Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Wade, U.S. Military Academy; Robert J. Rabb, U.S. Military Academy; R. Clayton McVay, U.S. Military Academy; Peter Hanlon, U.S. Military Academy

Tagged Divisions

New Engineering Educators

, for students to reference.Test Preparation Activity Survey ResultsNot all students have equal schedules, so time results were normalized to reflect the percentageof time students devoted to each activity rather than the number of minutes. Instructors compiledthis data from students and correlated it to the grades that each student earned on the exam.They then provided the compiled results from the entire course back to the students for them tocompare their individual efforts against the course averages. This was done both shortly after theexam and again before the next exam to help remind students of what they had learned from theprevious survey results as they prepared for the next test. Students were given aid in interpretingthat data, but

Conference Session

Tricks of the Trade I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenny L. Lo, Virginia Tech; Tamara W. Knott, Virginia Tech; Thomas D. Walker P.E., Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

New Engineering Educators

. As a coordinator, encourage GTAs/faculty to gobeyond the normal teaching experience by discussing educational research and possiblyconducting an educational research study.Try to have weekly routines for GTAs to follow. In order to help prepare GTAs for theirupcoming teaching experiences, run the weekly “training meeting” as a workshop; have theGTAs do what you want the students to do. It is important to conduct short surveys or receivefeedback from GTAs to determine things that worked well or did not work well in workshops.This gets them in the habit of reflecting on their teaching and provides the coordinator quickfeedback. Also, provide opportunities to all GTAs through anonymous surveys to express theirconcerns regarding course (lecture

Conference Session

Course and Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald G. Kander, Philadelphia University

Tagged Divisions

Multidisciplinary Engineering

?   Business   Models   How  do  I  create  value?   Systems   Analysis   How  do  I  deal  with  complexity?   Research   Methods   How  do  I  ask  the  right  questions?   Capstone   Project   How  do  I  put  it  all  together?   Page 25.148.5 Five courses, 18 credits, and five reflective questions: How do I discover opportunities? Howdo I create value? How do I deal with complexity? How do I ask the right questions? How do Iput it all

Conference Session

Faculty Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela M. Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Ricardo Leon Gomez, National Collegiate Inventors and Innovators Alliance (NCIIA); Phil Weilerstein, National Collegiate Inventors & Innovators Alliance (NCIIA)

Tagged Divisions

Entrepreneurship & Engineering Innovation

planning, and responses to questions about workshop use reflected thisemphasis. Namely, many faculty said they expected to use workshops ideas in their futureteaching (12 responses), reflecting their intentions to offer new courses and programs to students.Faculty also said they added new course content (12 responses) and shared information with theircolleagues (11 responses). Conference Curriculum Instructional Workshop Uses Workshops Workshops Workshops (N=35) (N=20) (N=6) Added new class activities 54% (N=19) 60% (N=12) 67% (N=4) Expect to use

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of Saint Thomas

Tagged Divisions

Engineering Physics & Physics

Physics textbook. We have picked a textbook3 that reflects ourphilosophy for the Applications of Modern Physics course. After reviewing the literature andcourse materials available online, we decided to adapt the Physics-Education-Research-basedcourse materials developed at the University of Colorado-Boulder,4 which consist of lectureslides, tutorials and the use of on-line simulations, to fit the Applications of Modern Physicscourse.The objectives we have established for course development are: I. Adapt and expand course materials developed by the University of Colorado – Boulder Physics Education Research group in order to increase students’ conceptual understanding of modern physics topics, and II. Develop laboratories

Conference Session

Learning and Assessment I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert G. Ryan, California State University, Northridge

Tagged Divisions

Mechanical Engineering

decisions is also a concern, which is reflected in the ratingsfor the “Analysis” criterion. Students often fall in love with modern computational tools likeFEA and don’t pay enough attention to fundamentals. Use of basic tools like free body diagramsto obtain the design loads on a part is critical for proper mechanical design; the FEA results froma beautifully meshed part means nothing if the boundary conditions are not realistic.Looking past the numbers, it was interesting to see the types of design experiences that are nowavailable to our students as they move through the curriculum. Since the author has taught seniordesign for a number of years, this project review process made it abundantly clear that the newdesign stem of courses will continue

Conference Session

Towards Global Competency for Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen Hundley, Indiana University-Purdue University, Indianapolis; Patricia Fox, Indiana University-Purdue University, Indianapolis; Lynn G. Brown, The Boeing Company; Alan Jacobs, Education Market Business Development Consulting; Catherine Didion, National Academy of Engineering; Daniel R. Sayre, John Wiley & Sons, Inc.; Hans J. Hoyer, American Society for Engineering Education

Tagged Divisions

International

Key Findings-to-DateThe survey yielded 1,027 “usable case” respondents reflecting the following demographicprofile: 70% English; 30% non-English; responses received from all languages except French 80% Male; 20% Female 50% between ages of 40-60; balance over other age ranges 46% Academicians; 40% Practitioners; 10% Students; balance preferred not to answer Aerospace (17%); Computer Science (13%); and Electrical/Computer (13%) are largest Engineering Discipline response categories 64% reported having graduate-level Engineering degreeTop Attributes by Role, Importance, and ProficiencyEarly-Career Professionals: Importance and Proficiency Attributes by Importance Attributes by

Conference Session

Four Pillars of Manufacturing Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert L. Mott, University of Dayton; Ronald J. Bennett Ph.D., Univeristy of Saint Thomas; Hugh Jack P.Eng., Grand Valley State University; Steve Wendel, Sinclair Community College; Mark J. Stratton, Society of Manufacturing Engineers; V. Raju, VIT University; Winston F. Erevelles, St.Mary's University; Phil Waldrop, Georgia Southern University

Tagged Divisions

Manufacturing

‘advancedmanufacturing’ in broad yet specific terms. It has long been known in the business communitythat establishing a ‘standard’ is essential to the growth of a technology and of the industries thatparticipate in that technology. The Four Pillars of Manufacturing Engineering defines thestandard for advanced manufacturing topics, and provides a body of knowledge concept withwhich all those engaged in advanced manufacturing education can align. The image of manufacturing needs updating to reflect the wealth of opportunitiesavailable, the critical role that domestic manufacturing plays in our economy, the skills needed,the ‘clean’ nature of modern advanced manufacturing operations, the significant benefits thatmanufacturing provides to society and the

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Andrea M. Motto, Virginia Tech ; Kelly J. Cross, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

process and assessment of teams 19-22 However,much work remains to advance our understanding of how students learn to effectively functionon teams and best practices on how faculty can facilitate the team learning.The Importance of engineering faculty beliefs and practicesIn their review article considering the “ABET professional skills,” including teamwork andcommunication, Shuman et al. 23 ask the question, “Can they be taught?” and their answer is “aqualified yes” (p. 51). Noting, for example that the teaching delivery strategy required is not thetraditional lecture format, but rather one that leverages strategies such as active learning andcooperative learning. The extensive body of research on communication pedagogy, moreover,reflects the

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Ghulam H. Bham PhD, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

data that reflected students’ knowledge of highwaydesign as derived from their day-to-day experience as drivers rather than from a highway designexperience. Finally, the survey ended with a set of four questions targeting students’ perceptionson the driving simulator as a learning and design tool. Students had to indicate their agreementon statements that proposed the driving simulator to be: a) an engaging highway design tool, b) agreat tool for analyzing highway design, c) an effective tool for testing highway design, and d) amotivating tool for learning highway design. For these perception questions students used aLikert evaluation scale ranging from “1” for strongly disagree to “5” for strongly agree.The exit survey included all of the

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

notrequired that they actually submit the solutions to Innocentive, but most do so as well. A rubricused to grade the submitted assignments is shown in Table 2. The rubric clearly is orientedtowards the graphics and communication aspects of the design project, reflecting the intendedlearning outcomes of the introductory course.DiscussionThe Engineering program at UPEI is very small, and currently only serves the first two yearstowards a degree program that is ultimately completed at Dalhousie University through a long-standing transfer relationship. Students have historically had an excellent track record for beingpractical, and able to excel in capstone design projects after transfer. With a first-year intake ofonly 55 students, our student numbers

Conference Session

Recruitment, Retention, and First-year Programs in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Constance D. Hendrix, U.S. Air Force Academy; Marcus L. Roberts, U.S. Air Force Academy; William J. Eccles, Rose-Hulman Institute of Technology; Jeffrey Butler, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy

Tagged Divisions

Electrical and Computer

waste of time. 35% Figure 6. Course Reflection, Fall 2011.Motivational Challenges"Electrical Engineering?" "Electronic Systems?" "We have to take an engineering course? But,I'm an English major." "Why should I care about engineering?" These are common reactionsfrom students on Lesson 1 of this 40-lesson course. Indeed, these are valid questions. So duringLesson 1, each instructor is challenged to convince these students that this course is relevant.Then, during every succeeding lesson, they continue to motivate the students to learn and to beinterested, not just regurgitate information. Unless a student is motivated to learn the material,the information presented is unlikely to be committed to

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Natalie Gedde, University of Notre Dame

Tagged Divisions

First-Year Programs

programs being used this semester.” – Current Student Assistant Page 25.1026.8When asked what skill they felt the improved most upon, many of the survey respondentsindicated they improved their technical skills, communication, teaching, or their ability toexplain things multiple ways: “I became much better at helping others look at problems in new ways.” – Former Student Assistant “My ability to connect and explain problems to someone who did not have as strong a technical background.” – Former Student AssistantSeveral of the post graduate survey respondents were able to look reflectively at the experiencegained from their

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

by the seemingly rigid nature of the “gates” - knowing that engineeringdesign is more flexible in its iterative process. Looking back, the instructors made the mistake ofassuming that students understood well the engineering design process and could operate wellwithout this linear structure.Assessment of the course was provided via open-ended written reflections. Students indicatedthat the documentation requirements were overwhelming the service and design aspects of thecourse. In spite of their frustration with the documentation, students indicated that they valuedthe service aspect of the course.The instructor’s assessment mirrored that of the students. The focus of the course was incorrect.In the pursuit of providing resources to help

Conference Session

Pedagogical Approaches for Software Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Clifton L. Kussmaul, Muhlenberg College

Tagged Divisions

Software Engineering Constituent Committee

Techniques(s)Students Improve learning outcomes. Average grades. Qualitative assessment of selected assignments. Improve affective outcomes. Current (e.g. SIR-II4), existing (e.g. TDS22), & custom instruments. Improve recruiting & retention. Course enrollments & major/minor counts.PIs & Develop & refine PAs. Quarterly activity reports, peer review, interviews.Project Improve faculty affective outcomes. Reflection, interviews.Team Enhance PAs (e.g. with Quarterly activity reports, peer review, interviews

Conference Session

Linking Engineering and Liberal Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

J. Ledlie Klosky, U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Steven D. Hart, U.S. Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

25.1122.4surrounding the bridge and the many others like it? Upon reflection, it is less clear where theblame lies; society selected that person to lead, and the politician holds a degree in law from avery well-respected institution. The politician learned what we (those charged with providing anadvanced education) had deemed important: an introduction to science, likely very little onengineering as a discipline, and almost certainly little or nothing about infrastructure.To explore this further, the authors searched for infrastructure courses offered to undergraduatesnot taking a technical degree and came up largely empty-handed. Though the engineeringcommunity is clearly moving to provide infrastructure programs related to civil engineering,sustainability

Conference Session

General Topics in Graduate Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elizabeth Basha, University of the Pacific; Luke S. Lee, University of the Pacific

Tagged Divisions

Graduate Studies

better reflects theneeds of industry. In fact, it is well-recognized that modern engineering problems are difficult tosolve within the scope of a single discipline and require individuals and teams to possess adiverse skill set and the ability to effectively integrate those skills to solve a problem1,2.Engineers who can cross the boundaries of traditional disciplines and integrate existingknowledge and create new knowledge are increasingly being sought1.The importance of interdisciplinary collaboration is particularly relevant in graduate engineeringeducation where research experience is paramount to development and integration of knowledgeand skills. The need for interdisciplinary collaboration in engineering education and research isdriven by

Conference Session

Innovative Uses of Technology and Techniques for Laboratory Exercises

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ghassan T. Ibrahim, Bloomsburg University; Aaron J. Homiak, Geisinger Health System; Alexander Hallden-Abberton, Bloomsburg University; John R. Pulaski

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

-conceptStudents’ Response and evaluationAt the end of the course, a student survey was conducted to evaluate the educational outcomes ofthe project. The survey included the following questions: 1. How did the senior design project (SDP) reflect on your learning process? 2. How did the SDP reflect on you ability to reason and make quick intelligent decisions considering the time constraint imposed? 3. Did the SDP provide a venue to expand your learning and apply the knowledge gained in the program to solve real world problems? 4. Was the short time constraint imposed a motivating challenging experience 5. Did the PDR and CDR report writing and presentation has added value to the SDP learning outcome 6. How well

Conference Session

General Topics in Graduate Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Pariyothorn, Texas A&M University; Robin L. Autenrieth, Texas A&M University

Tagged Divisions

Graduate Studies

years prior to summer 2006 are incomplete, so those data are not included inthis analysis.Applicant TrendsAs depicted in Figure 1, our state and national recruiting efforts implemented for summer 2009resulted in an increase in the total number of applications as well as the number of applicationsrepresenting non-Texas A&M institutions. These trends reflect the shift in recruitment effortsfocused on non-Texas A&M students. Our goal is not to decrease the pool of Texas A&Mapplicants, but to increase the pool of non-Texas A&M students. Figure 1 Applicant Institutional Representation. 160 140 Number of Applicants 120

Conference Session

Systems Engineering Curriculum and Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University

Tagged Divisions

Engineering Management, Industrial Engineering, Systems Engineering

cooperative learning. These approaches go beyond traditional lectures typical of ArtHistory classes. Students in art appreciation classes consider the visual arts from multipleperspectives including concepts, interrelationships and relevance to different disciplines and witheveryday life. Many strategies support and reinforce critical thinking that is essential to alldisciplines including systems engineering.The following examples illustrate some of the active and cooperative learning techniques15. 1. Affective Response - provides an emotional or evaluative response to material. Students look at works of art and note the reaction/response they have to the image/artwork. They reflect on what they see and what has been discussed regarding

Conference Session

New Trends in ECE Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert O'Connell, University of Missouri, Columbia; Pil-Won On, University of Missouri, Columbia

Tagged Divisions

Electrical and Computer

work by all students and for the convenience of rearrangingclassroom desks into tidy squares for group work. Both classes were given instruction, during afull class period at the beginning of the semester (with regular reminders throughout thesemester), on what was expected of them during group work. Those expectations included: 1-following a simple problem-solving scheme, which included brief individual reflection, briefgroup brainstorming to decide a solution approach, and then interactive work with discussion Page 25.1241.4until the problem is solved; and 2- using good interpersonal team skills, which includedspeaking, listening, and peer

Conference Session

Track 1 - Session 2 - Student Development

Collection

2012 ASEE International Forum

Authors

Susan M Lord, University of San Diego; Yongming Tang, Southeast University; rong wang, Southeast University; Shen Xu, Southeast University, China

Tagged Topics

Track 1 - Student Development

the instructor well. One-third said it was more difficult than expected. Studentsliked the communication in the classroom highlighting the introductions, the relaxed and activeatmosphere, and interaction between teacher and students. About half the class cited Englishlanguage problems as a challenge. Some students admitted that they had forgotten some materialfrom the previous circuits class so had trouble with the in-class problems. Reflections from theinstructor, assistant instructors and administrators showed that the teaching method wasappealing to the students and that the students were able to actively participate in the activelearning activities.IntroductionActive learning is well established as an effective pedagogy in many parts of

Collection

2012 ASEE Midwest Section Conference

Authors

Eric D. Mead; Karen Reynolds; Lawrence Whitman

final courses to assure that pre- defined tolerances are maintained between the design and the build. In addition to reviewing the designs and measuring the courses, ASQ Wichita Section 1307 has provided judges for the event, built courses, and provided financial support for the Shocker MINDSTORMS Challenge. Reward and RecognitionProceedings of the 2012 Midwest Section Conference of the American Society for Engineering Education 11 Coaches and team members each receive a 1x8 LEGO® 4-brick name badge that includes his/her name, team name, Wichita State University, and the MINDSTORMS year (for example, MINDSTORMS Challenge 2012). T-shirts reflecting

Collection

2012 Northeast Section Meeting

Authors

Jessica Dawn Ventura

participated in overseas programs in 2010, only3.9% of engineering students did the same [2]. Gordon College, a Christian liberal arts college with a 3-2Engineering program, requires all students to participate in an approved Global Understanding course. Studentswho wish to get their global experiences through one of the numerous overseas programs rather than through on-campus courses must complete New Perspectives to fulfill this requirement. New Perspectives is a program directedat helping students make connections between intercultural understanding and their global experiences so that theycan get the most out of those experiences.The pre-trip sessions “equip students to reflect purposefully upon the theory and praxis of what it means to becitizen

Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

N. Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

: modifying and extending thecourse objectives; assessing and appealing to students‟ super linksa; using various short papers asgauges of students‟ understanding and as concept reinforcements; assigning journal questions;estimating students‟ critical thinking skills; administering quizzes, tests, and projects; requiringreports and presentations by the Honors Students; and emphasizing writing as an instructionaltool. Course Objectives. The math professor and the writing center instructor firstcollaborated to develop course objectives reflecting the higher-level thinking and learning skillsdemanded by critical thinking. They stated such objectives for both the topics to be covered andfor critical thinking skills specifically. Both sets

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

because of increased use of surveys in general through web-based forms39-41. Steps were taken to account for differences between the sample of responses and the overall population. This adjustment weighted cases based on the population and response distributions by gender, discipline, and race/ethnicity within an institution as well as varying response rates of a campus so that the sample reflected the overall population of undergraduate engineers from the sample of institutions. In addition, missing data were imputed based on procedures recommended by Dempster, Laird and Rubin42 and Graham43 using the Expectation-Maximization (EM) algorithm of the Statistical Package for the Social Sciences (SPSS) software (v.18). To reduce data from survey

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science, Boston; Cathy P. Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

meet or addresscriteria equally as well. Children (and adults) often champion their own ideas, withoutadequately considering designs of others or without conducting “objective” analyses.To encourage students to analyze their various solutions objectively and determine which bestmeets the challenge’s criteria, EiE design challenges aim to have students collect both qualitativeand quantitative data during testing. Materials ask students to reflect upon the needs of the designand assess how well each solution meets it. Thus, instead of children’s preconceptions,popularity, or perceived “smartness” driving decisions, more objective and impartial data areavailable to be considered.EiE strives for quantifiable tests: presenting results as a number

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

items that exhibited strongest correlations reflect students’ evaluation of the cost and benefit of pursuing an engineering degree. Results of the quantitative analyses suggest that students’ persistence in the major may be related to their perceptions of the cost and benefit of the engineering degree. (Table 2) Page 25.665.7 Table 2: Post-Survey Items Moderately Related to: I Don’t Care for This Career Survey Item r* The rewards of getting an engineering degree are not worth the effort. 0.61 I expect that engineering will

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

Tagged Topics

NSF Grantees Poster Session

of Learning Styles25 as shown inTable 1 is composed of four dimensions: active/reflective, sensing/intuitive, visual/verbal, andsequential/global. Active learning tools are designed to meet the needs of students with a rangeof learning styles. Particular approaches to teaching often favor a certain learning preference.Therefore, it is important to incorporate a variety of teaching approaches. This index can assistinstructors in creating active learning modules that impact all student learning styles effectively. Page 25.752.7 Table 1. Learning styles categories.Myers Briggs Type Indicator (MBTI) Personality

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean-Celeste M. Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Design in Engineering Education

the secondary students.Deeper learning is promoted by the formal reflective activities built into the HSE programthrough these poster and presentation requirements because these activities promotemetacognitive gains. They offer opportunities for both coaches and students to assess theirprogress in terms of the larger picture of a long-term project instead of just day to day gains;that is, they impose divergent thinking. Additionally, the Expo campus visit has the criticallyimportant function of making the university accessible to the secondary students. From the artifacts created for spring Expo, we see trends toward an improved abilityof students to communicate technical information and an improved understanding of the