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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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AC 2011-2781: USING PORTABLE ELECTRONICS EXPERIMENT KITSFOR ELECTRONICS COURSES IN A GENERAL ENGINEERING PRO-GRAMJason Yao, East Carolina University Dr. Jianchu (Jason) Yao joined the Department of Engineering at East Carolina University as an Assistant Professor in August, 2005. He received a B.S. and M.S. degrees in electrical engineering from Shaanxi university of Science and Technology, China, in 1992 and 1995, respectively, and the Ph.D. degree in elec- trical engineering from Kansas State University in 2005. His research interests include wearable medical devices, telehealthcare, bioinstrumentation, control systems, and biosignal processing. His educational research interests are laboratory/project-driven

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

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prerequisite.)  Astronomy (PHYS 104) (This course has no prerequisites.)  Musical Acoustics (PHYS 105) (This course has no prerequisites.)  General Physics I (PHYS 109) (This course has no prerequisites.)  Classical Physics I (PHYS 111) (This course has no prerequisites.)Note that some of these classes have prerequisites, but that the prerequisites are courses that thestudents in the minor may already have, depending on their majors or co-major. The graduatestudents in the certificate program can choose from existing graduate engineering classes, withthe guidance of their certificate advisor.Course DescriptionsBelow are descriptions for the Engineering Education minor’s required courses

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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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beingoffered to undergraduate engineering students? What types of institutions offer these learningopportunities, and what additional resources and infrastructure exist at these institutions to sup-port entrepreneurial learning? Second, what is the essential body of knowledge comprising en-gineering entrepreneurship? What topics and concepts are typically taught and what distinguish-es this field from traditional entrepreneurship education? At present, these questions have notbeen adequately answered. Page 22.1575.4No comprehensive analysis of engineering or technology entrepreneurship courses and programsexists. Faculty who are engaged in course and

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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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AC 2011-2080: ENGAGING STUDENTS IN STEM EDUCATION THROUGHA VIRTUAL LEARNING LABStephanie Elizabeth August, Loyola Marymount University Stephanie August is an Associate Professor and Director of Graduate Studies in the Department of Elec- trical Engineering and Computer Science at Loyola Marymount University, Los Angeles. She teaches courses in artificial intelligence, database management systems, and software engineering. Her research interests include cognitive science applications of artificial intelligence including interdisciplinary new media applications, natural language understanding, argumentation, and analogical reasoning. She has several publications in these areas. Dr. August is actively involved in the

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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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. Page 22.1498.2Overview of the Discussion StrandsThe agenda for the workshop and the questions discussed were developed based on the results ofa survey sent out to CTL directors of 100 schools with undergraduate engineering programs.Participants in this workshop were assigned rotating discussion groups for four hour-longworking sessions. Each working session had a facilitator, scribe, and spokesperson, and eachgroup generated answers to focused questions related to the topic of each session. An overviewof the working sessions and focused questions is provided below.Working Session I: Identifying Ways of Using Engineering Faculty Understanding of StudentLearning Issues to Inform the Planning of Professional Development ProgramsQuestions

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Cindy Waters, North Carolina A&T State University; Stephanie Luster-Teasley, North Carolina A&T State University

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and Teaching Styles in Engineering Education," Engr. Education, 78(7), 674-681 (1988). 3. Felder, R. and Brent, R., "Understanding Student Differences." J. Engr. Education, 94(1), 57-72 (2005). 4. Svinicki, Marilla, A Guidebook On Conceptual Frameworks For Research In Engineering Education, Rigorous Research in Engineering Education NSF DUE-0341127, DUE-0817461, 2010 5. General Accounting Office. (1991). “Using Structured Interviewing Techniques”.. Washington, D.C.: Program Evaluation and Methodology Division (http://www.gao.gov/policy/10_1_5.pdf). Page 22.848.12

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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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, 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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Hirak C. Patangia, University of Arkansas, Little Rock

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development in an IEEEchapter meeting to receive their assessment of the course modules. They are all practicingengineers in power and energy field (generally PE) and they will provide unbiased assessment ofthe materials. The education specialist will administer and analyze their written comments. Thiswill allow the project team to improve on the teaching materials. The number of students optingfor graduate studies or career in alternate energy will be a direct indicator for level of projectsuccess.During the developmental phase, graduates and undergraduates who will be part of the projectteam will provide input from ‘student perspective’ as formative assessment for the experimentaltest bed. This will be a helpful guide in developing effective and

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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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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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system, inclusive of alternative disputeresolution.” NAFE also asserts that “the practice of licensed Professional Engineers asForensic Engineers is important for the protection of the public health, safety andwelfare.” Preliminary interviews of engineering firms have demonstrated the need forsafety engineers in industry. Currently, there is only one forensic engineering program atthe graduate level [3]; none exist at the bachelor’s degree level [4]. Statistics compiled bythe American Society for Engineering Education (ASEE) for the 2005-06 academic yearindicate that engineering graduation and enrollment rates at U.S. universities are notreflecting the country’s increasing demand for engineering talent [5]. One reason for thegap may be that the

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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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CIVE 2990 for high schoolseniors and first-year engineering science students.Washington State University:Background: Washington State University is a research-based, 4 year institution dedicated to theadvancement of professional practice and the education of the next generation of leaders ininnovation. In 2009 the university took part in the NSF CCLI Phase 3 initiative to combat therise in engineering program attrition rates that has been recognized across the country. Theengineering department at Washington State University currently employs 99 tenured/tenuretrack faculty members, educating approximately 2000 undergraduates across a wide array ofengineering programs, including civil, environmental, mechanical, electrical, material science

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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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AC 2011-2226: TESSAL: PORTABLE DISTRIBUTED LABORATORIESIN THE ECE CURRICULUMBonnie Ferri, Georgia Tech Bonnie Ferri received a BS from Electrical Engineering from Notre Dame in 1981, a MS in Mechanical and Aerospace Engineering from Princeton in 1984, and a PhD in Electrical Engineering from Georgia Tech in 1988. She is currently a Professor and Associate Chair for Graduate Affairs in ECE at Georgia Tech. Her research has been in the areas of embedded control systems, applications of control, control of computing systems, and education. She is the recipient of the 2007 IEEE Education Society Harriet B. Rigas Award.JillL L Auerbach, Georgia Institute of Technology Jill Auerbach is a Senior Academic Professional

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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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upper-level course, andhence students enrolled have typically committed to an engineering major. However, studentsmay envision careers outside engineering even though they are pursuing an engineering degree.Students’ interest in engineering is impacted by a variety of factors. Seymour and Hewitt, andothers, point to the connection between interest and content delivery. 4,5,6 Seymour and Hewittalso indicate that the culture of engineering education is critical in students’ decision-makingabout remaining in an engineering program. More recent studies have examined the value thatstudents place on engineering as a program of study generally or the role of faculty.6,7 Studentsin Case’s study indicated that in-class problem solving was motivational

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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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(EPICS, EWB, ASEE, FIE, NationalService-Learning Conference, etc.), and general profile in the field. Some individuals haveexpertise in more than one area, in which case they will be invited to select the topic to whichthey wish to contribute. The goal will be to include experts across multiple disciplines inengineering, and multiple forms of service integration (into first-year project courses; seniordesign courses; as units in required core technical courses; as extracurricular activities; into localand international communities). Potential participants include faculty and staff at service-focusedacademic centers such as Purdue’s EPICS program, the University of Michigan’s ProCEED, theUniversity of North Carolina at Chapel Hill’s APPLES

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Stephanie Farrell, Rowan University; Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; William J Calvo, Chemical and Molecular Engineering Program, Stony Brook University (Stony Brook, NY)

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physical properties, through the application to problems related toover-the-counter medications and consumer care products. The problems and solutions arereadily transferrable for use by instructors at other institutions. These problems will be pilottested in the fall of 2011.IntroductionXX University is an Outreach Partner for the National Science Foundation (NSF) EngineeringResearch Center (ERC) for Structured Organic Particulate Systems (SOPS) led by RutgersUniversity. The Center conducts research and technology transfer related to products andprocesses in the pharmaceutical, nutraceutical, and related fields. In addition to its researchmission, the Center conducts and coordinates educational and outreach programs from K-12through graduate

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Patrick A. Tebbe, Minnesota State University, Mankato; Nicholas Saucedo, Minnesota State University, Mankato; Jeffrey Richard Pribyl, Minnesota State University, Mankato; Stewart L. Ross, Minnesota State University, Mankato

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AC 2011-1445: ENGAGED IN THERMODYNAMICS ADDRESSING THESTUDENT TO LEARNING MATERIAL INTERFACEPatrick A. Tebbe, Minnesota State University, Mankato Patrick A. Tebbe is an Associate Professor and Graduate Coordinator for mechanical engineering at Min- nesota State University, Mankato. He has degrees in both mechanical and nuclear engineering from the University of Missouri - Columbia. He is a member of ASME, ASEE, and currently serves as a Student Branch Advisor for ASHRAE.Nicholas Saucedo, Minnesota State University MankatoJeffrey Richard Pribyl, Minnesota State University, MankatoStewart L Ross, Minnesota State University, Mankato Stewart Ross, Ph.D. is the founding Director of the Center for Excellence in Teaching and

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Cynthia M. D'Angelo, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison

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the way people think and learn, and his most recent book is How Computer Games Help Children Learn.Golnaz Arastoopour, University of Wisconsin-Madison Golnaz is a graduate student at the University of Wisconsin-Madison. Before becoming interested in education, she studied Mechanical Engineering and Spanish. Golnaz has also worked as a computer sci- ence instructor, high school mathematics teacher, and STEM curriculum designer. Her research interests are how technology can be used as an effective and engaging teaching tool, specifically in engineering education. Page 22.1567.1

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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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Chung-Suk Cho, University of North Carolina, Charlotte; David S. Cottrell, University of North Carolina, Charlotte; Candace E. Mazze, University of North Carolina at Charlotte

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NAE suggests betteralignment of engineering curricula and the nature of academic experiences with the challengesand opportunities graduates will face in the workplace.3 This research recently awarded by the NSF, Division of Engineering Education andCenters (EEC) aims at addressing these needs by adopting a successful engineering educationresearch into existing engineering courses so that an improvement in student learning can bedemonstrated particularly in the area of construction management and civil engineeringtechnology (CM/CIET). Moreover, this study intends to incorporate service-learning projects, assupported by the Habitat for Humanity of Charlotte (Habitat Charlotte), that will provide CM/CIET students with opportunities to use

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Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

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vision of MartinLuther King, and the curiosity and wonder of our grandchildren.” This statement implies thatnot only should our graduates be very well equipped with analytical skills but also mastercreative problem solving. Indeed, given the projections2 that (1) the pace of technologicalinnovation will continue to be rapid, (2) the world in which technology will be deployed willbe intensely globally interconnected, and (3) designers, manufacturers, distributors, users willbe increasingly diverse and multidisciplinary; our graduates will need to develop these skillsto a higher degree.Despite this need, however, the engineering education has been observed to do the opposite,at least on enhancing creative problem solving skills. For example

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2011 ASEE Annual Conference & Exposition

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J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, Electrical Engineering Department, University of North Dakota

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-Madison to develop modules for secondary school educators.Deborah Worley, University of North DakotaNaima Kaabouch, Electrical Engineering Department, University of North Dakota Page 22.1651.1 c American Society for Engineering Education, 2011 CCLI: Using Undergraduate Mentors to Deliver Engineering Content to Calculus for Increased Persistence in EngineeringAbstractThe objective of this work is to increase student retention in engineering by providing a bettercalculus experience with a minimal amount of institutional change and cost. This will beaccomplished by augmenting calculus with

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2011 ASEE Annual Conference & Exposition

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Lisa Schneider, Cornell University; Maria Terrell, Cornell University

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MAI performance, patterns in students’ responses to the problems on the MAI,common areas of difficulty related to the application of specific mathematical topics, andpatterns of responses and performance by other background and status variables such as gender,race, SAT scores, and level of mathematics preparation. Comparisons of responses pre- andpost-semester, as well as comparisons across courses, will help determine impacts of theworkshop innovation.We expect that students’ experiences in the workshops will improve their general abilities toapply the mathematics they have learned to engineering-related problems, and will have positiveeffects on their self-efficacy perceptions related to succeeding in the engineering curriculum.Our findings

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

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Participants (Students) Figure 1: Architecture of the collaborative problem-solving interface with conversational agentsIn our prior experiments we have used different kinds of triggers including topic-based filters,time-outs, interface actions, and conversational actions that are indicative of the degree ofengagement of the students in the discussion. Our generic architecture is meant to be easilyextended to work with other types of triggers such as cues from other modalities like speech,hand sketches, etc. We continue to improve the architecture to provide richer communicationand modularization. Conversational agents meant to

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2011 ASEE Annual Conference & Exposition

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Kathleen Meehan, Virginia Tech; Robert W. Hendricks, Virginia Tech; Cortney V. Martin, Virginia Tech; Peter Doolittle, Virginia Tech; Justeen Olinger, Virginia Tech

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Department.Cortney V. Martin, Virginia TechPeter Doolittle, Virginia Tech Director for the Center for Instructional Development and Educational Research, and Associate Professor of Educational Psychology at Virginia Tech.Justeen Olinger, Virginia Tech Student Assistant with the NSF-CCLI Grant at Virginia Tech. Page 22.994.1 c American Society for Engineering Education, 2011 Lab-in-a-Box: Online Instruction and Multimedia Materials to Support Independent Experimentation on Concepts from CircuitsIntroductionA project known as Lab-in-a-Box (LiaB) was developed in 2004 as one of the

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2011 ASEE Annual Conference & Exposition

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Yi Guo, Stevens Institute of Technology; Shubo Zhang, Stevens Institute of Technology; Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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been an active research area since the80s and an enormous amount of teaching materials is available, particularly in medicalinstrumentation and medical imaging. Contrary to the large amount of teaching and learningmaterials on large-scale medical robots, instructional materials on micro/nano-robotics forbio-medical applications are very limited. There is a general lack of learning materials onmicro/nano-robotics in undergraduate education. We have developed teaching materialstargeting undergraduate students in bio-medical engineering and related disciplines wheremicro-robotics techniques could be readily applied.In this paper, we present a case study on a pill-sized robot in gastro-intestinal (GI) tract toteach undergraduate micro-robotics and

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2011 ASEE Annual Conference & Exposition

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Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Dale R. Baker, Arizona State University; Jessica Triplett, Arizona State University

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emotion on these things. She is also invested and passionate about K-12 education as she teaches physics, chemistry, and science foundations at New School for the Arts and Academics, an alternative arts high school.Andrea Marta Eller, Arizona State University Andrea Eller is an undergraduate at Arizona State University in the School of Materials at Arizona State University. After graduation she will be attending graduate school in Materials Science and Engineering. She has been working as an undergraduate teaching assistant in the Introductory Materials course for two years.Dr. Dale R Baker, Arizona State UniversityJessica Triplett, Arizona State University

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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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relationship with technology. The non-engineering studentsenrolled in a general education engineering course have been found to identify relevance as animportant characteristic of course topics and materials. This is consistent with the sense ofimmediacy or application that is characteristic of adult learners.20Non-engineering students are interested in developing an understanding of technologicalprinciples. However, mathematical explanations are not generally effective with this group.Explanations of the underlying principles should make use of verbal descriptions, graphics, and Page 22.997.3other visual aids. This is consistent with the methods used

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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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; received the B.S. degree from the University of Hawaii, the M.Eng. from Cornell University, and the Ph.D. from the University of Colorado at Boulder.Carol Haden, Magnolia Consulting, LLC Carol Haden is a Senior Consultant for Magnolia Consulting, LLC, a small woman-owned research and evaluation company based out of Charlottesville, Virgina. For the past eight years, she has specialized in the evaluation of informal and formal STEM education programs. Dr. Haden has evaluated projects sponsored by the National Science Foundation, NASA, the William and Flora Hewlett Foundation, the Arizona Board of Regents, and the Arizona Department of Education.Rhonda R. Franklin, Univeristy of Minnesota Rhonda R. Franklin is an

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William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

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devices that provide a perfect tool tocreate a CHAPL environment have, since there creation, been updated and improved. With thisnew phase of the CHAPL project the DLM design will undergo major renovation. Designs for anew generation of DLM have already been drafted at WSU and when constructed are anticipatedto be used for testing implementation in this CCLI Type II award. However, a private externalcompany, known as a world leader in educational laboratory hardware manufacture anddistribution, is also drafting ideas for a new design for the DLMs. It is anticipated these will beavailable for future dissemination should the researchers be successful in garnering a future TypeIII award from NSF. It is also possible that the newly drafted design at

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Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign

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AC 2011-1800: ADMINISTERING A DIGITAL LOGIC CONCEPT INVEN-TORY AT MULTIPLE INSTITUTIONSGeoffrey L. Herman, University of Illinois at Urbana-Champaign Geoffrey L. Herman is a PhD Candidate in Electrical and Computer Engineering and a Mavis Future Faculty Fellow at the University of Illinois at Urbana-Champaign. His research interests include cogni- tive science, identifying and assessing common student misconceptions and difficulties in electrical and computer engineering topics, blended learning (integrating online teaching tools into the classroom), in- telligent tutoring systems, and music signal processing. He is a winner of the 2011 Educational Research and Methods Division Apprentice Faculty Grant. He has been