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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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AC 2011-1781: WRITING EFFECTIVE EVALUATION AND DISSEMINA-TION/DIFFUSION PLANSThomas A. Litzinger, Pennsylvania State University, University Park Dr. Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Edu- cation and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He is an Associate Editor of Advances in Engineering Education and a Fellow of ASEE.Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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degrees? ShouldABET then require service as an accreditation criteria?In this short paper, service in professional codes of conduct are explored, a case study is made ofthe opinions of beginning engineering students as well as students at all levels who have beeninvolved with service-learning projects in several courses, and the implications are considered.Service and professional societiesEngineering professional societies as well as the societies of other professions, such as theAmerican Bar Association, expect community service in their codes of ethics and conduct, as forexample, the following:NSPE (National Society of Professional Engineers) code of ethics III. Fundamental Canons

Conference Session

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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NSF Grantees

interventions and engineering problem-solving in a well-balanced engagementand learning process, and the other two with a brief outline of the setup and pertinent engineeringprinciples.Escape: Designed from a first-person perspective, the game starts in a dark room where theplayer character wakes up and realizes that he is locked in the classroom (Fig. 3 (a)). While he isseeking a way out (e.g., typing the door key), a talking computer in the room asks him to conductseveral DC circuit analyses to be able to retrieve the correct door code (Fig. 3(b)). Meantime, thetalking computer provides some design guidance in a road map as seen in Fig. 1, showing thekey DC circuit fundamentals. The road map can then be deactivated and re-activated through themenu

Conference Session

NSF Grantees Poster Session

Collection

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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NSF Grantees

experience that will help them to be attractive in the job market and as employees withhigh-value skills in the workplace. The students will learn the design of major components ofdigital systems, such as arithmetic logic units (ALUs), floating points, memory, and controllerusing hardware description language (VHDL). In addition, the students will learn FPGA designflow starting from HDL design entry and circuit simulation to verify the correctness of theintended design, writing testbenches. To accomplish this in a one-semester course, the intent oflectures and labs is to have the students: 1. Gain the knowledge on programmable logic devices (PLD) and their design methodologies 2. Learn fundamental concepts of hardware description language

Conference Session

NSF Grantees Poster Session

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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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) cooperative learning does indeedwork in college classrooms.” 9 Engineering is fundamentally a cooperative enterprise wheregroups of individuals work together with specific project goals (with materials engineering beingno exception), so intuitively it is no surprise that cooperative learning and team based approachesenhance undergraduate engineering education. Page 22.1464.4Engineering education research also indicates that individual learning styles must be consideredin course structure/content and that assisting students understand their own learning styles(metacognitive awareness) is equally important.Research findings “show that students learn by

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Ronald L. Miller, Colorado School of Mines

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AC 2011-2273: INQUIRY-BASED ACTIVITIES TO ADDRESS CRITICALCONCEPTS IN CHEMICAL ENGINEERINGMargot A Vigeant, Bucknell University Margot is an associate professor of chemical engineering and associate dean in the college of engineer- ing. She is interested in improving students’ conceptual understanding in thermodynamics, as well as in creative ways of engaging first-year students and broadening participation in engineering as a whole.Michael J. Prince, Bucknell UniversityKatharyn E. K. Nottis, Bucknell University Katharyn E. K. Nottis is an associate professor in the Education department at Bucknell University. An Educational Psychologist, her research has focused on meaningful learning in science and engineering

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Hong Man, Stevens Institute of Technology; Arthur B. Ritter, Stevens Institute of Technology

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introductory undergraduate course, it is necessary to emphasizeconceptual learning through lab exercises4,5. We have designed a series of computer lab exercisesbased on a newly developed computer simulation software – SimuRad6, which can help studentsbetter understand the underlying science and engineering principles of medical imaging.SimuRad is an interactive software which implements numerical algorithms to simulate physicaland biological processes in most common medical imaging modalities. The software containsexpandable modules, each to support a serious lab exercises related to a particular modality.Currently implemented modules include math fundamentals, computed tomography (CT), x-rayphysics, nuclear magnetic resonance (NMR), image enhancement

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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

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ethics.The laboratory component consists of five laboratories where students analyze an automobilelighting system to reinforce fundamental principles, use a breadboard to create a circuit with anoperational amplifier, and assemble a radio from a kit. In addition, a laboratory where studentsdesign and build a functional product with attention to aesthetics has been introduced to exercisetheir creativity. The creative process is marked by progression through various stages such asbrainstorming, forming a construction plan, drawing schematic representations of the product,and implementation of the design. This project is motivated by the need for creative thought inengineering undergraduate students to enable enhanced product design. Each semester

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Stella A Quinones, University of Texas, El Paso; Benjamin C. Flores, University of Texas, El Paso; B. Lush, University of Texas, El Paso; Gabriel Della-Piana, Evaluation Consultant ; Denise Carrejo, Ph.D., University of Texas, El Paso Center for Institutional Evaluation, Research, and Planning

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and the ElectronicDevices course, the latter being the course that follows the AQM course in the curriculumsequence. The course was designed based on discussions in the literature pertaining to (1) theorder the material is introduced, (2) fundamental topics and (3) documented misconceptions.1-4Active learning is a vital component throughout the course and is used to reinforce the learningoutcomes for the course. Visualization based on animations, simulations and modeling are usedto provide students the opportunity to explore fundamental quantum mechanical concepts in anintroductory or applied fashion through a weekly workshop linked to the course lectures. Thecourse was designed to improve the student learning experience with activities that

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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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on the topographyimage and, from the map type, select 3d map. This view will show the depth of the pits and theshape of the stamping. The AFM typically has a z-axis depth of 8-15 µm, and this is sufficient toprobe to the depth of the pits on the CD.CD-recordable and CD-Rewriteable disks use photosensitive dyes to create dark areas on thedisk instead of a stamping operation. The term “burning” a CD doesn’t accurately describe whatis happening in this case, as no surface depth modification results from writing data to the disk.A laser with sufficient power to actually create these pits would require very careful control.BluRay DVD disks also contain additional layers on the pit pattern that provide an opticallytransparent protective coating

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

David B. Benson, Kettering University

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Page 22.1071.3but which is almost exclusively applied in a single-input/single-output form. In this form the dotproduct is implicitly applied and simplifying “rules” (inflows = negative, outflows = positive)replace explicit assessment of the dot product. Within this class, the dot product is therefore notessential for understanding of the simplest or “practical” cases but is important in the generalizedmotivation of the topic and in advanced implementations of the subject. The dot product thenreappears in a more advanced and central manner in their Fluid Mechanics class as both a fluxconcept and for determining components of vectors. It is also, however, used as a tool for re-writing equations of motion utilizing the del operator and other

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

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because all courses should teach a fundamental set of concepts even if they emphasizedesign or analysis to different degrees. Increasing conceptual learning is also important, becausestudents who can organize facts and ideas within a consistent conceptual framework are able tolearn new information quickly and can apply what they know in new situations5. If instructorscan accurately assess their students’ conceptual knowledge, they can target instructionalinterventions to remedy common problems. To properly assess conceptual learning, manyengineering disciplines have developed concept inventories (CIs)1,2,7,15,16,19-22. CIs are multiple-choice assessment tools that evaluate how well a student’s conceptual framework matches theaccepted conceptual

Conference Session

NSF Grantees Poster Session

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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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sometimes from disparate sources, inthe service of creativity. This process, with subsequent feedback from public display andpersonal reflection about the creative process itself, broadens one’s experiences, providingfurther material to stockpile and archive.Creativity may be our most important human skill. In one sense of the word, to be creativemeans that one can make something, a fundamental human impulse. When we make a cake, drawa diagram, or a write a proposal, we create. We all create, making things that did not exist before.Creativity is also one of our most valued characteristics. In another sense of the word, to becreative means to be imaginative or original. We celebrate exemplary creativity at art galleries,concert halls, sports arenas

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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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outcomes of adepartment-level reform within the Electrical and Computer Engineering (ECE) Department,addressing a need that was identified through student and employer surveys for concreteexamples of fundamental concepts in electrical engineering. LiaB is a set of „hands-on‟ exercisesin which students design, build, and test various d.c. and a.c. circuits using an inexpensiveelectronics kit, digital multimeter, and a software oscilloscope. The experiments can be doneanywhere and require significantly fewer resources than a traditional electronics lab. LiaB hasreceived overwhelmingly positive comments from the students as well as from faculty memberswho have used the kits for projects in upper division courses at a four-year college as well asthree

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

R. Roemer, University of Utah; Debra J. Mascaro, University of Utah; Eric R. Pardyjak, University of Utah; Stacy Bamberg, University of Utah

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sustainable energy theme in our new classes is that it provides a suite of relevant 1.applications that students are motivated to learn about. This pathway allows students tobe introduced to fundamental and applied thermal fluids science concepts while learningcore numerical methods material. Lectures and homework problems in this class includeapplications such as: fluid statics, compressed air storage, wave motion, drag force,optimizing flow in piping networks, and contaminant dispersion. In addition to usingsustainability to motivate various numerical techniques, we have also used it to introducethe more advanced concept of mathematical modeling of multi-process systems andselection of appropriate

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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of product designprocesses and provide them with much needed hands-on experience.A hands-on cognitive apprenticeship-type training approach will be used to effectively deliverthe training material. In conventional schooling, the “practice” of problem solving, readingcomprehension and writing is not at all obvious and the thinking processes are often invisible toboth students and teachers. It is very difficult to understand the logic of programming; howeverpeople in general understand better when they see a program that makes a motor turn and asensor to react. This cognitive apprenticeship training makes the process of thinking visible21-22.Six courses in the three programs will be modified: MECH 2335 – Advanced Dynamics andKinematics, MECH

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University

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Applications Inventory (MAI); and the other to gaugestudents' self-efficacy perceptions related to studying engineering and to learning and applyingmathematics, the Engineering and Mathematics Perceptions Survey (EMPS). In this second yearof the project we will use the instruments to detect effects of the workshop innovation. Theproject is funded by the National Science Foundation, Directorate of Education and HumanResources, Course, Curriculum, and Laboratory Improvement (CCLI) Program, Grant # DUE-0837757.This paper reports the results of the full administration of both instruments in Fall 2010 to allfirst-year engineering students at our institution (approximately 820). Slightly less than halfenroll in the first calculus course in the engineering