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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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they prepared?An issue of concern with including serviceefforts by engineering students inengineering education is that little is Figure 1. Faculty, under pressure from all sides, are theknown about the impacts of such efforts. valve operators for producing the graduates neededWhile some university-level assessments to address requirements of many higher educationhave been conducted,20, 38 coordinated,multi-institution, long-term assessment efforts are just beginning to examine outcomes for allstakeholders (e.g. students, faculty, institutions, and partners). This includes LTS impacts on theABET Criterion 3a-k learning outcomes, students’ self-efficacy, identity, motivation

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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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, schools of engineering often do not draw upon the expertise of the CTL staff and theirknowledge of learning theory; perhaps this is because engineering faculty are disciplinaryexperts first, and may not see the value in professional development activities that are not tied totheir content 1. To address this concern, we conducted a workshop with relevant stakeholders.The Role of Centers for Teaching and Learning in Improvement of Undergraduate EngineeringEducation workshop was held July 1-2, 2010 in Arlington, Virginia. The workshop broughttogether over 40 professionals representing the directors of CTLs, engineering faculty, andadministrators of schools of engineering; there were also 9 NSF program officers and otherstakeholders in attendance.The

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2011 ASEE Annual Conference & Exposition

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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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model 3. Overview of SMARTER Teamwork toolkit DEMONSTRATION 1. Sample research interface / tutorial COMMUNITY OUTCOMES 1. Teaming theory 2. Testing new user interfaces 3. Viewing student and faculty interface Equip 2. Best practices Research 3

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2011 ASEE Annual Conference & Exposition

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

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, report thatboth faculty and students are satisfied with their online education experiences, and thatconstructivists approaches to education are effective online.This new model will be a major step toward using distance engineering education to achieve thevision of Bourne et al.4, “…many of the issues raised because of tradition can be solved throughcollaboration among institutions to create a strong national shared engineering curriculumenabled by online methods…(online education) may well play a remarkable role in bringingtogether the work of colleges and universities across the United States (and eventually across theworld). Such collaboration will ultimately provide more choice and diversity of opportunity tolearners with lower costs. For

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2011 ASEE Annual Conference & Exposition

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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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requirement to an early cornerstone or later capstone design experience as a result,making these courses an ineffective “catch all” for many ABET requirements. In this paper, weaddress this issue in a novel way by synthesizing concepts from archaeology with advances incyber-enhanced product dissection to implement new educational innovations that integrateglobal, economic, environmental, and societal concerns into engineering design-related coursesusing product archaeology.1 Introduction and MotivationOutcome h in the requirements of ABET [1] has become a significant challenge to manyengineering departments. Providing effective, useful, and engaging educational experiences tounderstand the global, economic, environmental, and societal impact of

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2011 ASEE Annual Conference & Exposition

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

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mentors and the project assistant. The matter was also reported to theproject team, so they were aware of any immediate challenges.Implementation ChallengesBased on a review of mentor notes and documentation of the mentor process, several implementationchallenges were noted. For example, simple scheduling issues became a major concern almostimmediately. The project tried to create as many mentoring session time slots as possible so that menteeswould be able to find one that suits them. In some sessions there may only have been a single mentee oreven no mentees per time slot. A partial-explanation for this scheduling issue is the large proportion ofstudent that worked part-time and full-time. Table 2 illustrates the percentage of students in the

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2011 ASEE Annual Conference & Exposition

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Gene Liao, Wayne State University

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storage engineers and technicians. Thispaper presents the collaboration between university and community colleges to create anadvanced energy storage curriculum; setup an industrial-based energy storage laboratory;develop and deliver a short course for on-site training of engineers, technologists, and collegeinstructors working in the alternative energy and advanced automotive propulsion fields; developand deliver a series of workshops and seminars for K-12 science teachers, corporate partners,energy and automotive professionals; and provide transfer student advising by university faculty.1. IntroductionThe growing demand for energy and the increasing concerns about man-made climate changeshave called for clean and sustainable energy development

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2011 ASEE Annual Conference & Exposition

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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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and a sounding board.fundamentals tolater courses and, ultimately, real-world contexts. To address this issue the E²R2P project aimsto redesign engineering courses at an urban university. This paper will provide an overview ofthe E²R2P project and the efforts of this project to date, which include a survey measuringstudents’ inbounding activities related to their professional community of practice (see appendix)and a survey that measures faculty adoption (see appendix) of the problem- and project-basedlearning techniques used in the redesigned courses. This paper will also present a synopsis of thedata collected to date, which includes a first run of the faculty adoption survey.As depicted in Figure 1, the E2R2P effort will develop a change

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2011 ASEE Annual Conference & Exposition

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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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stipend for attending with the intent to enlist their participationduring Phase III.Phase III: Project Exportation Off-Campus and Sustained Implementation at the Universityof North Carolina at Charlotte In addition to continued implementation at the University of North Carolina at Charlotte,Community Colleges and Universities who participated in the first Workshop will be enrolled toparticipate in the project during Phase III. The research team will support these external facultiesin addressing and resolving issues concerning module/Habitat development and implementationas well as student/Project assessment activities. A second Faculty workshop will be held late inPhase III to afford a comprehensive after-action review of the activities

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2011 ASEE Annual Conference & Exposition

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David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A. Vogt, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University

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AC 2011-699: FROM DEFENSE TO DEGREE: ACCELERATING ENGI-NEERING DEGREE OPPORTUNITIES FOR MILITARY VETERANSDavid L. Soldan, Kansas State University David L. Soldan is Professor of Electrical and Computer Engineering at Kansas State University. He recently spent a sabbatical at the United States Naval Academy serving as the ONR Distinguished Chair for Science and Technology. He served as Head of the KSU ECE Department from 1989 to 2004. As a member of the IEEE Committee on Engineering Accreditation Activities from 1999 to 2007 he was active in new program evaluator training and new evaluator mentoring. He was a member of the ABET Engineering Accreditation Committee from 2003 to 2010 and served as an Executive Committee

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2011 ASEE Annual Conference & Exposition

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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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including a scenario and prompts;(2) student discussion as a response to the task and; (3) an accompanying analytical rubric calledthe EPSRubric as a criterion-referenced instrument to measure the quality of the students’performance in demonstrating engineering professional skills. First, in a 45-minute session,groups of five to seven students are presented with a complex, real-world scenario that includescurrent, multi-faceted, multidisciplinary engineering issues. Second, students are asked todetermine the most important problem/s and to discuss stakeholders, impacts, unknowns, andpossible solutions. Finally, trained faculty raters use the analytical EPS Rubric to measure theextent to which student performance demonstrate the six learning

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2011 ASEE Annual Conference & Exposition

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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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Psychology program at Penn State. She teaches courses on the application of psychological theories and models to address questions of class- room learning and problem solving. Dr. Van Meter’s primary research interests concern students’ ability to learn from and use nonverbal representations such as diagrams, graphs, and formulas. She has collab- orated with a team of engineering faculty at Penn State on an NSF-funded project studying engineering students’ understanding of mechanical engineering concepts in statics and their ability to model engineer- ing problems. Dr. Van Meter has published her research in educational research journals and is on the editorial boards of several leading journals in this field

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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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with Engineers Without Borders and other professional service organizations. Dr. Striebig was the recipient of the 2010 Peter Bosscher EWB-USA Faculty Leadership Award. Page 22.979.1 c American Society for Engineering Education, 2011 ISES – A Longitudinal Study to Measure the Impacts of Service on Engineering StudentsAbstractOver the last few years, concerns have escalated among many national organizations thattechnical expertise is no longer solely sufficient for the development of future engineers.Additionally, in the United States engineering programs

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2011 ASEE Annual Conference & Exposition

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Hirak C. Patangia, University of Arkansas, Little Rock

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attention isgiven to activities of building a new electricity smart grid (ESG). As a nationwide initiative,ESG covers several fundamental issues. In particular, ESG will accommodate all generation andstorage options and optimize its assets and operate more efficiently. An increasing demand fortrained ESG graduates is expected. ESG will enable several renewable energy sources to be fullyutilized. One of the representative types of such energy sources is the solar power. However,ESG must guarantee the power reliability for the 21st century consumers. It has been recognizedas a challenging task to integrate the isolated solar power sites into modern power grids. This ismainly because the solar power generation is dependent on weather conditions and

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2011 ASEE Annual Conference & Exposition

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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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will be discussed inthe class, leading to the introduction of nano steppers such as inchworm nanopositioners and itsconnection to human walking. Students will be asked to identify potential areas where controlcan still be beneficial, e.g., to control unwanted vibrations in the inchworm whenever it makesa step. Thus, the inchworm module will be used to convey both analysis issues (modeling andcontrol) and design issues (novel mechanisms to overcome range-vs-bandwidth limits) innanopositioning systems. Page 22.1112.12F. ME498 Nanodevice Design and Manufacture; Lead: Prof. J. Chung 1) Overview: This new senior level

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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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Noble. A laboratory manual for the circuits and electronics coursestaught to the mechanical engineering students is also expected to be published in 2011. Awebsite, www.lab-in-a-box.net, is under construction. Material for students and courseinstructors will be freely available at this site.We will offer a hands-on tutorial on the LiaB experiments and the learning materials toengineering faculty at Virginia Community College System‟s New Horizons Conference in April Page 22.994.82011 to initiate the transfer of the pedagogical approach and learning materials to support theinstruction at these institutions and to receive feedback and suggestions

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2011 ASEE Annual Conference & Exposition

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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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anddisadvantages of custom versus off-the-shelf parts.The most significant observation about the course concerns how to best structure aninterdisciplinary course focused on developing additional disciplinary grounding ANDintegration of knowledge from the disciplines. The intent in these courses is for electrical(EE), computer (CpE) and systems (SYS) engineering students to learn new materialabout each discipline AND to begin learning about when and how to integrate thesedisciplines to respond to real world problems. Teams were formed with both ECE andSYS students on each team and were allowed to structure their teams as they desired.The result was that students from each major gravitated to work related to theirmajor.EE students worked directly with EE

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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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member’s grade will be adversely affected. If astudent has unexcused absences and fails to do the assigned work, a zero grade is given on thatportion of work. Faculty and teaching assistants monitor teamwork and intervene to assistdysfunctional teams. Teams of 4-5 students are created by random assignment at the first of thesemester.Case Study One – Wastewater Treatment Process DevelopmentThe first case study introduced is Wastewater Treatment Process Development which involvesresearching and proposing the best possible solution to a real world manufacturing plant’swastewater problem. The problem is a real life example of a typical open-ended engineeringproblem, constrained by time, money and safety issues. In this study, the students are given

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2011 ASEE Annual Conference & Exposition

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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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#P116B080100A). The authors wish toexpress sincere gratitude for their financial support.Bibliography[1] Bresnahan, T., Brynjolfsson, E. & Hitt, L., 1999, “Information Technology andRecent Changes in Work Organization Increase the Demand for Skilled Labor,” in M.Blair and T. Kochan, Eds., The New Relationship: Human Capital in the AmericanCorporation, Washington, DC: Brookings[2] Zeilhofer, H. F., 2009, Rapid manufacturing technologies for tissue engineering,International Journal of Oral and Maxillofacial Surgery, Volume 38, Issue 5,pp: 389-399.[3] Y. Ravi Kumar* and C.S.P. Rao, T. A. J. R., 2009, Parametric modeling andsimulation of rapid prototyping, International Journal of Rapid Manufacturing, Volume1, Issue 1, pp. 65-87.[4] itself., the fluid

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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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: Balancing Cost, Schedule and Risk - Lessons Learned from the Space Shuttle (Cambridge University Press). He received his Ph.D. from The Johns Hopkins University in Operations Research and the BSEE from the University of Cincinnati. He is an ASEE Fellow.Mary E. Besterfield-Sacre, University of Pittsburgh Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Department of Industrial Engineering, a Center Associate for the Learning Research and Development Center, and the Director for the Engineering Education Research Center at the University of Pittsburgh. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Edu- cation, Sloan

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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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Professor of Teaching from 2005-2008.Scott C. Molitor, Ph.D., University of Toledo Scott C. Molitor received his Ph.D. in Biomedical Engineering from the Johns Hopkins University School of Medicine in 1997 and has been a faculty member in Bioengineering at the University of Toledo Depart- ment of Bioengineering since 2000. His research is in computational neuroscience, auditory neuroscience and traumatic brain injury. He has also served as the Bioengineering undergraduate program director since 2001.Brian W. Randolph, University of Toledo Brian W. Randolph is the Associate Dean of Undergraduate Studies and Professor of Civil Engineering at the University of Toledo. He is the lead investigator for the UT adoption of WSU’s

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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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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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Page 22.1651.3students failing at midterm to drop the course and participate in a calculus preparatory course.This course prepares students for a second attempt at Calculus I4. These programs increase theburden on the instructor so implementation requires buy-in from calculus professors.One of the more effective methods for improving first year student persistence is the use ofmentors20,21. Mentors are the students’ peers and can provide institution specific informationabout succeeding in engineering that faculty advisors cannot. Moreover, mentors, if selectedproperly, can be role models for students from underrepresented groups20. Additionally, havingstudents meet mentors in small peer groups will allow the students to obtain a better idea of

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2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

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. Maguire (Eds.), Becoming a Teacher: Issues in Secondary Teaching (pp. 98-111). New York, NY: Open University Press.10. Pierson, W. (1998). Reflection and nursing education. Journal of Advanced Nursing, 27(1), 165-170.11. Russell, T. (1993). Learning to teach science: Constructivism, reflection, and learning from experience. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 247-258). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.12. Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 18-40): RoutledgeFalmer.13. Tobias, S., & Everson, H. (2002). Knowing what

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James Boerio, University of Cincinnati; Dionysios D. Dionysiou, University of Cincinnati; Ian Papautsky, University of Cincinnati; Miguel Pelaez, University of Cincinnati; Mark Schulz; Christopher Huth; Vesselin N. Shanov, University of Cincinnati; Donglu Shi, University of Cincinnati

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were integrated into two new courses thatwere developed as part of a grant from the National Science Foundation Nanotechnology inUndergraduate Education (NUE) program to enhance undergraduate education innanotechnology and engineering at UC. Four modules were developed for the new courseNanoscale Devices, which addresses important contemporary issues including design,construction, and emerging applications of nanoscale devices; three additional modules weredeveloped for the new course Environmental Aspects of Nanotechnology, which discussesenvironmental applications of nanotechnology as well as the environmental impact ofnanotechnology. The new courses build on the background that students have gained in existingcourses entitled Introduction

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2011 ASEE Annual Conference & Exposition

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

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classroom.They want learning experiences that parallel the exciting and engaging formats of digitalgames.1 The fact that people acquire new knowledge and complex skills from gameplaying, suggests its use in education. Positive features of games are that they are basedon challenge, reward, learning through doing and guided discovery.It should be noted that the goal of this research is not only focused on developing ateaching module, the primary concern of this paper, but also an evaluation of the fourimportant components of the module’s design: the use of a virtual environment, the useof haptic feedback, comparing macro- and nano-worlds, and making the module into agame. For example, some results have shown that the use of haptics is not

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2011 ASEE Annual Conference & Exposition

Authors

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

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AC 2011-2488: USE OF SOFTWARE AGENT-MONITORED TUTORIALSTO GUIDE STUDENT LEARNING IN COMPUTER-AIDED DESIGN, ANAL-YSIS AND MATHEMATICS PROJECTSJack L. Beuth, Carnegie Mellon University Jack Beuth received his Ph.D. in Engineering Sciences from Harvard in 1992. He has been on the faculty of the Carnegie Mellon University Department of Mechanical Engineering since 1992. Dr. Beuth’s re- search is in the areas of solid mechanics and manufacturing. He is currently working on projects in four areas: The Mechanics of Laser- and Electron Beam-Based Manufacturing Processes, Interfacial Tough- ness Testing of Thermal Barrier Coatings, Development of an In-situ On-chip Tensile Testing Platform, and the Modeling of Fracture

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2011 ASEE Annual Conference & Exposition

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Fei Hu, University of Alabama

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innovative learning, to encourage students to generate creative engineeringdesign, our lab requirements do not specify unique solutions. Instead, we provide a series of directions forstudents’ imaginations. For instance, we point out “GPS brings high cost for tiny sensors due to expensivesatellite communication, what about using neighboring sensors to estimate the patient’s location?” “New issue: If using other sensors, should we use radios or sound? Radio is faster than sound. But slowsound propagation may make it easier to measure early-late difference…”  “If using sound, what mathmodel should be used to calculate triangle positions to locate a sensor?” The above level-to-level question-based, non-instructional lab style motivates