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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Rebecca L. Damron, Oklahoma State University; Sohum A Sohoni, Arizona State University, Polytechnic campus; YoonJung Cho, Oklahoma State University; Kerri S Kearney, Oklahoma State University

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NSF Grantees Poster Session

PLP onstudent learning in an introductory microprocessors class. To examine the impact on learning,students were required to write reflections about their learning every week after their labexperience. Reflections were then analyzed from a corpus-based discourse analytic perspective forwhat kind of knowledge the students gained in the PLP experience, procedural or declarative.Additionally, the language in the reflections was analyzed for stance—the students’ perspectiveson what they claimed they had learned. Results showed that students were gaining proceduralknowledge throughout the semester. In this PLP experience, which follows a trajectory of research,implementation and integration, the procedural knowledge was articulated with less

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

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NSF Grantees Poster Session

taught six different biology and engineering courses. Dr. Ankeny aspires to employ student engagement strategies in the context of biomedical engineering education in the future. Page 23.837.2 c American Society for Engineering Education, 2013 Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials CoursesAbstractIn this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering inSTEM) project, we are using engagement, assessment, and reflection tools developed in asuccessful CCLI Phase 1 project and are

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

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NSF Grantees Poster Session

progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

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NSF Grantees Poster Session

onesemester. Student participants were freshmen who were involved in the required communityservice learning projects. Participating students were assigned to the community servicelearning sites, required to provide innovative solutions to the problems they identified on thesites, and facilitated with the designed interventions of question prompts on self-regulatedlearning and creative problem solving, which included metacognitive prompts, proceduralprompts, elaboration prompts, and reflective prompts, as well as prompts for creative problemsolving strategies. The presented results were based on analysis of data collected throughstudents’ process journals and project reports. The students’ utilization of question prompts, andself-regulated learning

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

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NSF Grantees Poster Session

andexisting ethical frameworks, which may be expressed emotively. Rather than portraying emotionas a threat to rationality, we outline pedagogical strategies that encourage students to explore therelationship between emotions and feelings, logic and reason, and values and ethics. Thepedagogical strategies presented here are being piloted in an advanced (upper-division)undergraduate seminar course, “Ethics, Engineering, and Society.” This seminar, which was firsttaught during the 2011/12 Academic Year at the University of California, Berkeley, alsoinformed the development of our funded project. This paper describes early student responses tothe new curriculum. Our results suggest that engaging students’ emotions encourages andenables them to reflect

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Lisa G. Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David Schaad, Duke University; Michael M Barger; Lisa Linnenbrink-Garcia, Duke University

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NSF Grantees Poster Session

learned from the hands-onactivities and reflect back on how this can inform their understanding of, and solutions to, theGrand Challenge (Stage 6).This paper begins with a description of the framework including its foundation in contextuallearning theory and the motivation for using the Grand Challenges. Subsequently, theimplementation of the framework in two engineering courses is described. Details of the learningmodules and activities corresponding to the six stages of the framework are presented for eachcourse. Similarities and differences in implementation are highlighted, illustrating how acommon framework can be applied to seemingly very different courses. Finally, the use of theframework is evaluated in terms of its impact on student

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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NSF Grantees Poster Session

strategies for problem solving and revising41. Peer review providesstudent reviewers with frequent opportunities to practice problem-solvingstrategies important for improvement. Peer review activities may provide thereviewer with concrete and solid experiences on how to improve problem solvingby connecting diagnosed problems with solution types42. Participating in reviewencourages student reviewers to reflect upon their own skills while examiningpeer work43-44. Online videos changed the way we create, view and share videoonline today. With smartphones like the iPhone, and phones running on Androidand Windows operating systems, it’s effortless to create and share video using thebasic features the phones offer. Videos can be an effective media to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kirsten A Davis, Boise State University; Ross A. Perkins, Boise State University; R. Casey Cline, Boise State University; Sondra M Miller, Boise State University

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NSF Grantees Poster Session

engineeringclassrooms across the United States2.In order to prepare our future engineers with competencies well beyond those expected of pastengineers, as the American Society for Engineering Education (ASEE) and the NationalAcademy of Engineering (NAE) say we must, engineering education itself must change andbecome more effective and efficient3, 4. We must draw on available engineering educationresearch to improve our classrooms and our teaching both now and into the future. Page 23.252.2This is not a simple task, as there are many barriers to overcome. Some are barriers of individualfaculty members, and others reflect their work environment. Some examples of

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University; Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Qin Hu, Central Michigan University; Shaopeng Cheng, Central Michigan University ; Steve Kettler, Alma High School; Daniel Chen, Central Michigan University

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NSF Grantees Poster Session

that participants would work on developing. Several guest speakers andprofessional coaches helped us during the professional and curriculum development activities.We are currently working on developing follow-up plans during the academic year where pre-service teachers will implement classroom activities under in-service teachers’ supervision andthese activities will be used during high school visits to the campus.In this paper, we will give the details about the RET Site’s management and discuss ourexperiences from lessons learned during the first year. Weekly survey results will be analyzedand interpreted. Reflections from participants, faculty, and undergraduate students will bepresented. External evaluation scheme will be introduced and

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

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NSF Grantees Poster Session

students, interviewsare central to providing the context-specific information needed for robust survey development.Therefore, we are using a quasi-longitudinal approach and we are interviewing Appalachian highschools students for a current perspective, Appalachian college students for a recent reflection,and working engineering professionals in Appalachia for a longer-term reflection. This paperfocuses on the development and pilot testing of semi-structured interview protocols for eachparticipant type.Preliminary findings from pilot testing support the protocol’s ability to provide meaningfulinformation across multiple frameworks. Initial findings from a priori coding of the frameworkconstructs suggest that influences specific to Appalachian

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

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NSF Grantees Poster Session

, and Mathematics (STEM) for America’s Future5 indicates the need toproduce individuals with a strong STEM background in order to be competitive internationally.Rising Above the Gathering Storm: Energizing and Employing America for a Brighter EconomicFuture6 notes that economic growth and national security are related to well-trained people inSTEM fields.STEM integration can provide students with one of the best opportunities to experience learningin real-world situations, rather than learning STEM subjects in silos7. However, the mostprevalent methods of structuring and implementing STEM education do not “reflect the naturalinterconnectedness of the four STEM components in the real world of research and technologydevelopment”1 (p. 150). This

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

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NSF Grantees Poster Session

interpersonal skills - Social outcomes, such as a longer-term civic engagement and greater tolerance - Learning outcomes, with higher self-efficacy and better preparation for open-ended questionsEyler and Giles4 present the structuring principles that frame a positive S-L experience. Of highimportance is the need to connect students to their peers, their community partners and theirmentors. Also paramount is the quality of the projects: they must be challenging without beingoverwhelming. Finally, the need for reflection concerning the experience and its context (i.e. anaffirmation that the messiness of community projects offers other paths to learn) must also beaddressed.In the SLICE program, most of the S-L projects, as

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; Marc Edwards, Virginia Tech

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NSF Grantees Poster Session

students culturalcompetence, civic responsibility, and the ability to reflect critically on the professional“cultures” and often-invisible “values” informing science and engineering practice. Theyalso attempt to sensitize participants to non-technical worldviews and alert them to theneed for ethical conduct and sustainable innovation. 28-29,39-40With the support of the Ethics Education in Science and Engineering (EESE) program ofthe National Science Foundation (NSF), we have developed a graduate engineering ethicscourse that might take these initiatives a step further by making the case that theconnection of engineers and scientists to society is a central pillar of ethical professionalpractice. The course brings together engineering, science

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado Boulder; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; Debra Gilbuena, Oregon State University; Bill Jay Brooks, Oregon State University; Christina Smith, Oregon State University

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NSF Grantees Poster Session

noteworthy. First, the Force Concept Inventory (FCI) provided an instrument tomeasure students’ fundamental conceptual understanding of Newtonian mechanics.1,2 Thequestions were designed to test a student’s ability to apply the fundamental laws and principlesin a way that does not require computation. Second, Eric Mazur published his book Peer Page 23.298.2Instruction, which describes the use of ConcepTests to engage students in conceptual learningduring lecture.3 This structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; James P. De Clerck, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Laura Maria Roberts; William J. Endres, Michigan Technological University; Kevin David Hale

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NSF Grantees Poster Session

tutorials in which two components of motivation aremanipulated: task value and control beliefs. To manipulate task value, the module hastutorials on two quite different topics that would have different levels of interest forstudents: osmosis and the Northern Lights. Before the task value tutorials, the moduleasks students to rate their interest in the two topics. We anticipated that the NorthernLights topic would be more interesting for most students, but it was not for all students,and it was not necessary for that to be the case. After completing the two tutorials thatinclude pre and post tests, students answer questions about their reflections on task value.For the control beliefs manipulation, the module includes two topics about which

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Spencer Seung-hyun Kim, Rochester Institute of Technology (CAST)

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NSF Grantees Poster Session

will allow for added laboratory activities.Assessment and Evaluation of the GPMTBased on the evidences and findings from the current project, the newly-developed structure forassessment and evaluation is helpful in adopting evidence-based instructional methods, whichhave a more student-centered learning format. For example, the traditional-transmission learningformat, in which the degree of a student’s success depends only on the performance of quizzes,tests and projects in class, does not truly reflect the effectiveness on learning.We adopted more collaborative approaches for this NSF project to break away from traditionalnorms in education, while assessing students’ abilities in various summative cases; many aspectsin learning effectiveness

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University

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NSF Grantees Poster Session

course surveywas used to obtain student feedback regarding instruction. There are a total of twenty questionsin the survey: the first eighteen questions are based on best practice and cover not onlycurriculum but also classroom and lab facilities; the question 19 and 20 are intended to elicitstudents’ feedback on their overall assessment of the instruction. Students were also encouragedto provide written comments to further improve the teaching practice. Students also rated howwell the course objectives were achieved on a scale of 1 to 5 with 5 being Strongly Agree and 1being Strongly Disagree. Table 1 reflects student feedback regarding access to new, effectivecurriculum modules and labs that more accurately reflect the needs of industry

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

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NSF Grantees Poster Session

serves at most 55 participates peryear,5 which is a small fraction of the almost 25,000 tenure-track engineering faculty members.22Travel support to bring participants to a face-to-face workshop, even for a couple of daysbecomes prohibitively expensive when the effort is scaled even to accommodate a modestnumber of engineering faculty members.The inadequacy of existing faculty development models is reflected in the lack of evidence ofchanges in student learning,2 the slow adoption of engaging, active-learning methods that havebeen systematically tested and shown to be effective,1, 23 and the stalling of innovation in STEMeducation.29 A recent systematic and fairly extensive observational study provided dataindicating a reliance on the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicholas David, Iowa State University; Suman Debnath, Purdue University; Munadir Aziz Ahmed; Dionysios C. Aliprantis, Iowa State University; Maryam Saeedifard, Purdue University

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NSF Grantees Poster Session

several activities that appeal to all learning styles 11. The course was designed around an inquiry-based learning process that follows four basic steps: (i) concrete experience using a real-world example; Page 23.422.2 (ii) abstract conceptualization with “just-in-time” analytical theory; (iii) reflective obser- vation via a team assignment; and (iv) active experimentation in the laboratory. • At Chalmers University of Technology in Sweden, an experiment has been devised to engage graduate-level (MS) students in designing a power electronic flyback converter 12. The experiment is based on the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

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NSF Grantees Poster Session

and curricular materials development in other disciplines.Acknowledgements This material is based upon work supported by the National Science FoundationEngineering Education Program under Grant No. 1055356. Any opinions, findings andconclusions or recommendations expressed in this material are those of the author and donot necessarily reflect the views of the National Science Foundation.Bibliography1. Nrc, ed. How People Learn: Brain, Mind, Experience, and School. ed. J. Bransford, et al. National Academy Press: Washington, D.C. xxiii, 319 p. (1999).2. S. Vosniadou, ed. International Handbook of Conceptual Change. Routledge: New York. (2008).3. B.K. Hofer and P.R. Pintrich, The development of epistemological theories

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin B. Montfort, Washington State University; Cara J Poor P.E., Washington State University

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NSF Grantees Poster Session

 expressed  in  this  material  are  those  of  the  author  and  do  not  necessarily  reflect  the  views  of  the  National  Science  Foundation.         VI. REFERENCES[1]   Halloun,  I.A.  and  D.  Hestenes,  The  initial  knowledge  state  of  college  physics  students.   American  Journal  of  Physics,  1985.  53(11):  p.  1043-­‐1048.   Page 23.299.4[2]   Schell,  J.W.  and  R.S.  Black,  Situated  Learning:  an  inductive  case  study  of  a   collaborative  learning  experience.  Journal  of  Industrial  Teacher

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

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NSF Grantees Poster Session

Faculty to Student Engagement in Engineering”, Journal of Engineering Education, July 2008. 3. Heller, R., Beil, C., Dam, K., and Haerum B., “Student and Faculty Perceptions of Engagement in Engineering”, Journal of Engineering Education, July 2010. 4. Chang, R., Richardson, J., Banky, G., Coller, B., Jaksa, M., Lindsay, E., and Maier H., “Practitioner Reflections on Engineering Student’s Engagement with e-Learning”, Advances in Engineering Education, Winter 2011. 5. Smith, K., Sheppard, S., Johnson, D., and Johnson, R., “Pedagogies of Engagement: Classroom-Based Practices”, Journal of Engineering Education, January 2005. 6. Bjorklund, S. and Fortenberry, N., “Measuring Student and Faculty Engagement in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Radian G Belu, Drexel University (Tech.)

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NSF Grantees Poster Session

reflect the size of the machine and thesensitivity to particular issues (e.g. large radius circles are better at highlighting machinegeometry errors, smaller circles are more sensitive to servo mismatch or lag). Figures 1, 2 and 3are exemplifying the procedures and techniques. Page 23.432.6 (a) (b) (c) (d)Figure 3 (a) Ballbar fixture adapter for EMCO CNC turning center (b) Ballbar measurement output withdifferent Quality standards. (c) Ballbar measurement output error values. (d) Ballbar error

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University; Nadia L. Frye, Washington State University

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NSF Grantees Poster Session

the end of both theFall 2011 and Spring 2012 semesters, for a total of two extensive interviews per participant.Cohort 2 participants have been similarly engaged in both check-in and extensive interviews.Cohort 2 participants engage in check-in interviews approximately once every two weeks tofacilitate their participation around their work schedules. They have also participated in twoextensive interviews, one in Winter 2011 and the other in early Summer 2012. More than 400check-in interviews and 75 extensive interviews have been conducted.Check-in Interviews The weekly or bi-weekly check-in interviews begin with very open-ended questionsintended to allow the participants to freely reflect on the previous one or two weeks and to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Arnold, Alma High School, Alma, MI; Ze Zhang; Tolga Kaya, Central Michigan University; Bingbing Li, Department of Chemistry, Science of Advanced Materials Doctoral Program, Central Michigan University ; Qin Hu, Central Michigan University

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NSF Grantees Poster Session

before beginning any laboratory experience. Students then moveinto the hands-on experience with guidance before given the opportunity to exploreindependently. Through exploration, students have options to investigate which promotesdiscussion and sharing of information with others. Students are asked to reflect on their findingsfrom their laboratory or hands-on experience and make predictions about their understanding.To conclude the learning experience, students are asked to make a final product based on theirnewly acquired knowledge or compare their findings with standard information used in today’schemistry course. Table 1. Proposed curriculum changes. Scientist Units

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University; Lin Li, Prairie View A&M University

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NSF Grantees Poster Session

connected with the developed onlinemanagement system to incorporate more experiments. The authors and colleagues in otherengineering departments will collaborate to share the facilities to achieve a broader impact onmultidisciplinary teaching and research.Acknowledgment This project is supported in part by National Science Foundation award #0817462, #0942807,and #1238859. Opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. "Leadership Under Challenge: Information Technology R&D in a Competitive World", President's Council of Advisors on Science and Technology, Aug 2007.2. Jorgenson, D.W.; and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University

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NSF Grantees Poster Session

materials.AcknowledgementsThis material is based upon work supported by the National Science Foundation Course,Curriculum, and Laboratory Improvement Program under Grant No. 0837749. Anyopinions, findings and conclusions or recommendations expressed in this material arethose of the author and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. I.A. Halloun and D. Hestenes, The Initial Knowledge State of College Physics Students. American Journal of Physics, 53(11): p. 6. (1985).2. S. Krause, J.C. Decker, and R.F. Griffin. Using a materials concept inventory to assess conceptual gain in introductory materials engineering courses. in Frontiers in Education. (2003).3. G.L. Gray, et al. The dynamics concept

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liping Guo, Northern Illinois University; Jingbo Han, Northern Illinois University; Andrew Wasonga Otieno, Associate Professor

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NSF Grantees Poster Session

anexcellent platform for the students to study the theory and explore different designs for the suntracking solar power system. After testing and verification using the simulation, a prototypesystem will be built in the laboratory.AcknowledgementPartial support for this work was provided by the National Science Foundation's TransformingUndergraduate Education in Science, Technology, Engineering and Mathematics (TUES)program under Award 1140447. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

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NSF Grantees Poster Session

activities that present direct challenges tostudents’ most common misconceptions. Students are presented with physicalsituations or simulations in which the most-common misconceptions will leadthem to make a false prediction of the outcome. For example, predicting that thetemperature of a ceramic floor tile is lower than the temperature of a piece ofwood. Students then actively engage in experimenting with the situation, takingthe opportunity to convince themselves that reality is not as they had predicted.Students then reflect on their experience in order to cement their learning. Thekey aspects of Laws et al’s approach are summarized in Table 1.TABLE 1:Elements of Inquiry-Based Activity Modules [2](a) Use  peer  instruction  and  collaborative

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo Ph.D., University at Buffalo, SUNY; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Timothy W. Simpson, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Adam R Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell, Northwestern University; Steven B. Shooter, Bucknell University; Marie C Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Christopher B. Williams, Virginia Tech

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NSF Grantees Poster Session

Education and co-director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the