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2011 ASEE Annual Conference & Exposition

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Karen Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufacturing; John Birch III; Mehrdad Faezi, Manchester Community College

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AC 2011-2670: REGIONAL CENTER FOR NEXT GENERATION MANU-FACTURINGKaren Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufactur-ing Karen Wosczyna-Birch, a national award winning Professor of Chemistry, is the statewide director for Connecticut’s College of Technology, which includes all 12 Connecticut community colleges, six uni- versities and partner high schools including the technical high school system. She is also the executive director of the Regional Center for Next Generation Manufacturing, a National Science Funded Advanced Technology Center, where she provides leadership for the advancement of manufacturing and related en- gineering and technologies. Karen also has

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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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22.1575.5variables used in such studies as well as indicate additional variables based on the Malcolm Bal-drige National Quality Award. Unlike the studies conducted in the business field, the purpose ofthis survey is to characterize technical entrepreneurship in U.S. engineering schools. Drawingupon these studies, we developed a set of variables, as shown in Table 1, to describe the state oftechnical entrepreneurship within engineering schools. Table 1. Variables Used to Investigate Entrepreneurship Across the U.S. Overarching Variables Category Institution • Carnegie classification of institutions of higher educationcharacteristics • Centers focused on entrepreneurship

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2011 ASEE Annual Conference & Exposition

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Jason Yao, East Carolina University; Loren Limberis, East Carolina University; Steve Warren, Kansas State University

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tasks that could not be finished during the laboratory period. Thepaper describes the features of the PEEK tool, the details of its implementation within thelearning environment, and its effectiveness based on the assessment of the learningoutcomes. This paper also discusses practical issues noted in the process of incorporatingthis learning model into day-to-day instruction, including (1) challenges encountered whenthe tools were used in a general engineering curriculum, where only a few electronicscourses are offered, (2) methods to support students when they work on laboratoryassignments off campus and after hours, and (3) different strategies to motivate studentsin lower- and higher-level classes when they use such tools in unsupervised

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2011 ASEE Annual Conference & Exposition

Authors

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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theengineering workforce. A 2009 NSF Workshop on Enhancing the Post-9/11 VeteransEducational Benefit1 indicates that new, more generous veterans’ educational benefits create anopportunity to expand the technical workforce while benefitting those who have served ourcountry. The workshop further indicates that the veterans include a diverse and qualified pool offuture talent for the nation’s engineering and science employers.There are two main aspects to this Kansas State University project: (1) an accelerated track forveterans into bachelor’s degrees in engineering for those with no bachelor’s degree or with anon-technical degree and (2) bridging to engineering master’s degrees for those with bachelor’sdegrees in technical non-engineering areas. The

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2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

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adultlearning theories of Knowles and Lawler, the experiential learning theory of Kolb, therecommendations of the Veterans’ Education for Engineering and Science workshop report, andthe recommendations developed from a case study completed by the University of KentuckyMilitary Veterans of America. The three focus areas of our approach are: 1) Recruitment andSupport Constructs, 2) Transition, and 3) Integration of Technical Experience. Recruitment andRetention strategies include development of “dummy proof” advertising and structuredcurriculum plans which incorporate BCTCblue+, a transfer/dual enrollment program betweenBCTC and UK that includes advising, guaranteed admission, UK courses at BCTC tuition rates,and more. This program offers pathways for

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Steve Warren, Kansas State University; Xiongjie Dong, Kansas State University; Tim J. Sobering, Kansas State University; Jason Yao, East Carolina University

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overcrowding and cost issues faced with benchtop laboratories, (b)supplement usually lecture-only courses with hands-on exercises, and (c) deliver mobile learningexperiences to students who have a cultural expectation for access to connected consumerelectronics.1-8 Such learning kits also offer a student a choice to build and debug circuitry athome as a pre-laboratory exercise so that their follow-on benchtop laboratory session allowsmore time for discussion and abstract analysis, as opposed to the student spending their entirelaboratory time “getting their circuit to work.”One would surmise that low-cost, computer-enabled DAQ tools exist for circuit prototyping at

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2011 ASEE Annual Conference & Exposition

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Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

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strategies forhow to address the issues commonly faced by mentees. Mentors were also given the opportunity to learnabout concept maps development tools and other administrative procedures. At the beginning of the eachacademic session, mentees were asked to complete a survey and schedule where they indicated theiravailable time slots to meet with the mentors. Table 1 illustrates the total number of mentors available tofreshman-level electrical circuits (average enrollment of 50 students per semester) and sophomore-leveldigital systems (average enrollment of 30 students per semester) classes from fall 2008 to spring 2010.Table 1. Mentor Totals by Semester Fall 2008 Spring 2009 Fall 2009 Spring

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2011 ASEE Annual Conference & Exposition

Authors

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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(successes and failures) offer the student a unique insightinto the actual practice of engineering. In addition to technical issues, concepts such asprofessional and ethical responsibility are highlighted by case studies.Case studies also have the potential to reach students who have difficulties relating to theengineering profession. One of the sources of problems commonly identified for womenstudents is that they often don’t have the background of helping their parents with hands onprojects 1. This issue might also apply to many students who grow up in urban environments, orwithout fathers. Overall, fewer and fewer engineering students are entering college with priorhands-on technical experience.If case studies are introduced and taught properly

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2011 ASEE Annual Conference & Exposition

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Katie Grantham, Missouri University of Science & Technology; Ryan Arlitt, Missouri University of Science and Technology

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and assessing risk during the conceptual design phase. This riskidentification method was tested in the university’s mechanics of materials lab todetermine if it can successfully provide “engineering experience” from which thestudents can draw on to initiate their failure investigations and classifications. The stepsfor using RED to guide a failure analysis investigation, shown in Figure 3.2, are: (1)generate the functional model of the failed part, (2) select the relevant functions from thehistorical failure database, and (3) perform risk calculations. The results displayed on thefever chart and the related risk report present students with a ranking of failures thatoccurred in similar components. In the example in Figure 3.2, the fever

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2011 ASEE Annual Conference & Exposition

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Bonnie Ferri, Georgia Tech; JillL L. Auerbach, Georgia Institute of Technology; Jennifer E. Michaels, Georgia Institute of Technology; Douglas B. Williams, Georgia Institute of Technology

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-based courses. The initial paper on this topic [1]presented the concept underlying TESSAL, the preliminary development of five labs, and theoutline for web development. Details of specific labs are highlighted in [8] and [9]. This paper Page 22.1422.2presents more labs along with a discussion of the web components [13], best practices,assessment, and how distributed labs fit into a curriculum (rather than just specific courses asoutlined in [2-10]).Description of the TESSAL Laboratory ModulesThe TESSAL Center has 13 modules in the areas of digital logic, circuits, electromagnetics,signals and systems, control systems, power generation, and

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2011 ASEE Annual Conference & Exposition

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John Krupczak, Hope College; Kate A Disney, Mission College

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in the popular “How Stuff Works”website21, and a popular physics textbook developed for non-science students.22Topics and themes from general education engineering courses may also prove successful inenlivening introductory engineering courses. The students who have self-selected as engineeringmajors may have many interests in common with their non-engineer peers. These non-engineering students may have inadvertently identified the most intriguing aspects ofengineering.Laboratory Development ProcessWork is underway to create eight portable laboratory projects that meet the criteria outlined inTable 1. These projects are intended for use in a class for non-engineering students or forintroduction to engineering. Pilot testing is taking place

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2011 ASEE Annual Conference & Exposition

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Andy S. Zhang, New York City College of Technology; Iem Heng, New York City College of Technology; Sidi Berri, New York City College of Technology; Farrukh Zia, New York City College of Technology

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Dissemination of Information through Web SiteWeb-based training materials will be developed to facilitate the teaching and learning ofmechatronic design projects. Details of the web-based training information will be posted atwww.mtccitytech.org. This web site has been up and running since Fall of 2010. It hasinformation about the MTC, calendar of past and future events and training sessions, and agrowing technical reference section. Videos of some of the projects conducted at the MTC arealso been posted on the web site.6. Assessment PlansMultiple assessment tools will be used to evaluate and to determine if the project objectives andoutcomes are met. The tools are: A database of college students and high school students trained by the project

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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engineering laboratories are commissioned that will fulfill simultaneouslyrequirements of the on-site general engineering degree as well as those for a discipline-specificdegree from UND. This increases the appeal of the program to prospective students because itreduces the number of summer laboratory sessions at UND in Phase II. For these laboratories,students will remain at BC and perform the same experiments as those performed at UND. Thedeliverables, course instruction, schedule, and grading will be identical at the two campuses. Fororal presentations, funds have been obtained to establish a video-conferencing classroom at BCso that students can give oral presentations to a live audience of BC students and faculty, withUND faculty and students

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2011 ASEE Annual Conference & Exposition

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Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

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in aqualitative study, the small sample has informed theories about a larger sample that could beaddressed in future work.Table 1: Interview Participants’ Post-Graduation Plans Student Post-Graduation Plan Relationship to Signals & Systems Amy A less technical career (management, law, Some systems engineering) Beth Graduate school in electrical engineering Close Charles Graduate school in mechanical engineering Some Diane Currently working for an engineering Close company using electrical engineering Edward Job

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2011 ASEE Annual Conference & Exposition

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Tom Weller, University of South Florida; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Wayne A. Shiroma, University of Hawaii at Manoa; Carol Haden, Magnolia Consulting, LLC; Rhonda R. Franklin, Univeristy of Minnesota

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concepts.Table 1 gives a comparison between the material covered in the traditional course and in the re-vised course that incorporates systems-concepts and the adopted MUSE on-line modules. As in-dicated, there is a heavy emphasis on systems concepts in the first part of the semester which isthen periodically revisited as different technical topics are introduced.Table 1. Comparison between course topics in the traditional and revised RF/microwave circuit courses. Highlighted cellsindicate topics addressing systems-level thinking and concepts. Traditional Course Format Revised Course Format In-Class Material In-Class Material Outside Class

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2011 ASEE Annual Conference & Exposition

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Hirak C. Patangia, University of Arkansas, Little Rock

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‘student friendly’ learning toolsfor the students. Materials will also be evaluated through peer-review as papers are submittedand presented in educational and technical conferences and journals.Once the course materials are presented, it will be determined if the course tends to be more a‘graduate’ course for undergraduates. If necessary, adjustments will be made and some advancedtopics will be shifted to graduate courses later.Bibliography[1] H. Patangia, Final Report: Assisted Night Vision for Motorists in Highway Construction Zones (MBTC- 2064). www.mackblackwell.org/web/research/ 2064-patangia%5CMBTC-2064.htm Page 22.497.6[2

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2011 ASEE Annual Conference & Exposition

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Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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STEM fieldsand professional women from local STEM-related businesses to serve as “mentors.”4. Art2STEM ActivitiesArt2STEM activities are created and planned by the coaches. Session dates and times are thenentered into the project calendar for additional planning and tracking. Snacks and drinks areprovided at the beginning of the two-hour, after school club meetings. One of the early activitiesof each project phase is Rapid Prototyping, which will be described in this section6.In one session, students create hand-made models using Play-Doh. During this time, studentsform any kind of Play-Doh animals or creatures using their brainstorming and creativity skills.See Figure 1. Figure 1: Play-Doh ActivityIn the

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2011 ASEE Annual Conference & Exposition

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Michael Kaye, Baltimore City Community College; Yun Liu, Baltimore City Community College

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the program after the first semester. Many technical curriculamiss this retention opportunity by having students take only general education courses in the firstsemester. Students began enrolling in the program in the fall 2009 semester. The fall 2009 cohortconsists of 12 students (measured by the enrollment in RBT 101 at the beginning of the fall 2009semester). The fall 2010 cohort consists of 20 students (measured by the enrollment in RBT 101in the beginning of the fall 2010 semester). The first graduates of the program are expected inthe spring of 2010.3. Goal b: Set up a state of the art robotics laboratory A 1200 square-foot state of the art robotics laboratory was set up as a part of the grant projecteffort in order to provide

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2011 ASEE Annual Conference & Exposition

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

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Page 22.282.3by different camps during the summer, then the cumulative initial and maintenance cost shouldbe prorated as a recurring expense.For FLATE, as an example, each of our 1 week duration camps cost about $120/camper onaverage to run. This is an estimate of our recurring expenses such as snacks but not lunch,disposable supplies and materials, take-away items such as “T” shirts and does not include theinvestment in new and replacement robots. FLATE’s home institutions, HillsboroughCommunity College, St. Petersburg College, and the College of Engineering at the University ofSouth Florida do not charge for use of facilities and FLATE’s general policy when operating off-site camps is to require that the host institution cover any facility

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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

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

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) relaxation, andfree precession individually and jointly. Student specifies T1, T2 times, initiates an excitationangle, and then observes the vector changes over time, typically for a range of 1 ~ 2400 ms. Thedisplay is progressive for 10 frames per second. At the same time, the student will also observethe FID (free-induced-decay) signal waveform generated from each session. In the second part,student simulates some basic NMR sequences, including saturation recovery (SR) and spin echo(SE). In SR simulation, student specifies the T1, T2 values, an excitation angle, the repetitiontime (TR), echo time (TE), and repetition number. Student will observe the vector animation andFID that is generated. In SE simulation, student specifies number of spins, e.g

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2011 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; John C. Lusth, University of Alabama; Sushma Kotru, University of Alabama

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this activity for their report. In the second session, they began to formalize a planfor implementing their design and selected one member from the team to produce a schematicdrawing of their lamp. Students generated a list that included all parts and tools they would needbefore their next meeting. The third session was held two weeks later and in that session,students finalized the construction of their lamp. Some example lamps are shown in Figure 1. Figure 1. Example lamps from ECE 125; Fall semester 2009. Page 22.401.4The students were asked to provide a name for their lamp: Bourbon Bon, Saxy Time, BenDellophone, The

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2011 ASEE Annual Conference & Exposition

Authors

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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, technology transfer and next-generation trainingof the technical workforce. The outreach modules3 and educational materials have beendeveloped by a highly qualified College of Engineering faculty team working withundergraduate and graduate students. The following sections provide a summary of the ongoingactivities in the various projects under the Rowan University / ERC-SOPS Center partnershipumbrella. There are two major sections in this paper. The first section highlights the educationallaboratory modules and outreach experiences, and the second section highlights the textbookproblems developed as part of this work. More detailed examples of the outreach/educationalmaterials and problems will be presented in the final poster

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2011 ASEE Annual Conference & Exposition

Authors

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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thematerial is up to the required temperature. Consequently, it will destroy the tips of theFDM machine. In general, virtual calibrations can help students familiar with thecalibration process and make sure the machine is in good condition (see Figure 1-c). In(3), the simulator is allowed to upload a .stl files, build up slices layer by layer along thez-axis (see Figure 1-d). The simulator will analyze the input file and display the slicesthat make up the model. Here, the user is allowed to specify how many slices he or shewishes to have through setting the height of the slice. Furthermore, the users can accessthe user manual through selecting the Help option on the main menu. a. The main menu of the RP simulator c. The simulator performs a

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2011 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University; Lin Li, Prairie View A&M University; Xuemin Chen, Texas Southern University

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c American Society for Engineering Education, 2011 Virtual and Remote Functionality Development for Undergraduate LabAbstract: A particular challenge for online education in engineering is how to extend the traditionalhands-on laboratories over the Internet. Especially for Engineering Technology department, itslecture courses are always accompanied by corresponding laboratory sessions, in which hands-onexperiments allow students to experience the nature of science and engineering, observe dynamicphenomena, test hypotheses, learn from mistakes, and reach conclusions. Generally onlinelaboratories can be categorized in two approaches: the virtual laboratory allows students to logon a simulated environment residing on the server; the

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2011 ASEE Annual Conference & Exposition

Authors

Xuemin Chen, Texas Southern University; Lawrence O Kehinde P.E., Texas Southern University; Yuhong Zhang, Texas Southern University; Shahryar Darayan, Texas Southern University; David O. Olowokere, Texas Southern University; Daniel Osakue, Texas Southern University

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things I would not have been able just from lectures or textbooks. 15. This lab should be used next yearFor now, only 11 students, who had completed Electronic I and are currently taking Electronics2, were used and we recognize that this number is rather too small for generalization. However,the number is bound to increase dramatically as soon as students come in for the Fall Term.Table 1 shows the average scores of surveyed students and percentage favorableness. Page 22.1654.6 Table 1Average response score by students SURVEY AVERAGE Favorableness Implication of Average Score

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2011 ASEE Annual Conference & Exposition

Authors

Sarah A. Rajala, Mississippi State University; Robert A. Green, Mississippi State University; Rayford B. Vaughn, Mississippi State University

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)  The Air Force Institute of Technology (a DoD graduate school located at Wright Patterson Air Force Base in Dayton, OH)  North Carolina Agricultural and Technical State University (an HBCU and located very close to Fort Bragg and Pope Air Force base)  New Jersey Institute of Technology (located near Fort Monmouth, Fort Dix, and Dover Air Force Base)In addition, the authors were able to obtain the assistance of the National Security Agency andthe US Army’s Pentagon Chief Information Office (CIO) to assist in the planning process. Thesupport from the Department of Defense has continued to increase with additional agenciesoffering assistance as the project becomes more widely known.An initial meeting of the team was

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2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Johnny Thieken, Arizona State University; Lisa Stapley Randall, Arizona State University; Alison W. Smith, SRP

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knowledge they had gained throughout the day’s activities. Figure1 shows a sketch of one group’s initial design. As we can see from the design in Figure 1, thegroup is considering issues of insulation (cotton balls), heat absorption (black paper), solarreflection (aluminum), and function (where to put the hot dog).Figure 2. Testing a Wind Turbine Figure 3. Wind Turbine PresentationFollowing solar energy, students engaged with wind energy. The design challenge for the windenergy unit consisted of constructing a windmill that could generate enough electricity to powerthree LED’s in series. Figure 2 shows a student testing his group’s design of their wind turbineblade. In the interest of time, students were provided with prefabricated blades

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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same things all the time.Please respond based on your honest reaction to each item. Please choose theanswer that makes sense to YOU; not what you think others would say. [1=Strongly disagree, 5=Neutral, 9=Strongly agree]2. Service and academic coursework should be integrated.3. Engineers should use their skills to solve social problems.4. I learn more when courses contain hands-on activities.5. Service in general should be an expected part of the engineering profession6. People who receive social services largely have only themselves to blame for needing services.7. Most social problems are easy to solve.8. I can have an impact on solving problems that face my local community.9. I can have an impact on

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Patricia A. Carlson, Rose-Hulman Institute of Technology

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systemseem complex, following a typical session path demonstrates both CPR’s power and its ease-of-use. Figure 1 – a conceptual overview – guides the discussion for the features and functions ofCPR. Page 22.1102.3 Figure 1: Conceptual Overview of CPR™Item 1 The student interface guides the learner through all four segments in a seamless fashion. All components – from assignment and resources to peer feedback and consolidation of performance indicators – are viewed in a unified framework.Item 2 The instructor interface contains a number of convenient features. An authoring space guides the construction