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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Stephanie Elizabeth August, Loyola Marymount University; Allison Neyer, Department of Electrical Engineering and Computer Science; Don Brian Murphy, Loyola Marymount University; Robert Quinlan Thames

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. F. and Smith, K. A. 2008. Looking beyond content: Skill development for engineers. Journal of Engineering Education, 97:3, 295-307.[6] August, Stephanie E. and Hammers, Michele L. 2009. IEECI: Encouraging Diversity in Engineering through a Virtual Engineering Sciences Learning Lab. NSF Grant no.0935100.[7] Second Life Research: Second Life Residents Statistics. 08 March 2007. http://secondliferesearch.blogspot.com/2007/03/second-life-residents-statistics.html (last accessed 1 June 2009).[8] Moreno, R. and Mayer, R. 2007. Interactive multimodal learning environments, special issue on interactive learning environments: Contemporary issues and trends. EducationPsychology Review, 19, 309-326. DOI= 10.1007/s10648-007-9047-2[9

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2011 ASEE Annual Conference & Exposition

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Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

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), assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education (NSF CAREER grant). Her other research interests lie in cardiovascular fluid mechanics, sustainability research, and K-12 engineer- ing outreach. Page 22.1444.1 c American Society for Engineering Education, 2011 The EFELTS Project - Engineering Faculty Engagement in Learning Through ServiceAbstractThis paper outlines the development of a three-year effort that focuses on Learning ThroughService (LTS) – a pedagogical method that

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2011 ASEE Annual Conference & Exposition

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Kemper Lewis, University at Buffalo - SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Omar M. Ashour, Pennsylvania State University ; Timothy W. Simpson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Xaver Neumeyer, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic; Wei Chen, Northwestern University

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, Northwestern University Page 22.1405.1 c American Society for Engineering Education, 2011 Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through Product ArchaeologyAbstractMany engineering departments often struggle with meeting “the broad education necessary tounderstand the impact of engineering solutions in a global, economic, environmental, andsocietal context” (Outcome h) that is required by ABET. The already packed curricula providefew opportunities to offer meaningful experiences to address this outcome, and most departmentsrelegate this

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Zhigang Shen, University of Nebraska-Lincoln; Yimin Zhu, Florida International University

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Energy, Florida Department of Transportation (FDOT), Electri International (EI), and General Services Administration (GSA). He has published more than fifty technical articles in peer-reviewed journals and conference proceedings. He served as a reviewer for several academic journals and as the vice-chair of the Database and Information Management Committee of the American Society of Civil Engineers (ASCE). Page 22.355.1 c American Society for Engineering Education, 2011 Complex Engineering System Learning through Study of Engineering Failure Cases using 3D

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2011 ASEE Annual Conference & Exposition

Authors

James Dean Palmer, Northern Arizona University; Joseph Flieger, Northern Arizona University; Eddie Hillenbrand

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JavaGrinder as a web based learning system.JavaGrinder is designed to facilitate problem-solving skills by providing appropriate amounts ofguided practice and immediate feedback through small problems designed to be completedquickly while emphasizing specific concepts.Figure 4. JavaGrinder is a web-based application that focuses on short targeted problems. In this warm-upexample the student must implement a function that increments a number but doesn’t have to implement anyother classes or framework code. Page 22.985.8JavaGrinder’s design is a reaction to the problems indentified in the last section. We tackle theproblem of unrepresentative

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Rebecca K. Toghiani, Mississippi State University; Adrienne R. Minerick, Michigan Technological University; Keisha B. Walters, Mississippi State University; Priscilla J. Hill, Mississippi State University; Carlen Henington, Mississippi State University

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several ofthese benefits. Improving processes by process intensification requires engineers to integratemany fundamental concepts and go beyond traditional unit operations. Currently, most chemicalengineers are trained in fundamentals using a unit operations approach where the material issubdivided between courses. Engineers are often taught how to synthesize a process by linkingtogether standard unit operations, but are frequently not trained to combine/exploit fundamentalconcepts in new ways for novel and efficient process designs. This project seeks to correct thisdeficiency through the development of process intensification instructional modules for use inexisting courses.Four core chemical engineering courses are targeted: fluid flow

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Kirsten A. Davis, Boise State University; Sondra M Miller, Boise State University; Ross A. Perkins, Boise State University

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’1. It has also been described by some with a ‘survival of the fittest’analogy2. Regardless of the term used, the end result is the same – investments in research aremade, but research often gets lost and never gets transferred to practice when the intermediarystep is ignored.This concept is true for product innovations – many products and inventions never evolvebeyond the inventor’s desk, though many lack only funding to progress to that next step2. This isequally true for engineering education innovations. Research in engineering education issupported through funding from organizations such as the National Science Foundation (NSF)and is published in journals such as the Journal of Engineering Education, yet research results arenot often

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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introductory undergraduate course, it is necessary to emphasizeconceptual learning through lab exercises4,5. We have designed a series of computer lab exercisesbased on a newly developed computer simulation software – SimuRad6, which can help studentsbetter understand the underlying science and engineering principles of medical imaging.SimuRad is an interactive software which implements numerical algorithms to simulate physicaland biological processes in most common medical imaging modalities. The software containsexpandable modules, each to support a serious lab exercises related to a particular modality.Currently implemented modules include math fundamentals, computed tomography (CT), x-rayphysics, nuclear magnetic resonance (NMR), image enhancement

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, Hillsborough Community College; Richard Gilbert, University of South Florida; Marie A. Boyette, FLATE

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that we saw after the Summer program was her level ofexcitement about math and science. Prior to the program she didn't really understand thatmath is an integral part of robotics and a lot of other sciences.""He enjoyed it a lot. I think he really liked the challenge with the computer interaction on therobots. It seems right up his alley. It is frustrating there was nothing offered at his school thisyear. I hope to keep him engaged in this in High school (and beyond).""The camp gave my son valuable problem solving skills and confidence he needs to stick withit and work through problems. This has had a trickle down effect in all of his classes. He hasshown a great deal of maturity, initiative and determination as a result of the camp

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

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organized by an interdisciplinary team from psychology, educationalpsychology, and engineering education. The workshop participants were similarlyinterdisciplinary; they included engineering faculty members, department heads and graduatestudents as well as experts in assessment and evaluation. A total of 28 individuals were involvedin the workshop, six from the organizing team, nineteen participants, and three NSF programofficers.During the workshop, four interdisciplinary teams were presented with a case study thatdescribed innovations in engineering education. (The case study is presented in Appendix A.)Each team worked through the process of creating evaluation and disseminations plans for aspecific innovation described in the case study.Each

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2011 ASEE Annual Conference & Exposition

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Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; David J. Woehr, University of Tennessee; Hal R. Pomeranz, Deer Run Associates

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can be studied through a secureresearcher interface. The three goals of the project support each other in hierarchical fashion:research informs faculty practice, faculty determine the students’ experience, which, if wellmanaged based on research findings, equips students to work in teams. Our strategies forachieving these goals are based on a well-accepted training model that has five elements:information, demonstration, practice, feedback, and remediation.Different outcomes are expected for each group of people. For the students, both individualoutcomes, such as student learning, and team outcomes, such as the development of sharedmental models, are expected. For the faculty, individual outcomes such as faculty learning andfaculty

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

David Jackson, VCU Haptics Lab; Dianne T.V. Pawluk, Virginia Commonwealth University; Curtis R. Taylor, University of Florida

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cursor’s velocityvector penetrates multiple brick surfaces (e.g. the front and bottom). The surface collisiondetection algorithm must be repeated for each side of the brick. The collision with theshortest distance found among any other possible collisions is interpreted as the actualcollision.Collision ResponseThe macroscale physics was created to mirror the real world physics, so just like a handwould not be able to go through a brick, neither can the cursor. Collisions involve forcesthat change an object’s velocity. To simulate collisions, the basic idea is to model allobject surfaces as a spring, including hard objects like bricks. The spring compressionequation that is used is given below, with k being the spring constant and x being

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

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asolution, copying and pasting text, copying the solution of a problem from the board while theteacher is solving it, or selecting responses from a list of choices as in matching tasks. In thisstudy, we classified shallow and vague student reflections as active learning activities.Being ConstructiveBeing constructive refers to students’ engagement in activities that develop their knowledge andunderstanding of content in new ways, thus extending their knowledge beyond the level of thatbeing studied. 14 The characteristic difference between the constructive and active mode is that inthe latter case, learners do not produce outputs that go beyond the given information. Someexamples of the constructive mode include drawing a concept map, taking notes

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Holli Burgon, University of Illinois, Urbana-Champaign; Bruce Elliott-Litchfield, University of Illinois, Urbana-Champaign; David E. Goldberg, University of Illinois, Urbana-Champaign

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delivery of an innovative new product”16. Thus creativityexplains a mechanism of innovation, as innovation does not come out of nothing; it is an act ofcombination17. Product assessments are an example of using this definition of creativity becausepeople are often evaluated on the creativeness of the products they have made or are making.Individual teachers informally do most of these evaluations through general observation, butsometimes the testing is done through formal assessments18. Creativity may be domain specificthough19,20 thus requiring assessment in multiple domains.PersonWhen studying creativity in regards to its description of the person, researchers look at theperson’s abilities, traits, and personality. Creative people have the

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

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able to obtain irreversiblenanoporous scaffolds by using specially designed microfluidic devices (see Fig. 3, [4]). Theirreversible gel formation results from the large shear and extension strain rates and total straingenerated by the flow through the device, under a mixed extensional and shear flow conditions. Microchannel wormlike micelles nanogel Glass-beads or micropostsFig. 3. Design of the nanogel fabrication. Micron size particles are introduced inside microchannels to achieve high

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Mary Besterfield-Sacre, University of Pittsburgh; Nur Ozge Ozaltin, University of Pittsburgh; Angela Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Larry J. Shuman, University of Pittsburgh; Phil Weilerstein, VentureWell

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design, entrepreneurship, and modeling. She has served as an associate editor for the JEE and is currently associate editor for the AEE Journal.Nur Ozge Ozaltin, University of Pittsburgh Nur zge zaltin is a graduate student in the Industrial Engineering department at the University of Pitts- burgh. She received her B.S. in Industrial Engineering at Bosphorus (Bogazici) University in Turkey, and her Masters degree in Industrial Engineering at the University of Pittsburgh respectively. Her research interest involves improving innovation through modeling the design process.Angela Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA)Larry J. Shuman, University of Pittsburgh Larry J. Shuman is Senior

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2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University

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ways that student knowledge and awareness of their own learning might evolve as they move through three structured laboratory experiences. A methodology for analysis has been developed including coding protocol and analysis for three of the questions and analysis development to improve inter-rater reliability and to check if there is a bias in the analysis. This activity is described in more detail elsewhere.21,22 • WORKSHOPS Four workshops for college and high school faculty have been delivered at Oregon State University and at ASEE’s 6th Annual Workshop on K-12 Engineering Education. The intent is to demonstrate the utility of the Virtual CVD laboratory as a learning

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2011 ASEE Annual Conference & Exposition

Authors

Jack L. Beuth, Carnegie Mellon University; Rohit Kumar, Carnegie Mellon University; Carolyn Penstein Rose, Carnegie Mellon University

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automating and invigorating K-12 outreach effortsand for tying them naturally to more sophisticated undergraduate-level instruction.The foundation of our approach consists of two pillars: 1) self-paced web tutorials guidingstudents through software use and 2) dynamic, dialogue-based tutorial interfaces which engagestudents in interpreting simulation results they create. The use of self-paced web tutorials as ameans of efficiently integrating complex software package use into undergraduate curricula hasbeen the subject of a long-term effort at Carnegie Mellon8, 9. The integration of an agent-monitored dialogue-based interface into software instruction represents a substantialenhancement to this approach.As we deploy dialogue-based tutorials, we are

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2011 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University; Linda Huglin, Boise State University; Drew Borresen, Boise State University

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and IS Success Model," in PACIS, 2005.18. R. Sabherwal and I. Becerra-Fernandez, "Integrating specific knowledge: insights from the Kennedy Space Center," Engineering Management, IEEE Transactions on, vol. 52, pp. 301-315, 2005.19. Y.-H. Fang and C.-M. Chiu, "In justice we trust: Exploring knowledge-sharing continuance intentions in virtual communities of practice," Computers in Human Behavior, 26, pp. 235-246.20. K. N. Shen, A. Y. Yu, and M. Khalifa, "Knowledge contribution in virtual communities: accounting for multiple dimensions of social presence through social identity," Behaviour & Information Technology, vol. 29, pp. 337-348.21. J. Yi, "A measure of knowledge sharing behavior: Scale development and

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2011 ASEE Annual Conference & Exposition

Authors

Salahuddin Qazi, State University of New York, Institute of Tech, Utica, New York and Mohawk Valley Community College; Robert C. Decker, Mohawk Valley Community College

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instruments from use atthe nanoscale. The scanning electron microscope (SEM) provides a solution through its use of anelectron beam and scattering electrons, but requires a high vacuum environment for the samplearea as well as preparation of non-conductive samples by sputtering or other depositiontechniques.The atomic force microscope (AFM), developed by Benning, Gerber, and Quate at IBM-Zurich/Stanford Research in 1985 followed the invention of the scanning tunneling microscopein 1981 by Binnig and Rohrer.2,3 This instrument, also a member of the scanning probemicroscope family, utilizes a finely profiled nanoscale tip (probe < 10nm) at the end of a flexiblemechanical cantilever to progressively scan across the surface of the sample to be

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2011 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Vladimir Genis, Drexel University; Dhruv Sakalley, Drexel University; Holly Burnside, Drexel University

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NSF Grantees

these more advanced techniques.  We are adapting the experiments described above to serve as case studies of pilot-scale manufacturing processes. The students will treat the experimental protocol as the scientific basis for making a commercially-viable process for producing the nano-scale material or device. Essentially, we task the students as if a researcher is "handing off" the process to the students who then play the role of development engineers for implementation of a viable production process. The students will develop the process with Lean Six Sigma, and more specifically, work in the DMAIC framework (progressing through the stages of Define, Measure, Analyze, Improve, and Control

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2011 ASEE Annual Conference & Exposition

Authors

Mrinal C. Saha, University of Oklahoma; Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Bipul Barua, University of Oklahoma; Christof Heisser, MAGMA Foundry Technologies, Inc.; Shaiful M. Arif, University of Oklahoma

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experience. Recently we have developed aCreate your Scenario Interactively (CSI) module to teach metal casting and have implemented inthe manufacturing engineering courses at the University of Oklahoma. In this paper, we discussthe impact of the CSI on students’ learning manufacturing engineering education. Thepedagogical effectiveness of the CSI instruction has been evaluated in several areas such asstudents’ engaging and active learning through pre-test and post-test format and surveyquestionnaires. Our preliminary results suggest that a majority of the students feels that the CSImodule is very effective in keeping them engaged. Results also indicate that the CSI instructionshelp improve their understanding metal casting process. The details of

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2011 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; John Sutton, RMC Research Corporation; Lance C. Pérez, University of Nebraska, Lincoln

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partnershipwith the state’s six CCs fit within the scope of the institution’s overall purpose. Furthermore, thepartnership fulfills each institution’s mission of providing educational excellence for all students,economic and cultural development through research and outreach, and a commitment todiversity and intellectual rigor. The participating CCs are: Central Community College (CCC), a multi-campus CC withthree main campuses and three educational centers; Metropolitan Community College (MCC), afull-service public CC with three urban campuses in the state’s largest city and two educationalcenters in neighboring counties; Mid-Plains Community College (MPCC), which serves an 18-county region consisting of three rural campuses; Northeast Community

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa Vidic, University of Pittsburgh

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certain engineering topics. Specifi-cally, we have pursued two main research avenues: MEAs as teaching tools and MEAs as learn-ing assessment tools. This paper summarizes our results for these two research thrusts as we en-ter our fourth project year. Particular emphasis is placed on our mixed measurements for studentlearning and achievement, and an examination of the relative conceptual gain for a series ofMEA experiments, including those where a comparison group was available.Introduction“Collaborative Research: Improving Engineering Students' Learning Strategies Through Modelsand Modeling” is a CCLI Type 3 project involving seven university partners: California Poly-technic State University, Colorado School of Mines, Purdue University, United

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

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engage students in new ways? Will the use of these new smart deviceswhen coupled to collaborative learning modules improve outcomes for all students, includingwomen and other traditionally underrepresented students? “What is the cognitive impactengendered by the use of these mediating artifacts in learning activities” ? 25 Will theapplications and devices distract the students and move them off-task?Certainly, “distributed cognition is a way to understand how people interact with theirenvironment and how they can be enabled by the environment to undertake highly complex tasksthat would usually be beyond the abilities of the unassisted individuals. … and interactions incomputer mediated learning environments should take into account the balance