Conference Session

Materials Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

James B. Pocock, U.S. Air Force Academy; Anthony Barrett, U.S. Air Force Academy

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Paper ID #18251Material Testing as an Opportunity for International Collaboration and Un-dergraduate ResearchDr. James B. Pocock, U.S. Air Force Academy James Pocock is a professor in the Department of Civil & Environmental Engineering at the United States Air Force Academy. He spent the 2016-2017 academic year on sabbatical with Engineering Ministries International as a research specialist in their Uganda field office. His paper is based on some of his research collaborations during his sabbatical.Lt. Col. Anthony Barrett, U.S. Air Force Academy Lt Col Barrett is the Deputy Department Head and Senior Military Faculty in

Conference Session

Materials Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ajay P. Malshe, University of Arkansas; Salil T Bapat, University of Arkansas

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-MSEdisciplines as depicted in Figure 1. The proposed ‘adopt-a-material’ project methodology workswithin the framework of the modified materials engineering diagram (Figure 1(b)) and harnessesthe natural curiosity students bring to the course to engage with MSE.Figure 1: Modifying the MSE tetrahedron suitable to other engineering majorsThe need for a different pedagogical approach to engage students Apart from the challenge of balancing the MSE curriculum between fundamental topics andinterdisciplinary product applications, instructors must also keep students intellectually engagedthroughout the semester. In the current age of social media and various multimedia platforms, theattention span of a typical student has gone down [3], [4]. Thus, it is

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffany A Mathews, Penn State University; Kirstin Purdy Drew, Pennsylvania State University; Kristin Ann Dreyer, Center for Nanoscale Science (an NSF funded MRSEC)

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how the activities supported the students learning,where ~7% disagreed that it supported their learning, and ~14% were neutral. Professionaldevelopment evaluated how these activities supported the students learning, where < 1%disagreed that it supported their learning, and ~9% were neutral. (B) Participants from thesummer professional development and research preparation program ranked how much they feltpart of the scientific community or like a scientist.Despite concerted efforts and strategies to address the limitations inherent in an onlineenvironment, students were critical regarding the lack of getting to know one another andbuilding cohort community. The ice breakers, discussions, and small break-out room exchangesdesigned to

Conference Session

Materials Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University (Network for Computational Nanotechnology)

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A, B, C, D, and E) are given in Tables 1-3, with results shown from both Parts 1and 2. These students each show a variety of misconceptions about the atomic arrangements onthe given planes. These misconceptions exist after learning the material formally in lecture, andcan be compared to Krause and Waters’ 2009 post-test results [2], which required students tosketch some of the same planar arrangements in crystal structures after receiving instruction onthe topic.Part 1 elucidated several misconceptions in students’ understanding of crystal structures. For theBCC (010) plane (Table 1), students A and B both erroneously included an atom in the center ofthe plane, whereas students C and D had the corner atoms touching. Student E showed both

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

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: Personality, well-being, and self-efficacy,” Scand. J. Psychol., vol. 52, no. 1, pp. 43–48, Feb. 2011, doi: 10.1111/j.1467-9450.2010.00826.x.[9] Y. Tong and S. Song, “A study on general self-efficacy and subjective well-being of low SES-college students in a Chinese university.,” Coll. Stud. J., vol. 38, no. 4, pp. 637–643, 2004.[10] M. Sherer, J. Maddux, B. Mercandante, S. Prentice-Dunn, B. Jacobs, and R. Rogers, “The Self-efficacy Scale: Construction and Validation,” Psychol. Rep., vol. 51, pp. 663–671, 1982.[11] P.-H. Hsieh, J. Sullivan, D. Sass, and N. Guerra, “Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance,” vol. 80, no. 2, pp. 196–218, 2012.[12] C. Vogt, D. Hocevar, and L. Hagedorn, “A

Conference Session

Materials Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Isabelle Dutil, University of Toronto; Varuna Prakash, University of Toronto; Jun Nogami, University of Toronto; Scott Ramsay, University of Toronto

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. Example problem videos by graduatestudents, 3. Cornell notes, note-taking framework handouts, 4. Tempered glass lecturedemonstration, 5. Online homework problems, and 6. New in-class slides for lectures. a. Online “Khan Academy Style videos (KSV)”Of the eight students who participated in the study, most found the fracture synopsis videos to beconcise and helpful for a quick review of challenging concepts. The fact that the videos wereshort was a distinct advantage. However, these videos were introduced later in the semester as ameans of review; students wished that they had been made available earlier to complement theirfirst experience learning the topic. b. Example problem videos by graduate studentsThe example video problems were

Conference Session

Materials Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Moises Hinojosa-Rivera, Universidad Autónoma de Nuevo León; Martin Edgar Reyes-Melo, Universidad Autónoma de Nuevo León; José Alejandro Cazares, Teacher

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reinforced. The revision in 2011 aligned the program withthe current educative model of the UANL11, which is based on: (a) Learning-centered education(b) Competencies-based education, (c) Flexibility, (d) Internationalization and (e) Academicinnovation. This model aims at promoting the transition from a traditional knowledge-orientedapproach to a methodology that seeks the development of skills and competencies, the curriculumflexibility is reinforced, the internationalization processes are taken into account as well as thestudent exchange and mobility. The current version of the program consist of a total of 220credits distributed in 10 semesters. According to both the Educative and Academic Model of theUANL, one credit is equivalent to 30 hours of

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, Western Michigan University

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group has an especially high confidencein their understanding of class topics.Table 14 shows a breakdown of final grades in the course. The highest concentration of gradesfor distance students was at the ‘C’ grade, with over 10% of distance students in the D/F/Wcategory. In contrast, no on-campus students finished in the D/F/W range and over 80% finishedin the ‘A’ or ‘B’ ranges. With the exception of the semester project, the average grade forcampus students was higher in each of the grading categories than for distance students(homework, exams, final exam). The difference was smallest on the final exam (72.9% vs.72.5%) and largest in the homework category (108.1% vs. 91.4%). The greater than 100%average on homework for campus students reflects

Conference Session

Materials Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bartlett Michael Sheinberg, Houston Community Collelge; Amanda Smith Hackler, STEM Evaluations and Educational Consulting Services, LLC

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aredependent upon leveraging the motivation and enthusiasm of materials professionalsrepresenting regional universities, professional organizations, business, and industry. This paper will provide an overview of the West Houston Center, and the REEMS andREEMS REU programs: 1. The West Houston Science and Engineering Center 2. REEMS Program Timeline, Student Demographics, and Activities a. Recruitment b. Demographics c. Academic Year Activities d. Transfer Guidance e. Networking f. REEMS REU 3. Evaluation Methodologies & Impacts a. Discussion of Evaluation Instruments b. REU Student Focus Group Remarks c. REU Faculty Focus Group

Conference Session

Materials Division Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, University of North Dakota

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understandingof class topics.Final course grades are shown in Table 12. A much higher percentage of DEDP students fellinto the D/F/W category compared to the campus cohort. Over a third of campus studentsreceived grades of ‘A’ compared to about 22% for distance students. The average class grade inthe on-campus group was 84.5% and the average grade in the distance group was 80.3%. Thehighest grades in each cohort were 97.4% (campus) and 94.0% (distance), respectively.Table 12: Final grades in the course DEDP Campus D/F/W 26.1% 12.8% C 21.7% 10.6% B 30.4% 42.6

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kendra A. Erk, Purdue University; Jerome Jamal Nash, Purdue University; Hannah K. Woods, Purdue University

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, deforming the specimens at a greater rate is expected to lead to a morebrittle, elastic response overall while deforming the specimens at a reduced rate is expected tocause a more ductile, viscous response.Activity results and discussionTable 1 reports the average mechanical properties of the parallel and perpendicular PETEsamples, and representative stress-strain curves are shown in Figure 4 (with the full data setshown in Appendix B). In general, the parallel specimens displayed greater stiffness and strengthcompared to the perpendicular specimens. Parallel specimens consistently deformed in a ductilemanner, exhibiting relatively large deformation magnitudes following yielding and large εfvalues. An image of a parallel specimen following fracture

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrina Starr Jedlicka, Lehigh University

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Materials

Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton

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Materials

Paper ID #15981Special Interest Section of a Core Mechanical Engineering Course – Bioma-terial Emphasis of an Introduction to Materials CourseDr. Margaret Pinnell, University of Dayton Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Ma- terials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appro- priate Technology (ETHOS). She

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiao Zhang, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois, Urbana-Champaign; Andrew Ferguson, University of Illinois, Urbana-Champaign; Pascal Bellon, University of Illinois, Urbana-Champaign; Timothy Bretl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Jessica A. Krogstad, University of Illinois, Urbana-Champaign; Robert Maass, University of Illinois, Urbana-Champaign; Cecilia Leal, University of Illinois, Urbana-Champaign; Dallas R. Trinkle , University of Illinois, Urbana-Champaign; Jian Ku Shang, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

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Engineering at the University of Illinois at Urbana-Champaign as part of the Strategic In-structional Initiatives Program (SIIP), by a National Science Foundation (NSF) CAREER Awardto A.L.F. (Grant No. DMR-1350008), by a NSF CAREER Award to J.A.K (Grant No. 1654182),by a NSF CAREER Award to C.L. (Grant No. 1554435), by a NSF CAREER Award to R.M.(Grant No. 1654065), and by a NSF CAREER Award to A.S. (Grant No. DMR-1555153). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the NSF.References [1] K. Thornton, S. Nola, R. E. Garcia, M. Asta, and G. B. Olson, “Computational materials science and engineer- ing education: A survey of trends and needs

Conference Session

Materials Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oscar Sanchez-Mata, McGill University; Mathieu Brochu, McGill University; Genaro Zavala, Tecnologico de Monterrey, Mexico and Universidad Andres Bello, Chile

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confusion ofsimilar concepts, b) student difficulties with reasoning about concepts with more than onevariable, c) student use of inappropriate models or analogies, and d) student difficulties withtypical graphs and diagrams used in materials science [6]. Because both instruments weredesigned to assess a wide range of topics in materials science, they identify a variety of alternateconceptions that are not limited to one single area of materials science.In fields like physics, research has not stopped at just the FCI or CSEM; specific studentdifficulties within the areas of interest have been studied carefully. For instance, the alternateconceptions of students taking electricity and magnetism courses about electrical fieldsillustrated through the

Conference Session

Materials Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barry Dupen, Indiana University Purdue University, Fort Wayne

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self-identify as visual learners, so a graph is more appropriate for theirlearning style.In reality, B-/C+ students do not suddenly earn 100% on all remaining assignments; nor do theytypically stop turning in work for the last two weeks of a course. Instead, they tend to continue atthe same level of performance.In my freshman Materials & Processes class, I staple each student's course grade graph to his orher graded Midterm Exam. The passing grade in this class is 70%. In the following course gradegraphs from Fall 2014, the vertical scale is 70% to 100%, unless the student has course gradesbelow 70% (Students Black and Red). Students can readily see whether they are improving overtime, and whether they are on track to pass the course

Conference Session

Materials Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Ann Gelles, University of San Diego; Susan M. Lord, University of San Diego

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4. Description of the three case studies used in class. Case Study A: Cerebral Palsy B: Autism Spectrum C: Multiple Sclerosis Sam is a sophomore with a mild form of Darren is a five-year old child Tara, a woman with multiple cerebral palsy studying Environmental on the autism spectrum who sclerosis, goes to a restaurant Studies at his local university. He was likes the routine of going

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

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for introductory level MSEknowledge and then to investigate the psychometric properties of the scale items (mean,skewness, kurtosis, and inter-item correlation) and explore the scale’s factor structure. We thenattempted to determine (a) any changes in materials science and engineering self-efficacy duringthe semester; (b) any significant difference in the level of materials science and engineering self-efficacy by students in different demographic groups (e.g., gender and major); and (c) anyassociations between materials science and engineering self-efficacy and student achievementoutcomes (e.g., course grade, engineering grade point average (GPA), and cumulative GPA).Experimental MethodsPhase 1: Item Development Twenty-two discrete

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus

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(CNC) of machine tools and operations(3); Group technology, flexible manufacturing,coding (2); partial tests (3); Total classroom contact period: 45 hours per semester.Evaluation Strategies:Take home assignments, written reports and their oral presentations (in group), written tests in the class(individual), final exam (individual). NOTE: There is a range of “weight /percentage” for eachevaluation. Usually each instructor decides over the percentage as long as it is within the range.APPENDIX B: Opinion of some of the Industrial Engineering (IE) students in the class:Excerpts from an opinion survey of students in this joint ME and IE class are given here. - Most of the concepts that are taught in the class are new to industrial engineers

Conference Session

Materials Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afshin H. Zahraee, Purdue University Northwest

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ReadingFigure 6. Beam Deflection Set-up in MDSolids Software4. Impact of ImplementationThe combination of VR/Simulation, software, and physical laboratories has enhanced thestudents’ learning, and this can be observed in the laboratory grades and scores. To see theimpact of the new method, student scores were collected both before and after implementation ofVR/simulation and software to go with the physical laboratory. These scores were analyzed tosee what, if any, effect the new laboratories had on student grades. Table 1 shows frequencies ofscore ranges (grade cut offs for A, B, C, etc.) along with overall score averages for two semestersprior to the implementation of the combination learning and three semesters after. Table 1. Laboratory Scores

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis

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or write well. These questions are adapted from Ref. [15].Appendix B summarizes the survey for Study 2.Overview of Studies 1 and 2Study participants were recruited from students enrolled in a junior-year materials kineticscourse at a large research institution. The required MSE course integrates CMSE topics using aseries of four MATLAB programming assignments throughout the term [16]. Students firstcomplete two introductory modules that prepare them to complete two comprehensive modulesrelated to course content. A comparison of the instructor and course enrollments are given inTable 1. The two terms represent the third and fourth times that the instructor had taught theclass, each time incorporating MATLAB programming assignments

Conference Session

Materials Division Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber L. Genau, University of Alabama at Birmingham

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materials and materialsprocessing technologies on society, and how societal influences have in turn shaped the develop-ment of materials. Through investigation of historical materials, students learn a variety offundamental materials concepts still relevant today, in addition to developing global competency,whether studying at home or abroad.References1. U.S. Department of Education, National Center for Education Statistics. (2011), Digest of Education Statistics, 2010 (NCES 2011-015), Table 199.2. V. Jovanovic, T.H. DeAgostino, M.B. Thomas, R.T. Trusty, “Educating Engineering Students to Succeed in a Global Workplace,” Paper 2012-3195, Proceedings, 2012 ASEE Annual Conference, June 2012.3. B. Hunter, G.P. White, G. Godbey, “What Does it Mean

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaitlin Tyler, Granta Education Division; Hannah Melia

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Paper ID #26373Learn Materials: Making an Introductory Online Materials ResourceDr. Soma Chakrabati, Granta Design, Ltd. Hannah Melia leads the development of CES EduPack and Granta’s Education Hub at Granta Design. She has a degree in Materials Science and Metallurgy and a Post Graduate Certificate in Design, Manu- facturing and Management from the University of Cambridge. She has worked in the United States and Germany on medical device design and technology transfer. Over the last 10 years she has interacted with academics that use CES EduPack around the world.Dr. Kaitlin Tyler, Granta Education Division Kaitlin is