Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

physics and astronomy, making the application of these theories to engineering atestable transition. There are diverse approaches to conceptual change theories, largelyfocused on the structure and size of knowledge. In this work we analyzed a largeinterview data set from a diverse set of topics in mechanics of materials and consideredour data in light of Stella Vosniadou’s ‘Framework Theory’ of conceptual change.Concepts investigated in interview data include shear and normal stress in axial loads andbeams. We examine the following misconception from our data: stresses only occur inthe direction of an applied load. A theoretical explanation is attempted for thismisconception in terms of epistemological and ontological presuppositions

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Shane Brown; Devlin Montfort; Kip Findley

Tagged Divisions

Educational Research and Methods

Reviewer’s Comments1. a) The manuscript is not organzied and poorly written. b) While it can be expaneded to topics other than "mechanics of material," the lack of proper presentation of the methodology makes it difficult to understand to educators outside this filed.2. a) The paper exhaustively discusses the interview process for a small group of students. It concludes with a discussion of their analysis of stresses in a member exposed to three different loading cases. b) This paper will be of interest to those involved with solid mechanics (Mechanical and Civil engineers). c) There are some grammar and spelling issues that need to be addressed. d) The abstract

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Aaron W. Johnson, University of Michigan; Timothy G. Chambers, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Divisions

Educational Research and Methods

Paper ID #26222Exhibiting Productive Beginnings of Engineering Judgment during Open-Ended Modeling Problems in an Introductory Mechanics of Materials CourseDr. Jessica E. S. Swenson, University of Michigan Jessica Swenson is a post doctoral fellow at the University of Michigan. She received her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively. Her current research involves examining different types of homework problems in undergraduate engineering courses, teaching in flexible classroom spaces, active learning, responsive teaching, and developing elementary engineering

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Michael L Falk, Johns Hopkins University; Mike Reese, Johns Hopkins University; Camilo Vieira, Purdue University

Tagged Divisions

Educational Research and Methods

identifying how to incorporate advances from the learning sciences into authoring curriculum, assessment, and learning materials to appropriately support learning processes.Prof. Michael L Falk, Johns Hopkins University Michael Falk is an Associate Professor of Materials Science and Engineering at Johns Hopkins University with joint appointments in the department of Mechanical Engineering and the department of Physics and Astronomy. He earned his Ph.D. in theoretical physics from UC Santa Barbara in 1998. His primary research area is computational materials science as applied to understanding non-equilibrium properties such as failure modes and plasticity in amorphous metals, phase transformations in energy storage ma

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Elliot Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

area.IntroductionThere continues to be considerable interest within engineering education to develop innovativemodes of teaching that will improve student outcomes across a wide range of learningobjectives.1 In order to appropriately assess the efficacy of these techniques a variety ofassessment techniques are needed. For assessment of content knowledge, concept inventoriesprovide a means to assess knowledge in specific content domains. The first concept inventorydeveloped was the Force Concept Inventory, and since then concept inventories have beendeveloped for statics,2 strength of materials,3 engineering mechanics,4 electrical circuits,4 thermaland transport sciences,5 and materials.6,7 As the name implies, concept inventories are designedto test for

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

institutions working in small groups to develop new, research-basedcourse materials for a sophomore level Mechanics of Materials course. Participants were giveninformational packets that contained previously researched misconceptions specific to theirassigned content area. Groups were given the freedom to create any type of material such asdemonstrations, homework problems or lectures but groups chose to focus on creating hands-onmaterials that were accompanied by a worksheet to guide students through the inquiry process.For example, the torsion group created an activity in which students manipulate a foam poolnoodle and make observations on how a square grid deforms as a torsional load is applied. Audioand video recordings from each group at the

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Benson Tongue, University of California-Berkeley

Tagged Divisions

Educational Research and Methods

students and undeclared students who may be thinking of enteringmechanical engineering.2 IntroductionA common presumption is that a student majoring in mechanical engineering knows that heor she needs particular courses for graduation, they take those courses, and they (hopefully)absorb the material. What has just been described is the hope. The reality is that, moreand more frequently, students are expressing a distressingly high degree of confusion anduncertainty with regard to their education. In the “old days” one presumes it was somewhatdifferent. Students had some experience with mechanical systems and realized on their ownthat this was the area they wished to pursue and had a sense as to what aspect of mechanicalengineering most

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Paper ID #17998Students’ Conception and Application of Mechanical Equilibrium ThroughTheir SketchesMs. Nicole Johnson, University of Illinois, Urbana-Champaign Nicole received her B.S. in Engineering Physics at the Colorado School of Mines (CSM) in May 2013. She is currently working towards a PhD in Materials Science and Engineering at the University of Illinois at Urbana-Champaign (UIUC) under Professor Angus Rockett and Geoffrey Herman. Her research is a mixture between understanding defect behavior in solar cells and student learning in Materials Science. Outside of research she helps plan the Girls Learning About

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

order to identifykey differences between development and implementation that can impact adoption.PurposeThe purpose of this paper is to identify key differences in the attitudes and beliefs of instructorsbetween two material development workshops spaced approximately one year apart.MethodsWorkshopsTo date, two summer workshops have been held where instructors from the Pacific Northwesthave been invited to participate in the co-development of materials for a Mechanics of Materialscourse. A majority of instructors from year one returned during year two while five instructorsattended the workshop for the first time during year 2 (Table 1).Table 1. Comparison of participants from year 1 workshop and year 2 workshop

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Caleb H Farny, Boston University; Sean B Andersson, Boston University

Tagged Divisions

Educational Research and Methods

, particularly with regards to Mechanics-based problems1-4. Providing real-timefeedback on the steps the students follow to solve a problem was identified as an importantaspect to improving comprehension of the course concepts. The bulk of the course materialrequires extensive graphical analysis through the drawing of a Free Body Diagram (FBD), andone drawback to the previous course format was that the students were not equipped with amethod to graphically describe and question the concepts during lecture. An additional issue withunderstanding the course material was the long delay time for receiving feedback that moststudents face when submitting assignments for grading

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Ruth Streveler, Colorado School of Mines; Monica Geist, University of Northern Colorado; Ravel Ammerman, Colorado School of Mines; Candace Sulzbach, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Barbara Olds, National Science Foundation and Colorado School of Mines; Mary Nelson, University of Colorado

Tagged Divisions

Educational Research and Methods

engineering.IntroductionThe study described in this paper extends ongoing work to identify difficult concepts in thermaland transport science [12] and measure students’ understanding of those concepts via a conceptinventory [5, 6, 7]. The present work focuses on two fundamental areas of engineering:engineering mechanics (statics, strength of materials, and dynamics), and electric circuits, whichare complementary to thermal and transport science. Thus the study was designed with the hopethat commonalities might be found among difficult concepts in chemical engineering,mechanical engineering, and electrical engineering. Indeed, our results suggest thatcommonalities do exist at a very fundamental level.The paper is organized into three sections. The first two sections

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ellen L Usher, University of Kentucky; Natasha Aniceto Mamaril, University of Illinois ; Caihong Li, University of Kentucky; David Ross Economy, Clemson University Department of Materials Science and Engineering; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

Department of Materials Science and Engineering D. R. Economy is currently a doctoral candidate within the Clemson University Department of Materials Science & Engineering and completed his certificate in Engineering & Science Education in 2013. He has completed his M.S. in Materials Science & Engineering and B.S. in Ceramic & Materials Engineering both at Clemson University. His current research interests include reliability of metallic coatings, small- scale mechanics in multicomponent systems, and student motivation in engineering classrooms.Prof. Marian S. Kennedy, Clemson University M.S. Kennedy is an Associate Professor within the Department of Materials Science & Engineering at Clemson

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

Paper ID #31072Work in Progress: Veterinary Medicine as a Context for Student Reasoningin a Mechanical Engineering Capstone Design CourseIsabella Stuopis, Tufts University PhD Candidate in Mechanical Engineering at Tufts University. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistantsDr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of Mechanical Engineering and Adjunct Associate Professor of Education at Tufts University. Her research efforts at at the Center for Engineering Education and Out- reach focus on

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bob Brennan P.Eng., University of Calgary; Lauren Vathje, University of Calgary; Marjan Eggermont, University of Calgary

Tagged Divisions

Educational Research and Methods

faculty member at the University of Calgary in the Mechanical and Manufacturing department of the Schulich School of Engineering, University of Calgary. She teaches graphical, written and oral communication in their first Engineering Design and Communication course taught to all incoming engineering students. She co-founded and designs ZQ, an online journal to provide a platform to showcase the nexus of science and design using case studies, news, and articles. As an instructor, she was one of the recipients of The Allan Blizzard Award, a Canadian national teaching award for collaborative projects that improve student learning in 2004. In 2005, she was one of the recipients of the American Society of Mechanical

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

format.IntroductionHistorically, corporate educators do not incorporate Learning Science research methods intoindustry training programs and academia sometimes struggles to develop partnerships withindustry in order to apply advancing technology, business processes, and global competenciesneeded to retool the 21st century workforce. This research study is predicated on the following:supporting a strong academic-industry partnership model will provide the framework for thereexamination of instructional approaches in aeronautical and mechanical engineering, bridgingthe gap between theoretical and procedural knowledge.Design and LogicRecently there have been renewed initiatives aimed at developing rigorous standards for

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Direnga, Hamburg University of Technology; Bradley Presentati, Hamburg University of Technology; Dion Timmermann, Hamburg University of Technology; Andrea Brose, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

. At the end ofthis course students are given the CATS as a posttest. The CATS has been administered in everystatics course since 2006. In the past, this continuous assessment was helpful in identifying fre-quently occurring conceptual difficulties, developing course material according to those difficul-ties, and assessing the success of this material in the classroom. 11,12 Starting in 2009 the teachingmethods in the introductory mechanics course were changed gradually. Tutorial worksheets in thestyle of Tutorials in Introductory Physics by McDermott and Shaffer 8 were introduced and Ele-ments of Just-in-Time Teaching (JiTT) 13 were added in 2011. Three different instructors taughtthis course over the last ten years.2.2 The Concept

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University

Tagged Divisions

Educational Research and Methods

Paper ID #20017Characterizing Indicators of Students’ Productive Disciplinary Engagementin Solving Fluids Mechanics ProblemsMs. Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach Jessica Swenson is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on engineering education. She received a M.S. from Tufts University in science, technology, engineering and math education and a B.S. from Northwestern University in me- chanical engineering. Her current research involves examining different types of homework problems in mechanical

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amir Behbahanian, Utah State University; Erin L. Davis, Utah State University; Nick A. Roberts, Utah State University

Tagged Divisions

Educational Research and Methods

Paper ID #22543Open Educational Resources in the Undergraduate Engineering Curriculum:A Materials Science Case StudyMr. Amir Behbahanian, Utah State University I‘m a Ph.D. Studen at the Mechanical and Aerospace engineering department of Utah State University, my main area of research is Nano Thermal Analysis. I also had the chance to be the TA of material science for two semesters.Erin L. Davis, Utah State UniversityProf. Nick A. Roberts, Utah State University Prof. Roberts is an Assistant Professor at Utah State University where his research is focused on the fundamental study of material behavior, specifically

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Mel Sabella, Chicago State University; Stephanie Barr, Chicago State University

Tagged Divisions

Educational Research and Methods

AC 2008-84: IMPLEMENTING RESEARCH–BASED INSTRUCTIONALMATERIALS TO PROMOTE COHERENCE IN PHYSICS KNOWLEDGE FORTHE URBAN STEM STUDENT.Mel Sabella, Chicago State University Mel S. Sabella is an Associate Professor of Physics at Chicago State University (CSU). His interests focus on improving STEM education for underrepresented students. Sabella is the director of an NSF – CCLI project that integrates research-based instructional material in the introductory urban physics classroom. He is also director of the Physics Van Inservice Institute, part of a project supported by the Illinois Board of Higher Education. Sabella earned his PhD. in Physics Education Research from the University of Maryland

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #22514A Protocol-Based Blended Model for Fluid Mechanics InstructionDr. John T. Solomon, Tuskegee University John T Solomon is an assistant professor in the mechanical engineering department of Tuskegee Univer- sity. He received PhD in Mechanical Engineering from Florida State University, USA in 2010. Prior join- ing Tuskegee University he was a research associate in Florida Center for Advanced Aero- Propulsion. Dr. Solomon’s research interests include high speed flow control, actuator development, experimental fluid mechanics and engineering education.Dr. Eric Hamilton, Pepperdine University Eric Hamilton is

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

Paper ID #12976Improving Students’ Technical Writing Skills: Abstracts in Introductory SolidMechanicsKai Jun Chew, Stanford University Designing Education Lab Kai Jun (KJ) Chew is a second year Master student majoring in Mechanical Engineering at Stanford University. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical Engineering at the University of Southern California (USC). Though he did not have a specific concentration at his undergraduate level, he is interested in working in the field of solid mechanics and engineering education. He has been working on improving students’ technical

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

identified opportunities for cross-cutting activities thatconnect material between these courses.Students enrolled in any of the three courses were invited to participate in an online survey (the“cohort survey”) during the third week of classes. For the cohort survey, we adapted questionsfrom three subscales (intrinsic goal orientation, extrinsic goal orientation, and control of learningbeliefs) of the Motivated Strategies for Learning Questionnaire [19]. We reworded each questionto measure students’ general attitudes towards their mechanical engineering courses by replacingthe words “this class” with the words “my [mechanical engineering] courses.” Only the first twosubscales are analyzed in this study.Students were then asked to complete a paper

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Denver; Jean Hertzberg, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

Paper ID #27172Work in Progress: Qualitative Insights from a Visual Expertise Experimentin Fluid MechanicsProf. Katherine Goodman, University of Colorado, Denver Katherine Goodman is assistant professor at the University of Colorado Denver, and the associate director of Inworks, an interdisciplinary innovation lab. She completed her PhD at the ATLAS Institute in Tech- nology, Media, and Society at the University of Colorado Boulder. She also holds a B.S. in mathematics and a masters of professional writing.Dr. Jean Hertzberg, University of Colorado, Boulder Dr. Hertzberg is currently Associate Professor of Mechanical

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University

Tagged Divisions

Educational Research and Methods

Paper ID #23200Application of Brain-based Learning Principles to Engineering MechanicsEducation: Implementation and Preliminary Analysis of Connections Be-tween Employed Strategies and Improved Student EngagementDr. Firas Akasheh, Tuskegee University Dr. Akasheh has been with the Mechanical Engineering Department at Tuskegee University since 2008. His primary interest is in the area of solid mechanics and manufacturing as well as the integration of best practices in engineering education.Dr. John T. Solomon, Tuskegee University John T Solomon is an assistant professor in the mechanical engineering department of Tuskegee

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Lisa Benson, Clemson University; Sherrill Biggers, Clemson University

Tagged Divisions

Educational Research and Methods

student learning. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. degrees in Bioengineering from Clemson University.Sherrill Biggers, Clemson University Sherrill B. Biggers is Professor of Mechanical Engineering at Clemson University. He has over 29 years of experience in teaching engineering mechanics, including statics, dynamics, and strength of materials at two universities. His technical research is in the computational mechanics and optimal design of advanced composite structures. He developed advanced structural mechanics design methods in the aerospace industry for over 10 years. Recently he has also contributed to

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youyi Bi, School of Mechanical Engineering, Purdue University; Tahira N. Reid, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

abstractconcepts presented to them. Exams and homework assignments are among the standard toolsused to assess students’ performance and comprehension of course material. Student ability isdetermined by the quality of the written answers and by how well they document the processused to solve a problem. However, they provide only limited opportunities to reveal the viewingstrategies used that may give additional insight into how students initially approach the givenproblem.In the present study, we use a within-subject experimental design to investigate the relationshipbetween spatial visualization abilities of students and how students solve specific problems in thearea of mechanics of materials. We employ a non-invasive eye-tracker (Tobii X-60) to

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Steven A. Freeman, Iowa State University; Mack Shelley, Iowa State University

Tagged Divisions

Educational Research and Methods

Paper ID #9483A Case For a Reform in Teaching Introductory, Fundamental EngineeringMechanics CoursesDr. Peggy C. Boylan-Ashraf, Stanford University Dr. Peggy C. Boylan-Ashraf is a postdoctoral research scholar in the Department of Civil and Environ- mental Engineering at Stanford University. Her research interests lie at the intersection of solid mechanics and engineering education, particularly in the areas of a new paradigm in teaching introductory, funda- mental engineering mechanics classes (statics, mechanics of materials, and dynamics).Dr. Steven A. Freeman, Iowa State University Dr. Steven A. Freeman is a

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Louis Miller, United States Military Academy; Jeffrey Michael Rigney, United States Military Academy; Daniel Arnold, Unites States Military Academy at West Point; David M. Flaherty, United States Military Academy

Tagged Divisions

Educational Research and Methods

Paper ID #25388The Effects of Transitioning an Undergraduate Mechanical Engineering Coursefrom Shorter and More Frequent Class Periods to Longer and Fewer In-ClassSessionsMajor Matthew Louis Miller, United States Military Academy MAJ Miller is an Instructor in the Department of Civil and Mechanical Engineering at the United States Military Academy at West Point. He holds an advanced degree in Aerospace Engineering from the Geor- gia Institute of Technology.Major Jeffrey Michael Rigney, United States Military Academy MAJ Rigney is an Instructor in the Department of Civil and Mechanical Engineering at the United States Military

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Faye Linda Wachs, California State Polytechnic University, Pomona; Juliana Lynn Fuqua, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona; Michael Pavel Ramirez, California State Polytechnic University, Pomona; Laura Queiroz DaSilva, California State Polytechnic University, Pomona ; Nguyen Nguyen; Cheyenne Romero, California State Polytechnic University, Pomona

Tagged Divisions

Educational Research and Methods

the use of a flipped classroom pedagogy to lower the repeat rate in abottleneck upper division mechanical engineering course. Over two quarters (Winter 2017 andSpring 2017), two sections of the fluid mechanics course were taught back-to-back by the sameinstructor at California State Polytechnic University, Pomona; one section was flipped (n = 63),and the other was taught in a traditional lecture style (n = 64). Both sections met twice-a-weekfor 75 minutes. In the flipped classroom, the course material was divided into weekly moduleswith each module focusing on a different topic. Students completed the following activities foreach module: (a) Prior to the first in-class meeting, students were required to watch a series ofvideos totaling

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Deboer, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; David B. Nelson, Purdue University, West Lafayette; Craig Zywicki, Purdue University; David A. Evenhouse, Purdue University

Tagged Divisions

Educational Research and Methods

/nanoelectromechanical systems (MEMS/NEMS) for use in chemical and biological sensing, electromechanical signal processing, and computing; the dynamics of parametrically-excited systems and coupled oscillators; the behavior of electromechanical and thermomechanical systems, including energetic materials, operating in rich, multi- physics environments; and mechanics education. Dr. Rhoads is a member of the American Society for Engineering Education (ASEE) and the American Society of Mechanical Engineers (ASME), where he serves on the Design, Materials and Manufacturing Segment Leadership Team and the Design Engineer- ing Division’s Technical Committees on Micro/Nanosystems and Vibration and Sound. Dr. Rhoads is a recipient of the