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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Radian G. Belu, Drexel University (Tech.)

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through digital simulation approaches. The class contains50% synchronized classroom lectures and 50% asynchronized web-based lectures. (Note:Virtual facility -2 is used in this course). Prerequisite: Senior standing or instructor approval.IE/ME 4395 Design for Manufacturability (new course, elective course)This course focuses on manufacturing and incorporates many of the processes developed by theintegrated manufacturing industry, as well as novel techniques developed by scientists from alltechnical research areas including engineering, and mathematics. Principles of design formanufacturability and micro machining, assembly, measurement and medical manufacturing arecovered in this class. Learning outcomes should reflect (1) students being able to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Elif Ozturk; Ke Liu, Prairie View A&M University

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Page 24.155.11best way to evaluate the modeling skills associated with adaptive expertise. Future work willattempt to better capture these skills.AcknowledgementThis material is supported by the National Science Foundation under EEC Grant Numbers1129403 and 1129411. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Frechette, S.P., (2011). Model based enterprise for manufacturing. 44th CIRP International Conference on Manufacturing Systems. Madison, WI.[2] Liu, D.T. & Xu, X.W., (2001). A review of web-based product data management systems. Computers in Industry, 44 (3), 251-262.[3] Ye, Z., Peng

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Saeed Moaveni, Minnesota State University, Mankato; Karen C. Chou, Northwestern University

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. Page 24.171.2This lack of emphasis (accounting for approximately 10% of the course) is not a reflection of thesignificance of connections in design, instead, it is due to time constraints and the commonlymis-held belief that connections are standardized details that could and should be left tofabricators and detailers. However, connections, are the glue that holds a structure together, andas such deserve special emphasis to ensure sound structural integrity. Historically, connectionfailures have contributed to many structural failures. Examples include: the Hartford CivicCenter in 1977 [1], the Hyatt Regency Hotel in Kansas City in 1980 [2], and, more recently, the I-35 W Bridge in Minneapolis [3]. Since the Hyatt Regency failure, many state

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

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or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. Page 24.683.13Bibliography1. Jansson, David G., and Steven M. Smith. "Design fixation." Design Studies 12.1 (1991): 3-11.2. Ullman, David G., Thomas G. Dietterich, and Larry A. Stauffer. "A Model of the Mechanical Design ProcessBased on Empirical Data." AI EDAM 2.1 (1988): 33-52.3. Adams, Nadine, and Clinton Hayes. "Does teaching with a Tablet PC enhance the teaching experience andprovide greater flexibility?" Australasian Tablets in Education Conference (ATiEC). 2009.4. Lee, Wee San, et al. "Newton's Pen: A

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Ashley Ater Kranov, Washington State University

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No.DUE-TUES-0941035. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] Gurocak, H., “Mechatronics course with a two-tiered project approach,” 2007 ASEE Annual Conference and Exposition.[2] Giurgiutiu, V. and Mouzon, B., “Functional Modules for Teaching Mechatronics to non-EE Engineering Students,” 2005 ASEE Annual Conference and Exposition.[3] Pourboghrat, F., et. Al., “Enhancing mechatronics education using model- based techniques and Mathworks tools,” 2011 ASEE Annual Conference and Exposition.[4] Rogers, J., Rabb, R., Korpela, C. and Ebel, R. “Learning mechatronics

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Cindy Waters, North Carolina A&T State University

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to assess the impact of case-based instruction on conceptual understanding andtheir attitudes towards case studies.VI. Acknowledgements This research is funded by the National Science Foundation (Grant # DUE 1140109.Statements made in this paper are the opinions of the authors and may or may not reflect theviews of the National Science Foundation. We would also like to thank our graduate students,Verrol McLeary and Niya King, for their assistance during the lab courses.VII. References1. Howe, N. and W. Strauss, Millennials Rising: The Next Generation. 2000, New York: Vintage Books.2. Elam, C.L., T.D. Stratton, and D.D. Gibson, Welcoming a New Generation To College: The Millennial Students. Journal of College

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Tom Weller, University of South Florida; Carol M. Haden, Magnolia Consulting, LLC; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Aaron T. Ohta, University of Hawaii at Manoa; Sylvia W. Thomas, University of South Florida; Rhonda R. Franklin, University of Minnesota; Wayne A. Shiroma, University of Hawaii at Manoa

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reflectivity, mechanical robustness, and environmental sustainability, such as carbides, sol-gel coatings, high temperature oxides, and sev- eral polymers. Her research is interdisciplinary in nature and fosters collaborations with Chemical and Biomedical, Mechanical, and Environmental Engineering, Physics, Chemistry, Public Health, Medicine, and the Nanotechnology Research and Education Center (NREC).Prof. Rhonda R. Franklin, University of Minnesota Rhonda Franklin (S’84-M’96) received the B.S. degree in electrical engineering from Texas A&M Uni- versity, College Station, TX and M.S. and Ph.D. degree in electrical engineering from The University of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

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production workers, such as food batchmakers who have excellent technical skills”[4]. Within the past 20 years, the United States has experienced numerous nationwide food safetyrecalls, reflecting the weaknesses in the current system. In 2010 alone, there have been 23 nationwiderecalls [7]. The urgency for a food and foodstuff ET Pathways driven by improved standards wasunderscored September 22, 2010, during the Congressional testimony of Austin J. DeCoster, owner ofDeCoster Egg Farms, whose operations were linked to the United States’ deadliest outbreak of salmonellainfected eggs that occurred in 1987, as well as this year’s recall of half a billion eggs that sickenedthousands of people.[8] Mr. DeCoster told the House Energy and

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NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Arash Kialashaki P.E., University of Wisconsin-Milwaukee; Ethan V. Dupe-Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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successful in, engineering studies incollege.AcknowledgementsPartial support for this work was provided by the National Science Foundation's Science,Technology, Engineering, and Mathematics Talent Expansion Program (STEP) underAward No. 0757055. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the viewsof the National Science Foundation. The authors would also like to thank Leah Rineck,Shuwen Tang, Cindy Walker, Todd Johnson, Tina Current, Sharon Kaempfer, and JennieKlumpp (all at UWM) for their assistance with this project.Bibliography1. National Science Board. 2003. The Science and Engineering Workforce: Realizing America’sPotential. Publication NSB 03-69

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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: Students were put into two-person teams (dyads). Each team was given another design problem58 that neither student was exposed to previously. They were asked to design together, but record (sketch and document the details) separately.• Ideation with Design Heuristics: Students were given the same set of ten (of 77) Design Heuristics cards and asked to apply the cards while solving a given design problem.• Reflection Surveys: At the end of each intervention, students were asked to complete a short survey focused on their perceptions of that intervention. Typical questions included: “How did the structure of the problem statement affect your idea generation?” or “Which of the ideation cards appealed to you most/least?” The aim

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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motivation to keep building and sharing.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1129342. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References 1. Bureau of Labor Statistics, US Department of Labor. (2006). Occupational Outlook Handbook, 2010-11 Edition, Bulletin 2800. Washington DC: U.S. Government Printing Office. Page 24.746.13 2. National Science Foundation. (2006). Science and Engineering Degrees: 1966–2004

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andres L. Carrano, Auburn University; Wendy A. Dannels, Rochester Institute of Technology (NTID); Matthew M. Marshall, Rochester Institute of Technology (COE)

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the National Science Foundationunder Grant No. DUE-1141076. 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.References1. Pagliaro, C.M. (2010). Mathematics instruction and learning of deaf and hard-of-hearing students: what do we know? Where do we go? In Marschark and Spencer (Eds), Oxford handbook of deaf studies, language, and education, volume 1 (pp. 156-171). New York: Oxford University Press.2. Marschark, M. and Everhart, V.S. (1999). Problem-solving by deaf and hearing students: Twenty questions. Deafness and Education International, 1(2), 65-82.3. Luckner, J.L. and McNeill, J.H

Conference Session

NSF Grantees’ Poster Session

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2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Kathryn Jablokow, Pennsylvania State University; Shanna R. Daly, University of Michigan; Eli M. Silk, University of Michigan; Meisha Nicole Berg, Iowa State University

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adaptive ideation behavior, and the other to encourage more innovative ideation behaviors57. Students were randomly assigned to one of the two problem frames, with half of each experimental group assigned to each framing.• Ideation in Teams: Students were put into two-person teams (dyads). Each team was given another design problem58 that neither student was exposed to previously. They were asked to design together, but record (sketch and document the details) separately.• Ideation with Design Heuristics: Students were given the same set of ten (of 77) Design Heuristics cards and asked to apply the cards while solving a given design problem.• Reflection Surveys: At the end of each intervention, students were asked to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

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teachingexperience, including use of writing in courses, 3) evaluation of quality of the writing activities,4) reflections on the instructional experience, and 5) impressions of the student experience.Student Writing Assessment: To perform controlled tests on the efficacy of our exercises, wewill divide the large classes into two groups, determined according to course section, one ofwhich will receive the exercises and one that will not. The assessments will include pre- andpost- tests of student writing abilities, such as writing a paragraph to explain a graph. However,the specific assessment will clearly target the element of writing that we believe the implementedwriting exercises address (e.g. organization, paragraph composition, etc.).Student Technical