Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

James Olshefsky, ASTM International

Tagged Divisions

Materials

material performance. Standards help in teaching engineeringstudents how to structure and organize complex technical problems in useful and practical ways.The paper will detail the origin and maintenance of technical standards and their importance andapplication in the workplace. Of particular focus will be best practices for integrating technicalstandards into the classroom, with examples from accredited universities that offer unique ideason how to challenge students in the use and application of standards.Curricula need to stay market-relevant, and standards education is a perfect medium to marrytechnical design to real-world issues. Knowledge and familiarity with standards can givestudents the edge they need to enter today’s competitive

Conference Session

Advanced Materials Education

Collection

2009 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

Materials

first presented at the NationalEducator’s Workshop. Sponsors of this workshop included the National Aeronautics& Space Administration (NASA), the National Institute of Standards and Technology(NIST), and the American Society for Engineering Education (ASEE). One of theobjectives of this workshop is to provide educators with material activities that theymay wish to include in their curriculums. The required format for these materialactivities is: Introduction; Current Applications; Method of Operation; Summary;Student Activity; Outcomes and Post-Lab Analysis; Sources of Supplies; and then theActivity Procedure.During the Annual ASEE Conference, selected material activities are presentedduring a specialized technical session dedicated

Conference Session

Materials Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Craig Johnson P.E., Central Washington University; Charles Pringle, Central Washington University

Tagged Divisions

Materials

senior capstone course. Page 26.222.1 c American Society for Engineering Education, 2015 Application of Life Cycle Analysis to Systems in an Introductory Materials CourseAbstract:Application of materials Life Cycle Analyses (LCA) to structures and systems addresses bothcourse outcomes, such as ABET 9a, 3i, 3j, and our program objectives. This effort is directed atimproving pedagogy in an introductory materials course to meet the above goals, and 3j (societaland global issues) specifically.The field of LCA is quite mature and has typically been presented in

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Materials

now present in the course: cooperative learning,case-based teaching, active/inquiry learning, concept learning, problem-based learning, andconstructive alignment9-24. Additionally, educational research indicates that learning takes placewhen students are able to build scaffolds from existing cognitive structures to new information25-28 . Similarly, in cognitive constructivism, experiences lead to knowledge, and knowledgeacquisition is highly influenced by prior learning. Researchers such as Biggs11, Felder9, andPrince9 have confirmed fundamental principles such as “instruction should begin with contentand experiences likely to be familiar to the students and that new material should be presented inthe context of its intended real world

Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ajay P. Malshe, University of Arkansas; Salil T Bapat, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Materials

idea draws inspiration from adopting a pet, a process where aperson adopts, nurtures and takes care of a pet of their liking. Similarly, in the materials project,the goal was to have students adopt a product/application-specific material that they care about.This student-guided adoption ensured that students were meaningfully engaged in the project,learnt the classroom concepts (through the lens of their chosen product) and researched theirapplicability (by gathering relevant information within the framework of Figure 1) in a real-world product they cared about. At the same time, the students were able to connect the dotsbetween various concepts across the textbook chapters. The process progressed mostly in parallelto the classroom discussion

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

student said in a reflection, "Helped me reflect on what Ienjoyed and understood well from the lecture." The students' motivation for using contextualizedcontent is well supported by a Spring 2016 semester beginning survey on Student ClassroomMotivation Survey for using real world applications related to content and concepts. The surveyconsisted of 24 statements based on Expectancy Value Theory on a scale of 1, strongly disagree,to 4, strongly agree. Students agreed or strongly agreed with almost all statements with thefollowing values; 2.58 for expectancy (expectation to succeed); 3.16 for value (ofcontextualization); and 2.12 for (cost of using contextualization). These values support questionsfrom another exit survey on Support of Student

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lan (Samantha) Li, Boise State University

Tagged Divisions

Materials

not fullyachieving desired learning outcomes—while they may learn to solve problems within anindividual computational materials science course, they often appear to lack a robust conceptualunderstanding of computational modeling methods that is a must for real-world application. Suchlearning difficulty causes students to lose interest in the field and reduce their willingness to usethe computational modeling methods in future research and career.Increasing student’s awareness of the important role of computational modeling in academia,national lab and industry as well as fostering student learning in the field are two key activities inteaching. As a prototype, we integrated computational modeling training into two undergraduatematerials

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter R. Hondred, Iowa State University; Karri M. Haen, Iowa State University; Adah Leshem, Iowa State University; Michael R. Kessler, Iowa State University

Tagged Divisions

Materials

Moines Public School District, and spent one full dayeach week, for one academic year, in the science classroom. The resident engineer was able to provide aunique classroom experience by periodically introducing the students to aspects of his own research,including the use of biopolymers in material self-healing applications. Several activities were designed toprovide students with the opportunity to learn about the field of polymer science. These activities wererelated to the science topics covered in the curriculum and provided relevance to real world issues andchallenges. This study focuses on the impact this fellow has had as a resident engineer on the students inhis classroom.RESEARCH QUESTIONS In this case study, researchers were

Conference Session

Novel Approaches to Teaching Materials

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lakshmi Munukutla, Arizona State University, Polytechnic campus

Tagged Divisions

Materials

major accomplishments which include improvement in studentlearning of the basic science and engineering concepts, linking the learned concepts toreal world applications for student motivation in the course and furnishing real timestudent feedback to the instructor to modify course content delivery to engage students intheir learning process. As result, the students’ benefits include are, immediateclarification of the concepts in doubt (expressed in the CAT forms) to enrich theirlearning, provided non-intimidating communication link with the instructor to expresstheir concerns and facilitated peer-learning opportunity. The end result of this effort isimproved student performance in the final examination to achieve slightly better gradescompared

Conference Session

Special Session: Creating, Using, and Assessing with Concept Maps in Introductory Materials Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica Triplett, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Materials

show relationshipsbetween topics and include examples of real-world engineering components (such as a bicycletire, frame and headlight lens) to contextualize conceptual topics covered on any given map.Traditional concept maps show a visual map of boxed concepts connected to one another bylines which incorporate verbs that are used to link the concepts. In the Concept-in-Context mapswe are linking a wide array of different types of information that reflect the organization ofcontent within a topical area in an introductory materials course. As such, topics can becharacterized and articulated with multiple representations that can include equations, graphs,charts, macroscopic images, microscopic images, engineering components, and historical

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Tyler, Granta Education Division; Hannah Melia

Tagged Topics

Diversity

Tagged Divisions

Materials

the high degree of connectivity between materials and the processes that create andshape them into the products we used in every-day life. This grounding in real world applicationscan be used to show the value of materials science to those experiencing it for the first time,assisting educators in increasing the field’s interest. The records and associated properties werechosen with a high school audience in mind; all are common in everyday life so personalconnections can be readily made. This commonality could make this tool useful for a basicintroductory engineering course as well, particularly a broad discipline overview or freshmancornerstone course. Figures 3 and 4 showcase mockup material and product database images,while Table 1

Conference Session

Hands-on Materials Science and Engineering

Collection

2007 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine

Tagged Divisions

Materials

Page 12.1027.2MR fluids have existed for over fifty years. However, it is only now that fluids areavailable that are stable and give shear stresses that are adequate in demandingapplications such as automotive damping. In fact, one automotive manufacturer isequipping several of its new (2007) vehicles with a “MagneRide Suspension” thatutilizes MR fluid technology. The manufacturer claims that the MagneRidesuspension provides continuous variable real-time suspension damping based on roadand driving conditions. 2Current ApplicationsThe Lord Corporation, located in North Carolina, is one of the major suppliers of MRfluids. They offer a very logical method of categorizing MR fluids by their currentmarket segment and their specific applications. 4

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Materials

professors were fair and helpful in challenging situations. Comments • This class was exactly what I needed to get myself back into why I was here at college. I got so sucked in to just doing the work for a grade I forgot to actually learn in the process. I was so helpful for me to see a glimpse into what the real world as an engineer would be like, from two well established teachers.Instructor Comments Related to Student FeedbackOverall, many of the course comments address some aspect of the project with the presentationcomponent receiving the most specific comments. The comments seem to indicate anappreciation for the application of high standards by the instructors from the standpoint of theirperception that this approach

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber L. Genau, University of Alabama, Birmingham

Tagged Divisions

Materials

lunch, the camp ran from 8:30 a.m. to 4:30p.m. The first day began with a basic introductory lecture on materials science and engineering,which included lots of real-world examples and demonstrations. As an icebreaker, students weretagged on the back with the name of a specific material (copper, glass, steel, etc.) and required tofigure out their material by mingling and asking each other yes or no questions, and then find theother student with the matching tag. At the end of the activity, students were asked to introducetheir partner to the group.During the week, students participated as a large group in several interactive lectures about high-interest topics including plastic recycling and microgravity materials research (a facultymember’s

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bilal Mansoor, Texas A&M University at Qatar; Mustapha Jamal Makki, Texas A&M University at Qatar; Dena Al-Thani, Hamad bin Khalifa University

Tagged Divisions

Materials

concepts in different areas ofSTEM education. In material science, students must possess a profound and intuitiveunderstanding of its complex, 3D concepts to fully comprehend the fundamental interplaybetween structure and properties of different materials. Mixed reality technology offersmaterial science educators the possibility to create 3D visualizations, overlay them on aclassroom environment and allow students to interact with them in real-time. In this paper,we introduce an innovative and interactive mixed reality application, “Holo-MSE” - designedto help students visualize and fully control holographic models of threshold material scienceconcepts. This paper is an interim report on an on-going study to implement Holo-MSE appin teaching

Conference Session

Materials Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Peter R Hondred, Iowa State University; Denise Crawford, Iowa State University; Debbie Ann Victor, Des Moines Independent Schools; Michael R. Kessler, Iowa State University

Tagged Divisions

Materials

, including the use of biopolymers in material self-healing applications. Several activities weredesigned to provide students with opportunities to learn about the field of polymer science. Theseactivities were related to and ultimately aligned with the science topics covered in the curriculum andprovided relevance to real world issues and challenges. This study focused on the impact this fellow hashad as a resident engineer on the students in his classroom.Research questionsIn this case study, researchers were interested in the effects of a resident engineer on eighth gradestudents’ enthusiasm and interest in science topics both in and out of the classroom. Specifically, thisstudy asks whether the resident engineer improved the interest of students

Conference Session

Materials Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kaitlin Tyler, ANSYS Inc.; Claes Fredriksson, ANSYS Granta; Hannah Melia, ANSYS Inc.

Tagged Divisions

Materials

paper, we will be focusing on three resource categories: (i)real-world inspired case studies, (ii) the Five Step Method for advanced design problems, andour newest resource, (iii) Introductory Materials Science Teaching Packages. These resourceshave been designed with increased student engagement in mind.Case Studies are among one of the resources categories that we have developed. These resourcesallow students to see what goes into the design and assessment of real-world products. This real-world connection is critical; it connects to previous understanding for improved learningpotential and can motivate learning of technical concepts (such as mathematics [24]) by showingtheir practical use, relevant to students’ careers. To address this need

Conference Session

Professional Development in Materials Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mary Vollaro, Western New England College

Tagged Divisions

Materials

more clear.” “Much easier to grasp the concepts that were being taught.” ≠ Visual learning (4 responses) - Activity: Field trip to Yankee Casting, Inc. ≠ “Hands-on” (4 responses) - Activities: Field trips ≠ Use my creativity (2 responses) - Activities: Portable Failure Analysis (NDT) kit, CNC (clay) activity ≠ Insight to real world applications (2 responses) - Activities: Field trip to Yankee Page 14.1085.7 Casting, Inc. and Hallmark Cards ≠ Form a different mindset for standardizing work (1 response)- Activity: Unwrapping the Hershey Kiss#4: List the activities which

Conference Session

Materials Experiments, Labs, Demos, and Hands-On Activities

Collection

2011 ASEE Annual Conference & Exposition

Authors

David S. Cottrell, University of North Carolina, Charlotte; Chung-Suk Cho, University of North Carolina, Charlotte

Tagged Divisions

Materials

history, physical properties,behavior, and application techniques of basic construction materials. The course texts are alsogenerally similar in scope and address the same array of topics. Traditionally, each major topic,normally represented by a chapter in the text, is covered during a week or two of classroominstruction (2 – 4 lectures). While this methodology may be considered adequate foracademically introducing students to the basics of construction methods and materials, it fails toadequately expose the students to how all the fundamental topics are interrelated nor does itnormally provide meaningful hands-on experiences on real job sites. This paper reports on theresults of a project that targets the course in “Construction Materials” to

Conference Session

Professional Development in Materials Engineering

Collection

2009 Annual Conference & Exposition

Authors

Kalan Kucera, University of Kentucky; John Balk

Tagged Divisions

Materials

on dispellingnegative perceptions of the industry, but can rather “start from the beginning”. After reviewing the methods used in the presentation this year, and also reviewinga number of articles on teaching methods, it has been determined that in the future, thepresentation of the material will be changed in several ways. The format will change to aquestion and answer format, with a less dense lecture and fewer slides. Instructionrelated to materials and their basic science will be presented as a self-assessment tool forstudents, asking them to ask themselves what they inherently know about materialsscience from the world around them, and then answering the questions they have aboutthe material and relating the science to their real

Conference Session

Curriculum for Green Materials

Collection

2006 Annual Conference & Exposition

Authors

Katherine Chen, California Polytechnic State University; Linda Vanasupa, California Polytechnic State University; Blair London, California Polytechnic State University; Richard Savage, California Polytechnic State University

Tagged Divisions

Materials

departure from the usual technicaltextbook, and the articles are well written and quite interesting. Different perspectives are givenwith the multiple journalists or authors, and several pictures are presented. Students feel thesense of urgency of the topics and realize these problems or challenges in the world are real, notabstract concepts found only in the classroom. The fact that the articles come from magazinesfound in most bookstores reinforces the life-long learning process.With global awareness raised, the students must also see the connections to how they, asscientists and engineers, can be part of the solutions. In terms of the environment and renewableenergy sources, we have also used journal articles to explore the current research

Conference Session

Introductory Materials Engineering Courses of 2020

Collection

2006 Annual Conference & Exposition

Authors

Stacy Gleixner, San Jose State University; Elliot Douglas, University of Florida; Olivia Graeve, University of Nevada-Reno (Eng)

Tagged Divisions

Materials

required by most engineering programs and is an ideal place to excite students abouttheir engineering majors and expose them to real world engineering experiences.Currently four of the classroom modules have been developed and utilized in Introduction toMaterials classes. There is a non-volatile memory module where students are taught thefundamentals of electronic and magnetic properties in the context of learning about options fornon-volatile memory in portable electronics. In another module, students learn about solid oxidefuel cells and the ceramic nanomaterials used to fabricate them. While being exposed to thisemerging application, students learn the basics about ceramics, defects, and phase diagrams. Athird module exposes students to fiber

Conference Session

Teaching Methods for the 21st Century: Part 1

Collection

2007 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University

Tagged Divisions

Materials

subject, (b)illustrating a concept by a story, and (c) embedding educational material into a story3. Thesemeans are also applicable in the Materials Science classroom. (a) An example of providing historical/biographical context to a story would be to discussyour own education and or research experiences and results, good times and bad, the time I wasan undergraduate and was on the payroll to polish and then etch samples for hours, I still havethe scar on my finger where I ground flesh instead of the steel. A real story builds yourcredibility, and a valid impression of your expertise. Take a few minutes when you return from aconference and share with them the presentations that excited you. This is invaluable when youneed to influence

Conference Session

Introductory Materials Science Course

Collection

2008 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina at Charlotte

Tagged Divisions

Materials

preparation, testing, and properties of Portland cement. Implementing a methodologygenerally consistent a project based learning approach, the students worked in teams toexplore real-world problems involving mixing, placing, curing, and testing of concrete. It iswidely held that project based learning contains two essential components: (1) a drivingquestion or problem that serves to organize and drive activities, which taken as a wholeamounts to a meaningful project; and (2) a culminating product(s) or multiple representationsas a series of artifacts, personal communications, or consequential tasks that meaningfullyaddresses the driving question.1 In this project, the students were challenged to examine aeqoogtekcnn{"cxckncdng"Ðtgcf{-to-wugÑ"eqpetgvg

Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

Yaomin Dong, Kettering University; Jacqueline El-Sayed, Kettering University; Henry Kowalski, Kettering University

Tagged Divisions

Materials

knowledge learned in the classroom. Students can then be guided totransfer the specific insights from one assignment into the potential of benefits of compositematerials in other engineering applications. Page 15.655.12References[1] Y. Dong and J. El-Sayed, Mechanics, Process, and Design Simulation of Fiber- Reinforced Composite Materials – a New Course Development, ASEE Annual Conference & Exposition, Paper # AC 2007-1005, Honolulu, Hawaii (2007).[2] Boss, S., Krauss, J., Reinventing project-based learning: Your field guide to real-world projects in the digital age. Eugene, OR: International Society for Technology in

Conference Session

Teaching Methods for the 21st Century: Part 1

Collection

2007 Annual Conference & Exposition

Authors

Katherine Chen, California Polytechnic State University

Tagged Divisions

Materials

, thestudents were quite used to using the whiteboards to sketch out plans and ideas, as well asdiscussing pros and cons with each other. Since there were so few students in the class,there also appeared to be a fair amount of accountability to contribute in some way. Evenwhen the students divided into 3 different display projects, the students still relied oneach other for feedback and help.While the final designs seemed to be quite simple at first, there turned out to be a varietyof challenges that had to be overcome. The “real world” aspects to the projects and theneed and desire to have the displays actually work impacted the students, as revealed intheir reflection assignments and end of the quarter survey.Metallic TrampolineThe “atomic trampoline

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 Science Education for the Future

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University

Tagged Divisions

Materials

influences decisions. 4. bring out the real-world issues. Videos, photographs, and multi-media technologies need to be utilized so that the students can get a good understanding of the technologies involved in each case study.Implementation:The undergraduate students working on consultant teams will henceforth be called the “case studygroup” conducted their research on the topic by working outside of class in teams to read the samplecases and reflect on their preference and the case differences. The case study group was asked toidentify what they know and what they would need to know to solve each case from the samples. Thepedagogy for class implementation is to have students read the case and then identify what they needto

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Materials

negatively affect the overall learning ofthe students as measured by their performance on a common, cumulative final exam. Studentsgenerally liked the opportunity to apply their knowledge to real world problems that werethematically centered on the biomedical industry and to be able to work in teams.IntroductionThe Kern Entrepreneurship Education Network (KEEN) supported by the Kern FamilyFoundation was created in 2005 to “champion the entrepreneurial mindset in undergraduateengineering students.”1-3 In an effort to achieve this goal, the Kern Family Foundation created anetwork made up of mostly private engineering schools that are committed to developing theentrepreneurial mindset in their undergraduate engineering students through the network

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina, Charlotte; Chung-Suk Cho, University of North Carolina, Charlotte; Na Lu, University of North Carolina, Charlotte; Robert Swan, University of North Carolina, Charlotte

Tagged Divisions

Materials

adequate foracademically introducing students to the basics of construction methods and materials, it fails toadequately expose the students to how all the fundamental topics are interrelated nor does itnormally provide meaningful hands-on experiences on real job sites. This paper reports on theresults of a project that targets the course in ―Construction Materials‖ to affect an evolutionarytransformation marked by active-learning by augmenting instruction with real-world hands-onconstruction experience at local job sites. This paper discusses the integration of studentinvolvement in a nonprofit, ecumenical housing program known as Habitat for Humanity.The Courses: “Construction Methods” and “Construction Materials” The ―Construction Methods