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2011 ASEE Annual Conference & Exposition

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Marissa Jablonski, University of Wisconsin, Milwaukee; John R. Reisel, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee; Ethan V Munson, University of Wisconsin, Milwaukee; Leah Rineck

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AC 2011-243: INITIAL EVALUATION OF THE IMPACT OF MATH STUDYGROUPS ON FIRST-YEAR STUDENT COURSE SUCCESSMarissa Jablonski, University of Wisconsin, Milwaukee Marissa R. Jablonski is a PhD Student of Civil/Environmental Engineering at the University of Wisconsin- Milwaukee (UWM). She serves as program coordinator of the National Science Foundation (NSF) funded FORTE (Fostering Opportunities for Tomorrow’s Engineers) program at UWM and works to recruit and retain undergraduate minorities and women to UWM’s College of Engineering and Applied Sciences. Marissa is focusing her dissertation on sustainable oxidation of textile wastewater and is working to create small-scale wastewater treatment units for cottage textile

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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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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prepared to do this work? If not, how could you have been better prepared? • What did you find most rewarding? • What did you find most challenging? • Did you discover anything about being an engineer?Other assessment/evaluation factors to be considered include institutional and communityimpacts. However, our focus will not be on what these impacts are for these stakeholders asmuch as how they affect students’ engagement in LTS. Thus, our surveys and interviews willserve to collect basic information related to their campuses (number of faculty, disciplines, typeof course/program, positive and negative consequences, etc.) as well as their community partners(number and types of projects, number of community members served, positive and

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Shane F. Cotter, Union College

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Fall 2005, he joined the faculty at Union College. He teaches courses in introductory digital logic, digital design and computer networking. His principal research interests are in the areas of speech and image processing, wireless communications, computer networking, and biological signal processing. Page 22.245.1 c American Society for Engineering Education, 2011 Assessing the Impact of a Biometrics Course on Students’ Digital Signal Processing KnowledgeIntroductionA biometric refers to a physiological or behavioral trait which can be used to identify a

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2011 ASEE Annual Conference & Exposition

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

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Scholarship of Teaching and Learning community and is a 2006 CASTL Institute Scholar (Carnegie Academy for the Scholarship of Teaching and Learning). She has published a case study to use in teaching computer science courses to increase the interpersonal orientation of the classroom experience. She is currently directing graduate and undergraduate students on NSF-funded projects to develop a Virtual Engineering Sciences Learning Lab in Second Life to provide an immersive learning environment for introductory engineering and computer science courses and to develop materials for teaching artificial intelligence through an experimental ap- proach modeled after the lab sciences. Her industry experience includes software and

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2011 ASEE Annual Conference & Exposition

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Suzanna Long, Ph.D., Missouri University of Science & Technology; Hector J. Carlo, University of Puerto Rico, Mayaguez; Scott E. Grasman, Rochester Institute of Technology (COE); Abhijit Gosavi, Missouri University of Science & Technology; Leonardo Bedoya-Valencia, Colorado State University - Pueblo; Laura J Collins, Center for Research and Learning

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tomeasure the level of student and faculty engagement in the course development process. Thispartnership includes two universities in the U.S., one in Puerto Rico, and one in Spain and is inthe final year of an NSF funded project to integrate sustainability into supply chain managementand facility logistics curriculum across institutional boundaries and international time zones.Lessons learned from the assessment are used to identify progress toward learning andpedagogical development goals as well as suggest measures for overcoming engagementbarriers.IntroductionGlobal strategies and skill sets are essential to meet the challenges of the modern businessenvironment. Engineering managers and other technology-based business professionals must

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2011 ASEE Annual Conference & Exposition

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

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work to understand the needs of communities with different cultural backgrounds from their own, both subtle or significant9; international community service experience beneficial in MTU D80 program 38,39 Understand the impact of Enhanced by working directly with a community 19,20,35,43; >95% of engineering solutions in a students engaged in a LTS capstone design experience self-reported global and societal context high awareness of the social impact of engineering, significantly [ABET1] higher than non-LTS project participants33 Understanding professional Enhanced on LTS

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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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school STEM studies. FLATE's camp is designed to pique student interest in advanced manufacturing through a positive exposure to robotics, and embed technology oriented problem solving experiences within a fun and active hands-on environment. Campers are exposed to new career possibilities that are based on mastery of STEM curriculum. The camp challenges provide “real world” engineering based project work within a comfortable, safe, and supportive environment to encourage students to distinguish themselves both individually and as a team, and gain experience in the practice of independence and autonomy. It engages campers within a fun and small community environment setting and reaches out to students who might not

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2011 ASEE Annual Conference & Exposition

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

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key factor of the proposed new and updated courses will be to update the curriculum to meetthe expectations of industry by supplying qualified technicians and technologists who haveextensive hands-on experience with current design tools. By developing a re-configurablecomputing lab, we will be able to provide students at universities and community colleges withstate-of-the-art training tools that match the expectations of industry. Likewise, by strengtheningpartnerships with diverse community colleges through this curriculum development project, weaim to increase the transition of students from two-year to four-year programs through alignedcurriculum planning. Our aim is not to take away from students attending or planning to attendcommunity

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2011 ASEE Annual Conference & Exposition

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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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undergraduate education is summarized best by Dr. Edgerton,who says,“Learning ‘about’ things does not enable students to acquire the abilities and understandingthey will need for the twenty-first century. We need new pedagogies of engagement that will turnout the kinds of resourceful, engaged workers and citizens that America now requires”8The “pedagogies of engagement” to which Dr. Edgerton refers are the type of active, hands onteaching methods to which this paper and research is devoted. This shift from traditional lecturebased classes to more active, hands on teaching is especially impactful in classes where conceptsare particularly abstract and thus difficult to visualize or relate to everyday life9. This adequatelydescribes the material being

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2011 ASEE Annual Conference & Exposition

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

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, these courses are the mechanism by whichstudents apply the core concepts that are critical to their discipline to solve an open-endedproblem. This type of activity should enable students to engage in a deeper level of cognitionthan experienced earlier in their curriculum, which focuses more on analytical skills. In thecontext of providing an effective capstone experience, we have developed two virtuallaboratories, the Virtual Chemical Vapor Deposition (CVD) laboratory and the VirtualBioreactor (BioR) laboratory.2-5 In a virtual laboratory, simulations based on mathematicalmodels implemented on a computer can replace the physical laboratory. Virtual laboratorieshave been developed and integrated into engineering curricula.6-10 However, relative

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2011 ASEE Annual Conference & Exposition

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

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AC 2011-1291: THE FIRST-TO-FOURTH FLATLINE: ASSESSING UN-DERGRADUATE STUDENTS’ CREATIVE CAPACITYHolli Burgon, University of Illinois at Urbana-ChampaignJ. Bruce Elliott-Litchfield, University of Illinois, Urbana-Champaign J. Bruce Elliott-Litchfield is assistant dean in Undergraduate Programs in Engineering. He advises stu- dents and directs the Academy for Excellence in Engineering Education, the iFoundry Illinois Engineering First-year Experience, the Learning in Community program, and the Creativity, Innovation, and Vision course suite. He is faculty advisor for Engineers Without Borders and conducts research on what students learn via international service projects and how students learn to enhance creativity. An

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2011 ASEE Annual Conference & Exposition

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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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enthusiasm forlearning science, technology, engineering, and mathematics (STEM) subjects appears to decline.2Many drop out before the end of required schooling. Others continue to turn up for school butmake the minimum effort. These problems take on new meaning in a period when a fundamentalsurvival tool for individuals, and nations, is the willingness to learn and re-learn, i.e., engage inlife-long learning.4 Trade liberalization, globalization, fast-changing nature of work, and ageingpopulations have impacted the distribution of employment opportunities.Evidence suggests that when students’ families, schools, community-based organizations,science and technology centers, and institutions of higher education, come together to providecarefully

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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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expertise in providing professional development that includes strategies for the engagement and persistence of under represented populations in STEM disciplines. She has received awards from several organizations including the American Association for University Women (AAUW) for her work in addressing the need to increase females in engineering and technology fields as well as for her work in educating students with the skills required for the 21st century workforce.Mr. John Birch IIIProf. Mehrdad Faezi, Manchester Community College Professor of Engineering and Technology at Manchester Community College, Manchester, CT since 1993. He has taught and developed curricula in the subjects of Manufacturing Processes, Engineering

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2011 ASEE Annual Conference & Exposition

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

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of effective MEAs: In conjunction with our colleagues at the six partner institu- tions we have created a series of over 20 MEAs for upper level students that target students‟ problem solving skills and conceptual learning. In doing this we have found that MEAs also enhance such important professional skills as communication, teamwork, and ethical under- standing. Implementation of (new or adapted) MEAs: focuses on implementing and assessing the de- veloped and adapted MEAs in classroom settings as a means for studying the problem solv- ing and modeling processes. We have introduced and rigorously assessed our MEAs in classroom settings as a means to further understand students‟ problem solving, modeling and

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2011 ASEE Annual Conference & Exposition

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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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activities10, 11. This unique, automated, collaborativelearning platform naturally exploits chat room-style communications that are ubiquitous on theinternet, and also students’ comfort and curiosity with that environment. In our prior work usinga similar environment for middle school math instruction12, students found the collaborativeproblem solving environment highly engaging. Some students commented that the collaborativeenvironment was “way more fun” than their typical computer lab activities, and that they weredisappointed when the 45 minutes lab session was over.The idea behind its design is for a filter to process the text from an ongoing discussion as it ishappening, and to build an internal model of how the conversation is progressing. Using

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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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community colleges, which were formerly lecture-only courses.A number of the major tasks in the National Science Foundation Course, Curriculum, andLaboratory Improvement Phase II grant, awarded in 2008, have been accomplished. Theseinclude publication of the 3rd edition of a laboratory manual in 2009,1 the development of onlinemultimedia learning materials to support student experimentation outside of the classroom,2-4 2,3 , 4vodcasts on measurement techniques used in individual experiments linked directly to the labreport template, and the development of online classes for two circuits laboratory courses.5 Thefirst is a d.c. circuits course is designed for off-campus students and the second is a supplementto increase independent learning by

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2011 ASEE Annual Conference & Exposition

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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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students andto explain what additional support might be necessary to implement the ideas of the institute.The most common responses regarding the impact on students involved helping the students tobe more prepared for transferring to UNL and being able to improve their teaching to motivatethe students. The most common support needs included continued discussions and sharing ofideas and technology needs for engineering students at the community colleges. Observations, Focus Groups, and Interviews Observations of both SLIs were conducted and revealed the majority of trainees weremale. The main sessions were held in a mini-lecture hall in the Engineering building on the mainUNL campus, with presentations projected using a whiteboard and

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2011 ASEE Annual Conference & Exposition

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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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“punishment” or “remediation” for faculty; testimonials of positiveresults from CTL collaborations; confidential consultations; faculty led seminars; and building adatabase and network of “who does what” in engineering education on campus (and elsewhere).Recognition strategies include: awards for faculty engaging in professional development;designation as “faculty scholars” in educational research; formal recognition of the strategicimportance of CTLs and their impact on faculty development and student learning;documentation of professional development activities; and helping with the evidence associatedwith promotion and tenure activities for faculty.3. How CTLs from multiple institutions can work togetherCTLs from multiple institutions can work

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2011 ASEE Annual Conference & Exposition

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

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

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2011 ASEE Annual Conference & Exposition

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Janice M. Margle, Pennsylvania State University, Abington; Catherine L. Cohan, Pennsylvania State University; Yu-Chang Hsu, Boise State University; Jill L. Lane, Clayton State University; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel, Pennsylvania State University, University Park

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STEM degree majors. Although someSTEM students receive their degree at one of these regional campuses, many start at a regionalcampus and then transfer to the largest campus at University Park to complete their degree.Toys’n MORE is based on four intervention strategies underway at these 15 regional campuses.These strategies include (a) tutoring programs that serve four mathematics courses (three pre-calculus and one calculus), (b) a freshman toy-based design course called Toy FUN-damentals inwhich dissection and re-design of toys is used to engage students in a positive environment, (c) anew summer bridge program administered at three regional campuses and designed to assistunderrepresented students, who have expressed an interest in

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2011 ASEE Annual Conference & Exposition

Authors

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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course assessment results indicate that the introductory systems-oriented materialincreases student interest in RF/microwave circuit design and improves understanding of how theperformance of RF hardware impacts overall system performance. Instructor feedback indicatesthat the modules are effective in giving students a different and broader perspective on coursecontent and in enhancing the systems thinking emphasis in their existing courses.In another implementation, the WSN course material was used to supplement an introductorycourse on RF systems for undergraduates. The material provided an alternative viewpoint on RFcomponents used in system design and exposure to advanced RF technologies, such as RFMEMS used as switches and for re

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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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objective. In the experience of the program inthe case study, no additional courses have been added to the curriculum to integrate service-learning.From a broader perspective again, schools of other professions require service. For example, therecent hearings on the appointment of Elena Kagan to the Supreme Court brought to light herapproval of requiring service of all the students in the Harvard Law School while she was dean(Harvard Law Bulletin, 2009). Some accrediting agencies, in the midwest and the west, haveincluded service in academic programs as an accreditation requirement for colleges anduniversities, not just professional schools. For example, the North Central Association hasCriterion Five, Engagement and Service: “As called for by its

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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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,professional responsibility, impact on the community, communication, etc., which then may aidin engaging these students in a number of different ways. 35 Another reference 36 discusses the Page 22.806.12important role of self-efficacy in improving cognitive engagement, academic performance, andpersistence of female students in science and engineering. The role of failure case studies inenhancing the self-efficacy of student in underrepresented groups is a topic worthy of study.The results from this project for 2009 will be discussed in the results section. The resultsinvestigate the use of case studies to help underrepresented groups improve their

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2011 ASEE Annual Conference & Exposition

Authors

Morgan M Hynes, Tufts University; Ann F. McKenna, Arizona State University, Polytechnic; Chris Rogers, Tufts University; Megan Kiely Mueller, Tufts University; Xaver Neumeyer, Northwestern University; Richard M. Lerner, Tufts University

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; • an ability to communicate effectively; • the broad education to understand the impact of engineering solutions in a global, economic, environmental, and societal context; • a recognition of the need for, and the ability to engage in life-long learning; • and a knowledge of contemporary issues.15We believe these skills as defined by ABET highlight the nature of engineering as being muchmore than simply the application of STEM knowledge to solve problems; and that great solutionsto the problems we face in the world will require engineers to use much more than theirknowledge of STEM principles. However, merely declaring these skills requisite in engineeringcurriculum does not ensure students

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2011 ASEE Annual Conference & Exposition

Authors

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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-departmental design projects. Students will learn how to design, construct, evaluate, operate, andtest mechatronic products. Activities include: 3D design and modeling, materials andmanufacturing process selection, mechanical and structural design, electrical/electronic design,computer control with embedded systems, interfacing, programming, and project management.These simulated product design activities will give students a better understanding of productdesign processes and provide them with much needed hands-on experience.Students who enroll in this training program will serve as student mentors to help local highschool students to engage in various pre-engineering activities such as FIRST Robotic

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2011 ASEE Annual Conference & Exposition

Authors

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

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difficult for students to understand and conceptualize, thusleading to less interest in relevant career paths. One aspect that is fundamental to thisconceptualization is how the forces between elements interact at this level. We aredeveloping a hands-on teaching module for K-12 students about the forces that exist atthe nanoscale and how they’re involved in nanofabrication. Rather than learning throughabstract concepts, we intend for students to feel the forces during a virtual reality game tomore concretely experience the concepts.There are four important components of the module’s design for engaging students: theuse of a virtual environment, the use of haptic feedback, creating a macro-worldcomparison to the nano-environment, and making the

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2011 ASEE Annual Conference & Exposition

Authors

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

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knowledge. This perception of students is also evidenced in the focus groupinterviews that were performed at the conclusion of the semester. Students spoke on theirperceived level of engagement compared to other labs they have taken and the instructor style.This paper will address the psychology and the results gleaned from the use of problem basedlearning in a laboratory course. Page 22.848.2 1Introduction Students demonstrate different learning styles and PBL and case study teaching methodsprovide an instructional method that can help meet the

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2011 ASEE Annual Conference & Exposition

Authors

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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thoughtful and meaningful team dialogue, as well as awareness of both valueand difficulties of learning content in a student-centered classroom. Overall, this tool kit is meantfor any instructor of an introductory materials course, regardless of level of teaching expertise.By making innovative course tools accessible, such as found in the tool kit, we also hope topromote the development of pedagogical content knowledge in engineering educators. We alsobelieve that the strategies and tools described have characteristics of a general model that couldbe adapted to other courses and potentially achieve broader impact. The specific data on theeffect of these materials on student learning, along with detailed explanations of tooldevelopment methods are

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2011 ASEE Annual Conference & Exposition

Authors

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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better understanding of thematerial covered in the course. A concept map is a spatial representation of concepts and theirinterrelationships that is intended to visually represent the structural knowledge that a learner has storedin long-term memory6-7 . The process of building a concept map engages the learner with the content andis considered an active learning strategy.Specific program objectives included:  Increasing students’ capacity to engage in “real world” problem solving  Improving students’ written and oral communications Page 22.1110.3  Increasing students’ conceptual and factual knowledge of engineering

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2011 ASEE Annual Conference & Exposition

Authors

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

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engineering solutions hasproven to be a considerable task that entire teams of faculty are trying to address. Possiblecourse approaches include early cornerstone design courses aimed at the freshmen andsophomore years, or later capstone design courses aimed at the junior or senior years. Anothercommon response to provide a more global, socially sensitive context is to engage students instudy abroad experiences. While the number of study abroad students historically was increasing,current economic conditions have impacted the ability for students and universities to fund suchexperiences. The challenge is therefore obvious – providing opportunities for students toexperience global, social, economic, and environmental issues in engineering, with no