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2011 ASEE Annual Conference & Exposition

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Nathan W. Klingbeil, Wright State University; Scott Molitor, University of Toledo; Brian W. Randolph, University of Toledo; Shane A. Brown, Washington State University; Robert G. Olsen, Washington State University; C. Richard Cassady, University of Arkansas

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, No. 7, p. 38.2. Sarasin, L., 1998, “Learning Style Perspectives: Impact in the Classroom.” Madison, WI: Atwood.3. Gardner, H., 1999. “Intelligence Reframed: Multiple Intelligences for the 21st Century.” New York: Basic Books.4. Joyce, B., and Weil, M., 2000, “Models of Teaching.” Boston: Allyn and Bacon.5. Brandford, J.D., et al., Eds., “How People Learn: Brain, Mind, Experience and School,” Expanded Edition, National Academy of Sciences, 2000.6. Klingbeil, N., Newberry, B., Donaldson, A. and Ozdogan, J., 2010, "The Wright State Model for Engineering Mathematics Education: Highlights from a CCLI Phase 3 Initiative," Proceedings 2010 ASEE Annual Conference & Exposition, Louisville, KY, June 2010.7. Klingbeil, N

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2011 ASEE Annual Conference & Exposition

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Kathleen Meehan, Virginia Tech; Robert W. Hendricks, Virginia Tech; Cortney V. Martin, Virginia Tech; Peter Doolittle, Virginia Tech; Justeen Olinger, Virginia Tech

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capacitoras a function of time bymeasuring the voltage across ashunt resistor in Experiment15: A Series RC Circuit. Anexplanation of thismeasurement and how toconnect the oscilloscope probesis described in the vodcastlinked to the measurementworksheet on the reporttemplate for Experiment 15 asshown in Figure 2. Thevodcasts provide moreimmediate support to thestudents as they attempt the Figure 2: The hotlink to the vodcast entitled Measuring atexperiment on their own than Nodes A and B is located on the Measurements worksheet ofthe online tutorials that are the report template for Experiment 15. While launched, the

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2011 ASEE Annual Conference & Exposition

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Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Dale R. Baker, Arizona State University; Jessica Triplett, Arizona State University

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Page 22.451.13 (Eds.), Hillsdale, NJ, Erlbaum.8. Gilbert, J. (1995) The role of models and modeling in some narratives in science learning. 1995 Annual Meeting of the American Educational Research Association, San Francisco, CA.9. Boulter, C. J., & Buckley, B. C. (2000). Constructing a typology of models in science education, in Gilbert, J. K., & Boulter, C. J. (Eds.), Developing models in science education. Dordrecht, Netherlands, Kluwer Academic Publishers.10. Kelly, J., Krause, S., and Baker, S. (2010). A Pre-Post Topic Assessment Tool for Uncovering Misconceptions and Assessing Their Repair and Conceptual Change. 2010 Frontiers in Education Annual Conference.11. Krause, S., Kelly, J., Triplett, J

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2011 ASEE Annual Conference & Exposition

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John J. Duffy, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel A Heredia, University of Massachusetts, Lowell

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arguments for including service as part of a profession, suchas social justice and humanitarianism. Public relations and a positive public image for theprofession could also be considered as motivation.The question of whether service is, or should be, considered part of the engineering professionwas put to engineering students, both beginning an engineering program and those who havetaken courses with service-learning projects embedded.Service-learning is “a course based, credit-bearing, educational experience in which students (a)participate in an organized service activity that meets identified community needs and (b) reflecton the service activity in such a way as to gain further understanding of course content, a broaderappreciation of the

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2011 ASEE Annual Conference & Exposition

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Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Ronald L. Miller, Colorado School of Mines

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.        References      1. Streveler, R., B. Olds, R. Miller, and M. Nelson. Using a Delphi Study to Identify theMost Difficult Concepts for Students to Master in Thermal and Transport Science.Presented at Presented at ASEE Annual Conference, at Nashville, TN, 2003.2. Jacobi, A., J. Martin, J. Mitchell, and Ty Newell. A Concept Inventory for HeatTransfer. Presented at Frontiers in Education, at Boulder, CO, 2003.3. Midkiff, K, T. Litzinger, and D. Evans. Development of Engineering ThermodynamicsConcept Inventory Instruments. Presented at Frontiers in Education, at Reno, NV, 2001.4. Olds, B., R. Streveler, R. Miller, and M.A. Nelson. Preliminary Results From theDevelopment of a Concept Inventory in Thermal and Transport Sciences. Presented atPresented at

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Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; John H. Bailey, Eastern Arizona College; Anita Grierson, Arizona State University; Rakesh Pangasa, Arizona Western College; Clark Vangilder, Central Arizona College; Phil Blake McBride, Eastern Arizona College; Richard A. Hall Jr., Cochise College

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Page 22.1325.10prospective students to the STEM areas.For Cochise, the goal of the project was to get students into the engineering pipeline at thecommunity college so they can continue on to universities to pursue bachelor’s degrees.Progress for Cochise College is measured in students who enroll in the STEM classes thatsupport engineering along with those who transfer to four year schools. Other goals of theproject include a) maintaining the relationship that has been established with ASU; b) creating anetwork with other rural community colleges who are building programs in the STEM fields; andc) to offer scholarship incentives for qualified and capable students to pursue engineeringdegrees.Seeing an increase in the number of students who

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Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

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evaluation plans are listed below. The full discussion of them takenfrom the workshop report is presented in Appendix B. • What are the intended goals of the project? For learning focused projects, this question could be stated as “What do you want the students to achieve?” • Based on your project goals, can you write a set of hypotheses for your project? • What evidence that the project has achieved its intended goals will be convincing? If you are able to construct hypotheses for your project, this question could also be stated as: What evidence will allow you to accept or refute the hypotheses? • In order to generalize the results of the projects, it is also important to ask the following question: Why did

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2011 ASEE Annual Conference & Exposition

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Claudio Olmi, University of Houston; Bo Cao, Smart Materials and Structures Laboratory; Han Wang, University of Houston; Xuemin Chen, Texas Southern University; Gangbing Song, University of Houston

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AC 2011-1070: A UNIFIED FRAMEWORK FOR REMOTE LABORATORYEXPERIMENTSClaudio Olmi, University of Houston Claudio Olmi is currently pursuing a Ph.D. in Electrical Engineering at the University of Houston. He received his B.S. and M.S. degree in Computer and Systems Engineering from the University of Houston. He specializes in System Integration of hybrid Mechanical and Electrical systems with focus on Software Programming, Analog and Digital Hardware Design, Internet Technologies for Remote Operations, Dig- ital Controls, and NI LabVIEW Programming. Olmi worked in projects using Smart Materials applied to Civil and Mechanical Structures for in laboratory and remote operations from where he published 2 journal papers

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David L. Soldan, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A. Vogt, Kansas State University; Don Gruenbacher, Kansas State University; Rekha Natarajan, Kansas State University

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initial focus will be in the renewable energy andenergy distribution systems area.Technical focusEnergy has been identified as a critical area where there is a large projected shortage of trainedtechnical personnel. A 2008 NSF Workshop on the Future Power Engineering Workforce2indicated “a serious need is emerging for more power and energy engineers to: a) replaceretiring engineers so that critical expertise is maintained; b) meet rising infrastructureconstruction needs; c) modernize the grid as communications, computing, and electric energytechnologies converge; d) help stem the tide of electric equipment manufacturing moving off-shore, and; e) solve arising engineering challenges, such as the development of advanced powerelectronics and energy

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2011 ASEE Annual Conference & Exposition

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Stephanie Elizabeth August, Loyola Marymount University; Allison Neyer, Department of Electrical Engineering and Computer Science; Don Brian Murphy, Loyola Marymount University; Robert Quinlan Thames

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Scholarship of Teaching and Learning community and is a 2006 CASTL Institute Scholar (Carnegie Academy for the Scholarship of Teaching and Learning). She has published a case study to use in teaching computer science courses to increase the interpersonal orientation of the classroom experience. She is currently directing graduate and undergraduate students on NSF-funded projects to develop a Virtual Engineering Sciences Learning Lab in Second Life to provide an immersive learning environment for introductory engineering and computer science courses and to develop materials for teaching artificial intelligence through an experimental ap- proach modeled after the lab sciences. Her industry experience includes software and

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2011 ASEE Annual Conference & Exposition

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R. Roemer, University of Utah; Debra J. Mascaro, University of Utah; Eric R. Pardyjak, University of Utah; Stacy Bamberg, University of Utah

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AC 2011-2282: A SPIRAL LEARNING CURRICULUM FOR SECOND YEARSTUDENTS IN MECHANICAL ENGINEERINGDr. R. Roemer, University of UtahDebra J. Mascaro, University of Utah Debra J. Mascaro is the Director of Undergraduate Studies in Mechanical Engineering at the University of Utah. She holds a B.A. in Physics from Gustavus Adolphus College in St. Peter, MN and a Ph.D. in Materials Science and Engineering from the Massachusetts Institute of Technology. She teaches freshman design and senior-/graduate-level classes in microscale engineering and organic electronics.Eric R. Pardyjak, University of Utah Eric Pardyjak is currently an associate professor of Mechanical Engineering at the University of Utah. He received his B.S

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2011 ASEE Annual Conference & Exposition

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Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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AC 2011-1734: ART2STEM: BUILDING A STEM WORKFORCE AT THEMIDDLE SCHOOL LEVELSydney Rogers, Alignment Nashville Sydney Rogers is the Executive Director of Alignment Nashville, a non-profit dedicated to strategic align- ment of community organizations with public education. She was formerly Vice President and Dean for Technologies at Nashville State Community College where she led several STEM workforce initiatives funded by NSF.Sandra Harris, Alignment Nashville and PENCIL Foundation Sandra Harris is the Program Manager for Art2STEM, a three-year grant funded by the National Science Foundation and seeking to impact the number of middle shool girls enrolling in STEM career paths once in high school. She was

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2011 ASEE Annual Conference & Exposition

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Yongpeng Zhang, Prairie View A&M University; Lin Li, Prairie View A&M University; Xuemin Chen, Texas Southern University

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AC 2011-399: VIRTUAL AND REMOTE FUNCTIONALITY DEVELOP-MENT FOR UNDERGRADUATE LABORATORYYongpeng Zhang, Prairie View A&M University Yongpeng Zhang received his Ph.D. degree in Electrical Engineering from University of Houston in 2003. After one year post-doctoral research, he was appointed as a Tenure-Track Assistant Professor in Engi- neering Technology Dept. at Prairie View A&M University in 2004 Fall, where he received promotion as a tenured Associate Professor from 2010 Fall. His research interests include cyber-physical system, control theory, power electronics, motor drive, mechatronics, and real-time embedded system design. His research has been sponsored by U.S. Army Research Office, NSF, and industry

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Javier A. Kypuros, The University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Constantine Tarawneh, The University of Texas, Pan American; Robert D. Wrinkle, University of Texas, Pan American; Martin William Knecht, South Texas College

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; " + , ) ! , !"# . 01 01 Figure 1: (a) Overall process flow chart and (b) primary exercise flow chartThe Primary Exercise Process first introduced by Kypuros and Tarawneh21 and further discussedby Kypuros et al.22 is flowcharted in Figure 1(b) for convenience. The numbers correlate withthe steps that are detailed by Kypuros and Tarawneh21. The green blocks indicate generalprocedures. The orange blocks are steps where data can be collected for later assessment. Theyellow blocks are where multimodal activities are employed within the process to insure thatstudents arrive at the correct conclusions. The number of these activities varies and depends onthe potential misconceptions and their

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2011 ASEE Annual Conference & Exposition

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Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette; Misty L. Loughry, Georgia Southern University; David J. Woehr, University of Tennessee; Hal R. Pomeranz, Deer Run Associates

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. Ricco, “Design and Validation of a Web-Based System for Assigning Members to Teams Using Instructor-Specified Criteria,” Advances in Engineering Education, 2(1), Spring 2010, pp. 1-28.• Zhang, B., and M.W. Ohland, “How to Assign Individualized Scores on a Group Project: an Empirical Evaluation,” Applied Measurement in Education, 22(3), 2009.• Layton, R.A., M.L. Loughry, and M.W. Ohland, “Design and Validation of a Web-Based System for Assigning Members to Teams Using Instructor-Specified Criteria,” accepted with revisions to Advances in Engineering Education, September 10, 2008, MS AAE-09-078.• Meyers, K., S. Silliman, M. Ohland, “Comparison of Two Peer Evaluation Instruments for Project Teams,” Proceedings of the

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Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

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AC 2011-2548: NSF GRANTEE PRESENTATION: CHALLENGES OF IM-PLEMENTING A PEER MENTORING PROGRAM TO SUPPORT STEMLEARNINGFarrokh Attarzadeh, University of Houston Farrokh Attarzedeh earned his Ph.D. in Electrical Engineering from the University of Houston in 1983. He is an associate professor in the Engineering Technology Department, College of Technology at the University of Houston. He teaches software programming and is in charge of the senior project course in the Computer Engineering Technology Program. He is a member of ASEE and has been with the University of Houston since 1983. Dr. Attarzadeh may be reached at FAttarzadeh@central.uh.eduDeniz Gurkan, University of Houston Deniz Gurkan received her B.S. (1996) and

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2011 ASEE Annual Conference & Exposition

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John Krupczak, Hope College; Kate A Disney, Mission College

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AC 2011-1127: LABORATORY PROJECTS APPROPRIATE FOR NON-ENGINEERS AND INTRODUCTION TO ENGINEERINGJohn Krupczak, Hope CollegeKate A Disney, Mission College Engineering Facutly, Mission College, Santa Clara, CA Page 22.997.1 c American Society for Engineering Education, 2011Laboratory Projects Appropriate for Non-Engineers and Introduction toEngineeringAbstractMany engineering programs are facing unfamiliar challenges in the area of curriculumdevelopment and course offerings. Some engineering departments are working with a newconstituency of students through newly offered courses on engineering and technological topicsfor non

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2011 ASEE Annual Conference & Exposition

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Jianyu Liang, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

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AC 2011-1397: DEVELOPING INQUIRY-BASED NANOBIOTECHNOL-OGY LABORATORY EXPERIENCE FOR SOPHOMORESJianyu Liang, Worcester Polytechnic Institute Jianyu Liang is Assistant Professor of Materials Science and Engineering. She received her Ph.D. from Brown University in 2005. She joined WPI in September 2004 and has established a Nanomanufacturing and Nanomaterials Laboratory at WPI. Her recent work has focused on developing novel nanomanufac- turing approaches, investigating inter-facial properties at nanometer scale, and exploring the applications of nanomaterials in biotechnology, fuel cells and batteries.Terri A. Camesano, Worcester Polytechnic Institute Terri A. Camesano is a Professor of Chemical Engineering at

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2011 ASEE Annual Conference & Exposition

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Kemper Lewis, University at Buffalo - SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Omar M. Ashour, Pennsylvania State University ; Timothy W. Simpson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Xaver Neumeyer, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic; Wei Chen, Northwestern University

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four course sections (A to D) isprovided in Figure 3 where DP indicates ‘design projects’. Sections A and B include dissectionto redesign activities; section C, includes design but not dissection; and section D involves themodified curriculum through PA grounded dissection. Figure 3. Sample Tabulation for Perceived Relevance of Course Content to Environmental ContextIn Table 3, the ratio of the number of course segments that the students identified with theglobal, societal, environmental, and economic issues over the total number of students is shown.As it can be observed, the PA section (D) has the highest ratio of across all issues, which showsthat the implemented modifications to the design curriculum

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2011 ASEE Annual Conference & Exposition

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Marilyn Barger, Hillsborough Community College; Richard Gilbert, University of South Florida; Marie A. Boyette, FLATE

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AC 2011-528: BEST PRACTICES FOR STUDENT ROBOTIC CAMPSMarilyn Barger, Hillsborough Community College Dr. Marilyn Barger is the Principal Investigator and Executive Director of FLATE, the Florida Regional Center of Advanced Technological Education, funded by the National Science Foundation and housed at Hillsborough Community College in Tampa, Florida since 2004. FLATE serves the state of Florida as its region and is involved in outreach and recruitment of students into technical career pathway; curriculum development and reform; and professional development for technical teachers and faculty. She earned a B.A. in Chemistry at Agnes Scott College and both a B.S. in Engineering Science and a Ph.D. in Civil

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2011 ASEE Annual Conference & Exposition

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Patrick A. Tebbe, Minnesota State University, Mankato; Nicholas Saucedo, Minnesota State University, Mankato; Jeffrey Richard Pribyl, Minnesota State University, Mankato; Stewart L. Ross, Minnesota State University, Mankato

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AC 2011-1445: ENGAGED IN THERMODYNAMICS ADDRESSING THESTUDENT TO LEARNING MATERIAL INTERFACEPatrick A. Tebbe, Minnesota State University, Mankato Patrick A. Tebbe is an Associate Professor and Graduate Coordinator for mechanical engineering at Min- nesota State University, Mankato. He has degrees in both mechanical and nuclear engineering from the University of Missouri - Columbia. He is a member of ASME, ASEE, and currently serves as a Student Branch Advisor for ASHRAE.Nicholas Saucedo, Minnesota State University MankatoJeffrey Richard Pribyl, Minnesota State University, MankatoStewart L Ross, Minnesota State University, Mankato Stewart Ross, Ph.D. is the founding Director of the Center for Excellence in Teaching and

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2011 ASEE Annual Conference & Exposition

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Matthew W. Roberts, University of Wisconsin, Platteville; Philip J. Parker, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Barb A. Barnet, Univeristy of Wisconsin - Platteville

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AC 2011-746: DEVELOPMENT OF AN INTRODUCTION TO INFRAS-TRUCTURE COURSEMatthew W Roberts, University of Wisconsin, Platteville MATTHEW ROBERTS is an Associate Professor in the Department of Civil and Environmental Engi- neering. Dr. Roberts earned his B.S. in Civil Engineering from Brigham Young University in 1993 then spent four years in the U.S. Air Force as a civil engineering officer. He received his Ph.D. from Texas A&M University in 2002 and has been teaching structural engineering topics at the University of Wiscon- sinPlatteville since then.Philip J. Parker, University of Wisconsin, PlattevilleMichael K Thompson, University of Wisconsin, Platteville M. Keith Thompson teaches Structural Mechanics and

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2011 ASEE Annual Conference & Exposition

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Tom Weller, University of South Florida; Jeff Frolik, University of Vermont; Paul G. Flikkema, Northern Arizona University; Wayne A. Shiroma, University of Hawaii at Manoa; Carol Haden, Magnolia Consulting, LLC; Rhonda R. Franklin, Univeristy of Minnesota

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AC 2011-361: THE PORTABILITY OF SYSTEMS-CENTRIC CONTENTTO EXISTING SUB-DISCIPLINE COURSESTom Weller, University of South Florida Thomas M. Weller received the B.S., M.S. and Ph.D. degrees in Electrical Engineering in 1988, 1991, and 1995, respectively, from the University of Michigan, Ann Arbor. From 1988-1990 he worked at Hughes Aircraft Company in El Segundo, CA. He joined the University of South Florida in 1995 where he is currently a professor in the Electrical Engineering Department and Associate Dean for Research in the College of Engineering. He co-founded Modelithics, Inc. in 2001. Dr. Weller was a recipient of the Out- standing Young Engineer Award from the IEEE Microwave Theory and Techniques Society in

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2011 ASEE Annual Conference & Exposition

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Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University

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collected for the study included students’ concept inventory (SSCI)scores, course grades, end-of-semester survey responses, and interview transcripts. Data werecollected during two semester offerings of the course, though not all types of data were collectedin each semester. Thirty-five students participated in the study in semester A; students’ conceptinventory scores and course grades were collected, and semi-structured interviews wereconducted with a small number of the students. Nineteen students participated in the study insemester B; students’ concept inventory scores and course grades were collected, as well as end-of-semester survey responses.In both semesters, students completed the discrete-time Signals and Systems Concept Inventory(SSCI

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2011 ASEE Annual Conference & Exposition

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James Boerio, University of Cincinnati; Dionysios D. Dionysiou, University of Cincinnati; Ian Papautsky, University of Cincinnati; Miguel Pelaez, University of Cincinnati; Mark Schulz; Christopher Huth; Vesselin N. Shanov, University of Cincinnati; Donglu Shi, University of Cincinnati

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. Brief description of the experimental modules in nanotechnology presented to students in Summer Institute. There were 52 students in Summer Institute in 2010. They were placed into two groupsbased on the math/science pre-test referred to above. Group A consisted of 26 students withlower math/science proficiency while Group B comprised 26 students having greater proficiency.Generally speaking, students in Group A were younger than those in Group B. Each group wasfurther divided into four teams of six or seven students. As shown in Table 3, each teamperformed one experiment per week for four weeks. Although there was some overlap, studentsin Group A carried out experiments that were somewhat less demanding than did students inGroup B

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2011 ASEE Annual Conference & Exposition

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Richard Chiou, Drexel University; Michael G. Mauk, Drexel University; Robin Kizirian, Drexel University; William Peeples, Drexel University

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microcontroller. The schematics for the microcontroller and the RS-232 transceiver areshown in Figure 3(b).   (a) (b) Figure 3(a) Cloudy day illuminator and (b) Microcontroller schematic Figure 4 displays the LabVIEW software interface used to control the LED ring through themicrocontroller. A virtual ring in the interface allows the user to identify the illuminated LEDs’number and angle. The buttons and knob allow the user to control the state and brightness of Page 22.515.6each of the LEDs. Due to the

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2011 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

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interventions and engineering problem-solving in a well-balanced engagementand learning process, and the other two with a brief outline of the setup and pertinent engineeringprinciples.Escape: Designed from a first-person perspective, the game starts in a dark room where theplayer character wakes up and realizes that he is locked in the classroom (Fig. 3 (a)). While he isseeking a way out (e.g., typing the door key), a talking computer in the room asks him to conductseveral DC circuit analyses to be able to retrieve the correct door code (Fig. 3(b)). Meantime, thetalking computer provides some design guidance in a road map as seen in Fig. 1, showing thekey DC circuit fundamentals. The road map can then be deactivated and re-activated through themenu

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2011 ASEE Annual Conference & Exposition

Authors

Gwen Lee-Thomas, Ph.D., Old Dominion University; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

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Computing 2) Differentiation 3) Nonlinear Equations 4) Simultaneous Linear Equations 5) Interpolation 6) Regression 7) Integration 8) Ordinary Differential Equations 9) Partial Differential Equations 10) Optimization, and 11) Fast Fourier Transforms.At USF, the syllabus covers the first eight topics. As a pilot study, we developed endless online Page 22.1626.2quizzes (EOQs) for all the three subtopics of Topic#4: Simultaneous Linear Equations (SLE)taught in the class a) Background of Matrix Algebra, b) Gauss Elimination and c) LU Decomposition.All quizzes had 6-7 questions, and were of algorithmic form. This

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2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Johnny Thieken, Arizona State University; Lisa Stapley Randall, Arizona State University; Alison W. Smith, SRP

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National Science Foundation (NSF).Sullivan8 advocated an integrated K-16 approach towards engineering education that establisheslong-term knowledge and skill building relationships between K-12 and higher-educationsettings.Recent science education reform focuses on the concerns that students are not gaining the skillsets necessary to maintain America’s economy.9 There has been a general call to change schoolexperiences to prepare students’ for life and work in today’s global economy.10 Meadows11stated that learning science by inquiry is central to these reforms as students will need skills for:(a) finding, organizing, and managing information; and (b) team working, oral communication,and print communication. To facilitate such changes educators

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2011 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Howard P. Davis, Washington State University; Michael S. Trevisan, Washington State University; Susannah Howe, Smith College; Javed Khan, Tuskegee University; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Paul R. Leiffer, LeTourneau University; Phillip L. Thompson, Seattle University

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')$! +78)'A'2'*1(!)*!3%$4!#$%6@71(0!(4),,!6'A',%#2'*10!+*6!,'+$*)*/.!!!! Page 22.328.4!Table 2. The IDEALS assessments and for each module family75B2>C% B-6=>&% 5!!&!!B&34%536%6&!2D42-3% 4#()E+0F%D*(1181G%H7I% 4#()E+0F% D$'+1'!+!7%*1$+71!$'/+$6)*/E!$%,'(0!$',+1)%*(8)#(0!!(@77'(('(0!78+,,'*/'(=!$'A)('6!1'+2!7%*1$+71.% 4#()E+0F%5.L8#9#O%H!I% 4#()E+0F% F+1'!+*6!+##%$1)%*!2'2;'$!7%*1$);@1)%*(=!6'(7$);'!2'2;'$!7%*1$);@1)%*(!+*6! 5.L8#9