Conference Session

Two-Year College Potpourri

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elaine L. Craft, Florence-Darlington Technical College; Pamela J Silvers, Mentor-Connect/Florence Darlington; Buffy Quinn, University of Southern Mississippi

Tagged Divisions

Two-Year College Division (TYCD)

can make a positive difference in the experience one has as a PI responsible for grantimplementation and outcomes. These skills can help prevent chaos as workloads and competingdemands for their time increase.To help new PIs learn and use project management skills within the context of NSF expectationsso that they may maximize project outcomes and position themselves for subsequent NSFfunding. A new professional development opportunity, PI 101, is providing instruction,mentoring, and technical assistance during the first year of project implementation. Based on PI101 pilot year experiences and research, this support is being strengthened to specifically includethe other three principles of project management: (1) organize and manage resources

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kerul Suthar, Auburn University; Thomas Mitchell ; Anna Claire Hartwig, Auburn University; Jin Wang, Auburn University; Shiwen Mao, Auburn University; Laura Parson, North Dakota State University; Peng Zeng, Auburn University; Bo Liu ; Peter He, Auburn University

Tagged Topics

NSF Grantees Poster Session

limitationsIt has been recognized that textbooks and traditional lecture courses may offer limited help indeveloping students’ capability in applying the theory and methods to solve real, complexproblems [1]. There have been some efforts that integrate real projects and real data into DSEeducation. Some of them are listed in Table 1. However, there are limitations of these approachesincluding increased time, organizational and pedagogical demands, and other burdens oninstructors[3], [4], challenges in solicitation of live projects [4], difficulty in finding assignmentsthat motivate all students[5], possible lack of immediate applications, etc. More importantly,there is no learning material generated from these efforts that can be widely adopted

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University; Bobette Dawn Bouton, Austin Peay State University

Tagged Topics

NSF Grantees Poster Session

aware of empathy definitions and implementation generally, were not aware of,or experienced with, the role of empathy within the engineering discipline [3]. Indeed, in asurvey of empathy perceptions of over 1,000 practicing engineers, respondents gave lowestmarks to the statement “I learned to be more empathetic and caring during my college years” [4].These findings are convicting. Engineering educators must not push training on the empatheticpractice of engineering to other, less technically driven disciplines. This deficit of training inengineering specific empathy is ultimately a problem in engineering formation that requires acombined effort from engineering educators and social scientists to address. As interventions are developed

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Don R Gilman PE, PMP, Texas A&M University; Mehmet Ayar, TUBITAK; Timothy Allen Robinson, Penn State University; Anthony R Kovscek, Stanford University; Reza Toossi, California State University, Long Beach; Sarma V. Pisupati, Pennsylvania State University, University Park; Sukesh K Aghara, University of Massachusetts Lowell

Tagged Topics

NSF Grantees Poster Session

received a number of technical awards and was inducted into the National Academy of Engineering in 2003. She is currently working on an e-book titled Live Energy.Dr. Bugrahan Yalvac, Texas A&M University Bugrahan Yalvac is an associate professor of science education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Berge, University of South Carolina; Charles E. Pierce, University of South Carolina; Robert Petrulis

Tagged Topics

NSF Grantees Poster Session

collected for aresponse rate of 15%. The most significant findings from this survey are discussed below. • There was a general consensus that there is a desire and need for classes in nanotechnology and for that content to be incorporated into a greater number of courses. Thus, it was recognized that nanotechnology is something that civil and environmental engineering students should be learning. • Of the nanotechnology content learned, the majority of respondents reported that the use of nanomaterials was the most memorable concept. Even though this represents a more general topic rather than a technical concept, it is what resonated with students. Other concepts that were reported as significant include

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, Virginia Tech; Justin Adam Cartwright, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

last decade, including the tworequired circuits labs in the BSEE and BSCpE curricula1. The labs utilize a set of equipmentknown as Lab-in-a-Box (LiaB), which consists of a digital multimeter and a USB-poweredoscilloscope with arbitrary function generator as well as a powered breadboard and parts kit. Theportable LiaB kit allows the students to perform the labs outside of the classroom. Theexperiments are designed to reinforce student learning of fundamental concepts and demonstratecomplex theorems that are covered in a companion lecture course. The experiments arescheduled so that the students can effectively build upon their theoretical knowledge of circuitanalysis, circuit simulation, measurement techniques, and data interpretation as the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Priscilla J. Hill, Mississippi State University; Yaroslav Koshka, Mississippi State University; Oliver J. Myers, Mississippi State University; Giselle Thibaudeau, Mississippi State University; Carlen Henington, Mississippi State University

Tagged Topics

NSF Grantees Poster Session

. Page 25.964.3In addition to preparing students for careers where a basic knowledge of nanotechnology isrequired, it is also essential to educate the general public regarding nanotechnology. Society isalready being affected by new developments in nanotechnology and will continue to be affectedin the future. In deciding the future of nanotechnology, both the technical experts and the publicwill participate in the decision making. Therefore it is essential to educate the general public sothat they can make informed decisions2. Although designed with science and engineering majorsin mind, this introductory course is open to and is accommodating to all majors increasing aninformed citizenry.ObjectivesThe objectives for the NanoExposed! course are

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Erick Jacob Nefcy, Oregon State University; Debra M. Gilbuena, Oregon State University; Jaynie L. Whinnery, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, reflection,articulation, and exploration.17 A summary of activities for the student teams is shown in Table 1together with the appropriate instructor- student interactions. The shaded activities form thefocus of this study. The project is introduced in 2-3 lecture periods, where the instructor presentsthe project task, the framework for the project, general technical background about the industrialcontext and some of the relevant engineering science, and the project deliverables and timeline.At this time, the students are also provided a design notebook and asked to record activity,keeping track of the run parameters, data analysis, interpretation, and conclusions and decisionsfrom the interpretation. This reflective activity is intended to help the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew J. Ash, Oklahoma State University; James E Stine, Oklahoma State University; Erin Dyke, Oklahoma State University; John Hu, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

simulator distributed by Analog Devices [7]) to verify expected behavior of circuitsbefore creating them and learned to use the ADALM1000 (a two-channel signal generator andoscilloscope capable of 100,000 samples per second [8] see Fig. 1) for physically testing circuits.During the first five weeks, teachers engaged in weekly reflection on the development of theircurriculum ideas. Fig. 1: The Analog Devices Active Learning Module (ADALM1000) and basic schematic of the circuitIn Week 6, teachers focused specifically on curriculum design and were mentored to forefrontcultural relevance. They had opportunities to discuss and reflect in more depth on the social,academic, and cultural contexts of their student

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

(Mathematica, MATLAB, Maple, and LabVIEW). This willprovide an opportunity for all CSET-STEM participants to learn technical skills improve theirperformance in their classes, in their jobs, and in their future careers. These activities are estimated torequire an average of about 1 hour per week.Professional Development ActivitiesIn order to enhance the educational performance and retention of CSET-STEM Scholars, the followingactivities are planned. These activities are estimated to require an average of about 2 hours per month:(a)Monthly Seminars -- All Scholars will be encouraged to attend a monthly seminar. Talks will begiven by faculty and industry guest speakers. In addition, students will share their experiences. Thisinteraction will aid the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

Tagged Topics

NSF Grantees Poster Session

basis for how transfer may evolve during discourse and how to structureinterview questions to monitor this process. The “dynamic transfer” framework by Rebello andcolleagues [22] provides the theoretical lens and methodological approach for monitoring theprocess of transfer in this study as it dynamically unfolds during the course of an interview.Students’ transfer of ideas is understood according to a generic model in which a studentprocesses an external stimulus to associate ideas stored in long-term memory (Figure 1). Thedynamic transfer framework contextualizes this process by providing definitions and evidencefor distinct types of ontological and epistemological ideas that students use to interpret aninterview prompt.Figure 1: Dynamic

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

is an Associate Professor in the George W. Woodruff School of Mechanical Engineer- ing at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers’ cognitive processes with the goal of creating better tools and approaches to enhance engineering design. She has authored over 100 technical publications including twenty-three journal papers, five book chapters, and she holds two patents. c American Society for

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Robi Polikar, Rowan University; Kevin D. Dahm, Rowan University; Robert M Nickel, Bucknell University; Richard J. Kozick, Bucknell University; Sachin Shetty, Tennessee State University; Ying Tang, Rowan University; Steven H Chin, Rowan University

Tagged Topics

NSF Grantees Poster Session

through a standard telephone handset, transmittedthrough a local telephone exchange to a long distance service and back to the localexchange and then recorded from an analog telephone patch. There is both narrow-bandcommunication channel and noise distortion. The speech is sampled at 8 kHz.In this project, the 26 San Diego speakers are investigated. A peculiar anomaly of the Page 23.327.7narrow-band San Diego data is the phenomenon known as ”The Great Divide”. There isan apparent change in the spectral characteristics of the narrow-band channel betweensessions 1-5 and sessions 6-10. This involves a difference in spectral slope for thecomposite transfer

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Jennifer M. Bekki, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Jeremi S. London, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

NSF Grantees Poster Session

(Spring2018) being implemented: 1. Identify a short list of the key mathematical concepts with which students must be proficient in order to succeed in the class, along with a general time in the semester at which proficiency with the concept will be required 2. Write a test or quiz consisting of example questions to test the students’ proficiency with each mathematical concept identified in step 1 3. Assemble a list of resources that students can use to self-study each of the mathematical concepts; map the resources to the questions from step 2 4. At the beginning of the semester, provide students with the test/quiz along with the resource links; require students to take the test (potentially outside of class)This

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

ideas like learning fromfailure and reflective thinking.Application of the second iteration of the framework to the state standards also revealed that adistinction was necessary between general communication skills (such as the ability to explainone’s ideas, or present background information) and engineering-specific communication skills(such as the ability to communicate technical information both to other engineers and to theclient). An important outcome in many disciplines of K-12 education is to develop students whoare able to communicate using a variety of forms, however these general communication skillswere not specific enough for the types of communication skills that are more specialized for usein engineering professions This inspired

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Helen H. Hu, Westminster College; Clifton L. Kussmaul, Muhlenberg College; Patricia B. Campbell, Campbell-Kibler Associates, Inc.

Tagged Topics

NSF Grantees Poster Session

how andwhen to offer additional guidance as the teams work [5]. In small classes or labs, the instructorcan carefully assign and monitor teams; in large lecture halls, teams may self-identify (based onproximity) and use tools (e.g., clickers) to facilitate interactions between teams and theinstructor. For all students, and particularly those from underrepresented groups, teams canprovide academic, emotional, and language support.POGIL was originally implemented in college general chemistry courses, where it was foundboth to improve student performance and significantly decrease failing grades and withdrawals[e.g. 2,3]. Hanson [5] summarizes the student outcomes generally described in the literature: (1)attrition is lower for POGIL than for

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee, Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M. Ehlert, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, Ohio State University; Teresa Porter, Ohio State University

Tagged Topics

NSF Grantees Poster Session

Clemson University, he taught introductory biology at Tri-County Technical College in Pendleton, SC. His research interests include the development of researcher identity and epistemic cognition in undergraduate STEM students.Ms. Anne Marguerite McAlister, Ohio State University c American Society for Engineering Education, 2018 Paper ID #23194 Anne is an undergraduate student at The Ohio State University studying chemical engineering.Teresa Porter, Ohio State University c American Society for Engineering Education, 2018 Engineering Student Perspectives on

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., Wake Forest University ; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University; Charles McDonald Cowan II, Wake Forest University; Justyn Daniel Girdner, James Madison University

Tagged Topics

NSF Grantees Poster Session

open-ended, multi-faceted, and exist within a societalcontext, requiring knowledge from multiple domains (technical, environmental, economic, andsocial) to be adequately addressed. Students gain knowledge in each of those domains from avariety of undergraduate classes (both engineering and non-engineering) and need guidance fordrawing on that knowledge and integrating it when they are faced with new, complex problems.Faculty often observe that students have difficulty connecting knowledge from across classes ordomains to fully analyze problems and evaluate trade-offs. The primary goal of this project is toimprove students’ abilities to apply sustainable engineering design concepts across differentproblems or design contexts and improve

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew L Dering, Penn State University; Conrad Tucker, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

of engineering education, energy generation systems, consumer electronics, environment, and national security. c American Society for Engineering Education, 2017 Early Predicting of Student Struggles Using Body LanguageAbstractThe accuracy of RGB-D sensing has enabled many technical achievements in applications suchas gamification, task recognition, as well as pedagogical applications. The ability of these sen-sors to track many body parts simultaneously has introduced a new data modality for analysis.By analyzing body language, this work can predict if a student will struggle in the future, and ifan instructor should intervene. To accomplish this, a study is performed to determine how early(after how

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yin Pan, Rochester Institute of Technology; Michael Yacci, Rochester Institute of Technology; Sumita Mishra, Rochester Institute of Technology

Tagged Topics

NSF Grantees Poster Session

from thecontent. With this design, game creators only need to use XML to develop game modules. We alsodeveloped a GUI-based game creation interface, called IPAR Editor, to assist instructors in generating newcases or modifying existing cases by focusing on the case content without worrying about the XML details.Through the editor, instructors can create custom cases that cover content subject matter with their owngraphical elements and storylines for an entertaining educational experience. The graphical elements shouldvisually provide players the clues for solving the case.In this pilot project, we used the editor to create a conspiracy board with four phases: Image, Preserve,Analysis, and Report, as shown on the top of board in Figure 1. Each

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Bimal P. Nepal, Texas A&M University; Norma Perez, Houston Community College

Tagged Topics

NSF Grantees Poster Session

workforce of the future requires that potential employees have the technicalknowledge necessary, but also professional skills and the ability to seek out future knowledgeand skills as “lifelong learners”1. Several methods for providing these skills have been proposedin higher education literature in general and engineering education literature in particular2-4. Oneaspect that has not received as much attention in these regards is technician-level training. Often,people who enroll in technical or certificate programs are looking to update or upgrade particularskills with the goal of getting a job in a particular industry or a promotion and raise at theircurrent employer. In such cases, the relevancy and applicability of the curriculum

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Rosaurelis Marín Ramírez, University of Puerto Rico, Mayaguez; Paola Pacheco Roldan, University of Puerto Rico, Mayaguez

Tagged Topics

NSF Grantees Poster Session

projects that connected Statics and Mechanics of Materials, often through developing combined Statics-Mechanics of Materials courses;  while reported assessment results were generally positive, only 3 projects included assessment beyond student evaluations/surveys or faculty observation [Esche & Hadim, 2002; Woods et al., 2002; Guarino & Cahill, 1998]; only 1 developed a controlled experiment to demonstrate learning gains [Wood et al., 2002];  none of the projects attempted to measure skills transferred beyond the immediate course in which the project was undertaken.In summary, although there have been several prior efforts to cultivate “open-ended” problem-solving ability in mechanics (under

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

*Group 1 0.32 0.32 0.52 0.49Insights gained from a students’ focus groupWe have also conducted a student focus group at the end of the semester to hear feedback fromstudents. Regarding the assessment protocols, students indicated that the number of surveysconducted during playing the games should be reduced, and that students should be asked to stayin the class after the lecture for long enough time to complete the surveys thoroughly. Theystated that the game was relevant to learning in general in the course, which was good.Compared to a “virtual stock exchange” game they played in another engineering course, thisone was “very relevant to the class,” and they were more motivated to do the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen H. Edwards, Virginia Tech; Zhiyi Li, Virginia Tech/Department of Computer Science

Tagged Topics

NSF Grantees Poster Session

player’s actions shapes the way players manage their playtime: it deters “binge” play sessions and strongly promotes the use of a much larger number ofsmall, periodic play sessions spread over a longer period of time.We already use a similar mechanism that we call submission energy aimed at achieving the samegoals. For each assignment, each student has an energy bar that holds up to 3 units of submissionenergy. Each time the student submits to the automated grading system, one unit of energy isused. The bar will then regenerate energy at a rate of 1 unit per hour until it is full again. If astudent’s energy runs out, the student cannot submit again until another unit of energy isregenerated. To ensure that lack of energy will not prevent a student

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lee Clapp P.E., Texas A&M University, Kingsville; Mohamed Abdelrahman, Texas A&M University, Kingsville; Petronilo Estandarte Pana, LBJ Middle School, PSJA ISD

Tagged Topics

NSF Grantees Poster Session

intake to our body  How much water does a human body need for 1 day?  Test local water for pollutants  Design and create aquatic community  Introduce pollutant  Do comparison to the water pollution problems in global perspectives  Compare the effects to a controlled communityResearch  Allows the students to develop and realize relationships between knowledgeand Revise points – Group items and have students label the group • Drinking water chemical composition • Chemistry of local water and how the pollutants affect the environment in general  Students to go back to

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R Hamlen, Cleveland State University

Tagged Topics

NSF Grantees Poster Session

(level 3). This designs an SPI controller to communicate with the TFT module. 6. TFT rainbow with customized hardware (level 3). This repeats the Experiment 2 but uses pure hardware implementation. A master control circuit performs the TFT initialization and writes the frame buffer. 7. VGA rainbow test pattern generator (level 3). This generates a rainbow test pattern on a VGA monitor. 8. PWM IP core and driver (level 4). This develops the multi-channel PWM IP core of Figure 5 and derives the driver library. The experiment 1 of Level 1 can be repeated with the core and the driver library. 9. SPI IP core and TFT driver (level 4). This develops the SPI IP core and derives the TFT driver library

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Justeen Olinger; Michael Hutton; Christopher Gretsch Covington; Kathleen Meehan, Virginia Tech; Richard Lee Clark Jr., Virginia Western Community College; Branden McKagen, Virginia Tech; John Harris, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

, Virginia TechMr. John Harris, Virginia Tech Page 25.875.1 c American Society for Engineering Education, 2012 Lab-in-a-Box: Techniques and Technologies to Manage Large and Not soLarge Laboratory CoursesA project known as Lab-in-a-Box (LiaB) was developed in 2004 by faculty members in theVirginia Tech (VT) Electrical and Computer Engineering (ECE) Department to improve studentlearning by allowing students to make their own observations on concrete examples offundamental concepts in electrical engineering.1 LiaB is a set of hands-on exercises in whichstudents design, build, and test at home circuits using

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University and Central Queensland University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University, West Lafayette; Clemencia M. Cosentino, Mathematica Policy Research; Margaret D. Sullivan, Mathematica Policy Research

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

transfer process.  Completed 3 papers based on the qualitative research.  Created and presented a research poster on the qualitative research, which was awarded second place in the symposium.  Attended training session on qualitative coding and memo-writing and generating theory for qualitative research.  Made 4 conference presentations and contributed to 1 workshop. Three of the conference presentations were on the above papers.Quantitative analysis of MIDFIELD databaseOur analysis used records for 94,732 undergraduate students from the Multiple-InstitutionDatabase for Investigating Engineering Longitudinal Development (MIDFIELD). MIDFIELDcomprises a census of undergraduate students who attended 11 public institutions between

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College, Flint

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

partners OP-TEC and Indian Hills Community College.The latter has been offering a very successful Lasers and Electro-Optics Technology program formore than 25 years, with graduates working in photonics all over the United States incommercial companies and national labs.The new AAS PLT program includes general education, mathematics and science, electronicsfundamentals, and photonics and laser technology courses as described in Table 1 below. Pleasenote that Baker College operates on a 10-week quarter schedule while the majority of collegesand universities have 15-week semesters. Table 1 shows the number of credits at our institutionand also what these convert to for an institution operating on a semester schedule. An internshipor co-op experience

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, University of Houston; ROBERTO G DIMALIWAT; Peter Weber, University of Houston; Dua Chaker, University of Colorado Boulder; Christy Miller, University of Houston

Tagged Topics

NSF Grantees Poster Session

coursemodule details [6]. The template has five parts: 1) Overview: title, grade, time, group size, summary, testing (evaluation), education standards, learning objectives, and prerequisite knowledge. In the education standards, a teacher is expected to connect with Next Generation Science Standards (NGSS), which is used in many states but not in Texas. The corresponding standard in Texas is Texas Essential Knowledge and Skills (TEKS). For the teachers in our RET sites, they are developing their course modules by following TEKS which is very detailed in course requirements. When submitting the course modules, teachers need to find the matching NGSS items for national distribution