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2014 ASEE Zone 4 Conference

Authors

John Murray; Erin Elder; Ryan Bingham; Glen Longhurst; Desmond Penny

administration; and, importantly, provision ofthe $15,000 required to complete the project by the client. Experience with design andconstruction gained through three intensive DesignBuildBLUFF29 projects during 2009, 2012,and 2013, in which students at the University of Utah, University of Colorado, Denver, andSouthern Utah University created architecturally innovative, pro bono homes for Navajo familiesliving on the reservation near Bluff, Utah also proved beneficial in achieving project liftoff30.History, Experimental Housing, and Public-Private PartnershipsThe Lakota proverb, “A people without history is like the wind on the buffalo grass: The windblows and the grass bends,” suggests that design intent can be interpreted productively in termsof

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2014 ASEE Zone 4 Conference

Authors

Baird Brueseke; Gordon Romney

specific students Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 86 A lab assignment will have a student performance rubric Labs may be persistent (re-entrant) or non-persistent Final lab configurations will be maintained beyond the last day of class to accommodate both grading and protest periodsThese database structures are presented to the user (typically lead professor) in a menu

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2014 ASEE Zone 4 Conference

Authors

Moe Tajvidi P.E.

of the project which fits within their image of the future performance. It was obvious that working on a single realistic project for an extensive period will develop a sense of ownership and self-confidence in a learner.9. Other skills such as presentation, team communication, and responsible conduct of duties can be mentioned although these can be accomplished through other method as well as PBL.Bibliography1. Adderley, K., Ashwin, C., Bradbury, P., Freeman, J., Goodlad, S., Greene, J., Jenkins, D., Rae, J., Uren, O., (1975), Project methods in higher education SRHE Working Party on Teaching Methods: Techniques Group, Society for Research into Higher Education, Guildford2. Chandrasekaran, S., Stojcevski, A., Littlefair, G

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2014 ASEE Zone 4 Conference

Authors

David Dillon; Huseyin Sarper P.E.; Nebojsa Jaksic; Jude DePalma

-loopsystem. While solar panels provide current for electrolysis, line current provides heating of thecatalyst chamber. Recently, students automated separation of gases from the Sabatier reactorusing a cryogenic chamber, National Instruments myDAQ controller, and appropriate sensors. Inthe paper, we present the details of the project design, the operation of the system, the gas rateproduction results, and a study of educational impact on student learning and retention.IntroductionCuriosity about the heavens is deep-seated in the human psyche. Every civilization has had itsmythology about the points of light in the night sky and the role of the sun and moon. Literatureabounds with stories of space travel to the moon, planets, and beyond. The many

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2014 ASEE Zone 4 Conference

Authors

Debra Larson

teaching and scholarship,engages students in their scholarship, and creates vibrant learning experiences that are informedby the scholarship of teaching. In 2011, the Cal Poly Academic Senate adopted a definition forthe teacher-scholar model as resolution AS-725-117.The Cal Poly Academic Senate’s teacher-scholar model is strongly premised on Boyer’s seminaltext on scholarship and the role of scholarship in the academy8. Through his conceptualizations,Boyer offers a broader view of scholarship that goes beyond traditional forms of publishedresearch. By underpinning AS-725-11 to Boyer, the resolution's meaning is enriched and mademore robust. It provides an overarching vision for all departments and colleges that could includeBoyer’s four types of

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2014 ASEE Zone 4 Conference

Authors

Samuel Landsberger; Artin Davidian; Juan Garibay; Richard Valenzuela; Barbara Wheeler

Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 196process of teaching that their academic studies have enriched them far more than they initiallythought!Experiences make a difference! Just as the K-12 students receiving mentorship benefit from theHERO Outreach, the college participants have grown through their experiences in ways thatprove helpful in their later applications for employment and graduate studies. An importantoutcome of the HERE/HERO programs has been the success of several alumni in finding goodengineering jobs and graduate

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2014 ASEE Zone 4 Conference

Authors

Shervin Zoghi; Eric Liguori; Manoochehr Zoghi; Fariborz Tehrani; The Nguyen

unique features of the Lyles Center for Innovation andEntrepreneurship, a recognized leader, will be described first. Next, experiences of ColemanFellows and how they are promoting and integrating the entrepreneurship endeavors within theirspecific engineering and construction management disciplines will be discussed. A studententrepreneur ambassador and hatchery resident’s initiatives/experiences will be presented aswell. The paper will conclude by highlighting the relevant ABET’s a through k studentoutcomes and how entrepreneurship activities address several student learning outcomes.Lyles Center for Innovation and EntrepreneurshipThe Lyles Center for Innovation and Entrepreneurship aims to create value in three domains: (1)collegiate

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2014 ASEE Zone 4 Conference

Authors

Jared Tuberty; Thalia Anagnos; Emily Allen

:• Effectively support students so that they graduate on time, with the technical background, performance record, motivation needed to pursue graduate degrees or enter the workforce.• Create and institutionalize activities that promote and reinforce attitudes and skills essential to engineering and personal leadership through leadership development opportunities.• Develop the scholarship recipients as a community of learners who support each other’s individual and common goalsMuch of our programming model centers on leadership. Leadership is not solely positional. Wedefine leadership as the attitudes and skills that enable the engineer to have a vision beyond thetechnical solution, to articulate the big picture, and to bring others along in

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2014 ASEE Zone 4 Conference

Authors

2014 ASEE Zone IV CONFERENCE PROCEEDINGSStudent Success Developing Diverse Engineers for a Changing World through Engineeringis Our Success Pedagogy April 24 – 26, 2014 │ Long Beach, & Practice CaliforniaASEE Zone IV: Pacific Northwest, Pacific Southwest, and Rocky Mountain Organization website: www.asee.org Conference website: www.csulb.edu/coe/2014-asee-zoneiv Host Institution website: www.csulb.edu/coe Editors Lily Gossage (California State Polytechnic University

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2014 ASEE Zone 4 Conference

Authors

Armineh Noravian; Patricia Irvine

. Characteristics of recent science and engineering graduates: 2008. (2012).8. Noravian, A. (In review). How do well-structured projects influence the identities of technology students in community college? Journal of Technology Education.9. Jonassen, D. H. Instructional design models for well-structured and ill-Structured problem-solving learning outcomes. Educ. Technol. Res. Dev. 45, 65–94 (1997).10. McLoughlin, L. A. in Eng. Soc. Justice - Univ. Beyond (Baillie, C., Pawley, A. L. & Riley, D.) 123– 142 (Purdue University Press, 2012).11. Strutz, M. L., Orr, M. K. & Ohland, M. W. in Eng. Soc. Justice - Univ. Beyond (Baillie, C., Pawley, A. L. & Riley, D.) 143–156 (Purdue University Press, 2012).12. National

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2014 ASEE Zone 4 Conference

Authors

Frank Sanchez; Cheng Chen

to find the various periods at which itwill naturally resonate. To apply the modal analysis technique for RTHS reliablity analysis, theeffect of time delay and nonlinear structural behavior need to be investigated. This paperpresents preliminary studies to evaluate the modal analysis technique for RTHS involvingmultiple actuator delay.Modal Analysis for Linear Elastic StructuresFor a linear elastic MDOF structure, the equation of motion can be represented as: (1)where M, C and K are the mass, viscous damping and stiffness matrices, respectively; , andare the acceleration, velocity and displacement response, respectively; and F is the