Conference Session

NSF Grantees’ Poster Session

Collection

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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Division Experimentation & Lab-Oriented Studies

’ cognitive styles. Our aim is to createguidelines and methods that will help engineers increase that flexibility by learning how todeliberately engage in ideation using different approaches. The project uses experimental studieswith pre-engineering and engineering students, at various stages in their educational programs,testing each factor’s impact on their approaches to solving design problems.In this paper, we focus on the development of a sustainable foundation for our investigations ofthe factors impacting ideation flexibility. We present our basis and vision for this foundation, andillustrate some of our preliminary findings through case studies.What is ideation flexibility and why is it important in engineering?Concept generation, or ideation

Conference Session

Improving the Pedagogy of Laboratory Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

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Division Experimentation & Lab-Oriented Studies

presence of a prototype exemplar in an introductorydesign experience is described. The design experience occurred early in an Introduction toEngineering course following a single lecture on the engineering design process. The designactivity, necessarily simple at this stage, consisted of designing, building, and testing a dragracer, constructed from LEGO® MINDSTORMS® NXT parts and powered by a single rubberband. Students participating in the design experience were divided into two functional groups:laboratory sections where a prototype exemplar was present and laboratory sections were noexample was provided. Assessment of the prototype exemplar impact was accomplished througha two-pronged approach. First, photographs of each racer were taken at

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Himangshu Shekhar Das, Jackson State University; Jianjun Yin, Jackson State University

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Division Experimentation & Lab-Oriented Studies

collaborative learning throughidentifying their roles, allotting team resources, maintaining effective communication, andevaluating project progress. Li et al. had implemented the cyber-enabled collaborative learningfor computer science students 10. Their efforts mainly focus on students’ perception andsatisfaction on participating in such learning. They did not mention any support for collaborativelearning.In general, the authors of aforementioned and other similar implementations of collaborativelearning in engineering courses mostly focused on providing course requirements andassignments as means to engage students in collaborative learning. Even though some of themrealized the importance of providing the support for students’ collaborative learning

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julianne Vernon, University of Michigan; Deborah E. Goldberg, University of Michigan; John P. Wolfe, University of Michigan

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Division Experimentation & Lab-Oriented Studies

development of new palladium-catalyzed reactions for the stereoselective synthesis of carbocycles and heterocycles that are common subunits in biologically active natural products. c American Society for Engineering Education, 2016 Engaging Students in Authentic Research in Introductory Chemistry and Biology LaboratoriesAbstractEngaging students in research early on in the college experience may help reduce the number ofstudents who drop out of STEM after experiencing one of the gateway courses, such as theintroductory laboratory courses. Typical introductory laboratories do not show students thenature of scientific careers, the application of science in everyday life, and how

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Lisa Huettel, Duke University

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Division Experimentation & Lab-Oriented Studies

objectives and an assignment for participants. There were also 5 sessionsduring Fall 2013. Breakout groups within each session promoted interactions among subsets ofthe participants; these were critical for encouraging broad participation, with each breakoutgroup reporting back to the full VCP afterward. Pre-planned topics included (1) Introduction tothe Circuits VCP, (2) Overview of Research-based Instructional Approaches, (3) LearningObjectives and Bloom’s Taxonomy, (4) Student Motivation, (5) Teams, and (6) & (7) Makingthe Classroom More Interactive. The topics for sessions (8) and (9) were developed by our VCPcommunity during preceding weeks: (8) Simulation and Hands-On Learning, Assessing Impact;(9) Great Ideas that Flopped. In addition to

Conference Session

Division Experimentation & Lab-Oriented Studies: Electrical and Control Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ismail Guvenc, Florida International University; Natalie Paul, Florida International University; Rhys Bowley, National Instruments; Maria Lorelei Fernandez, Florida International University

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Division Experimentation & Lab-Oriented Studies

educators understand the benefits of adding a hands-on practical element to theirclasses. Students who are able to explore and experiment with theory will retain moreinformation and develop intuitive analytical skills. Theory is critically important, but a balancemust be struck with students in order to maintain engagement and interest. With a goal ofproducing industry and research ready graduates in the field of wireless communications, wemust remember that early successes in a specific field can have a significant impact on students’choices of career.Specific problems in Wireless Communications Wireless communications suffers two compounding problems. Firstly, the theory of highfrequency electromagnetic signals is complex. High frequency

Conference Session

Division Experimentation & Lab-Oriented Studies - Labs in Mechanical and Materials Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ken Lulay P.E., University of Portland; Heather E. Dillon, University of Portland; Karen Elizabeth Eifler, University of Portland; Timothy A. Doughty, University of Portland; Daniel Anderson, University of Portland; Jose Israel Bastida De Jesus

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Division Experimentation & Lab-Oriented Studies

hands-on (really getting something, not just memorizing). Plus noted that this lab forces [their emphasis] them to learn better communication and cooperation, We have to learn how to divide up tasks fairly, and to communicate our calculations clearly.” • Group 6—ditto the above, plus one member noted “I went into Engineering to have these hands-on experiences, to be more engaged, and this is definitely more engaging. It’s more like how we learn. I’m going to retain this way better.” • A student questioned in line waiting for next set of materials offered “this is so helpful for me to actually SEE how the values change during the calibration. You can read calculated values, but it’s a lot

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Montasir Abbas P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

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Division Experimentation & Lab-Oriented Studies

homeworkassociated with the course module. One student inferred that game modules dealing with morecomplicated subjects would be even more effective, and stated that this game would be veryuseful in an introductory course on Transportation Engineering.III. Research Objectives and the Cyclic ModelThe overall goal of this project is to improve students’ learning outcomes and engagement intransportation engineering. There are two major objectives: 1. Develop five interactive learning tools for CEE-Transportation courses that are common to almost all CEE-Transportation college programs. 2. Develop associated instructional tools, including assignments and assessment tools, that shows impact of multimodal (traditional mixed with new media tool

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Debra M. Gilbuena, Oregon State University; Erno Lehtinen, University of Turku; Marja Vauras, Centre for Learning Research, University of Turku; Gavin Tierney, University of Washington; Simone E. Volet, Murdoch University, Perth, Australia

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Division Experimentation & Lab-Oriented Studies

SettingsWhile each team’s learning environment centers on project-based and simulation approaches toteaching complex disciplinary practices, they span educational levels (secondary,post-secondary) and scientific disciplines (environmental science, biology, engineering), andnational contexts. This diversity provides a unique opportunity to develop potentiallytransformative and generalizable new understandings of engagement and how to support it inSTEM. The secondary contexts include urban, poverty-impacted schools in the US and highschools in Finland with significant numbers of immigrant students. The post-secondary contextsare targeted at capstone students in professional programs (engineering and veterinary) who maybe at risk for disengagement from

Conference Session

Division Experimentation & Lab-Oriented Studies - Bring Your Own Experiment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Garth V. Crosby, Southern Illinois University, Carbondale; Marcelene Allecia Cunningham

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Division Experimentation & Lab-Oriented Studies

student hassufficient mathematically capability and or background to fully grasp the models and equationsdiscussed in class. Software such as MATLAB and Simulink are sometimes utilized in lecturesto make it more appealing through visual representations of communication signals and systems.Nevertheless, students may struggle to understand some of the abstract concepts. This isespecially true in the electrical engineering technology classroom where the focus is more on a‘hands on’ approach with less mathematical rigor. In such a scenario as this, the question wasasked, “how can students be engaged in the classroom in a way that enhances their learning oftelecommunications fundamentals?” A novel approach was presented as a response to thepreceding

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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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

situations 9. These are exactly the type of skills that would bevaluable in an innovative and dynamic MBE. Fisher and Peterson propose four main dimensionsof adaptive expertise: multiple perspective, metacognition, goals and beliefs, and epistemology10 .There has been a call to introduce more educational exercises that promote both efficiency andinnovation; namely, the type of exercises that would promote adaptive expertise. Contextualexercises have been shown to have a positive impact on students’ cognitive and affectivedomains 11. Students learn more effectively when they engage in activities that have personalmeaning; with respect to CAD education, this may mean modeling objects connected to daily lifeor personal interest. There is currently a

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University

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Division Experimentation & Lab-Oriented Studies

2006-1496: THE LASER CULT: HANDS-ON LABORATORY IN PHOTONICSAlan Cheville, Oklahoma State University Alan Cheville is an associate professor of electrical engineering at Oklahoma State University. Starting out along the traditional tenure path as a researcher in THz ultrafast opto-electronic devices, his interests are shifting to the larger problem of engineering education. Dr. Cheville is currently engaged in several curriculum reform efforts based on making engineering more relevant to students and emphasizing student development to an equal degree as content. Page 11.1308.1© American Society for

Conference Session

Division Experimentation & Lab-Oriented Studies - Bring Your Own Experiment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob Bishop, University of Nebraska, Kearney

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Division Experimentation & Lab-Oriented Studies

oftesting, or to perform testing simulations [10] . While there may be some benefit in watchingothers perform tests, it does not have the same impact as personal hands-on experience. Sim-ulations are limited by the pre-programmed material options, and don’t allow exploration be-yond these limits. Universal testing machines from leading manufacturers such as Instron andTinius Olsen cost tens of thousands of dollars each, so purchasing additional machines is notan option for most universities. The primary motivation for this work was to develop a testingplatform that would enable more students to engage in hands-on learning of materials scienceconcepts. As a tool for active learning, this builds on decades of literature on active [6,8

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Summer Dann , Louisiana State University; Jo Dale Ales; Karim Elkholy, Baton Rouge Community College (BRCC); Warren N. Waggenspack Jr., Louisiana State University; Adrienne Steele, Louisiana State University

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Division Experimentation & Lab-Oriented Studies

Khonsari, M.M., 2007, ”Granular Collision Lubrication: Experimental Investigation and Comparison with Theory,” ASME Journal of Tribology – V. 129, pp. 923-932 Synergistic Activities: Engineering Program Manager, Baton Rouge Community College, August 2011 – Present: LA-SiGMA EPSCoR - collaborate with LSU engineering and mathematics faculty to develop modules to train community college students to use sophisticated materials research instrumentation, assist with the Beowulf Boot Camp for high school students and teachers and facilitate the participation of BRCC students in the research experiences for undergraduates (REU) programs focused on computational and experimental materials science NSF S-STEM Scholarships

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech; Tsu-Jae King Liu, University of California, Berkeley

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research as the catalyst for engagement, the TTE REU program hassupported 30 community college students from the California Community College System.During the nine-week summer program, each TTE participant is paired with two mentors, afaculty advisor and graduate student mentor, who oversee and guide the student in independentresearch activities, through regular research group meetings and one-on-one discussions. Outsideof their independent research projects, TTE participants are trained in research protocol,laboratory safety, and professional ethics; and participate in academic and professionaldevelopment activities to prepare for a baccalaureate degree and career in science andengineering. The TTE REU program also partners with the UC

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence); Marie A. Boyette, FLATE; Nina C. Stokes, Florida Advanced Technological Education Center

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Division Experimentation & Lab-Oriented Studies

Paper ID #9543Science, Technology, Engineering and Mathematics (STEM) Careers: Strate-gies for Engaging and Recruiting GirlsDr. Marilyn Barger, FLATE (Florida Advanced Technological Education Center of Excellence) Dr. Marilyn Barger is the Principal Investigator and Executive Director of FLATE, the Florida Regional Center of Advanced Technological Education, funded by the National Science Foundation and housed at Hillsborough Community College in Tampa, Florida since 2004. FLATE serves the state of Florida as its region and is involved in outreach and recruitment of students into technical career pathway; has produced

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

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Division Experimentation & Lab-Oriented Studies

priorexperience specifically with the Piazza tool. Survey results. Due to the small survey sample size (n < 20), we have limited ouranalysis to descriptive statistics. Tables 1 – 5 display descriptive statistics for all Likert-typescale survey items. These items have been grouped by topic into the tables for a) studentattitudes and beliefs about mathematics, b) course evaluation, c) impact of course on outcomes,d) student self assessment, and e) perceptions of collaboration, community and support. Table 2 contains the descriptive statistics for the survey items that assessed respondentattitudes and beliefs about mathematics including content, engagement, impact, methods,practical value and skills. Although the students responded that

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

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Division Experimentation & Lab-Oriented Studies

even more adept at participating in the ethical reasoning process independently. TheseSIRA modules were designed to be delivered in a relatively asynchronous, online format.RESEARCH METHODSTo assess the efficacy of the SIRA framework, we examined the relationship between students’experiences in the online learning modules, specifically their development of moral reasoning andsatisfaction with ethics education. The fundamental questions addressed by this research are: Page 24.458.8(1) What is the impact of a SIRA approach on the development of students' moral reasoning, and their satisfaction and engagement with engineering ethics

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

Stephen Crown, University of Texas-Pan American; Arturo Fuentes, University of Texas-Pan American; Bob Freeman, University of Texas-Pan American

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Division Experimentation & Lab-Oriented Studies

requires a significant investment of time for the instructor toteach and for the student to learn and apply. This extra burden on students is minimized throughthe effective use of CBT tools that can adapt to the student's instructional needs. Theintroduction of CBT tools into the curriculum brought with it the ability to impact other aspectsof the course and student learning. The interactive movies, games, quizzes, virtual world, andother resources offered on the instructional web sites developed for each involved class focusedon course fundamentals that are problematic for students. The additional assistance that studentsreceive from these interactive tools can offset the cost of introducing engineering software intothe curriculum but more

Conference Session

On Pedagogy of Lab Courses and Their Design

Collection

2006 Annual Conference & Exposition

Authors

David Pape, Central Michigan University

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Division Experimentation & Lab-Oriented Studies

, carry out theexperiment, write a formal report and give an oral presentation.This paper provides a detailed description of the course, including examples ofexperiments, and discusses how it promotes active learning, introduces lifelong learningconcepts, fosters teamwork, increases communication skills, and prepares students forfurther laboratory courses or experimental activities. It is found that by providingincreasingly open ended experiences, students become actively engaged in the laboratoryexperience, and exhibit a high level of satisfaction with the course.IntroductionThe EC 2000 accreditation criteria require that an institution have in place acomprehensive outcomes assessment program to ensure the quality and continuousimprovement of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte

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Division Experimentation & Lab-Oriented Studies

morehands-on and less ‘demonstrative’. The data presented in this paper confirms that theintegration of the GCT had a positive impact, but the method used to engage the students makesa difference. Evidence suggests that the current student population has a diverse learning style.Recall that the typical teaching approach (utilizing the abstract, verbal, passive, and sequentialmethods) prevents students from reaching their full potential11. These data imply thatcomprehension and retention increases when the teaching style is more visual and sensory.Changes in Student Self-Efficacy Beliefs and Self-Regulated Learning Strategies It is important to address the reliability and validity of the surveys that wereadministered. The ‘Student Self

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Robert Lineberg, Georgia Institute of Technology; Kevin Peter Ferri, Georgia Institute of Technoloy; Zachary Crawford, Georgia Institute of Technology; Justin Tamayo, Georgia Institute of Technology

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Division Experimentation & Lab-Oriented Studies

service to his school’s community. He participated in the VIP team on Hands-On Learning for 3 semesters. c American Society for Engineering Education, 2017 Use of a Vertically Integrated Project Team to Develop Hands-On Learning ModulesAbstractThis paper describes a mechanism where engineering students simultaneously earn credit for amultidisciplinary project-based course while they act as partners in education, designing andbuilding educational experimental platforms to be used by their fellow students. The projectcourse is implemented under a Vertically Integrated Project (VIP) program. This paperhighlights three categories of experiments: ones that can be used in a

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Ismail I. Orabi, University of New Haven; Joseph J. Rencis P.E., Tennessee Technological University; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Rachelle Kisst Hackett, University of the Pacific; Ella R. Sargent, University of the Pacific; Brock Dunlap, University of Texas, Austin; Christopher Allen Wejmar, University of the Pacific; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy

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-Briggs TypeIndicator, MBTI, subgroups) and different learning styles (based on Felder-Solomon ILSsubgroups) in regards to the average gains each group of students have made on quizperformance. Although exploratory, and generally based on small sample sizes at this point inour multi-year effort, the modules for which subgroup differences are found are being carefullyreviewed in an attempt to determine whether modifications should be made to better ensureequitable impact of the modules across students from specific personality and / or learning stylessubgroups (e.g., MBTI Intuitive versus Sensing; ILS Sequential versus Global). Page 24.212.4

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Mahmoud Ardebili, Borough of Manhattan Community College/CUNY

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Division Experimentation & Lab-Oriented Studies

engaged withinstructional materials. Reisman and Carr1 concluded that students learn 20% of thematerial taught by hearing, 40% by seeing and hearing, and 75% by seeing, hearing, anddoing. Furthermore, people learn concepts and skills better when sharing in teams thanworking in isolation. Thus, most of newer educational approaches emphasize activelearning by students, in which instructors move from being lecturers to coaches. Thelaboratory is an ideal setting to introduce such hands-on activities where students can learnby experiencing. The physical devices and simulations used in the laboratory provideactive experiences for the students, allowing them to make parametric adjustments,observe the effects in related thermodynamics variables, and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Kathleen Meehan, University of Glasgow; Dianna L. Newman, University at Albany/SUNY; Deborah Walter, Rose-Hulman Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

countries. As these newlearning platforms are the price of a textbook or less, thousands of students each year are beinggiven the opportunity to learn in this exciting new pedagogical environment. In all cases inwhich hands-on learning has been studied, the pedagogy has been successfully implemented,even in traditionally theory-only based courses, with more engaged students and instructorshands-on learning as one of the results. Although the initial assessments of this new approach toSTEM education argue for broad application, the definitive case for its adoption has yet to bedocumented so that all STEM educators can fully appreciate its merit. Thus, the most effectiveapproach to STEM education is still in question in the broader community and best

Conference Session

Division Experimentation and Lab-Oriented Studies - Best of DELOS

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

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Division Experimentation & Lab-Oriented Studies

, furniture and outlining renovation needs. Space renovationtook place over the summer before the first cohort of students arrived at the beginning of the fallsemester. With a smaller student body, an entire small building to renovate, and adequatefunding, Campbell University was able to implement an updated interpretation of the coreLWTL classlab concept.Research on teaching and learning spaces show that they should facilitate active construction ofknowledge by the learner. This research discusses the impact of the social setting on learning andthe degree to which it supports peer-to-peer transfer of knowledge (versus a focus on a facultymember at the front of the classroom). Informal learning spaces can increase the sense of agencyof students and

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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Division Experimentation & Lab-Oriented Studies

; Garufis, 2005), a process often called “writing-to-learn” (Olds, Dyrud, Held, &Sharp, 1993). Pioneering research by Light (Light, 2004) has also shown that the amount ofwriting in a course is more strongly linked to increased student engagement than any othercourse characteristic. So apart from the obvious practical importance that engineers should beable to write well, there is also substantial learning that takes place through the process ofthinking and planning that is required for good writing. The learning associated with writing issimilar to the learning associated with teaching, as both involve the organized communication of Page

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2010 Annual Conference & Exposition

Authors

Yu-Wei Huang, National Changhua University of Education; Jieh-Shian Young, National Changhua University of Education; Chih-Hung Wu, Chienkuo Technology University; Hsing-Jung Li, National Chung Cheng University

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Division Experimentation & Lab-Oriented Studies

AC 2010-1333: A PRACTICE LEARNING OF ON-BOARD DIAGNOSIS (OBD)IMPLEMENTATIONS WITH EMBEDDED SYSTEMSYu-Wei Huang, National Changhua University of EducationJieh-Shian Young, National Changhua University of EducationChih-Hung Wu, Chienkuo Technology UniversityHsing-Jung Li, National Chung Cheng University Page 15.75.1© American Society for Engineering Education, 2010 A Practice Learning of On-Board Diagnosis (OBD) Implementations with Embedded SystemsABSTRACTThis study presents the impact of embedded system on the development of on-boarddiagnostics (OBD) implemented by engineering students. The engineering students needprofessional skills in

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Wenshen Pong; Tim Le, San Francisco State University

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Division Experimentation & Lab-Oriented Studies

), Construction Engineering (Engr439), Finite Element Methods (Engr 432) and Mechanical and Structural Vibrations (Engr 461).Most of these courses focus on basic design-oriented content to prepare students for practicalexperience. In their last semester, students enroll in a required two-course sequence, SeniorDesign Project (Engr 696/697), in which they: (1) engage in laboratory and field exercises anddemonstrations; (2) discuss the selection of design projects, methods of research, engineeringprofessional practice, ethics, and time management; (3) select, develop, schedule and completean original design project; and (4) present the project orally and in writing. This advanced workis done with maximum independence under the supervision of a faculty

Conference Session

NSF Grantees Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Mohan Krishnan, University of Detroit Mercy; Shuvra Das, University of Detroit Mercy; Sandra Yost, University of Detroit Mercy; Kathleen Zimmerman-Oster, University of Detroit Mercy

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Division Experimentation & Lab-Oriented Studies

ofwomen and underrepresented minorities in engineering by engaging the freshmen and pre-college populations in hands-on instruction in sensors and actuators.To achieve these goals, a number of activities have been completed. Two new courses inmechatronic system modeling and simulation, and sensors and actuators have been developedand delivered as technical electives for upper-division engineering students of both theMechanical and Electrical & Computer Engineering Departments. The first course has beenreported on in ASEE 20056. The first offering of the second course has just been completed andis addressed in this paper. A 90-minute hands-on module on Sensors has been developed andused in two different pre-college settings. Materials