Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis

Tagged Topics

ASEE Headquarters

density prior to completing the activity. After the module, students were providedwith OVITO files for several additional crystal structures (CsCl, NaCl, BCC, and simple cubic)for optional visualization outside of class.Study ImplementationStudent learning and retention was evaluated throughout the course utilizing several differentassignments. The study consisted of five parts, which are shown on the timeline of the 30-lecturecourse (Figure 4). The components of Study 1 are: ● Concept inventory (initial): This assessment included six multiple choice questions on crystal structure visualization. ● Crystal structure instruction: As described in the course description (above), students learned about crystal structures in lecture

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

complimentary technicaland professional capabilities, including multiple ABET accreditation criteria. It also opens up newopportunities for innovations in instruction and assessment, while potentially offering a new lensfor research on engineering practice. However, there remains a lack of understanding regardingwhat counts as boundary spanning in engineering work, including across industry sectors andcareer levels. Further, we know very little about how engineering students and early careerengineers experience boundary spanning challenges, much less what instructional strategies bestcultivate boundary spanning competence. These gaps are addressed through the project’s threeprimary objectives, which are organized around a competency-based approach8 to

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan Cardoso Monsão, PPGM-UFBA/BiLab-Business and Innovation Lab; Jes Fiais Cerqueira P.E., Federal University of Bahia (Brazil); Augusto Cesar Pinto Loureiro da Costa, Universidade Federal da Bahia; Jose Siqueira Dias, University of Campinas

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Diversity

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Design in Engineering Education

is not connected directly to the classroom activities, but itruns parallel to them, supports and complements them. The choice of this model was derivedfrom the observation of the difficulties faced during the implementation of some initiatives by theconventional procedures, such as: i) curriculum reform; ii) creation of new courses ormodifications to the existing ones and iii) teacher training. The inspiration for its design camefrom the Architecture Design Studio described by Schön12.The Para didactic Laboratory is a community-centered, learner-centered and knowledge-centeredenvironment27. There is no formal assessment as the students can show in the practice what theyalready know during the projects. Assessment is embedded into the process

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Andrew O. Brightman, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

, directly orindirectly, in the short term or in the long term, have a positive or negative impact on them.”1This is a remarkably broad definition, despite the authors’ acknowledgement that “an effort toidentify the relevant [emphasis ours] stakeholder groups is therefore an essential part of anyELSI assessment.” 1 Despite questions about which stakeholder groups can be considered asrelevant in a particular engineering R&D problem, the analytical framework proposed in theNAP report at least identifies the need to decidedly expand the participants in the conversationabout the societal and ethical impact of technology development. There is now an awareness ofthe need to include others beyond directly-impacted research subjects, (including also at

Conference Session

Graduate Programs, Development, and Research Fellowships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

education experiences, global learning, and preparation of engineering graduate students for future careers.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is Professor and Chair in newly created Department of Engineering Education at The Ohio State University. Prior to this appointment, she was a Associate Professor in the School of Engi- neering Education at Purdue University, the Inaugural Director of the College of Engineering’s Leadership Minor, and the Director of the International Institute of Engineering Education Assessment (i2e2a). In 2013, she became founder and owner of STEMinent LLC, a company focused on STEM education assess- ment and professional development for stakeholders

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany - SUNY; Kathy Ann Gullie PhD, Evaluation Consortium University at Albany - SUNY; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University; Charles J. Kim, Howard University; Otsebele E. Nare, Hampton University; John Okyere Attia P.E., Prairie View A&M University; Petru Andrei, Florida A&M University/Florida State University; Lisa D. Hobson, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

were enrolled in these classes are expected to show a greater appreciation for the importance of the ABET tasks as they progress through their future courses which future assessments should document. In addition, instructors continually look for ways to help younger students develop a more substantive appreciation of ABET relevant skills. Table 7 ABET Outcomes %* %* % General Effects after use of the AD Board

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Kasi Jackson, West Virginia University ; Joel Alejandro Mejia, Angelo State University; Maja Husar Holmes, West Virginia University; Rachel R. Stoiko, West Virginia University

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

women present, specifically comparing engineering (withthe fewest women – 12 percent of the faculty at the institution) with science/math (women are 20percent of the faculty) and the social and behavioral sciences (the most women – 30 percent ofthe faculty).MethodsTo assess the impact of Dialogues on faculty perceptions of department climate and theiroptimism about attaining gender equity goals, we created and administered a quantitative, Likert-scale survey to each faculty member in each of the sixteen departments. The seven scales in thesurvey measured constructs associated with changes in the following group properties targetedby Dialogues: Affective State toward Change (Affective) (five items), Optimism About GenderEquity (Optimism) (four

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, Tufts University; Kristen B. Wendell, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

engineering.Our teachers similarly noted when students were foregrounding different aspects of the project.For instance, Molly pointed out how Jacob and Anthony assessed their ideas based on theabilities of the swans: Molly: There was one point also where they were doing, like, the raft, and Jacob's like, “So, we could - It would float on water bottles,” and Anthony was like really excited about it, and then he goes, “Well but, how would it turn?” He's [Jacob’s] like, “Well, maybe oars,” and he was, like, all excited that he came up with oars, and then Anthony was like, “Yeah, but they're swans. How are they gonna hold an oar?” And Jacob's like, “Yeah, you're right.”In this interaction that

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ann Pedraza, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

, earning styles, and class attendance as external factors.Scholarly Factors Many universities base college admissions solely on class rank or on high school gradepoint average. According to Crystale Marsh, Michael Vandehey, and George Diekhoff[38]: “standardized [sic] test of academic aptitude do not assess the motivational skills necessary for success (Kerr, Fagley, & Miller, 1998) and fail to provide an ecologically valid assessment of the complex array of skills that are needed in college (Oldfield, 1994); Thompson & Kobrak, 1983),. High school performance fails to predict, with a high degree of accuracy, college success. First, the high school curriculum may not have prepared the student for

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stacy Kastner, Mississippi State University ; Sarah B. Lee, Mississippi State University; Tori Holifield, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

follow-up interview researchfor the next five years. The overarching goal of the study is to better understand what kinds ofvariables seem to motivate middle and high school boys and girls in the U. S. South to pursuecomputer science education as well as what kinds of variables seem to influence educationalpersistence and successful entry into the computing workforce. The purposes of our largerresearch project are multiple: (1) To assess the effectiveness of a project-based camp curriculum that integrates digital composing, rhetoric, and design with computer science and engineering education; (2) To better understand the dynamics of collaborative/team-based and competitive projects in groups of middle and high school boys and

Conference Session

CEED Paper Session 2: Leveraging Internships and Experiential Learning in Higher Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

, as the primary source oflearning, rather than learning as individuals.Cooperative Learning is a formalized active learning structure where students work togetherin small groups to accomplish shared learning goals and to maximize their own and eachothers learning. The most common model of cooperative learning in engineering is that ofJohnson, Johnson and Smith. (24, 25) This model has five specific elements: mutualinterdependence, individual accountability, face to face interaction, interpersonal and smallgroup skills, and individual assessment of group functioning.(24) Although differentcooperative models exist,(26) the core element in all of these models is the emphasis oncooperative incentives rather than competition in the promotion of

Conference Session

International Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

International

) This model has five specific elements: mutualinterdependence, individual accountability, face to face interaction, interpersonal and smallgroup skills, and individual assessment of group functioning.(24) Although differentcooperative models exist,(26) the core element in all of these models is the emphasis oncooperative incentives rather than competition in the promotion of learning.Problem-based learning (PBL) is an instructional method where relevant problems areintroduced during the course to provide the context and motivation for the learning thatfollows.(27) PBL, by and large, is self-directed learning that helps develop positive studentattitudes, foster a deeper approach to learning, and helps students retain knowledge longerthan

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Najla Mouchrek, Virginia Tech ; Liesl M Baum, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

“attitudes and dispositions” in an effort to remain sensitive, open-minded, and tolerantof a certain level of ambiguity in how we structured and supported the class3, p. 9, 10, p. 17. Throughtransparent modeling by instructors, the students received the permission they needed toquestion, struggle, fail, and regroup numerous times, which contributed to multiple levels ofbehaviors related to uncertainty avoidance.Throughout the design and implementation of the course, we used our observations as recordedin the auto-ethnography and embedded assessment tools such as student reflections and groupactivities to both enact and study student persistence through uncertainty in creative practice.This paper reports on our initial findings in addressing the

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

Tagged Divisions

Pre-College Engineering Education Division

self-efficacy would be related; because of the resemblance between design and creative processes, weexpected student attitudes to be similar 47. To assess the relationship between these twomeasures, the scale mean was obtained for each student. Both scales used a scale from 0 to 10,with higher values indicating greater confidence in ability to complete the task. Also, correlationanalysis only included cases where engineering design self-efficacy and creative thinking self-efficacy were reported at the same time point. However, initially we used responses from boththe pre- and post-test. Results showed that the two domains of self-efficacy are significantlyrelated, r(1541) = .783, p < .001. Follow-up analysis separated by time of survey

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina Cristina Adam, University of California, Santa Barbara; Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Alexa Coburn, California Polytechnic State University, San Luis Obispo; Baheej Nabeel Saoud, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

theexperimenter), while low instructional guidance included only inquiry questions. Their results Page 26.858.2showed that, in domains where learners have difficulty assessing the correctness of theirsolutions, inquiry activities are not sufficient to clarify concepts; therefore direct instruction isneeded for learning.One type of active learning technique designed to increase conceptual understanding inengineering is Inquiry-Based Learning Activities (IBLAs) 9-11. IBLAs are based on a series ofPredict-Observe-Explain cycles that can incorporate direct instruction or teamwork as needed. Inan IBLA, individual students or teams of students are presented

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Dr. Jennifer Listman is the Assistant Director, Program Development and Evaluation, Center for K12 STEM Education, New York University Polytechnic School of Engineering. As the Center’s resident re- search scientist, she conducts and publishes assessments and outcomes evaluations of Center programs for stewardship, research, and development purposes. Dr. Listman received her B.A. in Biology from the University of Pennsylvania in 1991 and her PhD in Anthropological Genetics from New York University in 2009. She conducted research on human evolutionary and migratory history in South East Asian popu- lations and Jewish populations using genomic data and carried out collection of saliva samples as a DNA source

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

qualitatively analyzed inorder to assess student attainment of the learning outcomes. The results of this analysis on thefirst and third reflections are presented in the next section.Post Class SurveyIn order to assess the impact of the FSP in a more quantitative manner, the students were givenan anonymous post-project survey. The survey consisted of 23 Likert scale questions that askedthe students to quantify how the FSP supported the overall goals for the freshmen year. This wasa very broad survey covering many aspects of the overall four-year Mechanical Engineeringprogram goals, many of which did not apply to the FSP. The Likert scale questions and resultsare given in the next section. Additionally, there were seven open-ended prompts shown in

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

togethersuddenly, or in any uniform way. A couple of “facts” will help situate our own reading of theBologna Process. First, the Bologna Process has been built on the premise of “harmonization,”not “unification” (as in the “EU”), based on the understanding that Europe possessed highlydiverse systems of higher education that few ministers wished to unify. Second, there has beenample institutional resistance, both at the level of individual institutions, and at the national level.Thus, if we follow the national benchmarks provided in the biennial assessment of the BolognaProcess that were initiated in 2005, several countries, most notably France and Germany, standout as places where the Bologna Process has been unfolding more slowly. With some of the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

Tagged Topics

NSF Grantees Poster Session

cultural perspectives, class, race, gender, sexual orientation, and ability.  Ethics and Social Responsibility: Students expand their understanding of the impact and value of individuals and their choices on society, both intellectually and socially, through group projects and collaboration in learning communities.These goals are demonstrated and regularly assessed for all GE courses and provide an idealmatch to the non-technical sections (f, g, h, & j) of the ABET (Accreditation Board forEngineering & Technology) engineering program accreditation criterion three6,7. For manyengineering students, the linkage of the UNST component of the degree structure to theirtechnical studies will provide relevance and a more

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

, where he has taught engineering for over 30 years. He is currently the Buckman Professor of Chemical Engineering in the Tagliatela College of Engineering. His professional interests include the application of computers to pro- cess modeling and control (particularly for energy conversion processes), engineering education research (student self-assessment, developing conceptual understanding, multidisciplinary learning models), and reform of engineering education. Page 26.1618.1 c American Society for Engineering Education, 2015 Understanding a New Paradigm for

Conference Session

International Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

individuals.Cooperative Learning is a formalized active learning structure where students work together insmall groups to accomplish shared learning goals and to maximize their own and each otherslearning. The most common model of cooperative learning in engineering is that of Johnson,Johnson and Smith. (24, 25) This model has five specific elements: mutual interdependence,individual accountability, face to face interaction, interpersonal and small group skills, andindividual assessment of group functioning.(24) Although different cooperative models exist,(26)the core element in all of these models is the emphasis on cooperative incentives rather thancompetition in the promotion of learning.Problem-based learning (PBL) is an instructional method where relevant

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12468Sharing the Full Range of Leadership in Student Teams: Developing an In-strumentLt. Col. Brian J. Novoselich, Virginia Tech Brian Novoselich is an active duty Lieutenant Colonel in the United States Army and currently a Ph.D. Candidate in the Department of Engineering Education at Virginia Tech. His is a former assistant profes- sor at the United States Military Academy. His research interests include capstone design teaching and assessment, undergraduate engineering student leadership development, and social network analysis.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Paul D. Mathis, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovative solutions. In this study, we assessed the behavioral tendencies of162 engineering students and compared them to an established sample of 382 professionalinnovative entrepreneurs. When compared to expert innovators, students scored lower onquestioning and networking. Overall, students scored lower on networking compared to the threeother behaviors. We also interviewed a sample of nine engineering students from the pool ofsurvey respondents in order to gauge the challenges they face in employing these behaviors in anengineering setting. Results indicated that students face critical challenges in each discoverybehavior along themes of educational context, individual mindset, lack of skill/expertise, andlack of perceived utility of the

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

future time perspectiveson task-based actions serves to connect identity and motivation. To develop a role identity onemust take on the performative aspects of the role or position they wish to attain, in this caseengineer. Student motivations leading to a shift in performative action serves to shift howstudents develop an engineering identity and how they perceive their fit or belongingness in theengineering community.MethodsInstrumentA 106 item survey was created to assess FGS feelings of belongingness (6 items 19), engineeringidentity (15 items16), motivations toward a future in engineering (18 items26,29), social capital30and experiences31 by adapting previous established items.Detailed descriptions of survey items may be found in the works

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

’ FTP (n=118). Thequalitative portion consists of case studies (n=4) which assess connections between students’FTP and SRL use. The cluster analysis showed three clusters of student FTP’s. Interviewsshowed that clustering matched the FTP interview results, a variety of SRL strategy use amongFTP’s, and connections between FTP and SRL including perceived instrumentality and atimeline of short and/or long term goals. Future work will focus on the connection between FTPand SRL with the intent that practitioners may use this work to create programming related tothese themes to increase SRL use among undergraduate engineering students.IntroductionThe U.S. workforce is in need of a large number of well-educated science, technology,engineering and

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Autumn Turpin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Mechanics

-cognitive awareness and self-regulated learning.Homework and exam wrappers are reflection activities that prompt students to review theirgraded assignments and exams, and encourage students to reconsider their study habits andpreparations. In this course, four short self-assessments were designed to help students identifytheir strengths and weaknesses by reflecting on their performances, the mistakes they made, theirconfidence in certain concepts, and views on best strategies for completing homeworkassignments and preparing for take-home exams in the future. Two of these wrappers wereimplemented after the graded homework assignments were returned to the students, and the othertwo were part of the exam reflection. At the end of the course, the

Conference Session

Engineering Economy Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

James Burns, Purdue University, West Lafayette; Bob E. White P.E., Western Michigan University; Azim Houshyar, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

a broaderimplementation spanning several instructors, locations, and delivery methods. The centerpieceof the learning module is a writing assignment in which students analyze a historical case inwhich financial considerations appear to have played a role in the violation of ethical codes ornorms. In this paper, we outline specific ethics concepts that were brought up during classroomdiscussions regarding this writing assignment and provide a qualitative assessment of how wellstudents applied ethical considerations in their analyses of the various case studies. The modulealso includes a survey intended to explore the attitudes of students related to professional ethics,their perception of ethics education in their curriculum, and how they

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

Tagged Divisions

Educational Research and Methods

Supporting Collaboration in Engineering Education, and has studied and published on engineering education, women and minorities in STEM, online learning and assessment. Marra holds a PhD. in Educational Leadership and Innovation and worked as a software engineer before entering academe.Dr. Douglas J. Hacker, University of Utah Dr. Hacker is a full professor in the Department of Educational Psychology and participates in both the Learning Sciences Program and the Reading and Literacy Program. Prior to receiving his Ph. D. in educational psychology from the University of Washington in 1994, Dr. Hacker worked as a high school science and math teacher and then as a school counselor. From 1994 to 1999, Dr. Hacker was an

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University, West Lafayette (Network for Computational Nanotechnology); William Ashwin Wheeler, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois at Urbana-Champaign

Tagged Divisions

Materials

density prior to completing the activity. After the module, students were providedwith OVITO files for several additional crystal structures (CsCl, NaCl, BCC, and simple cubic)for optional visualization outside of class.Study ImplementationStudent learning and retention was evaluated throughout the course utilizing several differentassignments. The study consisted of five parts, which are shown on the timeline of the 30-lecturecourse (Figure 4). The components of Study 1 are: ● Concept inventory (initial): This assessment included six multiple choice questions on crystal structure visualization. ● Crystal structure instruction: As described in the course description (above), students learned about crystal structures in lecture

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Kasson Fiss, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Mary Raber, Michigan Technological University; Kari B. Henquinet, Michigan Technological University; Richard Jason Berkey, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

development and assessment of and workshop/course instruction in the areas of teaming, human-centered design and leadership. She received her BS in Mechanical Engineering from the University of Michigan and an MBA from Wayne State University and is currently working on her PhD at Michigan Technologi- cal University. Before joining MTU she held various engineering and management positions during a 15 year career in the automotive industry.Dr. Kari B. Henquinet, Michigan Technological University Kari Henquinet is the Director of the Peace Corps Master’s International and Peace Corps Prep Programs and a Senior Lecturer in Anthropology at Michigan Technological University. Her research focuses on international development