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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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. Page 22.1715.2 c American Society for Engineering Education, 2011 Writing Effective Evaluation and Dissemination Plans for Innovations in Engineering EducationIntroductionThe importance of assessment in engineering education has been on a steep rise for more than adecade because of accreditation requirements for data-driven decisions on improvements incourses and curricula. This increased emphasis on classroom assessment has not, however,resulted in a noticeable improvement in the quality of the evaluation plans in proposals to theNational Science Foundation (NSF) for course and curriculum development or for engineeringeducation research. A large fraction of proposals to NSF still

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

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informal) whendescribing their solutions to signals and systems problems and how language use is related tostudents’ understanding of the material. This study extends that work by examining students’interests and perceptions of electrical engineering in relationship to their understanding of thecourse content.In this study, we consider the following two research questions. First, what are students’ long-term interests in engineering? In particular, what are their plans following graduation with a BSin electrical engineering? Second, how do students’ interests in engineering relate to theirunderstanding and learning of the content? We focus on the signals and systems area withinelectrical engineering. The signals and systems class we study is an

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Sarah A. Rajala, Mississippi State University; Robert A. Green, Mississippi State University; Rayford B. Vaughn, Mississippi State University

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institutions. Demographic data is being collected to betterunderstand exactly where these students would be transitioning out of military service and wherethey are likely to enroll in higher education. A consortium of geographically distributedindustrial and academic partners was developed to forge the necessary articulation agreementswith participating partners, conduct a needs assessment, develop head start curricula, andimplement pilot projects from which we can gain lessons learned in this overall effort. Thispaper describes the authors’ efforts to date in implementing these projects.IntroductionThe National Science Foundation’s Directorate for Engineering (Engineering Education andCenters) awarded an 18-month planning granti to the authors of

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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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real world engineering problems. Moreover, theprogram aims to strengthen students’ commitment to their chosen academic department and helpthem to feel as if they belong to a community. The presented program uses a novel method todeliver the engineering content without the need for significant institutional change. This willallow it to be easily adopted by other institutions.This paper describes a plan to use modules and mentors as a vehicle to deliver engineeringcontent to engineering students in calculus. The modules will be composed of a series of selfcontained engineering problems that highlight important calculus concepts. Students will meetin small groups to discuss the modules. The group discussion will be facilitated by upper

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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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principal goals of the workshop were:1. To outline strategies for leveraging resources and expertise at existing CTLs to enhance undergraduate engineering education;2. To identify programs, support and resources from CTLs appropriate for engineering faculty to enhance lifelong development as educators;3. To identify ways of utilizing faculty insight into student learning issues and difficulties with content to inform the planning of professional development programs; and4. To prepare recommendations for how engineering administrators could support and recognize educational innovation and professional development through a partnership with CTLs

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2011 ASEE Annual Conference & Exposition

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Julie Martin Trenor, Clemson University

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interactions that influence under-represented students’ decisions to enter and persist in engineering.Research and Education GoalsThe specific goals of this NSF CAREER-funded project are to (1) build a conceptual model forunderstanding how engineering undergraduates develop, access and activate social capital inmaking academic and career decisions, (2) identify and characterize the potentially distinctmechanisms by which under-represented students utilize social ties that link them to resourcesrelated to engineering studies and (3) implement an education plan that provides research-to-practice training for university engineering outreach, recruitment, and retention practitionersusing webinars and workshops as learning forums.Theoretical FrameworkThe

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Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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Implementation Team meetings and correctiveactions are produced and implemented in the key deliverables of the project. The currentsituation of Art2STEM and the recent results of the project’s progress and evaluation arehighlighted in this paper.2. BackgroundStarting in 2006 MNPS began plans to restructure its comprehensive high schools into wall-to-wall academies. As planning and implementation proceeded those who were leading the effortdiscovered an extremely low level of interest among middle school students to participate inSTEM-related career academies in high school, while interest in other career academies like artsand entertainment was extremely high, especially among girls. In general concept, the MNPSacademies are small schools within a larger

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2011 ASEE Annual Conference & Exposition

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Yi Guo, Stevens Institute of Technology; Shubo Zhang, Stevens Institute of Technology; Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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considerations such as size,speed, safety, and functionality of the robot are discussed, and robot building componentsincluding sensors, actuators, processing, communicating, and power supply are provided. Thelaboratory module is built on the 3D Webots simulation platform. Path planning, collisionavoidance, and other robot navigation methods are introduced to acquaint bio-medicalengineering students with modern robotic control techniques.IntroductionMicro/nano-robots for biomedical applications are an emerging area that has receivedadvancement during the last decade. Though books/textbooks exist in nanotechnology, thereare a growing number of articles appearing in journals and conference proceedings inbiomedical micro/nano-robotics. Medical robotics has

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2011 ASEE Annual Conference & Exposition

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Jianyu Liang, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

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characterization, augment their interest andconfidence in pursuing the subject matter, and encourage them to pursue higher level nano-courses as well as research projects with the support from the NSF CCLI program. Two labmodules, nanopatterned surfaces with relevance for tissue engineering and targeted deliveryof therapeutics and creation and evaluation of mechanical properties of nanowires or othernanostructures, are being developed and planned to be offered in Spring 2011 and Spring 2012.This three-credit course will comprise two major sessions: 1. Lecture and conference for learning background, principles and experimental tools anddiscussing experimental design and lab results; 2. Lab activities for learning and using experimental tools, such as

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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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Paper ID #2108Research in Progress: Transforming and Integrating: Evolving ConstructionMaterials & Methods to the Next LevelChung-Suk Cho, University of North Carolina, Charlotte Dr. Chung-Suk Cho is an Assistant Professor at the University of North Carolina at Charlotte, Department of Engineering Technology. His teaching and research focus on project scope definition, pre-project planning, sustainable construction, project administration, construction safety, construction simulation, and project management. He has prior teaching experience at North Carolina A&T State University in construction management and

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2011 ASEE Annual Conference & Exposition

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Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Fred Scheu, College of Lake County

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of curriculum resources, and undergraduateresearch exchanges, we aim to increase the transition of students from two-year to four-yearprograms. Our aim is not to take away from students attending or planning to attend communitycollege but rather to improve curriculum for students in both two- and four-year programs and tomake pathways clear and easy for those who do wish to continue their technology education pasttheir two-year degree. I. IntroductionAlthough most traditional electrical and computer engineering programs have updated theircurriculum to include topics in hardware description language and programmable logic design(FPGA/CPLD), only 19.5 % of 4-year and 16.5 % of 2-year electrical and computer engineeringtechnology programs at

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2011 ASEE Annual Conference & Exposition

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Jason Yao, East Carolina University; Loren Limberis, East Carolina University; Steve Warren, Kansas State University

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laboratory activity list, a four-week Temperature Alarm project was planned, Page 22.1630.5 where students were required to linearize an amplification circuit for a thermistor-based temperature sensor, a comparison circuit that compares the signal with reference voltagescorresponding to prescribed upper and lower temperature limits, and an alarming circuitthat issues an alert when the temperature is beyond the range. This project required manycalculations/derivations to select the appropriate resistance values before students couldstart building circuits. Circuit-building assignments consequently could not beaccomplished

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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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infrastructure of the United States is exceeding its design capacity and is aging, requiringmaintenance and renovation. In order to meet this challenge, a need exists to produce civil andenvironmental engineers who have a broad understanding of the pressing needs of the infrastruc-ture of the United States. With this in mind, the faculty of the Civil and Environmental Engi-neering (CEE) Department at [institution] reviewed the program curricula (for the first time in atleast 20 years) and decided to redesign the curricula with an infrastructure theme. A DepartmentLevel Reform planning grant from the National Science Foundation (NSF) was used to plan anoverhaul of the curriculum that infuses an infrastructure theme throughout.Once the curriculum planning

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2011 ASEE Annual Conference & Exposition

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Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

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-based service learning, and engineering education reform. Prof. Paterson teaches courses on cre- ativity, engineering with developing communities, and community-inspired innovation. He has served the American Society for Engineering Education in numerous capacities, as a member of the Interna- tional Strategic Planning Task Force, the International Advisory Committee, and Global Task Force, and as Chair of the International Division. He actively serves Engineers Without Borders-USA, as a chapter co-advisor, education committee chair, and lead on EWB’s efforts to examine its educational impacts. He is currently leading several NSF-funded projects involving the design and assessment of service learn- ing in engineering

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William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

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student experience and concept mastery and have repeatedly shown over 80%student satisfaction and conceptual gains.Moving ForwardThe remainder of this paper talks about current and future work furthering the CHAPLpedagogy. This includes dissemination efforts and plans to expand the DLM cartridge library aswell as a shift in CHAPL focus from test to project emphasis.Work with Other InstitutionsDissemination is a primary focus of current and future CHAPL work. True to that intent WSUhas plans to extend DLM/CHAPL implementation to three other programs at the host institutionas well as to four additional institutions within the next 2 years. At home this will includeexpansion to Civil Engineering in the form of a DLM with hydraulics / water

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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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contextsusing a clustering algorithm. We collected information on: a) programs and courses in entrepre-neurship that are offered to engineering students, b) where these programs and courses are lo-cated within the university (e.g., engineering or business school, etc.), c) other extracurricularlearning opportunities and resources for entrepreneurship (e.g., incubators, entrepreneurship cen-ters, living learning centers, and business plan competitions), and d) key individuals or groupscatalyzing entrepreneurship education in each context. This paper is the first of our disseminationof the results of this research.2. BackgroundAs stated, engineering schools are being called on to prepare “entrepreneurial engineers” whocan identify opportunities

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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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+,#::8+1(*%6#9#*+$)#1"%5.L8#9#O%H!I% 6#9#*+$)#1"% F+1'!)2#%$1+*7'0!+78)'A'2'*1!%&!KL!+;),)1)'(=!6'(7$);'!+*!+78)'A'2'*10!)2#+71(0! 5.L8#9#O% +*6!+##,)7+1)%*.!!!3. Curricular ModulesAs part of a recent NSF proposal, the TIDEE project team created a set of modules to accompanyeach of the professional development, professional responsibility, and teamwork assessmentinstruments. The modules contain pre-class, in-class, and post-class activities and accompanyingresources for the instructor (facilitation plan) and in-class handouts for the students (lesson plan).Each module is designed to support the application of a TIDEE assessment instrument(formative and summative) as part of the module or in a

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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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is provided to ensure retention and encourage completion of a baccalaureateengineering degree in the traditional time frame. Specific objectives of this project are to: (1)increase the number of students transferring into engineering at UNL such that by the end of theproject, the percentage of transfer students choosing engineering is equal to the COE’spercentage of total students enrolled, (2) increase the number of underrepresented minoritystudents transferring into the COE, (3) increase the number of women transferring into the COEduring each year of the grant period, and (4) increase retention and graduation rates of STEPtransfer students. To accomplish these goals the proposed action plan was to implement program activitiesthrough

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2011 ASEE Annual Conference & Exposition

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Morgan M Hynes, Tufts University; Ann F. McKenna, Arizona State University, Polytechnic; Chris Rogers, Tufts University; Megan Kiely Mueller, Tufts University; Xaver Neumeyer, Northwestern University; Richard M. Lerner, Tufts University

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fosters thedevelopment of engineering knowledge, skills, and achievement, both within college and inlaunching a successful career as an engineer. We define a successful engineering career as onethat is beneficial to the young person and – through his or her skills, creativity andentrepreneurship – to society. While it is of course the case that students need to developtechnical fluency in science, engineering, and math, as well as the ability to approach problemsfrom a multidisciplinary perspective, there is reason to believe that these science/technologyskills are not sufficient to foster engineering achievement in school and in life. The Personalfactors, such as motivation, orientation towards teamwork, planning, persistence and even

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

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project is to increase the recruitment of women (ethnic and non-ethnic)and minority students in the School of Engineering Technology programs affected by thisproject. The SET management team members developed supplemental recruitment plan whichincludes the following: 1) Visit local and regional schools with high record of underrepresentedgroups, 2) Visit community colleges in the area, 3) Discuss and distribute S-STEM informationduring all Open House activities at the college, 4) Discuss and distribute S-STEM informationduring Women in Engineering day at the college, 5) Make S-STEM information available on thecollege website, 6) Design flyers and make it available at various placed on campus. Table 2below shows some of the regional and local

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2011 ASEE Annual Conference & Exposition

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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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., University of Colorado, Boulder Page 22.336.1 c American Society for Engineering Education, 2011 Collaborative Research: Integration of Conceptual Learning throughout the Core Chemical Engineering CurriculumOverview and ObjectivesWe will report on the progress of the first 9 months of a recently funded CCLI project. The goalof this project is to create a community of learning within the discipline of chemical engineering(ChE) focused on concept-based instruction. The project plan is to develop and promote the useof a cyber-enabled infrastructure for conceptual questions, the AIChE

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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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Colorado State University - Pueblo. He received his M.Sc. in System Engineering and his Ph.D. in Engineering Management from the National University of Colombia and Old Dominion University, Norfolk, VA, re- spectively. His research interest includes Scheduling, Operations Research and Modeling and Simulation in health care and energy planning. He has participated in several funded projects through various sources such as NASA, the Department of Homeland Security, and the Colombian Research Institute. He also have several years of experience working as a consultant for Pharmaceutical and energy companies in the U. S. and Latin America.Laura J Collins, Center for Research and Learning Dr. Collins has extensive

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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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Intelligence and Design Informatics (CInDI) Laboratory and the Product Development and System Engineering Consortium (PDSEC). Dr. Kim’s research focuses on assembly design; collaborative product development; computational intelli- gence and informatics for product design and development; sustainable and renewable energy product design; and design and manufacturing of soft products. Dr. Kim has received over $5.9M by external funding from several U.S. federal agencies including NSF, NIDRR, and Department of Energy, the Ko- rean Ministry of Knowledge Economy, and industries including Ford and GM. Currently, Dr. Kim is a planning site director for the NSF Industry and University Cooperative Research Center (I/UCRC) for e

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2011 ASEE Annual Conference & Exposition

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Ingrid St. Omer, University of Kentucky

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adultlearning theories of Knowles and Lawler, the experiential learning theory of Kolb, therecommendations of the Veterans’ Education for Engineering and Science workshop report, andthe recommendations developed from a case study completed by the University of KentuckyMilitary Veterans of America. The three focus areas of our approach are: 1) Recruitment andSupport Constructs, 2) Transition, and 3) Integration of Technical Experience. Recruitment andRetention strategies include development of “dummy proof” advertising and structuredcurriculum plans which incorporate BCTCblue+, a transfer/dual enrollment program betweenBCTC and UK that includes advising, guaranteed admission, UK courses at BCTC tuition rates,and more. This program offers pathways for

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2011 ASEE Annual Conference & Exposition

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Susan L. Burkett, University of Alabama; John C. Lusth, University of Alabama; Sushma Kotru, University of Alabama

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ethics.The laboratory component consists of five laboratories where students analyze an automobilelighting system to reinforce fundamental principles, use a breadboard to create a circuit with anoperational amplifier, and assemble a radio from a kit. In addition, a laboratory where studentsdesign and build a functional product with attention to aesthetics has been introduced to exercisetheir creativity. The creative process is marked by progression through various stages such asbrainstorming, forming a construction plan, drawing schematic representations of the product,and implementation of the design. This project is motivated by the need for creative thought inengineering undergraduate students to enable enhanced product design. Each semester

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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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assessed, and will support futurecomponents of the project (identification of error patterns and assessing effects of priorknowledge). This overall project plan is summarized in Figure 1.Figure 1. Summary of project plan and evaluation plan components: inputs, outputs, outcomes,and evaluation methods.In-class Data CollectionTablet PC software called MuseInk® has been developed by one of our research team membersas a means for collecting digital Ink data. The software allows students to work problems on aTablet PC, and stores the digital Ink in such a way it can be played back, annotated and queried.Students work through problems much as they would with pen and paper, with the added benefit

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2011 ASEE Annual Conference & Exposition

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James Dean Palmer, Northern Arizona University; Joseph Flieger, Northern Arizona University; Eddie Hillenbrand

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are the new faces of academic computing. Bonnie A. Nardi University of California, IrvineIt’s seems clear that at least since the dot-com bust, Computer Science has had difficultyattracting new students. The percentage of college freshmen planning to major in computerscience dropped from 3.4% in 1998 to 1.4% in 2004. Further, data from the National Center forEducation Statistics shows that computer and information sciences conferred fewer degrees thaneither the visual and performing arts or the social sciences and history. Downward trends forwomen entering the field date back to the 90s. After a brief

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2011 ASEE Annual Conference & Exposition

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Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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someopen-ended problems. The developed projects cover all five layers in TCP/IP model to reinforcethe students’ understanding of various protocols.The paper is organized as follows. Section 2 provides a brief overview of the project. Section 3describes the established infrastructure and explains how remote PBL can be supported. Thedetails of the developed project sequence are presented in Section 4. Section 5 describes how thecomputer networking curriculum is revised to incorporate collaborative project-based andinquiry-based learning. Our assessment plan and preliminary results are included in Section 6.Project Overview Page 22.611.3As a federally

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Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; John H. Bailey, Eastern Arizona College; Anita Grierson, Arizona State University; Rakesh Pangasa, Arizona Western College; Clark Vangilder, Central Arizona College; Phil Blake McBride, Eastern Arizona College; Richard A. Hall Jr., Cochise College

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Computer Science degree. The obviousprimary challenge of this collaboration was the distance separating the CCs from ASU.Although Central Arizona is only about an hour from ASU, Arizona Western and Cochise areeach a good three hours distant. While planning and administrative work can easily be done byInternet and phone, with this distance, it is difficult to take students out of school for a full day toserve on a panel or to have the students from these rural areas visit ASU. These challenges andhow we are working together in spite of them have been documented in other papers.6-7In the fall of 2009, the METSTEP Program (Motivated Engineering Transfer Students TalentExpansion Program) was funded by the NSF STEP program (grant # 0856834