Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yuetong Lin, Embry-Riddle Aeronautical University, Worldwide ; A. Mehran Shahhosseini, Indiana State University; Christian Janke, Embry-Riddle Aeronautical University

Tagged Divisions

College Industry Partnerships

. He has been in military service as a helicopter pilot and is a Research Fellow at the European Aviation Security Center. c American Society for Engineering Education, 2018 Concept map based aviation competency mapping and trainingAbstractCompetency mapping is about identifying key skills required by an organization and/or a job sothat they can be applied in important business operations such as job evaluation, training, andrecruitment. For the organization, competency mapping serves two important purposes. Onpersonal level, it analyzes individual’s SWOT (Strengths, Weaknesses, Opportunities & Threats)and helps him compare with the success criteria (i.e., behavioral standards of

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Michael Ferguson, University of Virginia; Rider W. Foley, University of Virginia; John Kofi Eshirow Jr., University of Virginia; Catherine Claire Pollack, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #22371Refining Concept Maps as Method to Assess Learning Outcomes Among En-gineering StudentsDr. Sean Michael Ferguson, University of Virginia Sean Ferguson is a Lecturer in the Department of Engineering and Society at UVA since 2014. He special- izes in sustainable technology, standards, and bioeconomy from a background in Science and Technology Studies from Rensselaer Polytechnic Institute, working on energy and environmental policy in New York State, and a former life in cellular biology.Dr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology &

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

Paper ID #22569Using Concept Maps to Assess Student Learning in a Multi-Section Introduc-tion to Engineering CourseDr. Kristen L. Sanford Bernhardt P.E., Lafayette College Dr. Kristen Sanford Bernhardt is chair of the Engineering Studies program and associate professor of Civil and Environmental Engineering at Lafayette College. Her expertise is in sustainable civil infrastructure management and transportation systems. She teaches a variety of courses including sustainability of built systems, transportation systems, transportation planning, civil infrastructure management, engineering economics, and Lafayette’s

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mo Hu, Virginia Tech; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

Paper ID #22718Methods for Measuring Systems Thinking: Differences Between Student Self-assessment, Concept Map Scores, and Cortical Activation During Tasks AboutSustainabilityMo Hu, Virginia Tech Mo Hu is a Ph.D. student in Civil and Environmental Engineering at Virginia Tech. Her research interest is applying neuroscience methods in engineering to provide better solutions for sustainability.Dr. Tripp Shealy, Virginia Tech Tripp Shealy is an Assistant Professor of Civil and Environmental Engineering at Virginia Tech. c American Society for Engineering Education, 2018Methods for Measuring Systems

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Delaware

Tagged Divisions

Chemical Engineering

and professional development, implementation of computational tools across the chemical engineering curriculum, and game-based learning. c American Society for Engineering Education, 2018 Exploring Mind Maps for Assessment in an Introductory Chemical Engineering CourseAbstractMind maps are a study tool for students to visualize and organization in a way that emphasizesthe way that concepts are connected to one another. Their use has been documented in severaltechnical fields, including medicine, industrial engineering, and environmental engineering.Many publications on the use of mind maps or concept maps include one or more ideas on howto assess the quality of these

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University

Tagged Topics

NSF Grantees Poster Session

classroom looks like, and how it changesover time, and how students conceptualize Making through Making, designerly, and engineeringways of knowing-doing-acting comes from collection and qualitative analysis of student projectdata collected during a product-based learning course engineering design course. We aim totriangulate what students think they are learning, what they are being taught, and what studentsare demonstrating. Students are recruited from the range of courses in our academic unit’sproject-based design spine from freshmen to senior years, supplemented by additional coursesacross our university. For this instance of reporting on this research project, we focus on twomethods used thus far:Content Analysis: Student Concept Maps of the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray

Tagged Topics

NSF Grantees Poster Session

sticky note data individually, we recreated the clusters we had previouslymade with sticky notes within the software. Once our data was input into the software, Cmapallowed us to graphically sort and categorize our data, display it in hierarchical form, and keep iteasily accessible yet safely stored within our university’s secure data repository. Last, once alldata was transcribed and the categories were complete within the software, we sequentiallylabeled each subcategories within each concept map so that we could “code” important elementsof the written narratives in order to trace them back to their original data source (e.g., the codeN-E 3.1 stands for Needs category, subcategory E, sub-subcategory 3, data excerpt 1).Once the data was

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie (Behrend College); Steven Nozaki, Pennsylvania State University, Erie (Behrend College); Sheryl A. Sorby, University of Cincinnati ; Mary A. Sadowski, Purdue University, West Lafayette (Polytechnic Institute); Heidi M. Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Ronald L. Miller, Colorado School of Mines; Kaloki Nabutola, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

questions each,and was tested with approximately 900 students at the participating universities. Soon after thealpha version was administered, the research group held a face-to-face meeting with theiradvisory board. This board was comprised of experts in engineering graphics, testing, conceptinventories, and statistics. One of the major outcomes of that meeting was a request by the boardto create a theory of action and a concept map, which should help ensure not only that the EGCIwas comprehensive and covered the concepts from the Delphi study, but also that the membersof the advisory board (who were not all graphics experts) had a better understanding of how theconcepts are related. The concept map would be used to help identify and describe

Conference Session

Mechanical Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brett Batson, Trine University

Tagged Divisions

Mechanical Engineering

explained and studentswere asked to comment on the level within Bloom’s required to succeed in high school and,again, in college. Emphasized topics included learning rather than memorizing, learningsufficiently well to teach subjects, the importance of reading the text, and each student assessinghis/her level of learning.Specific strategies to enhance learning introduced in these lectures included working problemswithout referring to an example, the intense study cycle [1], teaching the material to others,chapter and concept mapping, and flashcards.Working a problem while looking directly at a worked example of a similar problem is commonpractice. The students involved in this study were encouraged to study examples beforeattempting the practice

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Alec William Maxwell, San Francisco State University; Zahira H. Merchant, San Francisco State University

Tagged Divisions

Civil Engineering

In progressA common concept map idea proposed by Egelhoff and Burns [17] which combined theprinciples of mind maps, concept maps and heuristics is adopted as a main flow to design andconnect different mobile knowledge apps. The common concept map used in the course isshown in Fig. 3. This is also used to help students connect various concepts, giving them anoverall view of the course content. Assumptions Pressure Linearelastic Homogeneous

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, San Jose State University; John T. Solomon, Tuskegee University

Tagged Divisions

New Engineering Educators

them.While selecting the examples for the class material, care is taken to include realistic examples. Theseexamples are targeted to connect the course concepts to realistic situations and provide students anemotional attachment to them (protocol 6). Further, the students are explained how each concept isconnected to the previous one and the future concepts they are about to learn through a detailed conceptlist (as in Figure 1) and through a concept map (protocol 9), as shown in Figure 2. A concept mappresents the relation between the concepts they learn in a visual format. The original TIED UP frameworkproposes metacognitive generation of these concept maps; however, this is not performed due to timelimitations. Both the concept list and the

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janie M. Moore, Texas A&M University

Tagged Divisions

Biological and Agricultural Engineering

the field will assist in defining the major for potential employers as well as current andpotential students across universities.There are many models available to guide engineering disciplines as they reshape their curricula.Morsi et al. [6] used concept mapping for curriculum development, specifically Electrical andComputer Engineering curricula. Models to evaluate the development and design ofinterdisciplinary curricula through the integration of learning modules gave students a real-worldapplication for learning outcomes [7]. There have been great strides in evaluating the curriculumof the Agricultural and Bio-based engineering programs, referred to in this work as BAengineering, as noted in recent works [2], [8], [9], [10], [11]. Lohani

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

their instructional strategies. 88% Provide feedback to TAs on the effectiveness of their instructional strategies. 75% Coach peer mentors on strategies to elicit student input/thinking. 75% Coach peer mentors on strategies for facilitating group work. 75% Use peer mentors to support student problem solving and/or reflection. 50%Important here is prior knowledge, structure of knowledge, motivation, mastery, goal-directedpractice and feedback, and monitoring. For example, knowing that students’ prior knowledge canhelp or hinder learning, faculty had their students construct a concept map to demonstrate

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

Tagged Divisions

Educational Research and Methods

instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM.Prof. Bernard J. Van Wie, Washington State University Prof. Bernard J. Van Wie received his B.S., M.S., and Ph.D., and did his postdoctoral work at the Uni- versity of Oklahoma where he also taught as a visiting lecturer. He has been on the Washington State University faculty for 35 years and for the past 21 years has focused on innovative pedagogy research and technical research in biotechnology

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Kaye Jones, Iowa State University; Mani Mina, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

● Electromagnetics ○ Localized charge modeling ○ Diagnostics, scattering, and transmission of waves (band-limited) ● Probability ○ Discrete probability density distributionsReflectionThe reflection period is a time to ask students to explain what they know about the delta function.They should provide a definition in their own words (and may provide a mathematical definitionif they like as well), connections, and applications. Students should be allowed to explain in theirown manner, provided that it can be easily understood by others. For example, one student maydecide to write everything they know out longhand, while another provides a concept map and ashort blurb about the

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Denise Rutledge Simmons P.E., Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University

Tagged Divisions

Educational Research and Methods

and is working on a study to characterize prac- ticing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.Dr. Olusola Adesope, Washington State University Dr. Olusola O. Adesope is an Associate Professor of Educational Psychology and a Boeing Distinguished Professor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Webster-Giddings, Vanderbilt University; Nancy Dickson, Vanderbilt; Melissa S Martiros, Anna Maria College; Sarah Mullen, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

(Figure 2: Survey QuestionsSource). The research team structured the questions around the themes that arose from theexisting research on STEM and the Arts, organizing them into five scales – organized inquiry,individual inquiry, adult mentoring, peer mentoring, and common design process experiences inArts and STEM disciplines. To track the alignment of the survey with the research questions, wemapped each survey question to our research question (Figure 3: Concept Map). Material, Sampling Procedures, & Participants We distributed the survey during a 30-day period to all freshman, sophomore, junior, andsenior students at a mid-sized, four-year, religiously-affiliated private institution in the Midwest.Two reminder emails were sent

Conference Session

Novel Classrooms

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie L. P. Jessop, University of Iowa; Anna L. Flaming, University of Iowa

Tagged Divisions

Chemical Engineering

framing the learning objectives as compelling questions and thenend class by making sure that everyone can articulate the answer – or at least the main takeaway.I’ve also seen instructors start class by checking in on what students know so far through a visualactivity like a concept map. At the end of class, students revise and add to the concept map,allowing them to see connections between material and to think reflectively about the learningthey have accomplished during the class session.37 One of my favorite resources for thisquestion is James Lang's book, Small Teaching, which emphasizes quick meaningful teachinginterventions, including activities that can be done in the first and last five minutes of class.38How do I determine what

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Topics

Faculty Development Constituency Committee

with his/her name, major, interests, etc. at the beginning of the semester, wasparticularly popular in high-enrollment courses to engage more students during class. Twoinstructors incorporated demos and interactive coding/simulations in their courses to keepstudents engaged and break up a lecture format.Other strategies adopted by participating instructors included establishing central anchor ideas towhich various course elements could be connected, incorporating concept maps, engagingstudents in interactive homework review, organizing classroom debates on course topics, gradingfor both functionality and style in a programming course, providing note skeletons (rather thanfull notes) for students to flesh out during class, introducing online

Conference Session

Hands-On Projects and Demos

Collection

2018 ASEE Annual Conference & Exposition

Authors

Negar Beheshti Pour, Washington State University; Kitana Manivone Kaiphanliam, Washington State University; Arshan Nazempour, Washington State University; David B. Thiessen, Washington State University; Robert F. Richards, Washington State University; Fanhe Shamus Meng, Washington State University; Olusola Adesope, Washington State University; Sarah A. Wilson, University of Kentucky; Derek L. Englert, University of Kentucky; Bernard J. Van Wie, Washington State University

Tagged Divisions

Chemical Engineering

Society for Engineering Education, 2018 Paper ID #22704 Dr. Olusola O. Adesope is an Associate Professor of Educational Psychology and a Boeing Distinguished Professor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and

Conference Session

Engineering Libraries Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Thomas L. Reinsfelder, Pennsylvania State University, Mont Alto

Tagged Divisions

Engineering Libraries

Paper ID #21661Work In Progress: A Snapshot of OER Adoption in Engineering MechanicsCoursesDr. Jacob Preston Moore, Pennsylvania State University, Mont Alto Jacob Moore is an Assistant Professor of Engineering at Penn State Mont Alto. He has a PhD in Engineer- ing Education from Virginia Tech and a Bachelors and Masters in Mechanical Engineering. His research interests include concept mapping, digital textbooks, and additive manufacturing.Dr. Thomas L. Reinsfelder, Pennsylvania State University, Mont Alto Thomas L. Reinsfelder MSLS, PhD is Interim Head Librarian at Penn State Mont Alto and serves as co-editor of the online

Conference Session

Investigating Instructional Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University; John Jackman, Iowa State University; Zhuoyi Zhao, Iowa State University

Tagged Divisions

Multidisciplinary Engineering

learning mathematics, pp. 1-7, 1991.[7] D. Tall, “Intuition and rigour: the role of visualization in the calculus”, Visualization in teaching and learning mathematics, 19, pp. 105-119, 1991.[8] M. Haugwitz, J. C. Nesbit and A. Sandmann, “Cognitive ability and the instructional efficacy of collaborative concept mapping”, Learning and Individual Differences, vol. 20, no. 5, pp. 536–543, 2010.[9] M.T. Heath, A.D. Malony and D.T. Rover, “The visual display of parallel performance data”, Computer, 28, pp. 21-28, 1995.[10] Chen, Y. C., Chi, H. L., Hung, W. H., & Kang, S. C. (2011). Use of tangible and augmented reality models in engineering graphics courses. Journal of Professional Issues in Engineering Education & Practice

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

concept maps of the historic progression of ideas in the art andscience of engineering. Students in the first two years often resist this “non-scientific”content in their technical courses. But they come to appreciate the larger picture as itconnects with their technical and scientific understanding of the world. Includingdiscussions of the EWT as part of projects in early courses facilitates building their mentalmodel of engineering.As the students’ worldview of engineering develops, the latter two of the Bernsteinpragmatic principles – the role of contingency and chance, and plurality can emerge. The“allowing” of contextual dimensions into engineering classes can develop thesesensibilities in students – sensibilities that they probably had as

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Eleanor Leung, Minnesota State University, Mankato; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

the application specific customers. applied knowledge and reflections. 50-100 activities. Also, Connections via customer page final report on students planned and Communication. discovery, wrote semester-long client briefly operated a Teamwork. Customer concept maps, project. small retail business. engagement. Validate market assessments, market interest. Build and feasibility plan a team for starting a small

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

May-Ling Tan, Universiti Teknologi Malaysia; Jamalludin Harun, Universiti Teknologi Malaysia

Tagged Divisions

Design in Engineering Education

quotations to quotations, can bring out themeanings. This network view represents a meaning that the instructor has defined throughinterpretation. Thus, the establishment of these linkages is an intrinsic component of thequalitative data analysis process whereby the instructor has to determine the way in whichconcepts, themes (categories) and the words of the interviewees relate to each other.Figure 7 is a concept map representing the instructor’s understanding of the instructionalscaffolding affecting engineering students’ knowledge construction processes, derived from theanalysis of the raw data.4.0 RESULTSThe methodology for the study of instructional scaffolding strategy involved both quantitativeand qualitative approaches. In order to assess

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; James Lehman, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

, and constraints). A design goal such as, “Can you devise a way tomake a boat move more slowly through the water?” provides a challenge, dares the students totest their skills and their knowledge to see if they can design a prototype that fulfills all therequirements. Accompanying each challenge are wrap-around exercises – including scienceinquiry activities, concept-mapping, journaling through the use of “design notebooks,” and oralreporting – designed to help students construct their personal meanings.Data collection and analysisThe research team employed a mixed methods approach, collecting quantitative and qualitativedata concurrently throughout the course of the study [13] (see Table 4).Table 4. Overview of data collection methods

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

NSF Grantees Poster Session

(Spring2018) being implemented: 1. Identify a short list of the key mathematical concepts with which students must be proficient in order to succeed in the class, along with a general time in the semester at which proficiency with the concept will be required 2. Write a test or quiz consisting of example questions to test the students’ proficiency with each mathematical concept identified in step 1 3. Assemble a list of resources that students can use to self-study each of the mathematical concepts; map the resources to the questions from step 2 4. At the beginning of the semester, provide students with the test/quiz along with the resource links; require students to take the test (potentially outside of class)This

Conference Session

Construction Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gad M. Ghada, California State Polytechnic University; Jinsung Cho; Yasser Salem

Tagged Divisions

Construction Engineering

.” Journal of Engineering Education, 94, pp. 211–221. April 2002. Available: http://jee.org/2002/april/674.pdf3. Olds, B. M., Moskal, B. M., & Miller, R. L. “Assessment in Engineering Education: Evolution, Approaches and Future Collaborations.” Journal of Engineering Education, 94(1), pp. 13–25. 2005. Available: https://doi.org/10.1002/j.2168-9830.2005.tb00826.x4. Turns, J., Atman, C. J., & Adams, R. “Concept maps for engineering education: A cognitively motivated tool supporting varied assessment functions.” IEEE Transactions on Education, 43(2), pp. 164–173. 2000. Available: https://doi.org/10.1109/13.8480695. Moskal, B. M., Leydens, J. A., & Pavelich, M. J. “An Educational Brief: Validity, reliability and

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

George Okere, Washington State University; Chris Souder M.S., California State University, Chico

Tagged Divisions

Civil Engineering

Construction Engineering and Management, vol. 129, no. 6, pp. 635-644, 2003.[14]. T. L. Goldfinch, A. L. Carew, and T. J. McCarthy (2008). “Improving Learning in Engineering Mechanics: The Significance of Understanding.” Available: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=5557&context=engpapers[15]. R. Karim, “Teaching and learning of fundamentals of mechanics in an innovative way to maximize students’ understanding,” 2nd WIETE Annual Conference on Engineering and Technology Education, Pattaya, Thailand, 25-28 January, 2011[16]. D. J. Novak, Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations, Mahwah, NJ: Lawrence Erlbaum Associates. 1998.[17]. L. Lefever

Conference Session

Design & Development Projects and Practices

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Chiou, Drexel University (Eng. & Eng. Tech.); Michael G Mauk P.E., Drexel University; Tzu-Liang Bill Tseng, University of Texas, El Paso; Sanjay Jayadev, Drexel University (Eng. & Eng. Tech.); Carlos Michael Ruiz, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

Manufacturing

additional avenue to analyze the motionand functionality of their designs, and to evaluate the accuracy of their CAD models as well ashelped to realize different errors and mistakes they have made. In other words, the prototypeshelped students to reinforce their knowledge of basic machine design: concepts mapping, practicalconstraints, force and stress computation, size and material selection, and the interrelationships ofthe factors. Students were engaged in building a physical object based on their own calculationand analysis. The 3-D printer helped to close an existed loop of the design course by offering aneffective prototyping method. The integration of 3-D printing into the design course helped toimprove the rigor of the course in the areas of