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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Diversity

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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 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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benefits to working together, as86% preferred working on a simulation with a partner; of these 56 students, 63% said thatdiscussions should be encouraged. However, the nature of their discussions was not analyzed todetermine the depth of conversations that occurred. The interactive mode requires studentsworking together equally, discussing the constructive portion of the activity. Students’reflections could provide information on their discussions, but very few students responded tothese questions on the survey. In the future, conversations should be monitored to ensure thatthey are constructive, possibly revising the discussion prompts as needed.The low number of written responses for the reflection question may indicate that students wererunning

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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communication) to the audience that their project was targeting, and 3)reflecting upon their experience.Students had a month to work on their outreach project individually or in small groups afterselecting an option and submitting an initial rationale and plan, which was supported throughscheduled program check-in time. During these scheduled times, students working on similarprojects (or student teams) shared ideas in Zoom breakout rooms, discussed, planned, anddefined tasks to move their project forward. At the end of the summer, individuals and teamspresented brief overviews of their project, shared plans for implementation, and submitted awritten reflection on its impact on their personal growth.When we asked the students to articulate the

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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Diversity

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Materials

Final Straw” that wasfocused on accessibility of straw materials within the disability community. For this module,groups of students considered the unique design needs of a marginalized stakeholder who relieson the material properties of single-used plastic straws (e.g., individuals with strength andmobility issues) to recommend an alternative material for the straw (e.g., paper, metal, silicone).In doing so, they must consider the larger economic, environmental, and social impacts of theirmaterial recommendation, and also consider how engineering design and public policy canunintentionally exclude vulnerable populations. Curricular content (e.g., homework, midtermquestions) as well as researcher reflections were used to assess this module

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 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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redundancy. MSE-2 was removed because of redundancies withMSE-1 and to reduce the length of the final MSE-SE scale. MSE-3 was also removed forunclear wording (i.e., because of the initial use of the term qualities rather than properties).Because MSE-7 and MSE-8 were examining the same concepts as MSE-9, they were removedfrom the scale. MSE-10 was similar to MSE-11 and hence removed. MSE-16 was removed as itwas similar to MSE-15. After discussion, both MSE-17 and MSE-18 were eliminated becausethese concepts were emphasized in general chemistry classes. MSE-20 was also taken out of thescale because some of the course instructors did not believe the reflected content that wasadequately covered during the course (time constraints in certain sections of

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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and atti-tude. While this reflects the trend reasonably well, it is largely subjective. In the future, moreobjective data, such as information about the grades of the exams/homeworks in both the SIIPclasses and computational focused classes should be included to support the survey data.7 ConclusionIn this paper, we evaluate the efficacy of the implementation of computational modules into theMatSE curriculum through critical assessment of student feedback. The feedback illuminates in-creased student awareness of the importance of computational skills in materials science as theyadvance through the undergraduate program. It also suggests a demand for increased computa-tional content and the delivery of this content earlier in the

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

undergraduate materials engineering students, as well as any other studentsallowed by their programs to take unrestricted engineering electives. I selected the history ofmaterials because it was a topic that has always been of interest to me, and because it tied wellwith the long history of the places where we would be traveling. The course has now beenoffered three times (May 2012, 2015, 2016) with the course content being continuously revised.There is a particular focus throughout on metals and metals processing, which reflects both mypersonal background and an area of emphasis at my university. Although there is some emphasison German (and European) history, the content is generally global in scope.Course DescriptionThe primary text for the course

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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Materials

instilling confidence in the results in cases where there wasreasonable agreement or prompting reflection where there was not agreement.Typical wood strength values used in structural design are much lower than published clearstrength values. Clear strength values typically represent the mean as-tested values of clearspecimens (without knots, cracks or other defects), whereas design values are often two standarddeviations below the mean to ensure a 95% probability of the wood not failing. Toconservatively estimate the strength of pine in Uganda, EMI would typically use design valuesfor “mixed southern pine” from U.S. standards, which are shown in Table 4 below. Though thisstudy did not include enough clear specimens of each species of Ugandan wood

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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tasks I do out of work vs play, not some and don’t boredom, reflect work and play vs over-anticipate on fulfillment sleep. others Resources Resources Resources Resources Keep physical Talking it through Like task 1, keep There’s several track of To-do’s, with people who physical sleep related buy a notepad know me well and documentation, apps that couldthat I can always who know what write it out to help carry with me to stresses me out keep myself keep me

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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Remarks d. Forward Work and Evaluator Conclusions 4. Conclusion 5. References 6. Appendix 1 Listing of Student Research Abstracts 7. Appendix 2 Program Evaluation Survey InstrumentsThe West Houston Science and Engineering Center The West Houston Center for Science & Engineering (WHC) is part of the HoustonCommunity College District (HCC), a designated Hispanic Serving Institution (HSI), with anannual enrolment of 114,000, across a 630 square mile district service area [1]. For fall 2016,58% of the students were female, and the racial and ethnic demographics reflected 15% Asian,30% Black, 37% Hispanic and 14% White. In general, about 10% of the semester credit hourstudent population is