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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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AC 2011-1558: THE WRIGHT STATE MODEL FOR ENGINEERING MATH-EMATICS EDUCATION: HIGHLIGHTS FROM A CCLI PHASE 3 INI-TIATIVE, VOLUME 2Nathan W. Klingbeil, Wright State University Nathan Klingbeil is a Professor of Mechanical Engineering and Associate Dean for Academic Affairs in the College of Engineering and Computer Science at Wright State University. He is the lead PI for Wright State’s National Model for Engineering Mathematics Education. He has been the recipient of numerous awards for his work in engineering education, including the ASEE North Central Section Outstanding Teacher Award (2004) and the CASE Ohio Professor of the Year Award (2005). He also held the university title of Robert J. Kegerreis Distinguished

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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education.4.1 Community BuildingWith existing LTS-involved faculty scattered across many institutions, often championing LTSin isolation, a formal LTS faculty community is long overdue. ASEE has recently approved aService in Engineering Education (SEE) Constituent Committee, the first step in progressing to aformal Division. This Division will provide a venue for faculty from many disciplines to learnfrom one another in focused sessions of mutual interest, rather than being lost amongst manyDivisions, often as add-ons to potpourri sessions. Because of this momentum, it is anticipatedthat an SEE Division will be in place within ASEE by Year 3 of this grant. This face-to-faceopportunity will catalyze further development of LTS efforts in engineering

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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Foundation CCLIProgram under grant number DUE-0817391. Any opinions, findings, and/or recommendations inthe paper are those of the authors and do not necessarily reflect the views of the sponsors.6 References [1] SME Education Foundation. 2011. http://www.smeef.org/about/index.html [2] DeMeter, Edward C., Jorgensen, Jens E. and Rullan, Augustine. 1996. "The Learning Factory of The Manufacturing Engineering Education Program." Proceedings, SME International Conference on Manufacturing Education for the 21st Century, San Diego, CA. [3] Lamancusa, John S.; Jorgensen, Jens E.; Zayas-Castro, Jose L.; and Ratner. Julie. 1995. "The Learning Factory - A New Approach to Integrating Design and Manufacturing into Engineering

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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will introduce two new courses (Digital Design Using VHDL and Topics inProgrammable Logic). Each of these courses is three credit hours (2 class, 3 lab). The descriptionsof the two new courses are provided below. We were able to add the two new courses withoutimpacting the overall degree plan. The current EET program has a shortage of courses in digitallogic design; only one course (Digital Electronics) is currently offered. The EET program will stillbe structured as a 127 credit hour program with sixty-eight (68) credits of technical courses inElectrical Engineering Technology. This is in line with ABET requirements [7]. ABET Criterion5. Curriculum: “Baccalaureate programs must consist of a minimum of 124 semester hours …and the technical

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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- ativity, engineering with developing communities, and community-inspired innovation. He has served the American Society for Engineering Education in numerous capacities, as a member of the Interna- tional Strategic Planning Task Force, the International Advisory Committee, and Global Task Force, and as Chair of the International Division. He actively serves Engineers Without Borders-USA, as a chapter co-advisor, education committee chair, and lead on EWB’s efforts to examine its educational impacts. He is currently leading several NSF-funded projects involving the design and assessment of service learn- ing in engineering education. He is co-author of several recently released books, including: Measuring the Impacts of

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NSF Grantees Poster Session

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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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recommended texts. They included the following: 1. Ohm’s Law. 2. Series Resistance 3. Series Parallel dc Circuits 4. Superposition Theorem. 5. Thevenin’s Theorem And Maximun Power Transfer 6. Amplitude Shift Keying (Manual Completed) 7. Frequency Shift Keying (Manual Completed) 8. Time Division Multiplexing 9. Amplitude Modulation. Page 22.1654.9ConclusionWith the partial support from NSF HUCB-UP grant, a state of the art virtual and remotelaboratory has been built. One of the research activates, MIT iLab connection, is reported in thispaper. Survey results shows that most of students favored

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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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LearningA CPR session contains two very distinct types of instructional activities: (1) the studentconstructs a communication product to fit a fully-specified rhetorical situation and (2) the studentparticipates in a collaborative, evaluative exercise that culminates in self-reflection. Suchactivities facilitate the movement from novice to professional for students by explicitly modelingstrategic processes characteristic of expert behavior.Strategies are powerful manipulations by which the problem-solver (1) defines the task andmakes analogs to other similar situations, (2) prunes away extraneous elements or eliminates"noise" from the problem space, (3) mediates state transformations, such as clustering specificsand making super-ordinate categories

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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Page 22.1303.5 0 1 2 3 4 5 6 Years since roll‐out Figure 2. Growth in the Number of Faculty and Institutions using CATME Team Tools.The most recent growth in system use has introduced an interesting complication—as the userbase expands, it extends beyond “early adopters,” who are comfortable manipulating theinterface with little guidance. Rather, the most recent users are more likely to seek help gettingstarted, which can be quite time-consuming. Rather than divert resources to technical support, ausability study of the interface (scheduled as part of this project) has revealed opportunities tomake the

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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theundergraduate engineering curriculum are: (1) an authentic performance task in the form of ascenario and prompts to elicit the ABET professional skills; (2) establishment of initial reliabilityand validity of the measurement instrument – the Engineering Professional Skills Rubric (EPSRubric) (Appendix A); and (3) a dedicated community of 40+ engineering faculty using directassessment to evaluate the efficacy of their own programs, and to plan and implementimprovement at both course and program levels.The EPSA method is a discussion-based performance task designed to elicit students’ knowledgeand application of the ABET professional skills. In a 45-minute session, small groups of studentsare presented with a complex, real-world scenario that includes

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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(NSF STEP grant) with the College of Engineering at the Pennsylvania State University. His research interests include learning and instruction innovation through emerging technologies (e.g., Web 2.0 and mobile learning), cognitive and metacognitive processes of integrating multiple external representations in STEM fields, and information and new media literacy. He has authored several refereed journal articles and has presented research findings in various national and international conferences.Jill L Lane, Clayton State University Jill Lane has more than fifteen years experience working with faculty and teaching assistants on methods to enhance teaching and learning. She has conducted various workshops on teaching

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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the Forty-First ACM Technical Symposium on Computer Science Education, Milwaukee, Wisc., March 10–13, 2010, 102-106.[11] Herman, G. L., Loui, M. C., & Zilles, C. (submitted). Flip-Flops in students' conceptions of state, IEEE Transactions on Education.[12] Herman, G.L., Loui, M.C., & Zilles, C. (in press). Students’ misconceptions about medium scale integration circuits, IEEE Transactions on Education.[13] Herman, G. L., Kaczmarczyk, L., Loui, M. C., & Zilles, C. (2008). Proof by incomplete enumeration and other logical misconceptions, in ICER '08: Proceeding of the Fourth international Workshop on Computing Education Research, ACM, 59-70.[14] Hestenes, D., Wells, M. and Swackhamer, G. (1992) Force Concept Inventory

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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this overlap: 1) the primary objectivesof the first freshman level course are to introduce students to the discipline to provide contextand motivation for further study and to problem solving and critical thinking skills; 2) mostdisciplines require a course in scientific computer programming that teaches structuredprogramming in a high-level computer language and the use of that language to solve Page 22.1111.8engineering problems; and 3) most disciplines either require, or allow as a technical elective, acourse in basic circuits and electronics or a course in statics. These observations led to thedevelopment of the four core STEP courses

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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Page 22.314.1 c American Society for Engineering Education, 2011 CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning – Part IIAbstractAs part of a seven university CCLI* Type 3 collaborative effort focused on models and model-ing, we have extended the model eliciting activity (MEA) construct to upper division engineeringprograms. Originally developed and validated by mathematics education researchers, MEAswere found to have significant value as an educational tool. In particular, our overall goal hasbeen to use this construct as a means for enhancing engineering students‟ problem solving andmodeling skills as well as their conceptual understanding of

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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have weak evaluation plans,1 inspite of the fact that resources exist to assist with the formulation of evaluation plans. Amongthese resources are an overview of assessment methods by Olds et al.,2 Scientific Research inEducation,3 and Knowing what students know: the science and design of educationalassessment.4In addition to expectations for high quality assessment and evaluation plans, new guidelines forTransforming Undergraduate Education in Science, Technology, Engineering and Mathematics(TUES) proposals have also raised expectations for outcomes of dissemination efforts. Theguidelines indicate that projects to develop innovations in engineering education must includeplans to persuade and enable other educators to adopt those