and writing up the results.These “balanced workers” who put more emphasis on the

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2011 ASEE Annual Conference & Exposition

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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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) solution assets6. Each assessment instrument consists of a student writing assignment and ascoring rubric for instructors. In order to facilitate the management of multiple studentassignments, assignments to large numbers of students, and assignments of significant size, aweb-based system was developed for both student and faculty use where students log into thesystem to complete each given assignment. When submitted, instructors can log into the systemto see the student responses and provide feedback through web-forms that consist of theappropriate scoring rubric and comment boxes. The teamwork and professional developmentassessments have been more thoroughly tested. Instructional modules are not yet created for thedesign process and solution

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2011 ASEE Annual Conference & Exposition

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David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; John Sutton, RMC Research Corporation; Lance C. Pérez, University of Nebraska, Lincoln

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-STEP is to build a community for STEP transferstudents on the CC campuses which would then be actualized on the UNL campus upon transfer.It was anticipated that the creation of this community would occur through various studentsupport activities such as the Summer Transfer Enrichment Program, Parent OrientationProgram, and a peer mentoring program. The UNL-STEP team has found it challenging tocreate a STEP identity and (subsequently) a STEP community at UNL which has resulted in aselection of student support activities becoming non-operational. It is not clear why students do not have an understanding of or a connection to STEPonce they transfer to UNL. However, it can be assumed that students who transfer to UNL viathe STEP pathway