Collection

2010 ASEE Zone 4 Conference

Authors

Devlin Montfort; Shane Brown

331 Conceptual Change and Understanding in Engineering Education Devlin Montfort, Shane Brown Washington State UniversityIntroductionIn the study of science, technology, engineering and mathematics education there is a tradition ofevidence showing that students – despite their abundant procedural knowledge andcomputational skills – lack understanding of fundamental physical phenomena. Students can beacademically successful without internalizing the meaning of the problems and calculations theycomplete. For example, after an introductory physics course most students will

Collection

2010 ASEE Zone 4 Conference

Authors

A.M. Vollstedt; E. L. Wang

student. This research supports the common belief held by many faculty: studentgrades are not the best indicator of student quality.IntroductionCritical thinking is the process of gathering information and actively analyzing, synthesizing,applying, or evaluating it in order to make decisions, form beliefs, or choose a course of action 1.Increasing engineering students‟ critical thinking skills is important because the higher theircritical thinking level, the more successful they will be in solving problems. Students must thinkcritically in order to gather data to solve problems, defend their solutions to problems, makeopen minded decisions, and communicate their ideas.Critical thinking is typically measured in terms of skills associated with

Collection

2010 ASEE Zone 4 Conference

Authors

Oenardi Lawanto

355 Understanding the Correlation Between Goal Orientation and Self-Efficacy for Learning and Performance in an Engineering Design Activity in Grades 9-12 Oenardi Lawanto Department of Engineering and Technology Education Utah State UniversityAbstractThis study was conducted to evaluate the relationship between students’ goal orientation andself-efficacy for learning and performance while engaged in an engineering design activity ingrades 9-12. Goal orientation includes students’ intrinsic (IGO) and extrinsic (EGO

Collection

2010 ASEE Zone 4 Conference

Authors

Said Shakerin; Camilla Saviz

282change the resulting system behavior. Experiments and demonstrations help to clarify conceptsand they allow students to apply theory to practical examples similar to those they mayencounter in engineering practice.However, some of the topics taught in CIVL 130 do not have an associated experiment ordemonstration. We are always seeking additional instructional setups to enhance learning and toincrease the laboratory capabilities. One component of the lab is an experiment design projectthat allows students to demonstrate and test topics discussed in the class. The Fountain Benchwas developed with this need in mind and as a demonstration of what the students can developfor their project. Examples of fluids-related demonstration units developed by

Collection

2010 ASEE Zone 4 Conference

Authors

Brian Meadows; Charles Judah; Michael Berman; Derrick Jones; Ryan Rawson; David Alvarez; James Flynn; Sharlene Katz

power and bandwidth available. Thepower available from the daughterboard is 20 mW and the bandwidth allowed by the FCC is 50KHz. With these requirements in mind and along with the available implemented modulationschemes in GNU Radio, differential binary phase shift keying (DBPSK) was the only schemethat could conform to these specifications reliably. Other schemes such as quadrature amplitudemodulation (QAM), frequency shift keying (FSK), eight level phase shift keying (8-PSK), andothers were available but unrealizable due to improper implementation in GNU Radio or Proceedings of the 2010 American Society for Engineering Education Zone IV Conference Copyright © 2010, American Society for Engineering Education

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2010 ASEE Zone 4 Conference

Authors

ASEE 2010 ZONE IV CONFERENCE MARCH 25-27 RENO, NEVADA PROCEEDINGSEDUCATING ENGINEERS IN THE WILD, WILD WEST HOSTED BY THE UNIVERSITY OF NEVADA, RENO SPONSORED BY THE PACIFIC NORTHWEST, PACIFIC SOUTHWEST, & ROCKY MOUNTAIN SECTIONS OF ASEE TABLE OF CONTENTSFRIDAY, MARCH 26, 2010CONCURRENT SESSIONS, 8:30-10:00 A.M.Session DM: Designing and Manufacturing“Bicycle Frame Building for Engineering Undergraduates” Kurt Colvin & Jim Kish .............................................................................................................................. 1“GIRLS SEE Summer Camp: An Event

Collection

2010 ASEE Zone 4 Conference

Authors

Lizabeth Thompson Schlemer; Faith Mimnaugh

individually? After reviewing literatureon both project based learning and exceptional coaching, we have found that much can be learned fromJohn Wooden, Phil Jackson and other coaches. This paper will organize some of the best practices insports coaching and draw parallels that will enhance student learning in project based instruction. Thepaper discusses the parallels between the instructor and the coach and highlights three broad categoriesof techniques: 1) Practice and games, 2) Teamwork and individual performance, and 3) Individualfeedback for improvement. Some of these techniques have been used to successfully enhance learning ina senior design course in Industrial Engineering at Cal Poly. The insights in this article will open up arich area of