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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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), Atlanta, Georgia, in 1976, and the M.S. and Ph.D. degrees in theoretical and applied mechanics from Cornell University, Ithaca, New York, in 1982 and 1984, respectively. She worked as an engineer with the Hanford Engineering Development Laboratory in Richland, Washington, from 1977 to 1980. She was co-founder and vice president of JTM Systems and Consulting, Inc., Ithaca, New York, from 1980 to 1988, working primarily on the development, fabrication and commissioning of custom automated ultrasonic inspection systems. She continued this work from 1988 until 2002 as Manager of Systems Development at Panametrics, Inc., in Waltham, Massachusetts. In 2002 she joined the faculty of the School of Electrical and Computer

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2011 ASEE Annual Conference & Exposition

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Kirsten A. Davis, Boise State University; Sondra M Miller, Boise State University; Ross A. Perkins, Boise State University

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Bridging the Valley of Death: A 360° Approach to Understanding Adoption of Innovations in Engineering EducationAbstractThere is a nationwide need to better translate engineering education research into the classroomsetting. Moving engineering education research into practice is a more complicated task than itmight initially seem. There are many significant barriers to hinder the transition from research toimplementation. These barriers can be categorized into two groups: (1) individual barriers, suchas personality characteristics that contribute to a lack of willingness to implement innovations, aswell as a lack of knowledge about engineering education research; and (2) environmentalperceptions, such as perceptions of the tenure and

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2011 ASEE Annual Conference & Exposition

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Donald Plumlee, Boise State University

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orknowledge of how they use cognition in their engineering coursework. This difference could bebased on a varying life experiences or possibly learning styles. Regardless of initial response,the overall results at the end of the class seem to be more consistent across all the questions. Thechanges observed in the survey as a result of the problem-based curriculum almost alwaysindicate that while not always seen as fun, the students attained an improved attitude towardsapplying cognitive tools to engineering tasks. In some cases, students were initially lesscomfortable with the new learning environment, but these students exhibited larger changes thanthe average student in the group. Based on the collected data, it appears that there is a

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2011 ASEE Annual Conference & Exposition

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Kathryn Dimiduk, Cornell University; Rajesh Bhaskaran, Cornell University; Haolin Zhu, Cornell University; Yingxin Gao, Cornell University

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are 4. A preliminary survey of best practices guidelines for simulationuse, developed by practicing engineers,5 indicates that the expert approach has an underlyinguniformity irrespective of the specific context or discipline. Our project extends this cognitiveand simulation research to industrial-standard simulation platforms. We hypothesize that ifstudents, in their formative years, see the same expert approach to simulations being followedrepeatedly for a wide variety of problems in different subject areas, they are likely to internalizeit and be able to apply it in new situations. Students will thus develop a mental organizationalstructure similar to those developed by experts with years of experience working withsimulations. Students

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2011 ASEE Annual Conference & Exposition

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Rebecca K. Toghiani, Mississippi State University; Adrienne R. Minerick, Michigan Technological University; Keisha B. Walters, Mississippi State University; Priscilla J. Hill, Mississippi State University; Carlen Henington, Mississippi State University

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of mechanisms that may be employed toeliminate them. One of the barriers identified by Tsouris and Porcelli 3,4 as well as Stankiewiczand Moulijn 5 is the sequential, unit operations-oriented approach typically used inundergraduate chemical engineering education. Much of the activity in the processintensification area has been in the European community.4 The University of Newcastle on Tynein the UK has established a graduate curriculum in chemical engineering focused on “intensifiedprocessing.” 6 Recently, it has been suggested that ChE Ed should include aspects of integratedconcepts at the undergraduate level.7,8 Also posed by these proponents is the question “ShouldChE Ed include new disciplines such as … process intensification and

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

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learning: The Texas Distance Learning Association gave me the Outstanding Commitment to Excellence and Innovation in Distance Learning by an Individual, March 2010; The Innovations in Online Learning Conference gave me an award for being an Outstanding Visionary in the field of Distance Education, May, 2009.Maria Veronica Gonzalez, University of Texas at El PasoFrancisco Medina Page 22.501.1 c American Society for Engineering Education, 2011 Digital Additive Manufacturing for Engineering Education: A Virtual Rapid Prototyping Simulator Approach

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Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

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. Page 22.1112.2 c American Society for Engineering Education, 2011 1 Integrating Nanodevice Design, Fabrication, and Analysis into the Mechanical Engineering Curriculum Mechanical Engineering Department University of Washington, Seattle WA 98195-2600 I. I NTRODUCTION This article describes a new nanotechnology undergraduate education (NUE) program onthe design of nanodevices in the Mechanical Engineering Department at the University ofWashington. The goal of the NUE program is to prepare mechanical engineers to designnanodevices. The NUE program

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2011 ASEE Annual Conference & Exposition

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

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functional understanding, which means they cannotuse their knowledge in new situations.The concepts that are important in chemical engineering are extensions from concepts in physics,chemistry, and biology. Thus, the same methods that are effective in physics, chemistry, andbiology for improved learning are also effective in engineering. Although their use has increasedin recent years, ConcepTests have been used less often in engineering classes.25-28 This projectwill facilitate the use of these active pedagogies by providing a resource of high quality conceptproblems for instructors to use.Software Development PlanThis poster will present the preliminary design of the interactive AIChE Concept Warehousesoftware. An innovative approach is planned to

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Reid Bailey, University of Virginia; Alexandra Emelina Coso, Georgia Institute of Technology; Heather T. Rowan-Kenyon, Boston College; Michael J Cabral, Virginia Commonwealth University; Joanne Bechta Dugan, University of Virginia; Marie F. Creager, University of Virginia

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networks. Her current focuses on the development of new technologies and engineering approaches to evaluate and improve engineering education, both in traditional classroom setting and in non-traditional on-line settings. Dr. Dugan holds a B.A. degree in Mathematics and Computer Science from La Salle University, and M.S. and PhD degrees in Electrical Engineering from Duke University.Marie F Creager, University of Virginia Page 22.1177.1 c American Society for Engineering Education, 2011 Principles and Strategies for Developing and Implementing an Interdisciplinary

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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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AC 2011-281: DEVELOPING A ROBOTICS TECHNOLOGY CURRICU-LUM AT AN URBAN COMMUNITY COLLEGEMichael Kaye, Baltimore City Community College Michael Kaye is an Associate Professor of Mathematics and Engineering at Baltimore City Community College. He also serves as Co-Coordinator of the Engineering Transfer Program and is a Co-Principle Investigator on the Robotics Technology Curriculum grant.Yun Liu, Baltimore City Community College Yun Liu is currently an Associate Professor in Mathematics and Engineering at Baltimore City Com- munity College (BCCC). He holds a Doctor of Engineering degree from Morgan State University and two Master Degrees in Engineering and Computer Science from Morgan State University and University

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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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Salahuddin Qazi, State University of New York, Institute of Tech, Utica, New York and Mohawk Valley Community College; Robert C. Decker, Mohawk Valley Community College

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AC 2011-2026: VISUALIZATION AND MANIPULATION OF NANOSCALECOMPONENTS INSTRUCTION FOR ENGINEERING TECHNOLOGY STU-DENTSSalahuddin Qazi and Robert Decker, State University of New York, Institute of Tech, Utica, New York andMohawk Valley Community College, Utica, New York Salahuddin Qazi holds a Ph.D., degree in electrical engineering from the University of Technology, Loughborough, U.K. He is currently a full Professor and past chair of electrical engineering technol- ogy department at the SUNY Institute of Technology, Utica, New York. He teaches and conducts research in the area of fiber optics, wireless communications, nanotechnology and alternative energy. Dr. Qazi is a recipient of many awards including, the William

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2011 ASEE Annual Conference & Exposition

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

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teaching students fundamental principles and systematic approaches toproblem solving. Educators also have a desire for their students to be creative in theirapproaches to problem solving. Many engineering students are given this opportunity in theircapstone senior design courses although it is becoming common to bring design experience tostudents earlier in the curriculum.1,2,3,4 At the senior level, design projects are assigned that arecomplex enough to require a team of students brainstorming and implementing their designs.Emphasis is typically placed on producing a functional product or system. While creativity maybe employed in a student design project, it is not always emphasized or discussed. An exceptionto this statement is described by a

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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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) and have been subsequently used in the development of the EntrepreneurshipInventory 20. Four additional categories were added: Engineering Coursework, BusinessCoursework, New Venture Planning Launch and Management, as well as other or unknown. Table 3. Groupings for the Classes Course Category Characteristics of the Category Becoming an Entrepreneur • Strategic Thinking and Presentation • Process and Context • Structure and Approach • Entrepreneurship Finance & Accounting • Core Finance

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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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, technicians, and designersfrom various disciplines to possess broader knowledge beyond their specialized fields and towork together concurrently. This concurrent engineering and mechatronic design approach,which emphasizes team collaboration, has become the new industry standard in product designand development. Mechatronic technology has been identified as one of the top 10 highlyinfluential emerging technologies of the 21st century by MIT’s Technology Review and by theInternational Center for Leadership in Education.Students from both departments were given mechatronic/robotic design projects that requiredthem to use actual mechanical, electrical/electronic hardware and software that are currentlybeing used by the industry. This enabled the

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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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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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learning, www.d80.mtu.edu/PBSL41. Piaget, J. (1977). The development of thought: Equilibration of cognitive structures, Viking Press, New York.42. Piket-May, M.J., J. P. Avery and L. E. Carlson (1995). 1st year engineering projects: a multidisciplinary, hands-on introduction to engineering through a community/university collaboration in assistive technology, American Society for Engineering Education (ASEE) Conference and Exposition Proceedings, Session 3253, pp. 2363-2365.43. Pritchard, M.S. and E. Tsang (2000). Service learning: A positive approach to teaching engineering ethics and social impact of technology, American Society for Engineering Education (ASEE) Conference and Exposition Proceedings, Session 3630.44. Sedlak, C.A

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Patricia A. Carlson, Rose-Hulman Institute of Technology

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] de Bono, E. New Think: The Use of Lateral Thinking and the Generation of New Ideas. New York: Harper & Row, 1967. [9] Gordon, W. J. J., Synectics: The Development of Creative Capacity. New York: Harper & Row, 1961. [10] Kieft, M., Rijlaarsdam, G, & van den Bergh, H., “An Aptitude-Treatment Interaction Approach to Writing – to-Learn,” Learning and Instruction, vol. 18, no. 4, pp. 379-390, August 2008. [11] Berry, F. C. & Carlson, P. A., “Assessing Engineering Design Experiences using Calibrated Peer Review,” International Journal of Engineering Education, vol. 26, no. 6, pp. 1503-1507, December 2010. [12] Carlson, P. A. & Berry, F. C., “Using Computer-Mediated Peer Review in an Engineering Design Course

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2011 ASEE Annual Conference & Exposition

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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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of Louisville incorporatedthose topics into a course that also introduces the seven different engineering disciplines offeredat University of Louisville, as well as engineering design, teamwork, ethics, and professionalism.A major topic discussed in the re-design of the course was how to incorporate “hands-on” anddesign projects since much literature 2,3,4,5 highlighted the importance of having design projectsearly in the curriculum to foster interest and improve retention in engineering.Case studies offer the best of both worlds. Well-developed case studies offer opportunities togain in-depth knowledge of engineering systems and design, to consider ethical issues, to workin teams, and to gain many of the same benefits of discovery offered

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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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Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.Prof. David Williamson Shaffer, University of Wisconsin-Madison David Williamson Shaffer is a Professor at the University of Wisconsin-Madison in the Department of Educational Psychology and a Game Scientist at the Wisconsin Center for Education Research. Before coming to the University of Wisconsin, he was a teacher, teacher-trainer, curriculum developer, and game designer. Dr. Shaffer studies how new technologies change

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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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levelengineering students in an effort to facilitate social engagement. Lastly, by using a diverse set ofmentors the program will provide a role model for students from underrepresented groups.The evaluation plan for this project will incorporate a mixed-methods approach to data collectionin determining if there is a correlation between engineering retention rates and student success incalculus classes that use problem-based learning modules with peer mentors.1. IntroductionDespite significant improvements made in engineering education, persistence rates remain lessthan desirable1,2. Some of the most significant factors to persistence in engineering is a student’squantitative skills, both perceived and real, and commitment to engineering3. Students that

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2011 ASEE Annual Conference & Exposition

Authors

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

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learning and integration of research into undergraduate education. Dr. Yao is a member of the American Society of Engineering Education (ASEE) and a senior member of Institute of Electrical and Electronics Engineers (IEEE).Loren Limberis, East Carolina University Dr. Limberis joined the Engineering faculty at ECU in August 2006. He earned his B.S. in electrical engineering and Ph.D. in bioengineering from the University of Utah. Dr. Limberis taught for several years as an Assistant Professor at The College of New Jersey and was a research analyst with Southwest Research Institute prior to his academic career. His research interests focus on designing techniques to utilize nature’s highly complex and sophisticated

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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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and ability to apply concepts to new problem situations is by no means unique toour institution. Many schools face it, and some new understanding of why this is happening, andsome evaluation of whether a particular intervention improves things, will have wideimplications nationally.In 2006 the Dean of the Engineering College at our institution formed a Curriculum Task Force.The task force was charged with developing recommendations for changes in the college’s corecurriculum that would reflect and implement the Undergraduate Studies Objectives of thecollege:  Enhance the undergraduate educational environment and experience.  Enhance the engineering undergraduate curriculum and implement procedures for assessment and change

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Ingrid St. Omer, University of Kentucky

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benefit. The second major change is a veterans-onlyfirst-year transition course. The curriculum is modified from the University’s highly successfulfreshmen and transfer student orientation courses, with the addition of specific veteran topics ofinterest. The course is designed to give veteran students the tools necessary to be successful intheir new environment and taught by the VRC Coordinator. We propose to designate one ormore sections for engineering students to focus on study skills, time management, math, physics,and chemistry. The latter three areas are known as “gatekeeping” courses in engineering.Utilizing the BCTCBlue+ program for these courses will also help to ease the transition. Veteranstudents in the program will have access to the

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2011 ASEE Annual Conference & Exposition

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Michael G. Mauk, Drexel University; Vladimir Genis, Drexel University; Dhruv Sakalley, Drexel University; Holly Burnside, Drexel University

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engineering education” 38th ASEE/IEEE Frontiers in Education Conf. S1G-1. 19. S. FLUMERFELT [2008], “Is Lean appropriate for schools?” White Paper, Pawley Learning Inst., Oakland University, www.oakland.edu/leanschools. 20. A.E. JACKSON and M.E. JOHNSON [2005], “Incorporating the 5S philosophy into a modern engineering education program at Texas A&M Univeristy-Commerce” Proc. 2005 ASEE Conf. and Exposition. 21. S.A. JOHNSON, A. GERSTENFELD, A.ZELIG, B. RAMOS, and S. MISHRA [2010]. “Teaching lean process design using a discovery approach” www.masmac.org/resources/article001.html 22. R. JUGULUM and P. SAMUEL [2008] , Design for Lean Six Sigma: A Holistic Approach to Design and Innovation (Wiley, Hoboken, New

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2011 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University; Linda Huglin, Boise State University; Drew Borresen, Boise State University

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approach called RAD8, 12. In particular, the teamwill draw on collaborative analysis and design, prototyping, specialized tools and skills, andongoing prioritization based on collected data. This approach will identify what topics are of thegreatest interest to the Sounding Board and allow the research team to provide more informationregarding these topics.V. Future EffortsThe future directions of this research effort are aimed at implementing the data collection toolsthe team created as well as developing new tools to further the teams understanding of the factorssurrounding project-based learning in an engineering setting. During the beginning of next year,the research team will start creating a survey that aims measure the students’ motivation

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2011 ASEE Annual Conference & Exposition

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

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AnimationsAbstract: Complex engineering systems often require dynamic coordination of multidisciplinaryteams with conflicting objectives. Failing to understand the complex relationships among theconflicting objectives may result in serious engineering failures. In engineering education, one ofthe challenges in teaching complex systems is the lack of effective tools to demonstrate systemdynamics, especially spatial-temporal relationships in the system. The described project in thispaper is supported by grants from Engineering Education program of the National ScienceFoundation. In the project civil/construction engineering cases are used as the context to test theproposed new teaching/learning tool on the subject and to demonstrate the effectiveness of

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2011 ASEE Annual Conference & Exposition

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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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discuss a current NSF-CCLI Phase 2 grant that addresses improvements instudent pedagogy and educational materials for the engineering thermodynamics curriculum bycompleting development of the concept of an “Engineering Scenario”. Engineering Scenariosare textbook supplements based on actual engineering facilities and equipment. They expand onthe case study concept by including skills-based problems that can be used in place of traditionalhomework problems but written in the context of the real-world environment, as well asadditional design problems based on design methods and actual solutions at real facilities (Table1). Accompanying supplementary and background information promotes increased inquiry-based or student-centered learning, better

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2011 ASEE Annual Conference & Exposition

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

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all years in the curriculum resulted in an even higher percentage ofagreement. Similar results were obtained in response to the statement that service and academiccourse work should be integrated.The codes of conduct of several engineering professional societies as well as evidence from thiscase study supports the principle that service should be considered part of the engineeringprofession. Integrating service-learning within existing technical courses is a concrete way oftraining students in how and why engineers perform such professional community service.IntroductionIs service considered part of the engineering profession? If service is part of the profession,should it not be considered integral to college programs leading to engineering

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2011 ASEE Annual Conference & Exposition

Authors

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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practice ofengineering, and as such in the U.S. most engineering programs made a commitment to teachdesign. This commitment necessitated a better understanding on what design is. Now, thereexists a consensus around a new set of ideas that are closely related to the process of productdesign and development employed by industry5, and in fact, the ABET definition ofengineering design reflects this consensus: “[Engineering design is] the process of devising asystem, component, or process to meet desired needs.”6 Further, ABET requirements foraccreditation of engineering programs state that a curriculum must include the following: • development of student creativity through open-ended problems; • use of modern design theory and methodology