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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Douglas H. Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American; Connie M. Borror, Arizona State University West

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 data  is  also  an  open  source  applications.    Learning  Modules  The  learning  modules  present  students  with  the  “real  world”  decisions  required  to  implement  statistical  quality  control.    Many  of  these  decisions  are  denied  students  taught  by  traditional  methods  of  lecture  plus  homework.    There  are  two  major  categories  of  learning  models  for  statistical  quality  control:  design  of  experiments  (DOE)  and  statistical  process  control.    The  statistical  process  control  learning  modules  are  more  mature  than  the  design  of  experiments  learning  modules  as  two  of  these  modules  were  developed  in  the  Phase  I  activities.    There  are  five  proposed  learning  modules  for

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Katie Grantham, Missouri University of Science & Technology; Ryan Arlitt, Missouri University of Science and Technology

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traditional rigid engineering curriculum has not adapted to thediverse needs of a quickly changing technological world, such as the advances in theforensic engineering profession. This paper presents research that was conducted to investigate the use ofknowledgebase guided teaching strategies to enable courses with “engineeringexperience” as a prerequisite to be taught at the undergraduate level. This research willcontribute to the formation of an undergraduate forensic engineering program that willleverage the industrial need and media popularity of forensics. This paper’s contributionto the creation of a forensics program is in the formation and verification of reversefailure analysis coursework through improvements to the RED application

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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instructional changes incorporated to address them, and the instruments to assess repairwill be described and discussed. Implications and suggestions for instruction based on thisapproach are then discussed. Overall, we report on the research question, "How can instructionalmaterials be modified to address and assess misconception and knowledge gap identity andrepair from formative and summative assessments in an introductory materials class?"BackgroundAn important aspect of the approach used in developing innovative materials was to illustrate therelevance and significance of a concept by demonstrating its application in the context of a real-world item that would be familiar to students. An example would be to illustrate structure-property-processing

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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AbstractThe objective of this paper is to introduce, implement, and further enhance engineeringeducation in digital additive manufacturing using a virtual Rapid Prototyping (RP)simulator within the established programs of Industrial, Manufacturing and SystemsEngineering and Mechanical Engineering at the University of XXXX (XXXX). Thispaper describes a state-of-the-art virtual rapid prototyping simulator in 3D environmentusing XNA framework. The purposes of the virtual RP simulator are allowing the usersto get familiar with the basic commands and functions of the real Fused DepositionModeling (FDM) 3000 facility and learning how to operate the FDM 3000 machine. Thepaper also aims at developing an effective learning model to facilitate student’s

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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technology, games have come a long way to be much more thanvisualization. They are interactions within immersive digital worlds that promote learningthrough authentic and engaging play. Since many of today’s students have grown up with gamesof ever increasing sophistication, infusing out-of-school literacy into a classroom settingbecomes extremely important.Motivated by these remarks, this project, as part of an NSF-IEECI grant, investigates a non-intrusive approach that infuses metacognitive strategies into fully packed ECE curricula atRowan and Tennessee State University (TSU). In particular, the pilot study designs theme-basedgames that feature metacognitive strategies and ECE fundamentals in real engineering problem-solving to replace the

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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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areinterrelated, nor does it normally provide meaningful hands-on experiences on real job sites.This research intends to target these two courses to affect an evolutionary transformation markedby active-learning in the classroom coupled with real-world, hands-on construction experience atlocal job sites.Project Components In meeting the project requirements, this research deploys three important projectcomponents: adaptation and translation of a successful research result for new instructionalstrategies, demonstration of student learning improvement based on an active, service-learning Page 22.1243.2approach, and dissemination of the project

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

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concepts from multiple courses in their senior design projects) as a difficulty anda challenge in the program. Students were also currently enrolled in various types of designcourses that required them to integrate and to apply knowledge and concepts they had learned inprevious courses. They pointed to this as challenging and interesting. At this upper-level stageof their engineering program (or having graduated), they were most interested in the concepts forwhich they could see a purpose. The mathematics-heavy concepts were singled out as difficultto understand and too difficult to apply in their design work and in their careers.Related to real-world applications, four students pointed to the design of physical objects eitheras their reason for

Conference Session

NSF Grantees Poster Session

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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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learn beimplemented in practice with an innovative, effective, easily-implemental set of teaching andinstructional materials?" Another question that is complementary to the first relates to theefficacy of the materials, "What is the effectiveness of such a set of innovative instructionmaterials on student attitude, learning and retention?"Background LiteratureThe innovations and approach used in developing innovative materials always followed theprinciple of making materials relevant and significant to students during instruction. As such, wewill refer to the materials discussed here as Concept Learning In Context (CLIC) instruction. Thegoal is to show that examples of real-world applications need to be linked to abstract concepts toillustrate

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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theories are taught without much application context. In a typical real-worldengineering project, complex constraints from the application context often requires solutionsfrom compromise and prioritization of multiple engineering and non-engineering factors.“Many of the students who make it to graduation enter the workforce ill equipped for thecomplex interactions, across many disciplines, of real-world engineered systems” [1]. A report bythe National Academy of Engineering [2] pointed out that a critical component needed forengineering curricula is to foster an understanding of the interrelationships between engineered,technical, and nontechnical systems. A study by Jonassen et al. [3] shed some light on what islacking in conventional engineering

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NSF Grantees Poster Session

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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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in lab, hands-on activities. Reflective learners can use the PBL and casestudies to reflect over the case background or the framework story associated to the moduleactivities. The research or fact gathering opportunity the students conduct while developing theirsustainable designs would facilitate learning for students who are sensing learners. Intuitivelearners can use the case studies and PBL to investigate possible sustainable ideas and “what if”scenarios in their designs. Visual and verbal learners receive both types of learning styles duringthe module. Sequential learners may find the case studies and PBL difficult because of their needto see linear steps in a logical order, however, real world problems do not always start in a linearor

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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virtual version of a science museum such as the Exploratorium in SanFrancisco, the Pacific Science Center in Seattle, or the California Science Center in Los Angelesthat provides virtual visitors the opportunity to delve into engineering concepts and maintain asense of excitement about the concepts they experience.For this project we have co-opted the immensely popular7 entertainment-based platform ofSecond Life, a virtual world in which users explore regions, meet and socialize with other usersand participate in a broad spectrum of activities that reflect everyday real-world activities. Thismedium provides an opportunity to bring education to people where they play and embed it intheir virtual experiences in a seamless fashion. This approach

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Janet H. Murray, Georgia Tech; Christine Valle, Georgia Institute of Technology; Sue Rosser, San Francisco State University; Wendy C. Newstetter, Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Sneha Veeragoudar Harrell

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American Society for Engineering Education, 2011 InTEL: Interactive Toolkit for Engineering Learning Contextualizing Statics Problems to Expand and Retain Women and URM Engineers [authors names omitted for review purposes] DRAFT for January 19 2011 Submission NSF Engineering Education Award #0647915 Dates: 2007-2011The InTEL Project aims to improve Statics learning generally and to increaserepresentation of women and Under-Represented Minorities (URMs) in Engineering bycreating interactive problems drawn from real world contexts that demonstrate theusefulness of engineering. The interdisciplinary

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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real world engineering problems. Moreover, theprogram aims to strengthen students’ commitment to their chosen academic department and helpthem to feel as if they belong to a community. The presented program uses a novel method todeliver the engineering content without the need for significant institutional change. This willallow it to be easily adopted by other institutions.This paper describes a plan to use modules and mentors as a vehicle to deliver engineeringcontent to engineering students in calculus. The modules will be composed of a series of selfcontained engineering problems that highlight important calculus concepts. Students will meetin small groups to discuss the modules. The group discussion will be facilitated by upper

Conference Session

NSF Grantees Poster Session

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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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Hampton, VA, for 2 years. His research activities include embedded systems, software development for embed- ded systems with real time simulation, real time gamming simulation programming, and web application programming.Dr. Sidi Berri, New York City College of TechnologyFarrukh Zia, NYC College of Technology / CUNY Page 22.964.1 c American Society for Engineering Education, 2011 Introduction of Mechatronic Technology into Cross-Department Product Design CurriculaAbstractThis paper presents the work that is currently conducted by faculty in the departments

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2011 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

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. Page 22.1464.6Computers have changed and will continue to change education 23-31. A good previous exampleof ICT adoption and change (“the diffusion of innovation”) in higher education was the“progressive, pervasive adoption of the personal computer, and the World Wide Web foranatomical informatics and educational use” 24. “And now … conscientious innovators become“early adopters” of promising new technologies in order to communicate their appropriate usesand relative advantages … “ 24. “Yet, few of these [ICT] devices have been adapted foreducational applications despite their significant interactive affordances and educationalpotential … each has a unique combination of affordances and therefore may lend themselves tothe design of new forms

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Gene Liao, Wayne State University

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students the opportunity to expand their skills and knowledge in thisemerging technological field to specialize their degrees.4. Energy Storage Laboratory DevelopmentAlong with the courses development, an energy storage laboratory with different types of energystorage devices is developed. The modeling packages, controlling and interfacing circuits, andvarious energy storage application systems are also developed. Hence, students can consolidatetheir knowledge of operation principles of different energy storage systems and theirperformance characteristics, and also learn how to test, model, control and integrate them withother energy sources to form a real energy system. Table 7 lists the components for the lab setupand Table 8 summarizes the

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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-level perspective and a detailed, component-level perspective.Second, they are the first place where TLP students work specifically on integrating skillsfrom the different disciplines. Third, it is a course that is exclusively for TLP students,which further differentiates the TLP from other minors/programs and helps studentsidentify more strongly with the TLP.The first semester junior-year course (first taught in Fall 2010) was designed to focus ona single motivating real-world problem: elevator design. Students worked in three teamsand started with the systems-focused questions “What are the objectives of elevatorsystems?.” Reduce wait time? Reduce average transit time? Increase the number ofpeople moved per hour? Reduce the cost of the system

Conference Session

NSF Grantees Poster Session

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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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level” than what she had provided as an introduction to the topic. Related to this,students appreciated the advanced level of the discussions stimulated through use of the modules.Additionally, the MUSE modules provided real-world connections to current technology and itsuses. She noted, “The section on filters used in the marketplace was fascinating to the students. Iliked how it walked them through the details and let them hear someone describe it.” Use of themodules reinforced student learning through a progression that included 1) learning about thedesign, 2) reading about it in a textbook, 3) watching the module for a more in-depth explana-tion, and 4) informing on applications in the real-world. This sequence allowed for a “big pic-ture

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Fei Hu, University of Alabama

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AC 2011-130: MULTI-DIMENSIONAL TELE-HEALTHCARE ENGINEER-ING UNDERGRADUATE EDUCATION VIA BUILDING-BLOCK-BASEDMEDICAL SENSOR LABSFei Hu, University of Alabama Dr. Fei Hu is currently an associate professor in the Department of Electrical and Computer Engineering at the University of Alabama, Tuscaloosa, AL, USA. His research interests are wireless networks, wireless security and their applications in Bio-Medicine. His research has been supported by NSF, Cisco, Sprint, and other sources. He obtained his first Ph.D. degree at Shanghai Tongji University, China in Signal Processing (in 1999), and second Ph.D. degree at Clarkson University (New York State) in the field of Electrical and Computer Engineering (in 2002

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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experiencesthat illuminate the engineering design process and use of innovative technology. Campexperiences provide opportunities to explore STEM topics in more breadth and depth. Theimplementation is solidly anchored on a pedagogical approach consistent with How PeopleLearn. The program’s activities are designed to authentically engage the girls in the engineeringdesign process, including rapid prototyping.3.3. Authentic Contexts: Girls will not choose STEM careers unless they can visualizethemselves in that role. In order to do so, the individual skills learned in the clubs must beconnected to real-world applications. The transfer of creativity must be evident to the girls.Art2STEM incorporates visits to local industries to provide the career context

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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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learned while simultaneously introducing themwithin real world engineering applications. One student noted the added benefit over a strictlymath course, saying “I feel like Engineering 107 is better than Math 107 because Math 107 willteach you the math you need. But Engineering 107 will teach that math and then apply it to aconcept so you can like get a real world application for it.” These results corroborate thestudents’ feedback of the immense improvements made as a result of the course. As a result,students strongly recommended ENGR 107 to future students as a well developed “transition”class between math at the high school and college level, noting that “it’s a good class to prepareyourself for calculus if you don’t feel like you’re ready to

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2011 ASEE Annual Conference & Exposition

Authors

James Dean Palmer, Northern Arizona University; Joseph Flieger, Northern Arizona University; Eddie Hillenbrand

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paths, a perfect storm for poor retention is formed. Some researchsuggest a particular disconnect with young women thinking about the field when early exposuredoes not demonstrate how skills and problems relate to real world problems and careers or buildconfidence and self-efficacy8,9.JavaGrinder seeks to improve studentlearning for freshmen computerscience majors by developing a highlyinteractive web-based training andpractice system that may augmenttraditional curricula with exercises thatemphasize the engaginginterdisciplinary nature of computerscience, modern software engineeringpractices, problem solving techniques,and instant feedback. We believe thekey to JavaGrinder’s success is makingconnections between students andrealistic computing

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Sushil K. Chaturvedi, Old Dominion University; Kaustubh A. Dharwadkar

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engineering curricula faces barriers that must be overcome. Thefactors impeding assimilation of virtual labs in engineering education are both perceptual as wellas substantive in nature. Physical labs are used as one of the primary means of providing hands-on experience to engineering students. In the mind-set of many present day engineeringeducators, hands-on experience is better gained in the physical domain as compared to hands-onexperience obtained in the virtual domain through virtual laboratories. This is due to the widelyheld view that physical labs provide a window to real world while virtual labs are just animitation of the real stuff – merely a computer-based simulation and visualization of the realworld. To some extent this view is

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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networking labs to allow students work on the projects remotely • To develop a series of progressive OPNET-based labs that lead to real-world design experience as well as detailed guidelines to help other educators integrate the lab sequence into their own courses. • To redesign the undergraduate computer network curriculum that incorporates the OPNET-based virtual labs. • To seek an effective teaching strategy for a commuter campus to incorporate inquiry- based learning to motivate students and project-based learning to enhance students’ design skills.Infrastructure EstablishmentTo fully support Collaborative Project-based and Inquiry-based learning using virtual labs, thefirst step is to establish

Conference Session

NSF Grantees Poster Session

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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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American Society for Engineering Education, 2011 interest includes Adaptive Optics, Real Time Image Processing with applications in Human and Com- puter Vision, as well as Intelligent Reconfigurable Instrumentation. His has several years of experience in hardware design for high speed digital systems, robotics, control, sensors and multiple interfaces to microprocessor, DSP, and microcontroller-based systems. He is cofounder of CORE (Coordination Of Robot Education) and has authored and coauthored more than 30 technical papers, technical reports, and applications reports. He is a member of IEEE. Mr. Gallardo may be reached at vjgallardo@uh.eduMehrube Mehrubeoglu, Texas A&M University, Corpus Christi Dr. Mehrubeoglu

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NSF Grantees Poster Session

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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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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

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

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individuals who might re-enlist to meet financial obligations. • Emphasize physical real-world connections.Research in the area of personal epistemologies indicates that beliefs have indirect effects on Page 22.607.4students' use of learning and self-regulatory strategies, which in turn affect academicperformance6,7. Two undergraduate students are currently working on a broad survey instrumentto measure student perceptions of a) epistemological beliefs regarding the nature of knowledgeconstruction and learning, and b) sense of purpose and self-efficacy regarding academic choicesand career aspirations. A veterans survey conducted by BCTC

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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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software, and the lab will use Altera’s DE2 FPGAevaluation board.New Course 2: Topics in Programmable Logic Design ( 3 Cr hrs, Class 2 hrs, Lab 3 hrs)Course ObjectivesDue to industry’s increased demand for FPGA designers, the intention of this course is to givestudents real-world experience in FPGA logic design and give them the necessary training withdesign tools widely used in industry. Tools used will include Altera’s Quartus® II developmentsoftware and FPGA design implementation on Altera’s DE2 FPGA evaluation board. Thelong-term objective of this course is to provide a learning opportunity that will result in researchactivities focused on FPGA design. This research will provide more in-depth training for seniorstudents and engage

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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at the University of Washington, Seattle where he joined in 2000. From 1994 to 2000, he taught in the Mechanical Engineering Department at the University of Utah, Salt Lake City. He has served as the Associate Editor for the ASME Journal of Dynamic Systems, Measurement and Control and the IEEE Transactions on Control Systems Technology. His current research interests include inversion-based con- trol theory and applications such as high-precision positioning systems for Atomic Force Microscopes and Scanning Tunneling Microscopes used in nanotechnology, biomedical applications such as the imag- ing of human cells to investigate cell locomotion, and control of distributed systems such as Air Traffic Management.Jim L

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2011 ASEE Annual Conference & Exposition

Authors

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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to meet these demands. Studentsare given an arsenal of formulas over the course of their undergraduate years. But, when requiredto use their knowledge productively in “real-world” contexts during senior capstone projects, itquickly becomes apparent that wider skill sets are needed. Informed by the philosophicalreflection that has facilitated previous paradigmatic shifts, we might consider that, in addition toapplying basic math, science, and design skills, students also need to cultivate qualitative skillssuch as asking questions, qualitative modeling, brainstorming, decomposing solutions,presenting, and reporting39,40.These are just some of the skills that comprise a student’s creative competence, which ultimatelyincludes establishing a