Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny PhD, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; Sean Maass; Candace K. Chan, Arizona State University

Tagged Divisions

Materials

integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Bill Jay Brooks, Oregon State University Bill Brooks is a postdoctoral scholar in the School of Chemical, Biological, and Environmental Engineer- ing at Oregon State University. His Ph.D used written explanations to

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip M. Reeves, The Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; D. Jake Follmer, The Pennsylvania State University; Jessica Menold, Pennsylvania State University, University Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Prof. Elizabeth C. Kisenwether, Pennsylvania State University, University Park Liz holds a B.S.E.E. from Penn State (1979), and M.S.E.E. degrees from Massachusetts Institute of Technology (1981) and The Johns Hopkins University (1988). She worked in the defense industry for

Conference Session

Measuring Impact: Libraries, Librarians, Instruction, and Institutions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nestor L. Osorio, Northern Illinois University

Tagged Divisions

Engineering Libraries

and others), lists of subject related journals. Librarian's contact - LibGuide's space for the page's owner. Navigation help - gives directions about how to use the LibGuide. Related guides - Guides that offered additional information (subject guides, tutorial guides, etc.). Research ideas - lists of sources where students can find ideas for their projects. The catalog - the library's catalog and others such as WorldCat. Welcome - provides a welcome message to users.This classification scheme was applied to every single page, in this process, labels used forpresenting these materials, services and others, were collected. The labels in Table 1, 2, 11, and12 demonstrated a variety of terminology

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

.150,151Over time, students value these techniques124 and show growth of engineering maturity andepistemology,143 but tend to mirror the perceptions and values of their instructors.138,150Experiential reflection refers to instances in which students reflect on situations experienceddirectly, virtually, or vicariously, such as: games or simulations;144,151-153 problem based learning,project oriented learning, case studies, and combinations thereof;133,140,154,155 design basedlearning;132,156 service learning;141,157,158 internships;142 and development of programs andsoftware.159 Retrospectively analytical reflection seeks to determine relationships betweenpreviously obtained knowledge and experiences, including: creating diagrammaticrepresentations of

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Mee Joo Kim, University of Washington-Seattle; Rebecca A. Bates, Minnesota State University, Mankato; Elizabeth Burpee

Tagged Divisions

Engineering Ethics

report an increasing writtencommunication workload over time.33 If supervised properly, Wheeler and McDonald reportthat writing allows students to develop and use critical thinking skills.34 While engineeringprograms typically incorporate ill-defined problems for capstone projects—another recognized Page 24.674.4tool for developing critical thinking, writing for reflection will also help develop skills forproblem identification, analysis, metacognition and the formation of value judgements.30,35Snyder & Snyder suggest essay questions rather than simple recall to encourage criticalthinking.25In addition to promoting the development of

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

John Anderson; Jeanine Casler; Bugrahan Yalvac; H. David Smith; Gulnur Birol; John Troy; Penny Hirsch

engineering courseor interfering with an engineering faculty members’ priorities? That is the question we intend topose to our faculty as we develop the writing standards website and related resources.AcknowledgmentsWe are grateful for the funding we have received from the Engineering Research Centers Program of the National ScienceFoundation under Award Number EEC-9876363 (the VaNTH-ERC) to partially support this project and also for a WalterP. Murphy grant for undergraduate education from Northwestern University. We also wish to thank Dean StephenCarr of the McCormick School Administration for his generous support.References1. Merriam, B. S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass

Conference Session

Assessment Issues I

Collection

2004 Annual Conference

Authors

Tyler Cummings-Bond; Robin Adams

. Accuracy of the final compiled list was evaluated with a set of test subjects knownto have CAREER grants yet not be in traditional academic careers paths. As of 2003, thenumber of CAREER recipients in engineering related projects totals 548. Given the goals of thegrant, this population may be described as “low-risk” in that the likelihood of obtaining tenure isquite high.Searching for Current PositionSearching for current position information was time consuming and required many validationsteps. Google® was the primary web search engine used. When Google did not return usefulsearches we used a number of other strategies such as searching the PhD granting institution todetermine if the subject was still hosting a website and using Dogpile®, a meta

Conference Session

Issues in Computer Education

Collection

2005 Annual Conference

Authors

Leo Benegas; Rick Covington

Conference Session

Scholarship in Engineering Technology

Collection

2004 Annual Conference

Authors

George Morgan; Gene Gloeckner; Amin Karim; Ahmed Khan

Conference Session

International Engineering Education I

Collection

2003 Annual Conference

Authors

Waddah Akili

basis • Class lectures are strictly out of the text book with no discussion or feedbackTable 3. Some Cited Weaknesses and Deficiencies in Math/Science Component of a TypicalPrimary School in the Arab Gulf States • Modify offerings to allow for electives • Widen selection of courses to cover additional areas such as: world history and culture, human psychology, sociology, anthropology, etc… • Encourage group projects, library and internet search, and field-related projects • Introduce one or two courses (per year) using simplified English. Thus, helping learners of English to improve their English skillsTable 4. Suggested Modifications and Improvements in the

Collection

2001 Annual Conference

Authors

Warren Phillips; Joseph Clair Batty; John Gershenson; Christine Hailey

. III. Graduates will be able to communicate 3. Laboratory MAE 2040, and work effectively on team-based Experience MAE 4040, engineering projects. etc. IV. Graduates will recognize the importance 4. Computer-based MAE 1100, of and have the skills for continued Engineering etc. independent learning. 5. Humanities, Arts, and MAE 1110

Conference Session

Design and Innovation

Collection

2002 Annual Conference

Authors

Robin Adams; Pimpida Punnakanta; Craig D. Lewis; Cynthia Atman

their design activities may differ significantly from their actualperformance in solving “messy” open-ended problems. In the Pacific Northwest, multi-university participants in aNational Science Foundation supported project (Transferable Integrated Design Engineering Education, TIDEE)have implemented and disseminated a Mid-Program Assessment instrument for assessing engineering studentdesign competency. One part of the instrument requires student teams to document (e.g., self-report) their designdecisions and processes while engaged in a design task. These written self-reports are scored using a rubric thathas demonstrated a high inter-rater reliability. We are interested in comparing the scores derived from these self-reports with measures of

Conference Session

Assessment and Its Implications in IE

Collection

2002 Annual Conference

Authors

Siripen Larpkiattaworn; Obinna Muogboh; Mary Besterfield-Sacre; Larry Shuman; Alejandro Scalise; Dan Budny; Barbara Olds; Ronald Miller; Harvey Wolfe

Engineer with ALCOA and with the U.S. Army Human EngineeringLaboratory.LARRY J. SHUMAN is Associate Dean for Academic Affairs, School of Engineering, University of Pittsburghand Professor of Industrial Engineering. His areas of interest are improving the engineering educational experienceand the study of the ethical behavior of engineers. Together with Dr. Atman, Dr. Shuman co-chaired the 1997Frontiers in Education Conference held in Pittsburgh. He is a co-author of Engineering Ethics: Balancing CostSchedule and Risk - Lessons Learned from the Space Shuttle (Cambridge University Press, 1997). Dr. Shuman hasbeen principle or co-principle investigator on over twenty sponsored research projects funded from such governmentagencies and foundations as

Collection

2001 Annual Conference

Authors

Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

Engineering Educationchairs may be more suitable. The equipment in the room to include the amount of black boardspace, projection systems, etc. may limit how course material is presented. Is the classroomclose to a laboratory or is their classroom space in the laboratory if experiments are part of thelesson objectives? Is there space in the classroom for large models or demonstrations? Is thecourse covering design or is it a seminar?13 All of these (and many more) issues affect thelearning environment for the course.Even though there is an appearance at some universities that funding is only sought for researchfacilities rather than maintaining or upgrading existing classrooms, the professor must still seekout and demand classrooms that are conducive

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

22.785.1 c American Society for Engineering Education, 2011 How Instructors and Classroom Climate Contribute to the Motivation of First-Year Engineering Students.AbstractStudent perceptions of faculty and Graduate Teaching Assistants (GTAs) are important factorsfor student retention and classroom engagement in engineering. As courses become moregrounded in student-centered learning approaches through the addition of design projects,problem-based learning, and other student-centered learning activities, it is important that theinteractions between the instructors and the students allow for a positive classroom environment.Grounded in self-determination theory, our study investigates the

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, miscon- ceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is cur- rently conducting research with NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing the Effect of Learning Modes on Conceptual Change.Michelene T.H. Chi, Arizona State University Micki Chi is a

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison

Tagged Divisions

Liberal Education/Engineering & Society

formy…project. I made it a goal to use as few words as possible and as many graphics aspossible. I think it is probably the best power point [sic] I have every put together.”Another cohort member, an electronics engineer for a United States government agencynoted that using these techniques …has caused me to change up a little how I usually prepare for my presentations. In these past presentations, I was more reliant on the slides to tell most of the story and I think that hurt some of my flow. I found using that by using visual cues in the slides my presentation flowed very well and was felt much more like story telling rather than just going though the information line by line.As well, a design engineer for

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonte Bernhard, Linköping University, Sweden

Tagged Divisions

Educational Research and Methods

report of project 167/96. 2005, Council for Renewal of Higher Education: Stockholm.44. Richards, M.J., An ABC of dimensional analysis. Physics Education, 1971. 6(4): pp. 244-249.45. Baillie, C. and J. Bernhard, Educational research impacting engineering education. European Journal of Engineering Education, 2009. 34(4): pp. 291-294.46. Erickson, F. and K. Gutierrez, Comment: Culture, rigor, and science in educational research. Educational Researcher, 2002. 31(8): pp. 21-24.47. Thornton, R.K., et al., Comparing the force and motion conceptual evaluation and the force concept inventory. Physical Review Special Topics - Physics Education Research, 2009. 5(1): p. 010105.48. Redish, E.F., Teaching physics with the Physics Suite. 2003, New

Conference Session

Outstanding Contributions: Mechanical Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patrick W. Pace, University of Texas, Austin; Kristin L. Wood, University of Texas, Austin; John J. Wood, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Brian K Skibba, Air Force Research Laboratory

Tagged Divisions

Mechanical Engineering

U.S. Air Force. After completing his Ph.D. in 2002, he returned to the Air Force Academy where he has been on the faculty ever since. The current focus of Dr. Wood’s research is the continued development of empirical testing methods using similitude-based approaches. This approach provides significant potential for increasing the efficiency of the design process through a reduction in required full-scale testing and an expansion of the projected performance profiles using empirically-based prediction techniques. Dr. Wood’s research also includes the development of micro air vehicle systems using innovative conceptual design techniques for current technology implementations, as well as futuristic projections

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Rebecca K. Toghiani, Mississippi State University; Christopher Dawson, Mississippi State University

Tagged Divisions

Minorities in Engineering

Page 22.1357.5degree at her university. She began listing a series of experiences: minority representation in theStudent Senate, comments made, isolation in project teams, etc. Each event separately could beperceived by a majority individual to have a plausible secondary explanation, or be brushed asideas an unfortunate coincidence. However, when viewed collectively, they created a suffocatingenvironment. The lesson here is that while an obstacle may not be insurmountable, repeatedobstacles can become wearying and collectively drag a person down. Talking openly aboutperceptions can help all individuals put events in perspective and realize the impact of theirbehaviors.Obtaining Feedback on Climate in Classes / Departmental CommunityClimates

Conference Session

Retaining and Developing Women Faculty in STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Purdue University; Patrice Marie Buzzanell, Purdue University, West Lafayette; Klod Kokini, Purdue University, West Lafayette; Robyn F Wilson, Purdue University; Jennifer C Batra, Purdue University ; Lindsey B. Anderson, Purdue University

Tagged Divisions

Women in Engineering

research questions: (RQ1) how do womenengineering faculty construct their mentoring networks? and (RQ2) what are engineering womenfaculty’s mentoring network configurations?Methods This paper is part of a larger project to assess the revised formal mentoring programsdesigned and offered by the College of Engineering at a large Midwestern (U.S.) university andto study the mentoring experiences of faculty members in the STEM discipline. Our paperfocuses on women faculty members’ mentoring experience from a network perspective. Seventenure-track women faculty members from the College of Engineering agreed to participate inour study (see Table 1). Participants represent five different engineering specialties in theCollege. Two of our

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

and team collaboration, and use ofresources will all be recognized, while maintaining a reasonable burden of time when assessing ateam of students rather than individuals. This technique is similar to team-based design reportpresentations, with the differences in the level of open-endedness and size of the audience.Unlike project presentations, the oral examinations were presented to a closed audiencecomprised of the professor and the students’ team. Although this is less reflective of theprofessional world, as this is an introductory course, the objective for these exams was to assesstheir knowledge, not yet their ability to handle the stress associated with performing in front of afull audience of their peers. Assessment of student

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean Hertzberg, University of Colorado, Boulder; Bailey Renee Leppek, University of Colorado, Boulder; Kara E. Gray, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

photography students, plus students from art history, film, and journalism. In contrast tomany other art/science courses, the artists do not contribute only art to their joint projects, nor do the engineerscontribute only technical assistance. Instead, the engineers are expected to be artists, with aesthetic control overtheir work, while both the art students and the engineers are expected to preserve the scientific utility of theirimages of fluid flow by providing accurate documentation of the flow and imaging process. There are severalother unusual aspects of this course. All assignments are open-ended: students are not given explicitrequirements or instructions to use specific flows or visualization techniques. Instead they are provided with

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, commu- nication studies, identity theory, and reflective practice. Projects supported by the National Science Foun- dation include interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in statics courses, and a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is

Conference Session

"How Do We Compare?" - Students, Case Studies, and Learning Approaches

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joel J. Versypt, University of Illinois at Urbana-Champaign; Ashlee N. Ford Versypt, Massachusetts Institute of Technology

Tagged Divisions

Chemical Engineering

residential IllinoisMathematics and Science Academy and Kansas Academy of Mathematics and Science.Conversely, if just high school location was used without home addresses, the data may notadequately capture the locale background of students who attend schools in other locales.However, obtaining details on high schools attended and implementing a qualitative component Page 23.885.12where rural students are interviewed as part of the study would provide more information andpartially lessen this limitation.Because of the somewhat narrow scope of the project and the limitations, further research is stillneeded to assess rural students’ participation in

Conference Session

Potpouri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nehal I. Abu-lail, Washington State University; Fatin Aliah Phang, Universiti Teknologi Malaysia; Ashley Ater Kranov, ABET; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Robert G. Olsen, Washington State University; Rochelle Letrice Williams, ABET; Azizan Zainal Abidin, Universiti Teknologi Petronas

Tagged Divisions

Women in Engineering

Compatibility and Radio Science. c American Society for Engineering Education, 2012Dr. Rochelle Letrice Williams, ABET Rochelle Williams recently joined the ABET headquarters staff as Educational Research and Assessment Manager in the Professional Services Department. In this role, Williams manages ABET’s educational of- ferings on a global scale and leads technical education research projects. Prior to joining ABET, Williams held two positions at Baton Rouge Community College: Science Laboratory Manager and Adjunct Fac- ulty in the Mathematics Department. In addition, Williams has worked closely with the National Sci- ence Foundation’s Next Generation Composites Crest Center at Southern University

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

, including: highlights of AIChE Concept Warehouse news, added questions, new tutorials and comments about submitted questions. Search View, filter, and search for questions. Then, select question(s) for use in class. Organize, group, download (MS Power Point, MS Word), or assign (via projection in-class or Manage Tests sent to student laptops or smartphones) ConcepTests. Confidence and short answer explanation prompts can be added to questions during assignment. ConcepTests View information after questions have been answered, including all or a

Collection

2000 Annual Conference

Authors

Teresa Larkin-Hein; Dan Budny

extraneous ideas. TheSensor likes hands-on projects and drill-and- practice problems so long as they do not becometoo complex. Sensors also like to learn the specific rather then the general. Thus, to be effectivefor the Sensor, the teaching and learning strategies should include hands-on experiments andsample solutions and homework problems that have only one best answer.Intuitors are so engrossed in pursuing the possibilities that come to mind when presented withinformation that they seldom look very intently at only the facts. The Intuitor likes innovationand complexity, and quickly becomes bored with routine drill and practice. To be effective forthe Intuitor, teaching and learning strategies should include open-ended essay or design