Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Frank, Queen's University; David S. Strong, Queen's University; Rick Sellens, Queen's University

Tagged Divisions

Design in Engineering Education

encourage more.CDIO Standard 1 - CDIO as Context states “Adoption of the principle that product and systemlifecycle development and deployment - Conceiving, Designing, Implementing, and Operating -are the context for engineering education” (cdio.org) The standards document expands on this tostate “[students] should be able to participate in engineering processes, contribute to thedevelopment of engineering products, and do so while working in engineering organizations.This is the essence of the engineering profession.” This has been widely interpreted among thecollaborating programs to require learning experiences that mimic engineering practice inaddition to traditional knowledge base courses.This is in contrast to the common “bookend approach” to

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Cook, Northern Arizona University; Perry G. Wood, Northern Arizona University; Theodore A. Uyeno, Northern Arizona University

Tagged Divisions

Design in Engineering Education

: Definition of the problem. We required our student to define the problem bystating the objectives in concise sentences. In order to develop these objectives inresponse to an expressed need, our student interviewed our biologist. Our student quicklyfound that perhaps the greatest challenge of design was the amount of knowledge thatneeds assimilation and that the multidisciplinary aspect of this collaboration compoundedthis amount of required knowledge. To overcome this challenge, we spent an initialperiod by introducing and defining biological and engineering terms and jargon in orderto give all team members a common set of tools to communicate effectively. Followingthis, our student defined the problem: 1. Prototype an ABS plastic skeleton model

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Design in Engineering Education

may be required. Page 22.1189.21. IntroductionProblem-Based Learning or Project-Based Learning (PBL) is an instructional strategy in whichstudents work in groups to solve challenging open-ended problems. The technique is student-centered, so the formal course instructor/teacher takes on the role of facilitator or guide oflearning. Perhaps the technique is better defined by listing the common elements of PBL.1) Learning is initiated by a problem. 2) Problems are based on complex, real-world situations.3) Students identify, find, and use appropriate resources. 4) Students work in groups.5) Learning is active, integrated, cumulative, and

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew W. Turner, University of Alabama, Huntsville

Tagged Divisions

Design in Engineering Education

and ScienceStudents (InSPIRESS).Integrated Product Team ProgramThe InSPIRESS initiative is an outgrowth of the UAHuntsville Integrated Product Team (IPT)program which encompasses the undergraduate senior design experience for the departments ofMechanical and Aerospace Engineering and Industrial and Systems Engineering and EngineeringManagement. The overall mission of the program is to teach students how to translatestakeholder needs and requirements into viable engineering solutions via a distributed integratedproduct design environment. As shown in Figure 1, the IPT program is creating a STEMpipeline by having undergraduate senior engineering students working together with high schoolstudents on an engineering design project. The program is

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa Genevieve Wojcik, Villanova University; M. Clayton, Villanova University; Aleksandra Radlinska, Villanova University; Noelle K. Comolli, Villanova University

Tagged Divisions

Design in Engineering Education

engineering content communicated in theircourses.1 Indeed, bringing more design into the classroom will require adjustments to existingcourses. However, it also provides an opportunity for colleges of engineering to engage incurriculum work to fill a noticeable gap in the learning sequence. The effort directed nowtowards addressing this gap and improving design education should produce long-term benefitsin the form of more effective engineering programs and more capable professional engineers.This paper begins by identifying the curricular gap found in many engineering programs andexplaining why it is problematic for the learning process of engineering students. Then, theauthors offer a possible solution for curriculum incoherence by advocating the

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiffany Tseng, Stanford University; Maria Yang, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

imagine how an object would appear when viewed from aparticular perspective.For this study, the Purdue Spatial Visualization Test: Visualization of Views (PSVT:V) wasutilized because it has been used to assess spatial-visual skills in a previous study on spatialability of engineers11. This test involves perspective-taking, which requires test-takers to imagehow an object would appear when seen from a perspective other than their own. An example ofa test question on the PSVT:V is shown in Figure 1. Test-takers imagine how the three-dimensional object, located in the center of the cube, would appear from the perspectiveindicated by the black dot on the edge of the cube. In the example shown, the black dot is in thetop left corner, and the answer is

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Muskingum University; Sandra Soto-Caban, Muskingum University; Richard S. Taylor, Muskingum University; William R Wilson, Muskingum University

Tagged Divisions

Design in Engineering Education

of three or four to build a bridge andwrite a report. The report included a literature review section where they examined basic trusstypes, a list of ideas they generated as potential methods and solutions for the design, a sketch oftheir bridge, and the discussion of how they decided on their design. Finally, their bridges weretested till they fail with an exciting competition where they saw significantly differentconstruction techniques and patterns of their friends’ designs. A few examples of the spaghettibridges are shown in Figure 1. Page 22.1292.3 Figure 1: Examples of spaghetti bridge designs.Sophomore

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard Medoff, Pennsylvania State University, Ogontz; Robert L. Avanzato, Pennsylvania State University, Abington

Tagged Divisions

Design in Engineering Education

-autonomous operation and vehicle response tosensors (such as an ultrasonic distance sensor) under computer control. This flexibilityallows this electric car platform to support a wide range of future experimentation anddesign projects. Educational resources (lab exercises, team projects) developed tosupport this activity will be presented.1. Introduction Penn State University was awarded an NSF grant ‘Toys and MathematicalOptions for Retention in Engineering (Toys ‘N More) in 2008. This is a five year grantextending to 2013. This project is being conducted at the University Park campus, as wellas fourteen other Penn State campuses throughout Pennsylvania. The overall goal of thegrant is to improve the numbers of students enrolled in retention

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrea Goncher P.E., Virginia Polytechnic Institute and State University; Aditya Johri, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

with transcriptions of the video data with timestamps ofthe activity. In addition the video transcriptions were coded for occurrences or discussion of bothexplicit constraints; i.e. instances that students identified as constraints, and underlyingconstraints that students encountered but did not explicitly identify. Each coder watched the teamdesign sessions and coded for the types of constraints that were present in the data. Both codersthen compared the types of constraints they found in the data and created a compiled andcategorized list of constraint codes. In the second phase of the coding process one coder used thefinalized coding scheme to recode the video observation data. Table 1 illustrates the completecoding matrix used to evaluate

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

program. Thisexperience demonstrates that not all course changes need be incremental, but that revolutionarychanges can be effective agents of change within engineering programs. This paper discusses theprevious and current program structure, the perceived issues that led to the need for substantivechanges to the program, how changes were implemented, and how the process of changeimpacted the program, the students and the institution. The future directions of the program andcurrent issues and concerns are also discussed.1. IntroductionThe Colorado School of Mines Division of Engineering is an ABET accredited engineeringprogram with specialty offerings in Civil, Electrical, Environmental and MechanicalEngineering. As such, we take particular

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

FrameworkIntroductionCross-disciplinary practice, “a process of answering a question, solving a problem, or addressinga topic that is too broad or complex to deal with adequately by a single discipline or profession”1,is required in many engineering problems in order to bring together diverse perspectives andexpertise. ABET has listed functioning on multidisciplinary teams as a student outcome 2.Cross-disciplinarity is a complex concept. For many decades, scholars have been making effortsto find constructs that characterize the topology of cross-disciplinary practice. For example, ithas been characterized by the degree of conceptual integration: multidisciplinary andinterdisciplinary 3. Lattuca characterized it regarding the questions that motivated thescholarship

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Mary A. Moriarty, Smith College; Apurva Errabelli

Tagged Divisions

Design in Engineering Education

version ofthe activities with capstone alumnae to identify what alumni actually transfer in to theiremployment after graduation, and investigating whether and how to use these activities as anassessment tool for capstone courses and overall programs.1. IntroductionUndergraduate engineering programs commonly culminate in a capstone design course. Theseone- or two-semester courses meet the ABET requirement of a major design experience1 and areintended as an opportunity for students to synthesize their previous learning and apply theirknowledge/skills to a complex design problem. Typically these capstone projects involve teamsof three to six students who work collaboratively, thus emulating the current engineeringworkplace environment.2 A majority

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bill Crockford P.E., Sam Houston State University; Bruce Hamby, The Hamby Law Firm

Tagged Divisions

Design in Engineering Education

entrepreneurship to hard core engineering. Some resourcesavailable to the faculty are heavy on the business side of the problem and somewhat lighter onthe technological and engineering side. To more effectively balance these topics, tweaking ofavailable resources must be done. In general, these types of courses involve a project thatproduces a 3D solid computer model of the product, or a physical prototype. An inevitableconsequence of this is that either existing products must be designed (actually copied) for theproject, or intellectual property must be considered. This paper discusses three areas ofrefinement to commonly available resources, two of which are technical in nature and one ofwhich is entrepreneurial. They are: (1) enhancement of engineering

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

’ perceptions of these notebooks.Types of engineering notebooksA brief review of the literature reveals that engineering notebooks can take many formsand be used for many purposes. For example, Tillema and Smith (2000)24 identified threedistinct types: 1. A dossier is a notebook or portfolio that is completed at the end of a project or course to “collect mandated documentation on performance. In this case, the portfolio construction is not necessarily based on a learning orientation” (p. 194)24. 2. A learning portfolio is a living document used to evaluate learning over the course of the project or semester. 3. A reflective portfolio is also a living document, in which the author records his or her

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junichi Kanai, Rensselaer Polytechnic Institute; Samuel Chiappone, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

Department in Support of Academic Programs, Looking Forward: Innovations in Manufacturing Engineering Education Conference, Cal Poly State University in San Luis Obispo, poster session and conference proceedings. 4/04 Blum, A, Paedelt V, Rusak, Paster, A, Chiappone, S. Rapid prototyping of wind-tunnel models. SME Technical Paper TP04PUB87. (Second Quarter 2004) 1/00 Chiappone, S. Educating future engineers on rapid prototyping & tooling capabilities. Rapid Proto- typing. SME. (First Quarter 2000 Vol 6, NO.1) 4/99 SME/Rapid Prototyping-99, Chicago, IL, proceedings and presentation on Rapid Prototyping in an Educational Laboratory; Educating Future Engineers on Rapid Prototyping. 10/99 SME Region 4

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

. Prior researchin design describes students‟ premature termination of solution finding to select a singleidea. Then all other design decisions are constrained by this initial decision [1]. In thispaper, we report how first-year engineering (FYE) students attempted to translate givendesign goals into sub-problems to be solved or questions to be researched. We found that,instead of decomposing the problem through further analysis and sense making, manyFYE students tended to "restate" the goal, identify one major function, and then usehands on building as the central creative process. Further, students claimed they used asystematic design process, but observations of their problem solving process and teamingskills indicated a different behavior

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Darling, Ph.D., Syracuse University

Tagged Divisions

Design in Engineering Education

generate obstacles to conventionalwestern medical programs. The course consisted of five weeks spent in Ghana. During theirstay, students visited numerous village clinics, several area hospitals, the School of Medicine inTamale, Ghana Health Services, and the Ghana Ministry of Health. A map of the travelthroughout Ghana can be seen in Figure 1 below. Students arrived in the capital of Accra, madea day visit to St. Francis Xavier Hospital in Assin Fosu, flew to Tamale, the largest city in themore rural north, and subsequently traveled to the village of Navrongo and city of Kumasi. Figure 1: The travel map for the abroad componentThroughout, the students were introduced to aspects of healthcare particularly relevant in Ghana

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

Teaching Problem Solving in Engineering using Analysis and SimulationIntroductionAt its core, engineering is essentially a problem solving discipline, and yet many studentsgraduating from engineering and engineering technology programs have poor problemsolving skills. Problem solving proficiency was one of the deficiencies identified in theMechanical Engineering Technology program at Montana State University during acomprehensive curriculum review and revision undertaken beginning in 2005-2006 [1].As part of the curriculum revision, several new courses were developed including acourse using computer aided engineering analysis and simulation tools in design. Whiledeveloping and delivering this course, a conscious effort

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

arts college in the Rocky Mountain region of the US.In this class, Process-Oriented Guided Inquiry Learning (POGIL) was used. In a POGIL class,the instructor does not lecture. Rather students work in teams, typically of four students, tocomplete worksheets. The worksheets contain three components: 1) Data or information asbackground material; 2) Critical thinking questions, which are designed to lead the students tounderstanding the fundamental concepts represented by the data, and 3) Application exercises,which provide the students with practice in solving problems using the concepts they havederived. The instructor’s role is to guide the students, walking around the room and probing themwith questions to check their understanding. The

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

. These think aloud sessions were video recorded and later transcribed foranalysis. The problem is presented below. Bridge problem: A truss bridge requires 40 members, each of which is 12 feet long and experiences its maximum load when in tension. The bridge is designed so that the maximum load experienced by each member is 60 MN. You are bidding on the contract to provide these 40 members. Provide a recommendation as to the design specifications and cost for the job. To provide a measure of the quality of each student‟s solution the following rubric wasused to evaluate the students‟ written solutions. The scores for each participant are reported laterin the paper. Scoring rubric 1

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

. Page 22.1234.2We collect data all through the curriculum, freshman through senior levels, usually for two tofour student learning outcomes per course. In those same courses, the university requires aformal student evaluation of teaching survey at the end of each course. Our university uses theIndividual Development and Educational Assessment (IDEA) system, out of Manhattan, Kansas,which includes asking the students to “describe the amount of progress you made on each[course] learning objective”, which is an indirect measure1 of student achievement. Since this isa required activity, our program wondered if we could use this data as a part of our ABETassessment process. We constructed a mapping table (Figure 1 below) between the IDEAlearning

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margaret Hobson, Texas A&M University; Jorja Kimball, Texas A&M University

Tagged Divisions

Educational Research and Methods

graduation for baccalaureate degrees.1 At a time whenmany are calling for three year programs,2 the US Department of Education increased thereporting metrics for graduation from six to eight years, in part due to the increasing length oftime students are taking to complete a baccalaureate degree.3, 4 In engineering, the drive toincrease the number of engineers has focused on recruitment and retention (primarily in the first-year). Recent studies indicate that the pool of engineering students are those entering as first timestudents, since very few migrate into engineering.5 There are many studies on the number ofstudents completing degrees in STEM disaggregated by major or discipline area6,7 with regard togender and race.8, 9 However there is less

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

significantlyimprove students’ conceptual learning gains (Hake, 1998; Laws et al., 1999; Reddish et al., 1997; andMazur, 1997). There is a small but growing body of literature in engineering that supports similarconclusions (Prince et al., 2006, 2009). Several factors explain why engineering education has not yet fully capitalized on the research,primarily in physics, for addressing student misconceptions. These factors include (1) the unfamiliarityof the relevant education literature to many engineering educators, (2) the lack of concept inventories withgood estimates of internal consistency and validity that address core engineering areas and (3) the lack oftested educational materials in engineering similar to those that have been developed and

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

they perceive graduate school’s alignment to their interests andfuture goals. The results of this study will help engineering faculty and administrators gain abetter understanding of the issues surrounding the graduate school decision process, which willimprove recruitment of potential graduate students and alleviate potential misconceptionsregarding graduate engineering education.I. IntroductionAfter two years of decline, first time graduate enrollment in science and engineering increased in2006—by 16% for foreign students but only 1% for domestic students1. Although enrollment ofdomestic students in graduate science and engineering programs experienced larger growth in2007-2008 (5.9%), it is still approximately half of the growth of

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Page 22.1157.5phenomenography to explore specific concepts in computing education.StudyThe main purpose of this study was to uncover the different ways that individuals understanddifferent programming concepts, specifically the concepts of conditional and repetitionstructures. Based on the goals of this project, the following two research questions were posed: 1) What are the qualitatively different ways that the conditional and repetition structures found in most programming languages are understood? 2) What are the ways that first-year engineering students understand these concepts?To answer these questions, a phenomenographic approach was chosen. One of the essentialelements when designing a phenomenographic study is the

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Diane Carlson Jones, University of Washington; Joy K. Crawford; Tamara Floyd Smith, Tuskegee University; Donald M. Peter, M.S. P.E., Seattle Pacific University; Elaine P. Scott, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Nanette M. Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

their engagement in their studies which will subsequently impact their affect toward(feelings about) and identification with the their chosen discipline (Floyd-Smith et al.) 1 Thispaper will discuss portions of a pilot survey instrument developed to test this model and the pilotsurvey results relevant to the role of connections to community in students’ affect towardlearning in their chosen discipline and their identification with their discipline.At the outset we should describe what we mean by the phrase ‘connection to community’. First,the community can be any community affiliated with the academic institution. Many of therelevant communities will be academic in nature, but some will be non-academic such asathletics, residence life, etc

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

. The goals ofSTOMP are to provide teachers with the opportunity to (1) learn about and develop anappreciation for the professional field of engineering and technology; (2) gain confidence inteaching engineering and technology; and (3) develop conceptual tools for teaching engineeringand technology.The purpose of this paper is to examine teacher self-efficacy, engineering subject matterknowledge and pedagogical content knowledge in teachers enrolled in STOMP. Engineering is abroad content area. Engineering encompasses many different fields and bodies of knowledge.For this study engineering design as presented in the Massachusetts state curriculum frameworkswill be the focus. Engineering design subject matter knowledge, or what a person knows

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

receiving master’s and Ph.D. degrees has remainedmostly constant in the last 50 years. With concern over the lack of domestic workforce inengineering graduate schools, recent studies have examined whether engineering seniors plan toattend graduate school in engineering, but there is little research on what affects undergraduates’decisions regarding graduate attendance plans inside or outside engineering. To measure thelikelihood of graduate school attendance three years after they graduate, three sub-scales areemployed: 1) will be in graduate school to become engineering faculty; 2) will be in engineeringgraduate school to prepare for the profession; and 3) will be in non-engineering graduate school(business, medicine, law, etc.). In this paper, I

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

interdisciplinary engineering courses and programs, teamwork6,15. For the facultydeveloping these curricula and courses, they must take into account the eleven programoutcomes defined by the Accreditation Board for Engineering and Technology (ABET). One ofthese outcomes stresses the importance of engineering students having the ability to function onmultidisciplinary teams16. In addition, engineering education research reiterates the need for Page 22.1447.2engineering students to develop teamwork skills as part of the undergraduate curriculum17-19.Therefore, this paper will discuss the results of two research questions: 1) What are second-year

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane Brown, Washington State University; Dean Lewis, Washington State University; Devlin Montfort, Washington State University; Robby L. Borden, Washington State University

Tagged Divisions

Educational Research and Methods

University Page 22.1471.1 c American Society for Engineering Education, 2011 The Importance of Context in Students’ Understanding of Normal and Shear Stress in BeamsIntroductionProcesses of learning often include the modification of existing conceptions about thephenomenon being studied. For example, when students begin a course in transportationengineering they have likely had life experiences with driving that relate to concepts in thecourse (such as sight distance and stopping sight distance 1) and these beliefs may conflict withexperts’ definitions. The process of modifying