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Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

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AC 2011-2155: COLLABORATIVE RESEARCH: INTEGRATION OF CON-CEPTUAL LEARNING THROUGHOUT THE CORE CHEMICAL ENGI-NEERING CURRICULUMMilo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He cur- rently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.David L. Silverstein, University of Kentucky

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Lisa Schneider, Cornell University; Maria Terrell, Cornell University

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AC 2011-176: IMPACT OF COLLABORATIVE PROBLEM-SOLVING WORK-SHOPS IN ENGINEERING CALCULUS COURSE ON APPLIED MATH-EMATICALLisa Schneider, Cornell University Lisa Schneider has been the Director of Engineering Learning Initiatives in Cornell University’s College of Engineering since 2002. Learning Initiatives’ programs enhance the educational environment of the College by facilitating opportunities for collaborative learning, undergraduate research, teaching skill development, peer instruction, and leadership development. Schneider received her Ph.D. in Sociology from Cornell in 1997. Before taking her current position, she taught Sociology as an assistant professor at Hobart and William Smith Colleges, and then served

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Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Fred Scheu, College of Lake County

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AC 2011-895: DIGITAL LOGIC DESIGN: MEETING INDUSTRY’S NEEDSTHROUGH UNIVERSITY & COMMUNITY COLLEGE COLLABORA-TIONNasser Alaraje, Michigan Technological University Dr. Alaraje’s research interests focuses on processor architecture, System-on-Chip design methodology, Field-Programmable Logic Array (FPGA) architecture and design methodology, Engineering Technology Education, and hardware description language modeling. Dr. Alaraje is currently the Electrical Engineer- ing Technology program chair as well as a faculty member at Michigan Technological University, he taught and developed courses in Computer Engineering technology area at University of Cincinnati, and Michigan Technological University. Dr. Alaraje is a

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Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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AC 2011-1107: ENHANCE COMPUTER NETWORK CURRICULUM US-ING COLLABORATIVE PROJECT-BASED LEARNINGJianyu Dong, California State University, Los AngelesHuiping Guo, California State University, Los Angeles Page 22.611.1 c American Society for Engineering Education, 2011 Enhance Computer Network Curriculum using Collaborative Project- based LearningAbstractIt has been widely recognized that hands-on design and implementation is one of the essentialskills that students should acquire to become qualified computer networking engineers. Toenhance the training of students’ design skills, the computer networks

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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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process to span the "valley ofdeath" separating engineering education and the engineering workplace. Courses before thiseffort could be characterized by their reliance on lecture, exams, and content mandated byABET. Future courses should be characterized by their use of project- and problem-basedlearning, rubrics measuring complex problem solving and decision making, and professionalcontent associated with real-world engineering deliverables.II. Course Redesign in the Test BedTo facilitate this change, the E2R2P team will redesign courses in a test bed, using the guidance,feedback, and collaboration of university faculty comprising a sounding board. In the test bed,engineering faculty will collaborate with instructional designers and workplace

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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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Indians are notracing us to the bottom. They are racing us to the top. Young Indian and Chinese entrepreneursare not content just to build our designs. They aspire to design the next wave of innovations anddominate those markets. Good jobs are being outsourced to them not simply because they'll workfor less, but because they are better educated in the math and science skills required for 21st-century work” 4.The role of engineers is changing in this new global context. They are being called upon to solvemore complex problems in collaborative, interdisciplinary contexts. These roles call for “. . . anew type of engineer, an entrepreneurial engineer, who needs a broad range of skills and know-ledge, above and beyond a strong science and engineering

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AnnMarie Thomas, University of Saint Thomas; Jan B Hansen, University of Saint Thomas

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ensure that the educationstudents have appropriate resources and support as they enter, and take, these courses.ConclusionThe University of St. Thomas has launched two new Engineering Education programs, oneundergraduate and one graduate, for students majoring in Education. The development of theseprograms, still in their early stages, is a collaboration between faculty from the Schools ofEngineering and Education.AcknowledgementsFunding for this project was provided by the National Science Foundation under grant DUE-0942117.Bibliography 1. Brophy, S., S. Klein, M. Portsmore, and C. Rogers. "Advancing Engineering Education in P-12 Classrooms." Journal of Engineering Education, 2008: 369-387. 2. Yasar, Senay, Dale Baker, Robinson

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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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present future plans.† This material is based upon work supported by the National Science Foundation underInnovations in Engineering Education, Curriculum, and Infrastructure (IEECI) Grant No.093510. Any opinions, findings and conclusions or recommendations expressed in this material Page 22.573.2are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation (NSF).VESLL: Virtual Engineering ExperienceVESLL is establishing an online interactive learning environment designed to introduce studentsto engineering concepts through visualization and collaborative problem solving. Our long-termvision is to create a

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Pratibha Varma-Nelson, Indiana University Purdue University Indianapolis; Stephen Hundley, Indiana University Purdue University Indianapolis; Terri Tarr, Indiana University Purdue University Indianapolis

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teachingcenter directors, engineering faculty, and engineering school administrators. The workshopagenda was to outline strategies for enhancing partnerships between CTLs and schools ofengineering to improve undergraduate engineering education. This poster will present insightsand strategies gained from the workshop, an overview of the discussion strands, andrecommendations and implications for policy, practice, and future research.Introduction: Purpose of WorkshopThe primary mission of the CTLs is to advance teaching excellence at their institutions whilesupporting faculty through a collaborative approach. The CTLs offer a wide array of programs,events, and services that foster innovation and translation of educational research into practice.However

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Sushil K. Chaturvedi, Old Dominion University; Kaustubh A. Dharwadkar

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for applications to engineering education. Virtual laboratories canbe classified as recreative or interactive or immersive or collaborative. The hierarchy of virtuallaboratory development is shown in Fig.1. At the bottom of the pyramid are recreativelaboratories, a term coined to indicate that modeling, simulation and visualization have beenused to recreate a physical phenomenon in the virtual domain. These laboratories or simulationsare ideally suited for demonstration of many complex physical phenomena in a qualitative sense,and would generally lack interactivity – the ability of a user to manipulate the physicalphenomenon through inputs. For example, simulation and visualization of a building collapse orthe phenomenon associated with a

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Tzu-Liang Bill Tseng, University of Texas, El Paso; Rong Pan, Arizona State University; Jun Zheng, University of Texas, El Paso; Carolyn Joy Awalt, University of Texas, El Paso, College of Education; Maria Veronica Gonzalez, University of Texas, El Paso; Francisco Medina

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problem solving skills enhancement in engineering curriculum. Basically,the RP simulator will serve as a critical virtual facility to achieve the following learningobjectives for students: 1) Enhance students for more advanced study of Internet basedrapid manufacturing systems; 2) Accelerate the problem solving skills transfer fromclassroom to practice in real world.Problem DescriptionThe ABET Engineering Criteria states the engineering students should be able tocommunicate effectively, function on multi-disciplinary teams and use the techniques,skills and modern engineering tools necessary for engineering practice. This requires thedevelopment of creative education model to promote team-based collaborative learningfocused on engineering projects

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Darrin S. Muggli, Benedictine College; Brian Tande, University of North Dakota

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, report thatboth faculty and students are satisfied with their online education experiences, and thatconstructivists approaches to education are effective online.This new model will be a major step toward using distance engineering education to achieve thevision of Bourne et al.4, “…many of the issues raised because of tradition can be solved throughcollaboration among institutions to create a strong national shared engineering curriculumenabled by online methods…(online education) may well play a remarkable role in bringingtogether the work of colleges and universities across the United States (and eventually across theworld). Such collaboration will ultimately provide more choice and diversity of opportunity tolearners with lower costs. For

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Sheng-Jen Hsieh, Texas A&M University; Punit Deotale, Texas A&M University

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AC 2011-1996: DESIGN OF PROBLEM SOLVING ENVIRONMENT FORAUTOMATED SYSTEM INTEGRATION EDUCATIONSheng-Jen Hsieh, Texas A&M University Dr. Sheng-Jen (”Tony”) Hsieh is a Professor in the Dwight Look College of Engineering at Texas A&M University. He holds a joint appointment with the Department of Engineering Technology and the De- partment of Mechanical Engineering. His research interests include engineering education, cognitive task analysis, automation, robotics and control, intelligent manufacturing system design, and micro/nano man- ufacturing. He is also the Director of the Rockwell Automation Laboratory at Texas A&M University, a state-of-the-art facility for education and research in the areas of

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Nathan W. Klingbeil, Wright State University; Scott Molitor, University of Toledo; Brian W. Randolph, University of Toledo; Shane A. Brown, Washington State University; Robert G. Olsen, Washington State University; C. Richard Cassady, University of Arkansas

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surveys at all collaborating institutions to date have indicated a positive impacton student perception, including an increased motivation to study both math and engineering, aswell as an increased chance of success in future math and engineering courses. This includes theUniversity of Arkansas, which is the first flagship institution to pilot aspects of the programwithout funding from either Wright State University or NSF.AcknowledgmentsThis work has been supported by the NSF Division of Engineering Education and Centers undergrant number EEC-0343214 (Department-Level Reform Program), by the NSF Division of Page 22.1517.13Undergraduate Education

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Zenaida Otero Gephardt, Rowan University; Stephanie Farrell, Rowan University; Mariano Javier Savelski, Rowan University; Stewart Slater, Rowan University; Maryfaith Rodgers, Rowan University; Pavlo Kostetskyy, Rowan University; Keith McIver; Haddy Diallo; Kaitlyn Jean Zienowicz; Jason J. Giacomelli, Rowan University; Vladimir de Delva

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AC 2011-1427: INTEGRATION OF PARTICLE TECHNOLOGY WITHPHARMACEUTICAL INDUSTRY APPLICATIONS IN THE CHEMICALENGINEERING UNDERGRADUATE CURRICULUM AND K-12 EDUCA-TIONZenaida Otero Gephardt, Rowan UniversityStephanie Farrell, Rowan University Stephanie Farrell is an Associate Professor in Chemical Engineering at Rowan University. Prior to joining Rowan in 1998, she was an assistant professor in Chemical Engineering and adjunct professor in Biomed- ical Engineering at Louisiana Tech University. She received her Bachelor’s, MS, and PhD degrees in Chemical Engineering from the University of Pennsylvania, Stevens Institute of Technology, and New Jersey Institute of Technology, respectively. Stephanie’s educational interests are

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Mukasa E. Ssemakula, Wayne State University; Celestine Chukwuemeka Aguwa, Wayne State University; Darin Ellis, Wayne State University; Kyoung-Yun Kim, Wayne State University; Gene Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

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and implementing fresh pedagogical approaches to engineering education. He is currently teaching courses in Manufacturing and Industrial Engineering, and continuing his research in Manufacturing Systems.Celestine Chukwuemeka Aguwa, Wayne State University Dr. Aguwa has been at Wayne State University as a Visiting Assistant Professor teaching graduate courses in Industrial and Manufacturing Engineering. His core research focuses on applying traditional engineer- ing concepts to healthcare product design and manufacturing. He is currently working on several research projects under healthcare design technology. He is also in collaboration with other faculty working on NSF sponsored research on curriculum development

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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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AC 2011-836: SMARTER TEAMWORK: SYSTEM FOR MANAGEMENT,ASSESSMENT, RESEARCH, TRAINING, EDUCATION, AND REMEDIA-TION FOR TEAMWORKMatthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Associate Professor of Engineering Education at Purdue University. He has de- grees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $11.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering

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

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ofeffective teaching tool to effectively teach context-rich case-based engineering cases. Since thisis an ongoing research project, the final results of the hypothesis tests are not available yet.Introduction Page 22.355.2Multidisciplinary collaborations, uncertainty, and conflicting requirements are common inmodern engineering systems as the domains for engineering applications continue to rapidly  expand. A growing concern with current engineering education is the disconnection between thescience-based engineering curriculum and current industry practices. In a typical engineeringclass, subject and

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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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education.4.2 Program Sustainability Page 22.1444.11Like any development project, sustainability is rooted in capacity building that is resourceappropriate and culturally focused. In this case, the project provides three years to catalyze thecreation of much-needed resources: expert wisdom made available to all, easy-to-use andeffective tools, and learning communities both real and virtual. Knowledge, skills, attitudes andidentity embody all cultures; and this project will assemble those most needed for an LTS cultureto flourish within engineering education. Once established, the LTS faculty community willexpand the effort through collaborative

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David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A. Vogt, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University

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member from 2007 to 2010. He has served on the IEEE Education Society Adcom and has been the IEEE Com- puter Society representative to the Frontiers in Education Conference Steering Committee. He served as FIE Co-Program Chair in 1995 and 1998. Soldan served as President of the Electrical and Computer En- gineering Department Heads Association in 2002-03. He chaired the Computer Engineering Curriculum Committee of the Joint IEEE Computer Society/ACM Computing Curriculum Taskforce that published the first model curriculum for computer engineering in 2005. The Computer Society recognized this with an Outstanding Contribution Award. Dr. Soldan is a Fellow of IEEE and a member of Eta Kappa Nu, Sigma Tau, Phi Kappa Phi

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Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Ronald L. Miller, Colorado School of Mines

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AC 2011-2273: INQUIRY-BASED ACTIVITIES TO ADDRESS CRITICALCONCEPTS IN CHEMICAL ENGINEERINGMargot A Vigeant, Bucknell University Margot is an associate professor of chemical engineering and associate dean in the college of engineer- ing. She is interested in improving students’ conceptual understanding in thermodynamics, as well as in creative ways of engaging first-year students and broadening participation in engineering as a whole.Michael J. Prince, Bucknell UniversityKatharyn E. K. Nottis, Bucknell University Katharyn E. K. Nottis is an associate professor in the Education department at Bucknell University. An Educational Psychologist, her research has focused on meaningful learning in science and engineering

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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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Interdisciplinary survey minor in nanotechnology 9 inthe electrical engineering technology program at SUNYIT. Additionally, MVCC has developed Page 22.1668.3a Semiconductor Manufacturing Technology course and introduced nanotechnology in differentcourses across various disciplines. As a result, the need to provide curriculum in nanotechnologytopics exists at both the colleges, and a collaborative development could facilitate studentsbeginning at one institution continuing their work at an advanced level at the other institution. Inreviewing the options for the creation of these materials, consideration of educational value,facility requirements, faculty and

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Patricia A. Carlson, Rose-Hulman Institute of Technology

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AC 2011-647: NINE YEARS OF CALIBRATED PEER REVIEW IN RHETORICAND ENGINEERING DESIGNPatricia A. Carlson, Rose-Hulman Institute of Technology Patricia A. Carlson received the BA from the College of William and Mary and the MA and PhD from Duke University. She came to Rose-Hulman early in her teaching career and has taught a wide variety of courses. She is currently pursuing research interests in educational applications for Commmunication and Information Technology (CIT) Pat has held a number of American Society for Engineering Edu- cation summer fellowships that have taken her to NASA-Goddard, NASA-Langley, the Army Research Laboratory in Aberdeen, Maryland, and NASA’s Classroom of the Future in Wheeling, WV. She was

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James E. Lewis, University of Louisville; Patricia A. Ralston, University of Louisville; Norb Delatte, Cleveland State University; David Wheatley, University of Louisville

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AC 2011-417: IMPLEMENTATION AND ASSESSMENT OF CASE STUD-IES IN A FRESHMAN ENGINEERING PROGRAMJames E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Patricia A Ralston, University of Louisville Dr. Ralston is currently professor and Chair of the Department of Engineering Fundamentals and an As- sociate in the Chemical Engineering Department at the University of Louisville. As

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John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel A Heredia, University of Massachusetts, Lowell

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mission, the organizationidentifies its constituencies and serves them in ways both value.” In the discussion section of theaccreditation handbook on core criteria and examples of evidence (North Central AssociationHigher Learning Commission, 2011), the following appears: “Service learning programs, forexample, now appear on many campuses. Faculty, students, and external constituencies of thecollege collaborate in creating activities directly connecting student learning with servingcommunity needs.” (p. 3.2-17)Apart from the means of integrating service into engineering education, if service is consideredpart of the engineering profession, another question arises as to whether community serviceshould be a part of engineering education and whether

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James L. Hanson, California Polytechnic State University; David J. Elton, Auburn University; Kirk Vandersall, Arroyo Research Services

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AC 2011-2384: INCORPORATING VARIOUS LEARNING STYLES IN AGEOTECHNICAL ENGINEERING LABORATORYJames L. Hanson, California Polytechnic State University Professor, Civil and Environmental Engineering DepartmentDavid J. Elton, Ph.D., P.E., S.M., Auburn University Dr. Elton is a professor of Civil Engineering at Auburn University. He has taught geotechnical courses for over 25 years.Kirk Vandersall, Arroyo Research Services Managing Director of Arroyo Research Services. Vandersall has over 20 years of experience in leading evaluations and policy studies at the federal, state and local levels, and providing a range of profes- sional services for education organizations. STEM-related work includes current projects funded by

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Amelito G. Enriquez, Canada College

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more budget crises looming, programs like Cañada College’s ONE-STEP are needed tohelp strengthen community college engineering programs. The Summer Engineering TeachingInstitute has the potential to serve as an effective model of facilitating broad adoption ofinnovative instructional pedagogies that are based on research while the Joint EngineeringProgram may serve as a model for future institutional collaborations not only in engineering butin other disciplines as well.AcknowledgementsThis project was supported by a grant from the National Science Foundation through theInnovations in Engineering Education and Curricular Infrastructure (IEECI) program, Award No.EEC 1032660

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Christopher W. Swan, Tufts University; Kurt Paterson, Michigan Technological University; Olga Pierrakos, James Madison University; Angela R. Bielefeldt, University of Colorado, Boulder; Bradley A. Striebig, James Madison University

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, and interest in engineering education.2. MotivationLearning Through Service (LTS) is an amalgamation of various pedagogical methods, includingservice learning, community-service, and problem-based learning, among others. Thedistinguishing schema of LTS is its intentional design to incorporate service as a means to meetacademic learning objectives. Additionally, the project-based element, connected to acommunity’s need, can serve as the primary motivator for student and faculty participation 49, 50. Page 22.979.3The community projects also provide a rich socio-cultural context that has been found tostimulate the process of collaborative

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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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undergraduate goals.CC Instructor Preparation During the summer of 2007, 2009 and 2010 CC instructors of UNL-STEP engineeringcourses were invited to attend a Summer Learning Institute (SLI) on the UNL campus. Thisexperience was designed with the intent of enhancing teaching methods and curriculum,fostering the exchange of ideas, and providing networking opportunities. The debut SLIconcentrated on topics like educational theory, the nature of engineering, effective teaching andlearning strategies, and technological and presentation skills. Subsequent SLI’s have includedtopics such as the design and implementation of course objectives and outcomes, transferringstudents successfully, identifying and recruiting students, collaborative technologies

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Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

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AC 2011-775: A DIRECT METHOD FOR TEACHING AND MEASURINGENGINEERING PROFESSIONAL SKILLS: A VALIDITY STUDYAshley Ater Kranov, Washington State University Dr. Ater Kranov is Director of Educational Innovation and Assessment for the College of Engineering and Architecture at Washington State University, USA. She is affiliated assistant professor in the School of Electrical Engineering and Computer Science where she co-teaches the 2-semester senior design capstone sequence. Dr. Ater Kranov is a leader in university and community internationalization efforts, including developing and assessing global competencies in faculty, staff, and students. The paper describing her collaborative work with faculty in the WSU