Conference Session

Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Lauren Aprill; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

AC 2011-2536: ADAPTATIONS OF CONCEPT MAPPING FOR TECHNO-LOGICAL LITERACY COURSESJohn Krupczak, Hope College Professor of Engineering, Hope College, Holland, MI 49423Lauren AprillMani Mina, Iowa State University Page 22.138.1 c American Society for Engineering Education, 2011 Adaptations of Concept Mapping for Technological Literacy CoursesAbstractAssessment of student learning is a challenging issue in courses on engineering and technologyfor non-engineers. Equally challenging is finding effective methods to communicate centralfeatures of technological systems to a diverse student audience with limited backgroundknowledge

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenny L. Daugherty, Purdue University; Rodney L. Custer, Illinois State University; Raymond A. Dixon, Illinois State University, CeMaST

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-1183: THE USE OF CONCEPT MAPPING TO STRUCTURE ACONCEPTUAL FOUNDATION FOR SECONDARY LEVEL ENGINEER-ING EDUCATIONJenny L. Daugherty, Purdue University Dr. Jenny Daugherty is an Assistant Professor in the Organizational Leadership & Supervision Depart- ment in the College of Technology at Purdue University. Her research focuses on the design of technology and engineering professional development and the associated learning outcomes.Rodney L Custer, Illinois State University Dr. Custer is Associate Vice-President for Research, Graduate Studies, and International Education at Illinois State University. His research focus is on engineering-oriented, secondary level professional development.Raymond A Dixon

Conference Session

Special Session: Creating, Using, and Assessing with Concept Maps in Introductory Materials Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica Triplett, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Materials

show relationshipsbetween topics and include examples of real-world engineering components (such as a bicycletire, frame and headlight lens) to contextualize conceptual topics covered on any given map.Traditional concept maps show a visual map of boxed concepts connected to one another bylines which incorporate verbs that are used to link the concepts. In the Concept-in-Context mapswe are linking a wide array of different types of information that reflect the organization ofcontent within a topical area in an introductory materials course. As such, topics can becharacterized and articulated with multiple representations that can include equations, graphs,charts, macroscopic images, microscopic images, engineering components, and historical

Conference Session

Innovations in Teaching: Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.J. Egelhoff, U.S. Coast Guard Academy; K.L. Burns, U.S. Coast Guard Academy

Tagged Divisions

Mechanics

Colorado, a M.S. in Petroleum Engineering from the University of Wyoming, and a Ph.D. in Mechanical Engineering from the University of Idaho. She is a licensed Professional Engineer.K.L. Burns Page 22.48.1 c American Society for Engineering Education, 2011 A Heuristic to Aid Teaching, Learning and Problem-Solving for Mechanics of MaterialsAbstractA concept map heuristic is offered as a tool for teaching and learning in Mechanics of Materialscourses. In this paper, we present a literature review wherein we list previous efforts to improveMechanics of Materials

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. McCarthy, University of Pittsburgh; Robert S. Parker, University of Pittsburgh

Tagged Divisions

Chemical Engineering

principles. We report results from two assessment vehicles in use to-ward these ends: concept mapping exercises and concept inventories. Finally, based on ourcurrent assessment results, we suggest a few adaptation strategies that may be fruitful for cohortinstitutions to use to enhance knowledge integration in similar (chemical) engineering curricula.Integrated Curricula and Block SchedulingPrevailing wisdom from engineering educators both within the US 1–3 and in the EuropeanChemical Engineering Universities, Working Party Education Group 4 is that the ideal engi-neering curriculum focuses on the following three issues: 1. Giving the students a strong fundamental foundation by concentrating on the essential core of scientific and engineering

Conference Session

International Experience, Effective Instruction, and Student Exchange Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Fanyu F. Zeng, Indiana Wesleyan University

Tagged Divisions

International

process.Concept mapping techniques below are used in the process to define and develop objective,process, expected result, scoring mechanism, and score analysis. multiple uses for concept maps different types of maps: spokes, trees, center-focus and visual metaphor the appeal of concept maps to visual learners where to determine checkpoints in concept mapping drawing concepts maps Page 22.1503.4 using concept maps to increase engagement and foster creative connections proper model of concept map works best in different learning environmentIt is obvious that concept mapping provides a powerful way to help

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Morteza Sameei, Houston Community College Northeast

Tagged Divisions

Engineering Technology

and skill. However, mentors must also be able to serve as guides and rolemodels for their mentees. A key dynamic in the mentor training process is finding a balancebetween technical knowledge and the intrapersonal skills necessary to create a supportivelearning environment. The College of Technology – Computer Engineering Technology (CoT –CETE) program at the University of Houston has implemented an undergraduate peer mentoringmodel as part of an NSF-sponsored program examining the impact of concept mapping andundergraduate mentors on student learning. The training for this mentoring model has beenadapted from a peer-led team learning program and incorporates concept mapping as a primarypedagogical tool for increasing mentee understanding of

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zhigang Shen, University of Nebraska-Lincoln; Yimin Zhu, Florida International University

Tagged Topics

NSF Grantees

these tests is to determine the students’ existing knowledge about spatial andtemporal complexity associated with construction engineering systems and skill sets to solveconstruction engineering problems. Then, after the experimental group has gone through casesusing CMVE, post-experiment tests, including a KST and a PST, will be administered to thesame groups of students.Both concept maps and interviews will be employed to elicit students’ knowledge structuresduring the pre-experiment phase KST. Concept maps are used as an effective assessment tool ofstudents’ knowledge structure [40] [41] in many disciplines, including engineering [42]. Consideringthe pros and cons of the two major concept mapping techniques, i.e., the fill-in-the-map

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees

experience of underrepresented students. The project was initiated first asa pilot program to acquire relevant skills for managing peer mentoring program. Today the project is in itsimplementation phase3-5 which contributes to improving their skills and fosters knowledge and experiencetransfer between peers. A central component of this project was the development of a peer-mentoringmodel that would contribute to the academic success of underrepresented students. It was proposed thatthe peer-mentoring activity would enhance the current curricular model by reinforcing academic conceptsand knowledge while also providing guidance and insight about the degree program as a whole. Whenappropriate, mentors would use concept maps to help guide students to a

Conference Session

Computers in Education General Technical Session I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik Cheever, Swarthmore College; Ames Bielenberg, Swarthmore College

Tagged Divisions

Computers in Education

, and any two textbooks are likely to follow very different paths. Web-basedpresentation of the material removes part of this problem because the material need not bepresented linearly, but raises the prospect of a chaotic portrayal of the subjects because HTMLlinks are merely from text to text and have no inherent meaning.Another way to present such interrelated ideas is through the use of topic maps. Topic maps areused to represent these interrelationships using topics (concepts), associations (the relationshipsbetween topics) and occurrences (information, e.g., web pages, relating to the topics). This isdistinct from concept maps and other commonly used visual methods for organizing informationin that the ideas need not be hierarchical; for

Conference Session

ELD Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James A. Van Fleet, Bucknell University

Tagged Divisions

Engineering Libraries

training to use well.Concept Mapping: The Web of Knowledge citation databases have attempted to create maps that show therelationships between citations.6 These literal graphical webs do demonstrate the interrelatednature of research publications. They can demonstrate broadly whether publication on a topic is Page 22.1515.3growing or waning, and at their best, they can take the researcher on a journey of discoverythrough the literature. The appearance of the web can be ordered by color, by subject category,or many other combinations. The concept maps combine the graphic with a separate text displayof citation information. Credo

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Mary A. Moriarty, Smith College; Apurva Errabelli

Tagged Divisions

Design in Engineering Education

materials and physically create a "transfer map" of their collective transferableknowledge/skills. In this context, the term "transfer map" refers to a version of a "concept map"in which the concepts represent transferable knowledge/skills. Concept maps are visualmechanisms that illustrate the organization of concepts and the connections between them.22They are a useful tool to support learning and assessment, and have been used effectively inengineering education to represent domains of knowledge and increase student understanding ofthe structure and relationships between various topics.23,24 The "transfer map" twist provides theopportunity for teams to identify, synthesize, represent, and organize the team's transferablelearning.Both the

Conference Session

New Trends in ECE Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul G. Flikkema, Northern Arizona University; Kenji Ryan Yamamoto, Northern Arizona University; Carol Haden, Magnolia Consulting, LLC; Jeff Frolik, University of Vermont; Tom Weller, University of South Florida

Tagged Divisions

Electrical and Computer

—traditional ECE subdisciplinary silos (Figure 1, bottom)—to specific conceptualcomponents required for the final project. Thus the concept map of the course topics and howthe development of concepts leads to the final project is hierarchical in nature, and the finalproject integrates knowledge from across subdisciplines as shown in Figure 1.Figure 1: Hierarchical concept map. Connectedness of concepts is shown by overlapping nodes in addition toedges. Note that all possible links and overlaps are not shown. Page 22.1693.4Final ProjectFor the final project, our primary goals were (i) to allow students to tackle a hands-on designproject that

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ethan E. Danahy, Tufts University, Center for Engineering Education and Outreach; Ashley Russell, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

Page 22.859.3curriculum that provides a flexible approach and equal opportunities for learning. Thethree guiding principles for UDL are to provide multiple ways of representing content,multiple methods of engagement, and multiple ways of expression9,2. For the design ofeducational technology, the integration of UDL principles promotes improvedaccessibility for learners. In the UDL context, content presentation could be addressed by providing text indigital media, which is accompanied by audio, additional graphics or videos, andcognitive aids such as highlighting, hints, and concept maps. Engagement could besupported by the provision of intermittent feedback, integrated activities, simulations andgames. Tools for expression could include

Conference Session

Panel on Innovative Graduate Education Concepts: Organized by the National Institute of Aerospace

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Landis, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Leidy Klotz, Clemson University; Annie R. Pearce, Virginia Tech

Tagged Divisions

Graduate Studies

a concept map; begin 4 In-class exercise: Concept Mapping literature database Lecture: Technical part of literature review Complete literature review 5 In-class exercise: Literature review database Lecture: Building your research case/motivation Write your research 6 motivation, goals, and In-class activity: Post-it activity objectives Lecture: Defining your research questions and hypothesis driven research Create your research 7 questions

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

active activities are paying attention, activatingrelevant knowledge, focusing on the materials, and optimally encoding new information.Being ConstructiveThe constructive mode subsumes the active mode and refers to learners undertaking activitiesthat develop knowledge and understanding of content in new ways that extend beyond the levelof that being studied. The main difference between a constructive and an active mode is that inthe latter case, learners do not produce outputs that go beyond the given information. Forexample, simply repeating a paragraph would be classified as active, but the following activitiescan all be considered to be constructive: drawing a concept map, constructing notes from alecture, generating self-explanations

Conference Session

Developing Young MINDS in Engineering: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

Minorities in Engineering

that, the objectives and sub-objectives of the challenge have to beestablished.Next is the procedure that was followed and that is recommended to develop CBI: Identify the concepts that students are expected to learn, get familiar with, and understand by the end of the challenge. Also include the skills and practical experience that students are expected to obtain during the hands-on activity. Categorize and prioritize the challenge targeted concepts using Table 2. Table 2. Concept Map and Content Priorities in the Challenge (Check the corresponding cell) Concept Map Content Priorities Enduring Important to Do and Worth

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University; Lauren Madden, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

andinquiry science, we engaged teachers in a lengthy brainstorming session on the role and use ofgraphics in elementary grades. By the end of the activity, teachers became more aware of thecognitive role of graphics (e.g., Venn diagrams, concept maps, and KWL and tables) along withtraditional data driven graphics (e.g., pie charts and bar charts). During this session, the researchteam began to seed ideas about student abstract reasoning on concepts surrounding the“invisible” (Figure 3).Figure 3: Discussion about the invisible world The direct observable world really dominates the graphics in this area right here. But what we want to explore today is how do we move out from that direct observable world to that invisible world of

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Topics

NSF Grantees

asolution, copying and pasting text, copying the solution of a problem from the board while theteacher is solving it, or selecting responses from a list of choices as in matching tasks. In thisstudy, we classified shallow and vague student reflections as active learning activities.Being ConstructiveBeing constructive refers to students’ engagement in activities that develop their knowledge andunderstanding of content in new ways, thus extending their knowledge beyond the level of thatbeing studied. 14 The characteristic difference between the constructive and active mode is that inthe latter case, learners do not produce outputs that go beyond the given information. Someexamples of the constructive mode include drawing a concept map, taking notes

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Anthony Shreve, North Carolina State University; Theodore J. Branoff, North Carolina State University; Eric N. Wiebe, North Carolina State University; Jeremy V. Ernst, North Carolina State University

Tagged Divisions

Engineering Design Graphics

. Faculty have continued to make improvements to the solid modeling tutorials over thelast 9 years, which initially consisted of printed handouts. In 2002 handouts were replaced withweb pages with screen captures of key steps in the assignment. Streaming video demonstrationsreplaced these static web pages in 2007. As part of a parallel evaluation activity, faculty havebeen identifying key concepts that need to be covered in the course based on textbook conceptsand industry practice and creating a formal inventory of how these concepts map to courseinstructional resources.It is possible that some might consider these skills rather than concepts. The researchers considerthese concepts since they are independent of a particular CAD system and require

Conference Session

Teaching Dynamics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

game called EduTorcs for teaching Numerical Methods and for teaching DynamicSystems & Control. In the former case, we found that students learning numerical methods witha video game learned the material more deeply, as measured by a concept map assessment9. Inthe dynamic systems & control class, we found that students who learned with video game-basedhomework and laboratory exercises scored significantly better on concept tests10. Furthermore,using a technique known as the experience sampling method, we found students learningdynamic systems & control with a video game are significantly more engaged11. Furthermore,these students were much more likely to take the more advanced dynamical systems & controlcourse as a technical

Conference Session

Information Literacy: Theory and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nasser Saleh, Queen's University

Tagged Divisions

Engineering Libraries

, searching and use as they consult different resources that canbe documentary or human. The situation of a design project group makes the research morefocused on groups but individual information seeking will be touched on as well. The main focusof this research is within the role of the group as showed in Figure 1.Figure 1. Research concept map Page 22.334.4Pilot study designA pilot study was conducted in March 2010 to collect data on students’ experience in the designcourse and how the project task interacted with the group’s collaborative information needs,seeking, and use. The pilot study did not aim to ask students about the information

Conference Session

Outstanding Contributions: Mechanical Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Turns, Pennsylvania State University, University Park; Peggy Noel Van Meter, Pennsyvlania State University

Tagged Divisions

Mechanical Engineering

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees

creation of assessments for teamwork, professional development, and design skills learned in the context of team projects. He is also a Fellow of the American Society for Engineering Education.Olusola O. Adesope, Washington State University-Pullman Olusola O. Adesope is an Assistant Professor of Educational Psychology at Washington State Univer- sity, Pullman. His research interests center on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of pedagogical practices for developing science

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

on questions directly related to the activity from those thatasked students to apply their understanding of the concept to new situations. This latter will provideadditional information about the effectiveness of the activities for promoting transfer, a key educationaloutcome and one that is often difficult to achieve. Finally, it would be beneficial to have additionalmeasures of students’ conceptual learning, drawn from additional venues such as concept maps or semi-structured student interviews.This work was generously supported by the National Science Foundation through DUE-0717536. Page 22.1510.8ReferencesActivities Based

Conference Session

Technology in the ECE Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Frederick C Berry, Milwaukee School of Engineering; Mohamed F. Chouikha, Howard University; Dianna Newman, University at Albany/SUNY; Meghan Morris Deyoe, The Evaluation Consortium; Gavin Anaya; William Brubaker, Rensselaer Polytechnic Institute

Tagged Divisions

Electrical and Computer

while students enrolled in the content-transfer phasewere generally advanced electrical engineering students enrolled in a course typically taken afterElectric Circuits.Data on learning styles also continues to support the ability of the Mobile Studio I/O Board toserve students across a diverse field of learning modalities.15 For example, student responses tothe Index of Learning Styles3 indicated the presence of multiple preferred types of learningincluding visual, sensing, and sequential. Observations of classroom use indicate that use of theI/O board, with its ability to incorporate diagrams, pictures, concept maps, real-world Page

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Divisions

Engineering Design Graphics

, Page 22.1374.11 http://soa.asee.org/paper/conference/paper-view.cfm?id=52883. Mehrubeoglu, M., “A Lego Robot Project Using Concept Maps and Peer-Led Teams for a Freshman Course in Engineering and Engineering Technology,” Proceedings of the 2009 ASEE Conference and Exposition, Austin, TX, June 2009, http://soa.asee.org/paper/conference/paper-view.cfm?id=102244. Wang, E., LaCombe, J., and Vollstedt, A., “Teaching Structured Programming Using LEGO Pro-grammable Bricks,” Proceedings of the 2007 ASEE Conference and Exposition, Honolulu, HI, June 2007, http://soa.asee.org/paper/conference/paper-view.cfm?id=44695. McGrath, E., Lowes, S., Lin, P., and Sayres, J., “Analysis Of Middle- and High-School Students’ Learning of Science

Conference Session

General Topics in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; John A. Nychka, University of Alberta; Roger Graves, University of Alberta

Tagged Divisions

Graduate Studies

process. Theparticipants emphasized that the traditional outline format is not helpful for many engineeringauthors, but that a number of other more visual tools can be used to structure parts of the writingprocess (storyboard of figures, beetle diagram, concept map, the Nike principle (Just write it!),tree diagram, first sentences in paragraphs tell the story, very rough draft for discussion).Usingthese tools effectively, early in the process, is a key characteristic of efficient collaborativewriting groups. An informal survey indicates that most engineering authors use several of thesetools in trying to structure a paper. Page 22.1716.4Gumption

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

practicing engineers to rate on a 5-point Likert scale the extent to whichthey agreed to 27 statements about design. While these results provide a point of comparison forthis study, it is important to note that these results are for a wide sampling engineers, and notnecessarily design engineers.Lande & Leifer9 studied student perceptions of design by surveying 30 students in a graduate-level mechanical engineering design course. In addition to collecting concept maps of the designprocess, they asked the students to “Draw an Engineer” and “Draw a Designer”, similar toprevious “Draw an Engineer”10 or “Draw a Scientist” test11. This qualitative study illustratedsome of the conceptual differences between the roles of engineering and design

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Kelly J. Cross, Virginia Tech University

Tagged Divisions

First-Year Programs

.; Ibrahim, W.; Williams, F. (2008). Concept maps: Development and validation of engineering curricula. ASEE/IEEE Frontiers in Education Conference. October 22-25: Saratoga Springs, NY.Natascha van Hattum-Janssen and Júlia Maria Lourenço, Peer and Self-Assessment for First- Year Students as a Tool to Improve Learning, Journal Of Professional Issues In Engineering Education And Practice. 134(4): 329-334.Neal, P.R., M. Ho, G. Fimbres-Weihs, F. Hussain, and Y. Cinar (2010). Demonstrating CO2 Sequestration as Part of a First Year Engineering Course. SPE Annual Technical Conference and Exhibition. September 19-22: Florence, Italy.Newman-Ford, L., S. Lloyd and S. Thomas , Evaluating the performance of engineering