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NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Parijata Prabhakara, Michigan Technological University ; Sheryl A. Sorby, Ohio State University

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NSF Grantees Poster Session

water, sanitation, and hygiene volunteer in Molinopampa, Amazonas, Per´u.Dr. Sheryl A. Sorby, Ohio State University Page 26.1324.1 c American Society for Engineering Education, 2015 Reflection and Evaluation Data from e-Learning Modules on Learning Styles and MotivationAbstractTwo e-learning modules on learning styles and motivation have been developed to help createindependent lifelong learners. The modules have been administered to approximately 450undergraduate mechanical engineering students over the past two years (since 2012). A total of9,235 explanatory

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Anthony Hernandez, California State University, Los Angeles

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NSF Grantees Poster Session

students to reflect on their own learningstrategies and performance. The redesigned course was offered in Spring 2014, and significantimprovement in term project performance was observed. To analyze the impact of thepedagogical revision, a mixed methods research was used to collect both quantitative andqualitative data including pre- and post- survey, informal and formal interviews, and participantobservation. The interview was conducted multiple times throughout the quarter to track thechange of student motivation and participation in the class projects. The paper includes detaileddata analysis to reveal how students with different academic and cultural backgrounds respondedto the revised CPBL and discusses why these changes helped to promote

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato

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NSF Grantees Poster Session

years, the MAX scholarship program has engaged in a continuousimprovement process. The students provide feedback at least once per semester through onlinesurveys and, most recently, reflection essays. The faculty mentors and graduate assistant observewhat is working well and where improvement is needed during the weekly seminars. Theydiscuss and reflect on continuous improvement ideas at their weekly planning meetings and anannual reflection and assessment meeting at the end of the year. This process is guided by theorganizational goals and implemented through interventions to the supporting structure of MAX(See Table 1). Some examples of changes include annual retreats, common reads assigned overwinter break, and formally assigning primary

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

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NSF Grantees Poster Session

deliver content, concepts andskills in light of their reflective knowledge of students' means of understanding and learning thematerial. With JTF web-enabled engagement and feedback pedagogy instructors' attitudes andapproaches to teaching shift toward student-centered learning with resultant change in classroompractice to make instruction more effective. This was evidenced by improvements in studentperformance. The process of shifting beliefs and practice of eight collaborating faculty employedan implementation strategy that utilized a faculty change model and an organizational model ofcharacteristics of sustainable innovation. As such, the research question addressed in this paperis, "What is the effect of JTF engagement and feedback pedagogy

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia

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NSF Grantees Poster Session

Paper ID #12991Building capacity and social capital around interpretive research qualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is the director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology, and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

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NSF Grantees Poster Session

Page 26.771.2moving their progress forward. However, there is no general consensus as to what specificattributes of feedback lead to improved learning, and multiple lines of research emphasize thatappropriate feedback is specific to the learning context of the student and/or task.6 Researchershave advocated that feedback works best when it directs student attention to appropriate goalsand actions,7 and encourages student reflection.8 Others believe that students are most receptiveto feedback when they are sure their answer is correct, only to learn later that it was wrong.9Additional factors include a student’s understanding of and agreement with the feedbackprovided, the motivation the feedback provides, and the limits on the student’s

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Michael G Mauk P.E., Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.)

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NSF Grantees Poster Session

, device operation,defects, variability, and reliability. Laboratory projects using low-cost fluorescent cameras,visible and near-IR cameras, and laser scanning are used to characterize the grain structure,defects, surface roughness, reflectivity, and photovoltaic effects in common solar cell materials(e.g., monocrystalline and multicrystalline silicon wafers, thin film solar cells, commercialsilicon solar cells, and photovoltaic modules. Captured images can be imported into MATLABor other widely-available image processing software for analysis and interpretation. Topicallaboratory modules and projects can teach across engineering disciplines including materialsscience, optics, quality control, semiconductor devices, and renewable energy.1

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

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NSF Grantees Poster Session

smaller private engineering department? Were thesurveys sufficient to capture a more fully informed picture of how students were developing asself-directed learners? Would we have a more complete understanding of how SDL is cultivated?Qualitative investigation was extended into the fourth year for the large public university cohort.Analysis of the transcribed focus groups produced some insights and many questions, includinghow self-direction could be defined in multiple ways and measured across time as an unstablecharacteristic, given to transient and episodic experiences of self-awareness and doubt, reflectionand quasi-reflection5. The ongoing processes of self-assessment and reflection provided repeatedopportunities to reveal how students

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

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NSF Grantees Poster Session

guided by learningmotivation, metacognition (thinking about one's thinking, and knowing one’s learning beliefsand strategies), and strategic action (planning, monitoring, evaluating progress, and taking properaction)” 1,2,3. Most educational researchers agree that the self-regulation process is a cyclical process andincludes three major phases: (1) planning, during which learners set goals, make strategic plans,and judge their self-efficacy; (2) execution, which involves learner's performance and control oftheir learning efforts, and use of learning management strategies and self-monitoring; and (3)self-reflection, which involves the self-evaluation of mastery, causal attributions, and reactions tothe learning task and performance after

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University; Stephanie Luster-Teasley, North Carolina A&T State University; Willietta Gibson, Bennett College

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NSF Grantees Poster Session

qualitative methods are assigned equal weighting in the interpretation offindings27.The Felder Index of Learning Styles Assessment (ILSA) is a 44-item questionnaire whichassesses students’ learning style preferences which are evaluated on four continua. Felder ILSAresults categorize all respondents’ learning styles in terms of being active/reflective (ACT_REF),sensing/intuitive (SEN_INT), visual/verbal (VIS_VRB), and sequential/global (SEQ_GLO).Each anchor of the continua is assigned a quantitative value of -11 or 11, respectively, and allrespondents are assigned individual values between these extremes. Respondents’ ratings on thevarious Felder ILSA continua served as the independent variables in this research.Dependent variables were a product of

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach

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NSF Grantees Poster Session

class Faculty  Reflection &  incorporate  Summary changes Review &  Final faculty  Comment by  reflection CTL Faculty review  Review &  video &  Comment by 2

Conference Session

NSF Grantees’ Poster Session

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2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

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NSF Grantees Poster Session

leading STEMeducation transformation by capitalizing on and challenging organizational norms to facilitateand secure meaningful change.9,10 We intend to foster co-establishment of new routines towardsSTEM education improvement that build on and attend to the social resources within theinstitution11 by uniting those possessing pertinent pedagogical and content knowledge and skillsand those with typical administrative power via a distributed leadership model.12 Our intent is tofoster a continuously growing “choir” that can enact and sustain change through their work atvarious organizational levels and structures via emergent change strategies to create reflective

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University; Monica E Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

. Page 26.1141.1 c American Society for Engineering Education, 2015 Measuring the Effects of Pre-College Engineering ExperiencesAbstractThe implementation of co-curricular and extracurricular pre-college engineering programs hasexpanded dramatically in recent years. Many states now include engineering as part of theireducation standards for both students and teachers, reflecting the increasing acceptance ofengineering at the K-12 level and its potential value to students. In addition to promotingoutcomes that benefit all students regardless of career aspirations such as increased math andscience achievement and greater technological literacy, K-12 engineering programs have beenidentified as a means of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert Smith, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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NSF Grantees Poster Session

the key mathematical thinking skills. It is the ability to create mathematicalrepresentations of the problem at hand. In fact mathematical modeling tasks are often thought tobe the best mechanisms by which students can develop confidence with solving ill-structuredproblems[2]. This research will contribute to the body of knowledge around how students usemathematical thinking to solve engineering problems. After independently completing a 3 hourdesign task students were invited to reflect on their beliefs, attitudes and perception ofmathematical and design thinking through a semi-structured interview. In this paper, our intentis to explore their responses and understand how students perceive their abilities and the enablingand hindering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka PhD, Wayne State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Karl R Haapala, Oregon State University

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NSF Grantees Poster Session

product; • LO-2: Articulate the impacts of product architecture, manufacturing processes, and supply chain decisions on the economic and environmental sustainability of a product; and • LO-3: Construct product design solutions that address technical requirements, in addition to economic and environmental sustainability goals. The details of each learning objective appear in Table 1. Constructionism is largely atheoretical model and we use Kolb’s model [13] to operationalize and organize our core learningoutcomes. Kolb’s experiential learning framework is an approach where students activelyexperiment and reflect. In Kolb’s model, knowledge construction is assumed to progress invarious stages, which are not

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

-­‐based  activities  to  address  students’  common  misconceptions  in  heat  transfer.    These  activities  involved  three  parts  –  first,  a  description  of  a  situation  and  a  request  for  students  to  individually  make  a  written  prediction  about  how  that  situation  would  resolve.    For  example,  predict  which  lowers  the  temperature  of  a  cup  of  water  more:  a  single  large  ice  cube,  or  an  equal  mass  of  chipped  ice?    Then  students  worked  in  small  groups  to  replicate  the  experiment  as  described  and  record  observations.    Finally,  after  discussing  what  they  had  experienced,  students  would  complete  an  individual  written  reflection  on  what  they’d  observed  and  how  it

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; K. Anna Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

validation of the research instruments, and the Concord Team focused oncalibration of the process analytics. These initial qualitative studies were designed to inform thelarger study in three ways. First, the classroom observations, interviews, and discussions with theteachers allow a deeper understanding of student cognition. These then inform the design ofpre/posttests. Second, the qualitative analyses of student design behaviors and reflective notescaptured through Energy3D provide information on students’ approaches to design. Third, thesecombined insights help inform the development and validation of models for the process analyticssuch as time series mining, association rule mining, and combined action-note analysis. The initialdesign of pre

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

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NSF Grantees Poster Session

, and specifically engineering design, is increasingly understood to be a socialactivity, engineering education’s understanding of ethics needs to reflect this developingawareness. Within engineering and design teams, engineering educators are concerned not onlywith how individual students develop ethically, but also how everyday ethical decision-makingemerges during team interactions and becomes integrated in design solutions. Furthermore, theseethical decisions often do not present themselves as traditional dilemmas, but are issues that areconfronted in the everyday process of design, and are influenced by team members’ cultural anddisciplinary backgrounds and the ethical climates of the team and the organization.In considering engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Lisa Benson, Clemson University

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Diversity, NSF Grantees Poster Session

., university, major, QPA), travel abroad/international experiences (e.g., level of interest in international issues, foreign languageproficiency), and characteristics of the international experiences (e.g., programmatic elements ofexperiences such as duration, amount of reflection, and comfort zone). The background surveyitems also provided independent predictor variables to help explain the results of the outcomeinstruments (EGPI and GPI). Samples (from each of the four partner institutions) of seniorengineering students, each of whom had engaged in an at least one international experience wereinvited to complete the set of instruments (EGPI, GPI, and background survey). In addition tosampling seniors with international experiences, each campus also

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University; Nichole Ramirez, Purdue University; Trina L. Fletcher, Purdue University, West Lafayette; Jake Davis, Purdue University

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NSF Grantees Poster Session

force.AcknowledgmentsThe authors thank the National Science Foundation for support of this research research (Award1329283: Access to Cooperative Education Programs and the Academic and EmploymentReturns by Race, Gender, and Discipline), as well as Eckhard Groll, Stephen Wanders, TinaAlsup and the SPHERE Lab for their helpful feedback and assistance. The views expressedherein are solely the authors’.References Cited1. Haddara, M., & Skanes, H. (2007). A reflection on cooperative education  : from experience to experiential learning. Asia-Pacific Journal of Cooperative Education, 8(1), 67–76.2. Edgar, S., Francis-Coad, J., & Connaughton, J. (2013). Undergraduate reflective journaling in work integrated learning  : Is it relevant to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

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NSF Grantees Poster Session

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 put them into their own words. Just as important, it provides both student andinstructor with feedback regarding student understanding of the concept.Concept Inventories have emerged in many science and engineering fields.4-16 Similarlynumerous studies in physics, chemistry, and biology classrooms have shown that active learningpedagogies that are based on concept questions (ConcepTests) are more effective for studentlearning than traditional lecture.17-28 This project intends to encourage and shift the focus oflearning in chemical engineering classes by providing a

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Falconer, University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; Garret Nicodemus, University of Colorado Boulder; Katherine Page McDanel, Dept of Chemical & Biological Engineering, University of Colorado Boulder; Michelle Medlin, University of Colorado

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NSF Grantees Poster Session

organized. For courses with over 100screencasts, we created separate, course-specific YouTube channels where screencasts areorganized into playlists by topic. Playlists are shorter, making it easier for users to navigate. Wealso added more textbook table of contents and linked screencasts to chapters in the textbooks,and simplified the existing links from textbooks. Because the FE exam form was revised since we created the links to screencasts usefulfor FE exam review, we have updated our website to reflect these changes. An FE exam playlistwas created on YouTube as well as a specific YouTube channel.Active learning materials An active-learning course package for chemical engineering thermodynamic was addedto the instructor resource

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

J. Patrick Abulencia, Manhattan College; Margot A Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

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NSF Grantees Poster Session

 perceived  learning  on  the  part  of  the  students  during  video  production,  as  well  as  qualitative  evidence  of  learning  in  students’  written  reflections  on  the  video  making  process.    However,  it  is  also  evident  that  perhaps  too  much  effort  was  devoted  by  students  to  making  videos  look  and  sound  good.    We  hypothesize  that  the  cognitive  load  devoted  to  this  takes  their  concentration  from  the  underlying  thermodynamics.    Further,  in  a  team  of  3-­‐4  students,  individuals  can  specialize.    Observations  suggest  that  some  students  concentrated  nearly  exclusively  on  video  editing  and  acting  and  did  not  participate  meaningfully  in  understanding  the  concepts

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Irene B. Mena, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Jose Mestre; Jonathan H Tomkin, University of Illinois at Urbana-Champaign

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NSF Grantees Poster Session

changed only throughmutual reflective engagement about communal practices11,12 such as teaching practices orcurriculum design practices. CoPs provide a place for this mutual reflective engagement, invitingfaculty to engage in continuously deeper levels with RBIS, from the periphery to the core1.At research-intensive universities, faculty primarily engage in research CoPs. The primary markof membership within these CoPs is recognized depth of understanding in a field of study, asdemonstrated by key cultural artifacts such as dissertations and research articles22. Thesecommunal practices create a central identity of faculty as researchers and as experts. In contrast,the practices promoted by most RBIS do not value faculty as researchers or as

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell department of Mechanical Engineering; Christopher J Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

, de-sign, analyze and prototype parts and products. The actual realization of physical products isdeemed important to the iterative design process – students should not only experience a designand manufacturing process, but also reflect on the physical manifestation of their ideas and ulti-mately experientially improve their engineering design abilities. To this end, several inexpensivekit-based CNC machines were compared on the basis of cost per working area/volume, machin-ing capability and simplicity of use5,6. The following two CNC platforms were selected for themechanical component in the initial deployment:• Inventables Shapeoko II: The Shapeoko II is a kit-based, hobbyist CNC machine designed by Edward Ford and distributed by

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Lisa Benson, Clemson University; Catherine D. McGough, Clemson University; Michelle Cook

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NSF Grantees Poster Session

; average age 20.9 ± 1.96 years) drew from majorsin engineering (47%), mathematics (10%) and science (41%). Applicants had an average GPAof 3.39 ± 0.45 and were mostly upperclassman: 31% seniors, 31% juniors, 24% sophomores, and2% freshman; 12% did not to report class standing. Six applicants (11.7% response rate) completed the electronic questionnaire. Studentsindicated that they sought teaching experiences to gain experience for their future (either in theirSTEM field or in education), to help others, or for self-development (including self-reflection orincreasing income). Three students did not feel that they had a sense of belonging in theircurrent departments. Students perceived teachers to possess strong social skills and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley; Christina A. Foy, University of New Haven; Pedro S. H. Kim, University of California, Berkeley; Emi Okada Okada, University of California, Berkeley; Audrianna V Rodriguez, University of New Haven

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Diversity, NSF Grantees Poster Session

academic study revealed thatoverall there was a higher level of professional identity among military academy studentscompared to public and private university students, and that military cadets more readily providedexamples of identity development, such as basic training, ROTC, and reflection. The authorsconcluded that providing opportunities for engineering students to work together on challengingtasks is important to develop engineering identity.Recently, Meyers et al(9) used stage theory as a framework for modeling engineering identitydevelopment among engineering students. The study consists of an electronic survey askingengineering students in a medium-sized private university if they consider themselves as engineers,and asking them to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; Michael Orr, The University of Texas at Austin; Kevin Leigh Webster Jr.; George Turvey, Graduate Research Assistant ; Mouchumi Bhattacharyya

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NSF Grantees Poster Session

32.41** Extrovert (N=10) > Introvert (N=8)* UoP 20 65.9 87.3 (MBTI; p = 0.034, MWp = .055)during Chip Formation 2013 (p < 0.001) Active (N=14) > Reflective (N=4)* (ILS; p = 0.024, MWp = .061)Power Analysis of Spring

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tonatiuh Rodriguez-Nikl P.E., California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Gustavo B Menezes, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Adel A Sharif, California State University, Los Angeles; Gisele Ragusa, University of Southern California

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NSF Grantees Poster Session

barriersbetween subjects are broken down, each subject adds a new dimension to the students’ view. Asa result, learning becomes more meaningful7, abstract concepts gain physical meaning, andstudents become more engaged. As meaningful connections among different subjects areexplored, a holistic view is formed, which reflects the world as students know instead of onedescribed in abstract theories.There is an overwhelming evidence for effectiveness of integrated teaching in the literature.Discussions on the importance of integration, reviews of most significant accomplishments todate and the corresponding conclusions, with further suggestions for future initiatives werereported by Froyd and Ohland8. A study of the long-term effect of adopting

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NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven D Hart, Virginia Military Institute; Philip J. Parker P.E., University of Wisconsin, Platteville; Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

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NSF Grantees Poster Session

published in future ASEE Annual Conferenceproceedings as well as on the CIT-E website.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1323279. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation. Page 26.785.4