Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brittany B. Nelson-Cheeseman, University of St. Thomas; Kate Laura Steuer, University of St. Thomas

Tagged Divisions

Materials

RAT.While students generally understand the need for RAT activities and overwhelmingly recognizetheir helpfulness, administering RATs is not without challenges. The most common challengesinclude underlying student resentment, student test anxiety, and the inconvenience of dealingwith student absence or sickness.6 In addition to these evident challenges of RATs, they alsolimit creative ways to retain learning. Methods to hold student’s accountable for their learningreadiness should more fully embrace the diverse ways in which students begin to construct theirunderstanding of course content.This paper presents on an integrated system of readiness assessment, whereby student-generatedpre-lecture Concept Reflections (CRs) are paired with traditional

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephen J. Krause, Arizona State University; Janet Callahan, Boise State University; Barry Dupen, Indiana University - Purdue University, Fort Wayne; Mary B. Vollaro, Western New England University; Peggie Weeks

Tagged Divisions

Materials

improve teaching is to employ muddiest point reflections.Muddiest point reflections involve simply asking students to anonymously reflect on what was“muddy”, i.e. confusing, during class and to rank their level of confusion which not onlyaddresses students falling behind, but also shows students a commitment to their educationespecially when the instructor puts direct student quotes on the screen. Initially, developing aformative feedback process takes some effort, but once established, using a formative feedbackprocess requires little effort. The formative feedback process includes four steps: 1) acquiringdata from student reflections; 2) assessing and characterizing student responses in order todiagnose the learning issues that can impede

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Cindy Waters, North Carolina A&T State University; William Joseph Stuart P.E., Oregon Institute of Technology; Eugene Judson, Arizona State University; Casey Jane Ankeny, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

Materials

: American Society of Engineering Education, Life time member Society of Manufacturing Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when c American Society for Engineering

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aisling Coughlan, University of Toledo; Tanya A. Faltens, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette; David R. Johnson, Purdue University, West Lafayette

Tagged Divisions

Materials

encourage post-lab reflection on the results and to address Learning Objective 6,students are also required to submit individual assignments the week after the lab session. Inthese reports, students are asked to discuss the results from both the standard tensile tests andnanowire simulations and to complete a simple problem related to calculating the Schmid factorfor FCC slip. Specifically, the following questions are asked:1. How does the yield stress of a copper nanowire compare to the yield stress of copper sample? Why is there a difference or similarity in strength? Hint: refer to your group worksheet.2. How does the Young’s modulus of a copper nanowire compare to that of the macroscale copper sample? Why is there a difference or similarity

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, University of North Dakota

Tagged Divisions

Materials

spending slightly more time on this activity. It is not clear if this also includes loadtime, etc. associated with accessing the session recordings remotely. They also reportedspending significantly more time completing homework assignments than their on-campus peers.This is consistent with the reported value of each area of effort – distance students valuedhomework significantly higher than on-campus students. All students reported a high value tothe pre-class learning modules.Results from Table 13 are most interesting for what the numbers don’t report – the comments inthe ‘It Depends’ category. Most comments reflected a general skepticism by students regardingcourses that are presented as being ‘flipped’. Much of this seemed to be based on

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

R. Danner Friend, Norwich University

Tagged Divisions

Materials

the knowledge and tools necessary for being successful in this course. 5 Work effectively as a member of a team. Teamwork 6 Use written, oral, and graphical communication to convey methods, results, and Communication conclusions. 7 Demonstrate a capacity for self-directed, lifelong learning, including goal Lifelong Learning setting, decision-making, project planning, resource discovery and evaluation, personal development (autonomy, self-motivation, self-confidence, self- reflection). 8 Develop and apply attitudes and skills for creativity within the context of Creativity materials science and engineering. 9 Develop

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Louis Nadelson, Utah State University; Rick Ubic, Boise State University

Tagged Divisions

Materials

, performing literature reviews and citing references, and presenting the results ofresearch. The teachers also appreciated learning about Materials Science and Engineering, andplanned to incorporate content from this discipline into their classes.The teachers also appreciated the opportunity to work alongside of undergraduate students andbe able to interact with and get the honest opinions of individuals who were high school studentsuntil relatively recently. Participant 2 explained: I really enjoyed working with undergrad students because I worked closely with two and in the lab with about four and then in the offices with several more. It’s really interesting to see what they are reflecting on. Being a high school teacher they’re

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Suzanne Lane, Massachusetts Institute of Technology; Andreas Karatsolis, Massachusetts Institute of Technology; Donald R. Sadoway, Massachusetts Institute of Technology

Tagged Divisions

Materials

suggests that much of thisknowledge is not taught explicitly, nor are students usually taught how to perform this complexintegration. Recent research in knowledge transfer also suggests that making explicit therelationship between a discipline’s ways of knowing and its central genres can help studentsrecognize when they can connect knowledge learned in one context to a new context, or adapt itfor a new purpose.8 Making key concepts visible and helping students to reflect on theapplication of those concepts in multiple contexts has also been shown to aid knowledge transferamong college students writing in different disciplines.9The implications of making disciplinary concepts and relationships explicit, either through theintroduction of “threshold