Conference Session

Interactive Approaches to Teaching Materials Fundamentals

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barry Dupen, Indiana University Purdue University, Fort Wayne

Tagged Divisions

Materials

Paper ID #6148How to Write a Textbook in Ten Easy StepsDr. Barry Dupen, Indiana University Purdue University, Fort Wayne Dr. Dupen is an Associate Professor of Mechanical Engineering Technology at Indiana University Purdue University Fort Wayne (IPFW). He has nine years’ experience as a metallurgist, materials engineer, and materials laboratory manager in the automotive industry. His primary interests lie in materials engineer- ing, mechanics, and engineering technology education. He is also an experienced contra dance caller

Conference Session

Introduction to Materials Courses

Collection

2009 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Materials

AC 2009-1725: ENHANCING FUNDAMENTAL MATERIALS ENGINEERINGEDUCATION USING BIOMEDICAL DEVICES AND CASE STUDIESKathleen Kitto, Western Washington University Page 14.567.1© American Society for Engineering Education, 2009 Enhancing Fundamental Materials Engineering Education Using Biomedical Devices and Case StudiesAbstractDuring the past six years several best practices in teaching and learning have been implementedin our Introduction to Materials Engineering course to transform the course from a traditionallecture only course to a course that is centered on conceptual and active learning. In addition,this academic year the content of the course was also

Conference Session

Interactive Approaches to Teaching Materials Fundamentals

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Omowunmi Isaacs-Sodeye, Arizona State University

Tagged Divisions

Materials

Paper ID #7926The Effect of a Visually-Based Intervention on Students’ Misconceptions Re-lated to Solutions, Solubility, and Saturation in a Core Materials CourseProf. Stephen J Krause, Arizona State University Stephen J. Krause is professor in the School of Materials in the Fulton School of Engineering at Ari- zona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests include evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept In- ventory

Conference Session

Materials Science and Engineering of 2020

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

faculty to do a better job of integrating science, math and communication in the engineering curricula.17,18,19 In 1995, the National Research Council’s (NRC) Board on Engineering Education called upon all engineering colleges to provide more exposure to interdisciplinary/cross-disciplinary aspects of teamwork, hands-on experience, creative design, and exposure to “real” engineering and industrial practices, identifying integration of key fundamental concepts in science and engineering as the number-one principle for new engineering curricula and culture.20 Ideally, entire curricula would comprehensively integrate these subjects. However, integrating these subject domains into engineering is most critical at the freshman level

Conference Session

Materials Education Perspectives

Collection

2008 Annual Conference & Exposition

Authors

Rajiv Asthana, University of Wisconsin-Stout

Tagged Divisions

Materials

AC 2008-1455: WRITING A BOOK ON THE ROLE OF MATERIALS SCIENCE INMANUFACTURING FOR INSTRUCTION AND RESEARCH: LESSONS LEARNEDRajiv Asthana, University of Wisconsin-Stout RAJIV ASTHANA, Ph.D. (1991, University of Wisconsin-Milwaukee, materials engineering), is a professor of Engineering and Technology and author or coauthor of three books, Materials Science in Manufacturing (Elsevier, 2006), Solidification Processing of Reinforced Metals (Trans Tech, 1998), and Atlas of Cast Metal-Matrix Composite Structures (Motor Transport Institute, Warsaw, 2007). He is the co-editor of special issues of Current Opinion in Solid State and Materials Science and Materials Science and Engineering A, associate

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

primary goal of theclass is to provide a foundation in materials science and engineering that the students can buildupon in their major classes and future careers. This freshman/ sophomore class is an ideal placeto excite students about their engineering majors and expose them to real world engineeringsituations.Project Based Resources for Introduction to Materials Engineering (PRIME) modules have beendeveloped to teach the fundamental principles covered in a typical introductory materials coursewithin the context of modern engineering technologies. The same fundamental principles ofmaterials science and engineering that are typically delivered in a traditional lecture model of anIntroduction to Materials course are taught. However, the

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University

Tagged Divisions

Materials

’ mental models would be incredibly challenging. Even when language isused, without a clear understanding of the student’s fluency in that academic language, it isdifficult to determine the validity of the mental model. This makes it imperative to understandhow students use academic language in the context of engineering design and applications. Page 25.1444.2Language as Foundation and MeaningMatthiessen, Slade, and Macken2 describe the challenge of assessing student writing. They reportthat, it is difficult to assess student writing because reliable objective frameworks often onlyassess the student’s written product, but subjective frameworks

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis

Tagged Divisions

Materials

writing. o Create a course structure that is clear and predictable to help students manage their remote work. • Set reasonable expectations for the instructors: o Select learning activities that can be done in the short preparation time and leverage the instructional team’s expertise.These priorities reflected the effect of the pandemic on both the students and the instructionalteam.The instructional team opted to reuse prior laboratory modules to ensure that each unit was well-planned. These modules already had lab manuals that provided background information,experimental procedures, and grading expectations. Data for these experiments was availablefrom past course offerings, and the

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology (COE)

Tagged Divisions

Materials

. Page 23.1115.1 c American Society for Engineering Education, 2013 Supplementing Instruction with Pencasts created with a SmartPenTwo years ago, I bought an Echo SmartPen developed by LiveScribeTM. The package1 included a4GB pen with two ink cartridges, two caps, a micro USB cable, and a starter dot paper notebookas shown in Figure 1. Figure 1: Echo SmartPen Package1 from LiveScribeTMFigure 2 shows the major components of the pen. Ink cartridges are available in both fine andmedium points in black, blue and red colors. A tiny high speed infrared camera is focused at thetip of the ink cartridge to capture everything I would write or draw. The embedded dualmicrophones record the audio in the

Conference Session

Introductory Materials Engineering Courses of 2020

Collection

2006 Annual Conference & Exposition

Authors

Brian Mitchell, Tulane University

Tagged Divisions

Materials

down to a one-, ortwo-semester introductory level course. Such courses in Thermodynamics are also common, butthe First and Second Laws don’t change much from year to year. How we teach them might(and should) change, but the fundamental properties are universal. Similarly, new computerlanguages and programming codes replace older ones (C++ for Fortran, for example), but theend goal is the same: to write a program that performs a specified function and to understand theimplicit logic behind this process. Materials science, in contrast, is a cumulative discipline, andthe incorporation of new topics such as self-assembly and nanocomposites proves to be difficultif the fundamental topics such as structure, phase equilibrium and mechanical

Conference Session

Materials Division Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Zhihua Xu, University of Minesota Duluth; Victor Lai, University of Minnesota - Duluth; Ping Zhao, University of Minnesota Duluth

Tagged Divisions

Materials

deadlines staggered throughout the semester, correspondingto the lecture material. For example, after concepts on Structure has been covered, students aregiven a week to complete their section of the report on the structure of their material. In addition,to ensure equal contribution to the research report among group members, each member isresponsible for researching and writing one specific section, with mandatory draft submissions tothe other group members for comments and edits. The final section of the report involves readingand summarizing a recent journal article (< 5 years) related to their material of choice. A finalcomprehensive report of the entire research is turned in at the end of the semester, incorporatingthe instructor’s comments

Conference Session

Emerging Issues in Materials Education

Collection

2009 Annual Conference & Exposition

Authors

Diane Folz, Virginia Tech; Christine Burgoyne, Virginia Tech; Janis Terpenny, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

Materials

characterization lab toa new instructor in spring 2008. The communications instructor remained the same in bothinstances.In this paper, a comparison will be made between the course as it existed before and after thecurriculum change.ObjectivesThe primary objective of this course restructure is to broaden the materials processing experienceof materials science and engineering students at Virginia Tech and to better prepare them todesign their senior capstone projects. This paper will outline changes made to the processingcourse and the motivations behind those changes. A detailed discussion of the course structureand assignments will illustrate fundamental differences in the approach as of fall 2008.Approach and MethodologyIn the original physical ceramics

Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

launched the Technology, Research, and Communication (TRAC) Writing Fellows Program, which has grown into an organization of 80 discipline-based peer writing tutors who, in total, work with more than 1,300 students at Lehigh each semester. His research interests include topics in writing across the curriculum, composition theory, argument theory, and peer learning with a special focus on writing fellows programs.Dr. Siddha Pimputkar, Lehigh University c American Society for Engineering Education, 2019WIP: Integration of Peer Communication Fellows into Introductory Materials Science CoursesAbstractThis study is a work in progress. The purpose of this project was to enhance the

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isaac L. Howard P.E., Mississippi State University; Braden T. Smith, Mississippi State University

Tagged Divisions

Materials

LaboratoryAbstractThis paper describes a construction materials laboratory that interfaces what are often lessdesirable activities for engineering students (i.e., writing, presenting) with physical experimentsand calculations. The paper’s primary objective is to present the recent incorporation of panelevaluations to expose students to presenting and to emphasize competition. Writing exerciseshave been part of the laboratory for years, and are described in some detail. Emphasis is on oralcommunication. As might be expected, student responses to these panels have varied widely,though overall assessments to date seem to indicate value added to the laboratory experience.1.0 Introduction and BackgroundTechnical communication (oral and written) is a formidable

Conference Session

NEW Lab Experiments in Materials Science

Collection

2006 Annual Conference & Exposition

Authors

Valerie Maynard, Northwestern University; Matthew Hsu, Northwestern University; Katherine Chen, California Polytechnic State University; R.P.H. Chang, Northwestern University

Tagged Divisions

Materials

seed was planted in 1959 by Richard Feynman when he postulated that it was possible to write“the entire 24 volumes of the Encyclopedia Brittanica on the head of a pin.” 1 The idea laydormant until the early 1980s, when technology made it practical to visualize and evenmanipulate individual atoms on surfaces. The result was a new realm of science andtechnology—the nano-realm. The nanoscale is between the microscale and the atomic scale.With respect to lengths, the nanoscale ranges between about 1 and 100 nanometers; it mayextend into the hundreds of nanometers.Being able to understand and manipulate objects and functions at this scale has extraordinarypotential for two general reasons. The first may be obvious. Feynman’s proposal is an

Conference Session

Materials Lab Experiments and Demonstrations

Collection

2010 Annual Conference & Exposition

Authors

Hui Shen, Ohio Northern University

Tagged Divisions

Materials

second-year materials science course required for all mechanical and civilengineering students at the author’s institution. This course introduces fundamental physical andmicrostructural characteristics of materials and discusses how these relate to their mechanicalbehavior. It includes a laboratory component to help the students gain hands-on experiences inmaterials testing. In traditional experiments, students simply follow the instructions provided bya lab instructor, use equipment that has already been set up, test samples that have already beenprepared, and obtain results that are expected by the instructor. In this way, students complete thetest relatively passively. The primary benefit of this approach is that it provides the students

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Rebecca Rosenblatt, Ohio State University; Andrew Heckler, Ohio State University

Tagged Divisions

Materials

Cosmology and Astrophysics. In the past eight years, he has focused on Physics Education Research, studying fundamental learning mechanisms involved in learning physics, the effects of representation on learning and problem solving, and the evolution of physics understanding during and after a physics course. As part of the education component of an NSF MRSEC center, he is also leading a project to identify and address student difficulties in learning materials science. Page 15.1126.1© American Society for Engineering Education, 2010 Student Understanding of the Mechanical Properties of Metals in an

Conference Session

Outreach and Hands-on Materials

Collection

2009 Annual Conference & Exposition

Authors

Dana Medlin, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Deborah Mitchell, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

Tagged Divisions

Materials

the increased material flow resistance and the resulting increase in material hardness. Students will also learn the relationship between hardness and strength. This module has been “Hardness Measurement” and this will be changed to “Metallographic Sample Preparation and Microstructural Evaluation”. Metallographic sample preparation is a fundamental tool used in the field of metallurgical engineeringLaboratory and material science for microstructural phase identification. Students will takeModule #3 representative metal samples from Laboratory Modules #1 and #2 and perform the metallographic preparation techniques related to ASTM standards. The students will

Conference Session

Curriculum Implementation of Materials Advances

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Materials

important and how the strength was produced.Areas for improvement identify the changes that can be made in the future to improveperformance. Improvements should include the issues that caused any problems and mentionhow those changes can be implemented most effectively. Insights identify new and significantdiscoveries that were gained concerning the performance area.4.2 Student Course Assessment QuestionsWhen the course is actually taught, pre and post course surveys will be given electronicallythrough Blackboard. Following are the questions for quantitative assessment (such as forABET.) 1) Please rate your level of understanding of the fundamental properties of composite materials; 2) Please rate your ability to apply the

Conference Session

Materials Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Materials

uses experiments as a tool to help recruit students into theirundergraduate program5. That is not the purpose in our class, as these students are alreadymajors in the program. Another approach is to use an undergraduate research class as a way toimprove retention in an undergraduate program6. While that is not the overall purpose in thisclass, part of its motivation is relevant. The authors to paper (6) write: “Exposure to actualresearch projects in the undergraduate curriculum also serves to enhance the students’ curiosityabout how their undergraduate course subjects matter and how they can be used to solve morethan just “textbook” problems.”Others use research as a way to improve student skills in fundamental courses7. Using researchto teach

Conference Session

Introductory Materials Science Course

Collection

2008 Annual Conference & Exposition

Authors

Elliot Douglas, University of Florida

Tagged Divisions

Materials

Guided Inquiry LearningIn a guided inquiry class, the instructor does not lecture. Rather students work in teams,typically of four students, to complete worksheets. The worksheets contain three components: 1)Data or information as background material; 2) Critical thinking questions, which are designed tolead the students to understanding the fundamental concepts represented by the data, and 3)Application exercises, which provide the students with practice in solving problems using theconcepts they have derived. The instructor’s role is to guide the students, walking around theroom and probing them with questions to check their understanding.12,13 Farrell et al. havedescribed the roles of students within the groups and the class procedures.12

Conference Session

Novel Approaches to Teaching Materials

Collection

2011 ASEE Annual Conference & Exposition

Authors

John A. Nychka, University of Alberta

Tagged Divisions

Materials

showsthat often a quarter of the students are considered to be strong visual learners (by integrating thearea under the curves), and the results indicate that engineering students are rarely strong verballearners. However, as previously mentioned much of engineering education is verbal. Thedisconnect between learning style and teaching style should presumably result in imminentfailure in the classroom, however such disaster can be prevented. Felder and Silverman1 suggestthat understanding the learning styles of the student body is fundamental to adapting teachingstyles for more effective learning. Taking the necessity to adapt teaching style as a starting point, this paper addresses howto improve upon visual learning in large introductory

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Andrew Heckler, Ohio State University; Rebecca Rosenblatt, Ohio State University

Tagged Divisions

Materials

AC 2010-1263: STUDENT UNDERSTANDING OF ATOMIC BONDS AND THEIRRELATION TO MECHANICAL PROPERTIES OF METALS IN ANINTRODUCTORY MATERIALS SCIENCE ENGINEERING COURSEAndrew Heckler, Ohio State University Andrew F. Heckler is an Assistant Professor of Physics at Ohio State University. His original area of research was in Cosmology and Astrophysics. In the past eight years, he has focused on Physics Education Research, studying fundamental learning mechanisms involved in learning physics, the effects of representation on learning and problem solving, and the evolution of physics understanding during and after a physics course. As part of the education component of an NSF MRSEC center, he is also leading a

Conference Session

Introductory Materials Science Course

Collection

2008 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Amaneh Tasooji, Arizona State University

Tagged Divisions

Materials

discussions18;writing activities and group collaboration19; laboratory experiments, group work and veediagrams20; and computer-aided learning21.While some aspects of conceptual knowledge about characteristics of materials at the atomic-scale are developed in chemistry and physics courses, other important atomic-scale structuralfeatures of materials related to macroscale phenomena and properties are not presented. Tounderstand the conceptual framework and associated mental models that explain and predictmacroscale properties of materials, new content on atomic-scale structure is introduced in MSEclasses. In one sense, the difficulty in developing a fundamental understanding of a material's

Conference Session

Computational Tools & Analysis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Z. Kelter, Northwestern University; Jonathan Daniel Emery, Northwestern University; Uri Wilensky, Northwestern University

Tagged Divisions

Materials

is to have students use tools designed for education and/or to have themimplement computational techniques themselves [8], [22]. The advantage of this approach is thatstudents are more likely to gain fundamental understanding of computational models andtechniques. The two approaches are both valuable and can be complementary, but we opt for thesecond in this curriculum in order to focus on foundational understanding.This paper describes a diffusion curriculum originally reported on in [5], now updated inaccordance with the findings of that paper. We recently implemented this updated version buthave not had time to analyze learning results, as the course is still ongoing. The next sectiondescribes the theoretical framework guiding the design

Conference Session

Interdisciplinary Approaches to Teaching and Outreach

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England College

Tagged Divisions

Materials

yield continuous improvements to the information literacy experienceand provide the students with research skills for the future.The Materials Science course is taught at an introductory level to the vast majority ofengineering students at many institutions around the country. In one semester, it may benearly impossible to cover all the information, with significant breadth and depth.Therefore it becomes critical in this Materials Science course to give the studentsknowledge of the fundamentals of materials science and the tools for lifelong learning.Noting none are Materials Science majors, but students majoring in mechanical andindustrial engineering, who at some point in their professional careers, will find the needto investigate problems

Conference Session

Professional Development in Materials Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mary Vollaro, Western New England College

Tagged Divisions

Materials

. All were timed tocoincide with the lecture, reading and homework assignments.The Experiential Activities: Description, student involvement and insightAs the first activity of the semester, students were tasked to write directions to ‘unwrap aHershey Kiss’ and then reflect on the specificity of their written instructions. The goal here is tohave students improve their powers of observation and “Attention to Detail”, as they reviewedeach others directions. With prompting from the instructor, the correlation between a machinetool and manufacturing process can be made and the need for very detailed directions on aprocess sheet can be highlighted. Class discussion can be easily carried out with respect togeneral issues, such as process sheets

Conference Session

Materials Selection & Design

Collection

2010 Annual Conference & Exposition

Authors

James Olshefsky, ASTM International

Tagged Divisions

Materials

important.Educators can show how a specific standard relates to a practical outcome through hands-onactivities in the laboratory. The steps may include calibration and set-up of a testing apparatus,preparation of test specimens, recording the results of the test, performing any necessarycalculations, writing a test report, and interpreting the results. A student who is being introducedto the language of standards for the first time may find interpreting the actual language ofstandards difficult to follow. Therefore, it may be necessary to prepare a simplified outline ofthe necessary steps to perform a complete test. Any simplification of a method should remainconsistent with the original technical standard. In addition, some testing standards may take too

Conference Session

Introductory Materials Science for the 21st Century

Collection

2007 Annual Conference & Exposition

Authors

Dhananjay Kumar, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University; Jagannathan Sankar, North Carolina A&T State University

Tagged Divisions

Materials

than the science aspects of materials and taken by students at junior and seniorlevels majoring in Mechanical Engineering. This paper presents our experiences with the MEEN260 course. The foremost objective of this course is to introduce fundamental concepts inmaterials science by making students learn material structure, how structure dictates properties, Page 12.1332.2and how processing can change structure. The course also intends to enable the students withknowledge and understanding to help use materials properly and to realize new designopportunities with materials. The MEEN 260: Materials Science course is taught in two sections

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

thejunior year, there is a lab course on materials structure and another on materials properties. Inthese courses, students not only learn the fundamentals of methods of structure and propertycharacterization but they also develop their skills in lab notebook upkeep, data analysis andpresentation, teamwork, and report writing. In the senior year, students take two lab courses ontopics central to engineering – materials performance and materials processing. In addition tolab experiments, there is additional content delivered in lectures and design projects. Finally, thecapstone senior design class involves student teams working with industrial mentors on asemester-long design project that includes developing solutions to industrial problems