Conference Session

Innovative Pedagogies for Teaching Introductory Materials

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Elliot Douglas, University of Florida; Cindy Waters, North Carolina A&T State University; Michael Prince, Bucknell University; Trevor Harding, California Polytechnic State University

Tagged Divisions

Materials

skillsfor becoming autonomous, life long learners. The emphasis here is shifting the pedagogicalparadigm from recall based teaching and learning to teaching and learning for development of aconceptual framework through reshaping classroom environment. The general research questionaddressed here is, "What types of pedagogy can more effectively graduate engineers who cansucceed and lead in the modern day engineering environment?" The panel will introduce fiveresearch based innovate pedagogies. The breakout session will have group tables which willmodel various approaches and the reflect upon them to discover what barriers and opportunitiesare present for each of the various approaches.Inductive Teaching MethodsEngineering and science are

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bre Przestrzelski, University of San Diego; Elizabeth A. Reddy, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Materials

Paper ID #22603Integrating Experiential with Technical: How Materials Science ModulesCan Help Redefine the Traditional Engineering CanonDr. Bre Przestrzelski, University of San Diego Bre Przestrzelski, PhD, is a post-doctoral research associate in the General Engineering department in the Shiley-Marcos School of Engineering, where she seeks to innovatively integrate social justice, humani- tarian advancement, and peace into the traditional engineering canon. Before joining USD in August 2017, Bre spent 9 years at Clemson University, where she was a three-time graduate of the bioengineering program (BS, MS, and PhD

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

arerequired to take the course for their degree, while a handful of students take the course as anelective (3 Chemistry, 1 Electrical Engineering/Physics.)The format of the course is a flipped learning model, in which the students are given 4 to 6 5-minute instructor-generated videos on the lecture content before class. Although alignedtextbook readings are also noted for those that prefer that method of preparation, the vastmajority of students self-report that they only watch the videos to prepare for lecture. For thefirst 5-10 min of each 65 min class period, the students are quizzed, first, individually and, then,in groups on their ability to remember and understand of the content of the videos. This is meantto test the lowest levels of Bloom’s

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Reihaneh Jamshidi, University of Hartford; Kamau Wright, University of Hartford; Paul E. Slaboch, University of Hartford

Tagged Divisions

Materials

, reviewing effective and ineffective writing samples, and lastly peer-review ofstudents’ lab report drafts. These specific instructions started when students had already writtentheir first lab report draft, and continued for 4 consecutive sessions. Introduction, materials andmethods, results and lastly discussion were the 4 instructional components.Students’ final submissions for each lab were collected for assessment on students’ writingperformance. The criteria in the assessment rubric were composed of context, conventions,writing mechanics, and technical evidences and argument; and the overall results indicated anenhancement of students’ technical writing. Pre and post surveys were designed for students’assessment on: (1) helpfulness of writing

Conference Session

Materials Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yi Hu P.E., Tatung University; Amy Shumin Chen, Tatung University, Center for General Education; Yung-Yu Chen; Chao Yang Yang, Tatung University; Ching-Long Yeh

Tagged Divisions

Materials

. The other is that courses have in general becomenarrower in their technical focus as the depth of knowledge has developed. In addition, thecross‐disciplinary content is often quite limited. To be a material engineer, one should notonly focus on the science research in materials but also in application of traditional andadvanced materials in a wide spectrum of areas. We all know that training Materialengineers for the next generation requires more than teaching them knowledge of materialscience. Learning to apply the design process as reported can be the key for students tounderstand the blending of Materials Science with humanity needs [1-3]. There are manyways to define “design” in different fields. Here we would like to use the

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siddha Pimputkar, Lehigh University; Gregory Mark Skutches, Lehigh University; Sabrina Starr Jedlicka, Lehigh University

Tagged Divisions

Materials

thatproduct or feat possible. Moreover, the predisposition to associate “airplanes” withmechanical/aerospace engineering, “bridges” with civil engineering, and “medical implant” withbiomedical engineering further hides from common view the contributions of materials scienceprinciples to the development of modern technology.Many materials science courses do not adequately address this disconnect between theory andapplication. Materials science courses taught to non-majors tend to be lecture-style, large, andseemingly disconnected from the student’s academic major. These courses can be augmented bysmaller sections (e.g. recitations or study sessions), but these sections are generally focused on theproblem solving approaches in materials theory

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Materials

Engineering and Bio-engineering. Whilethermo-fluidics and aerospace go hand in hand with each other, the joint materials and manufacturingsection relates more to machine design. Bio-engineering includes biomaterials and their manufacturingprocesses whereas the conventional manufacturing processes in the macroscale level give a generalintroduction to the processes that are often used in the metalworking industries. This general introductorycourse is offered to the fourth year undergraduate students in both Mechanical Engineering (ME) andIndustrial Engineering (IE) in their Bachelor’s Degree programs; and the course is compulsory for both theprograms [1]. This paper addresses this joint venture of ME and IE undergraduate students in acompulsory course

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

R. Danner Friend, Norwich University

Tagged Divisions

Materials

, and performance.Project 1 was designed to make progress toward achieving the course goals in the followingareas: Technical area goals: (1. Structure, properties, performance connections; 9. Materials Science Body of Knowledge - Topics a, b, c, and e (details given in Table 1) Professional skills goals: (3. Environmental and societal context; 4. Information literacy; 5. Teamwork; 6. Communication; 7. Lifelong Learning; 8. Creativity)Some examples of consumer products that the students chose to work on included a toy Nerfgun, a calculator, a water bottle, a bicycle lock, a flashlight, a mechanical pencil, a cigar caddy, apocket knife, a fishing lure, and a stapler. The learning activities were designed to

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

interventions for this type of a learning issue which will have positive impact onfuture technical work of students with these issues. There is considerable value of the two-wayformative process feedback MP reflections for both instructors and students.We will now consider the nature of the general term of SLIMs or Student Learning Issues andMisconceptions. There are a variety of resources available for assessing student work in order tocomprehend the nature and origin of misconceptions and learning issues. These can includeMuddiest Point reflection responses, homework, quizzes, tests, and classroom discussion,dialogue, problem solving, etc.. Although there are always sets of specific issues andmisconceptions associated with given topical content, it

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert A Heard, Carnegie Mellon University; Christiaan Job Nieman, Universidad de los Andes

Tagged Divisions

Materials

practice, asks questions, reflects on own practice in relation to expert practice 5. Fading: The instructor gradually decreases coaching and scaffolding, allowing students greater independence. The student operates with increasing independence in more and more complex situations (less structure, more choices/complications, etc.) 6. Self-Directed Learning: The instructor assists only when requested. The student practices the real thing alone or in groups 7. Generalizing: The instructor guides students from their own process to larger insights and useful generalizations. The student generalizes from own practice to larger principles, concepts, or interpretations [9]Tasks 1 and 2 above can be accomplished in a

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, University of North Dakota; Jeremiah J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota

Tagged Divisions

Materials

following semester provides insights into themotivations and backgrounds of distance students in the program. Implications of the findingsfor distance engineering course design are discussed.IntroductionThe University of North Dakota (UND) offers ABET-accredited undergraduate distanceengineering programs in chemical, civil, electrical, geological, and mechanical engineering. Theprograms began with industrial collaboration in the early 1990s and have grown to compriseapproximately 1/3 of the total enrollment in the UND College of Engineering and Mines. Theyenroll students from across the country and around the world. While originally developed forworking professionals with technical experience looking to finish a degree, increasing numbersof

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yakov E. Cherner, ATEL, LLC; Maija M. Kuklja, University of Maryland College Park; Alexander Rudy, Institute of Physics and Technology of RAS, Yaroslavl Branch

Tagged Divisions

Materials

”, letting studentsaccess only a computer monitor and a sample holder.The Virtual laboratory for studying X-ray powder diffraction and the application of the methodsin materials science, chemistry, physics, geology, metallurgy, biochemistry and engineering isdescribed and discussed below. Figure. 1 Screenshots of a virtual experiment developed to introduce students to the design and functionality of an X-Ray powder diffractometer and its major parts, as well as to help them better understand relevant science laws and engineering implementations. The learner is able to select a part (e.g., scintillation detector – bottom left) and explore in detail its design, major components, and basic parameters. Students will also learn the

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Materials

redundancy. MSE-2 was removed because of redundancies withMSE-1 and to reduce the length of the final MSE-SE scale. MSE-3 was also removed forunclear wording (i.e., because of the initial use of the term qualities rather than properties).Because MSE-7 and MSE-8 were examining the same concepts as MSE-9, they were removedfrom the scale. MSE-10 was similar to MSE-11 and hence removed. MSE-16 was removed as itwas similar to MSE-15. After discussion, both MSE-17 and MSE-18 were eliminated becausethese concepts were emphasized in general chemistry classes. MSE-20 was also taken out of thescale because some of the course instructors did not believe the reflected content that wasadequately covered during the course (time constraints in certain sections of

Conference Session

Materials Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University (Network for Computational Nanotechnology)

Tagged Topics

Diversity

Tagged Divisions

Materials

, Uncovering and Repairing Crystal Structure Misconceptions in an Introductory Materials Engineering Class, in 2012 Frontiers in Education Conference Proceedings. p. 1-6. 2012.[3] Ohashi, A., Using Latex Balls and Acrylic Resin Plates To Investigate the Stacking Arrangement and Packing Efficiency of Metal Crystals. Journal of Chemical Education, 2015. 92(3): p. 512-516.[4] Collins, D.C., A Unit Cell Laboratory Experiment: Marbles, Magnets, and Stacking Arrangements. Journal of Chemical Education, 2011. 88(9): p. 1318-1322.[5] Cushman, C.V. and M.R. Linford, Using the Plan View To Teach Basic Crystallography in General Chemistry. Journal of Chemical Education, 2015. 92(8): p. 1415-1418.[6] Foley, B., Using

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marguerite Anne Tuer-Sipos, University of Toronto; Stephen Manion, University of Toronto; Yasaman Delaviz, University of Toronto; Scott D. Ramsay, University of Toronto

Tagged Divisions

Materials

treatment group was not equal. There were 60 participants in the single topicgroup, 29 in the multi-camera group, 57 in the single camera group, and 50 in the control group.3.1 Pre and post-test scoresThe pre and post-tests were graded by assigning students marks of 0, 0.5, or 1 for each question.Students received a 0 if the answer was incorrect, 0.5 if the general idea of the question wasanswered but the correct terminology was not used, and 1 mark if the answer was correct withuse of appropriate terminology. Each question was weighted equally to assign students a gradepercentage for both the pre and post-tests. Pre-test grades ranged from 0-64% and post-testgrades ranged from 0-100% across all treatment groups. Students who answered no questions

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sayyad Zahid Qamar P.E., Sultan Qaboos University; Majid Al-Maharbi, Sultan Qaboos University; Josiah Cherian Chekotu, Dublin City University

Tagged Divisions

Materials

outcomes of‘broad education’ and ‘life-long learning.’Significant Learning of Materials ScienceAchieving the targets of significant learning in the teaching of MSE courses is veryimportant. Hoddinott and Young [13] examine what instructors and students think aboutteaching of generic skills in an MSE school. Employers from materials related companiesemphasize that apart from discipline-specific academic/technical knowledge, recruits shouldpossess other abilities such as effective communication, working in teams, critical thinking,independent problem-solving, and being self-starters. Guido [14] describes the use of aninnovative modular approach for the teaching of materials science and engineering. Modularinstruction contains a series of independent

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cynthia Wise Barnicki, Milwaukee School of Engineering; Katherine Hennessey Wikoff, Milwaukee School of Engineering; Anne-marie Nickel, Milwaukee School of Engineering

Tagged Divisions

Materials

insoluble and not dividedat the molecular level. The particles are on the order of 20-50 microns in size.A useful comparison to make in class is to compare a solution and a colloid. These comparisonsare rarely made in general chemistry or materials courses, but important because students oftenmisuse the term solution. Students could be given the column and row headings and complete theelements of the table either individually, in small groups or as a large group classroomdiscussion. Table 1: Comparison of Colloids and Solutions Colloid Solution Phases Involved (solid, solid in solid; solid in liquid, solid in liquid, liquid in liquid, gas

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

collectionnow include advanced settings for an entire semester with: dates for administration, start andstop times, and notifying students start, stop, and deadline reminders. Output is automated andincludes: a PDF of all comments and intensity ratings (1-5); an excel spreadsheet with allresponses; and a word cloud. This information for the instructor is available from the CW site,which also permanently stores all responses generated. A second tool available on CW is a web-enabled collection of over 200 materials-related Conceptest question sets used for classroomclicker questions or pre-post topic concept quizzes, both of which are now easier to use via theweb, which can increase usage. This set of materials science concept questions is but a small

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

analogy with other members of its class about why the material’s propertiescould be altered. A more technical audience, however, is interested in much more informationabout the material’s structure, the processing method and parameters, and the tools used tomeasure properties, structure, and performance. Thus, the Reasoning Diagram also showsstudents that the disciplinary reasoning, and the articulation of that reasoning, are alwaysintegrated.Figure 3. Lines of explanation for general or technical audiences are shown in rows on thereasoning diagram.ResultsIn this section, we report on the outcomes of introducing the MSE reasoning diagram in asophomore-level Materials Science lab course for two consecutive offerings, in the Fall of 2014and Fall of

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

Materials

for c & h-j for design,contemporary issues, and social context.Laboratories are a natural fit for coursework combining development of engineering practicesand skills aligned with core content theories. Research indicates engineers “learn by doing”3-7,and that laboratory experiences are critical to development of professional engineers. While thereare variations in objectives for laboratory in the research literature, an approach taken by Ma andNickerson7, who conducted a literature review on laboratory objectives and then aligned them toABET objectives will be used here as a frame for discussion. It is easy using this frame toconnect and extend the original work7 to ABET goals for 2015 as shown in Table 1. This revisedframe was used by

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard E Eitel, Stevens Institute of Technology

Tagged Divisions

Materials

oflearning behaviors indicate that the POGIL approach resulted in significant gains (p<0.01) innearly all assessed areas over traditional lecture based coursework including: critical thinking,participation, interest, motivation, and reading. Students viewed provided model solutions, takehome problem sets, concept check activities (learning catalytics), lecture, in-class demos, andguided inquiries as significantly supportive of learning. Finally, students found the course andinstructional methods: (1) aided in seeing relevance of engineering to real-world needs, (2)increased their interest in own major, and (3) felt the material presented will be value followinggraduation.Introduction: Despite a general dissatisfaction with large format stand and

Conference Session

Materials Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, Ohio State University

Tagged Divisions

Materials

computational methods being used and for the students to have significant one-on-one help from both the professor and IAs during the class meetings. Each course consists of a 1-hour long weekly lecture in addition to the labs. In the first year, these lab sessions occurredonce weekly for students for 2.25 hours, thus maintaining a ratio of instructor-to-student of atleast 1:8. In the second and third courses, labs met twice weekly for 1.5 hours each and the ratiowas closer to 1:13.The curriculum and assignments were developed by professors at OSU, and reading and supportmaterial was assigned from various texts available as eBooks on the university’s library system.The typical workflow for students included initial reading and video watching done

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen J. Krause, Arizona State University; Sarah Hoyt, Arizona State University

Tagged Divisions

Materials

strategy being usedis to ask the students at the beginning of class a general question or two about the day’s topic,which can inform the instructor about prior knowledge of a topic or even familiarity with realworld examples. As such, the use of a new or recent development in materials science, “CuttingEdge Technology,” is being added to each class to improve the relevance of the course, as well asshowing students the types of new materials, processes, or characterization that they might beusing after graduation. Such topics have included atomic force microscopy (1 out of 40 familiar),scanning tunneling microscopy (1 out of 40 familiar), and additive manufacturing (0 out 40familiar). Students have shown moderate to strong interest in discovering

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

Difference Between Nanowire and Macroscale Metal. When responding to the promptconcerning the physical difference between the nanowire and the macroscale metal that wouldaccount for differences in the yield strength, students made reference to one or two main ideas:(1) the crystal microstructure (single or polycrystalline) and (2) the presence or absence ofdislocations. Ten students made reference to the nanowire being a single crystal; two of thesestudents left their explanation at this. Six students went on to refer to the macroscale metalhaving a polycrystalline structure; one of these students left their explanation there. One studentmade a general reference to the crystalline structure being at the root of the difference but did notindicate how

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

Materials

that uses discourse to support knowledge acquisition throughmodeling cycles 10, 12. Modeling physics instructors are trained and prepared with an agenda for studentprogress in order to guide student inquiry and discussion towards understanding through “Socratic”questioning and remarks. During the modeling cycle, technical terms and representational tools areintroduced by the instructor as needed to refine models, facilitate activities that use and develop themodels, and to improve quality of student discourse 12. By structuring the “talk” that students do, theinstructor ensures that students are working towards learning objectives through conversations they havewith each other. The instructor is taught to listen to the language and use of

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Materials

2 Strongly Disagree 1 Writing Skills Programming SkillsFigure 3. Students’ perceptions of their future use of writing and programming skills in theirfuture classes, career, or non-professional areas of life (such as hobbies). Error bars indicate 95%confidence intervals.The final part of the survey investigated the perceived importance of programming skills.Specifically, students responded to the following question: “How do you think it benefits anengineer to develop computer code or programming well?” Many discussed the ubiquitousnessof computers and programming for technical engineering careers (dubbed the “technologicalera” by

Conference Session

Materials Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alina Kononov, University of Illinois, Urbana-Champaign; Pascal Bellon, University of Illinois, Urbana-Champaign; Timothy Bretl, University of Illinois, Urbana-Champaign; Andrew L. Ferguson, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Kristopher Alan Kilian, University of Illinois, Urbana-Champaign; Jessica A. Krogstad, University of Illinois, Urbana-Champaign, Department of Materials Science and Engineering; Cecilia Leal, University of Illinois, Urbana-Champaign; Robert Maass, University of Illinois, Urbana-Champaign, Department of Materials Science and Engineering; Andre Schleife, University of Illinois, Urbana-Champaign, Department of Materials Science and Engineering; Jian Ku Shang, University of Illinois, Urbana-Champaign; Dallas R. Trinkle , University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

Tagged Divisions

Materials

the computationalmodules, lectures, and their integration within the broader MatSE curriculum.1. Introduction and BackgroundThe rise of materials modeling has generated a nationally recognized need for materials scientistsand engineers with computational training 18;23;24 . In industry and academic settings alike,computational materials science skills are in high demand as researchers seek to acceleratematerials design with computational tools 24 . Yet, a 2009 survey revealed that, on average,employers desire for 50% of new hires to have computational training, while only 37% of recentgraduates actually have such training 24 . These trends mandate that materials science andengineering departments around the country must better serve their

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheng-Wei Lee, Univ of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois, Urbana-Champaign; Dallas R. Trinkle , University of Illinois, Urbana-Champaign; Jessica A. Krogstad, University of Illinois, Urbana-Champaign; Robert Maass, University of Illinois, Urbana-Champaign; Pascal Bellon, University of Illinois, Urbana-Champaign; Jian Ku Shang, University of Illinois, Urbana-Champaign; Cecilia Leal, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Timothy Bretl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Shengchang Tang, University of Illinois, Urbana-Champaign

Tagged Divisions

Materials

2012. Between 2012 and 2014, she held a postdoctoral appointment in the Department of Mechanical Engineering at Johns Hopkins University. Her current research explores the interplay between phase or morphological evolution and material functionality in structural materials under extreme conditions. She also maintains interest in engineering education, specifically in outreach and design thinking.Prof. Robert Maass, University of Illinois, Urbana-Champaign Robert Maass received a triple diploma in Materials Science and Engineering from the Institut National Polytechnique de Lorraine (INPL-EEIGM, France), Lule˚a Technical University (Sweden) and Saarland University (Germany) in 2005. In 2009, he obtained his PhD from

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; Michael Manno, University of Minnesota, Twin Cities

Tagged Divisions

Materials

classesare described along with examples, lessons learned, student performance data and the impact onthe students and program.Introduction 3D printing (3DP), also known as additive manufacturing, is an important manufacturingmethod that has become more accessible for academic lab facilities in the last ~five to sevenyears [1]-[5]. Traditional manufacturing techniques, such as injection molding and forging,involve fixed molds or dies that are expensive and present limitations to the 3D shapes that canbe fabricated. In 3DP, no molds or dies are required. Parts are designed using a computer-aideddesign (CAD) program and then the digital part file is loaded into a slicer program that preparesthe part file for printing on a 3D printer. From idea

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kendra A. Erk, Purdue University; Jerome Jamal Nash, Purdue University; Hannah K. Woods, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Materials

, deforming the specimens at a greater rate is expected to lead to a morebrittle, elastic response overall while deforming the specimens at a reduced rate is expected tocause a more ductile, viscous response.Activity results and discussionTable 1 reports the average mechanical properties of the parallel and perpendicular PETEsamples, and representative stress-strain curves are shown in Figure 4 (with the full data setshown in Appendix B). In general, the parallel specimens displayed greater stiffness and strengthcompared to the perpendicular specimens. Parallel specimens consistently deformed in a ductilemanner, exhibiting relatively large deformation magnitudes following yielding and large εfvalues. An image of a parallel specimen following fracture