Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur Ornelas Jr., Arizona State University; John Sadauskas, Arizona State University; Sandra Houston, Arizona State University; Wilhelmina C. Savenye Ph.D., Arizona State University; Eddy Ramirez; Claudia E. Zapata, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Arizona State University. His research interests include social media, narrative storytelling, cyberlearn- ing, embodied mixed-media learning, affective computing, and instructional design. He holds a M.Ed. in Curriculum and Instruction from Arizona State University and is a former middle/high school English teacher. His work is steeped in a multi-disciplinary background including education, design, filmmaking, music, programming, sociology, literature and journalism. He is a member of ASU’s Advancing Next Generation Learning Environments (ANGLE) and Reflective Living research groups.Dr. Sandra Houston, Arizona State University Dr. Sandra Houston is a member of the Geotechnical Engineering faculty in the School of

Conference Session

Laboratory Development in ECE II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mario Simoni, Rose-Hulman Institute of Technology; Maurice F. Aburdene, Bucknell University; Farrah Fayyaz, Purdue University

Tagged Divisions

Electrical and Computer

sinusoidal signal as they go through the same changes innoise amplitude and observe what the combined signals look like at different signal-to-noiseratios. Furthermore, they can listen to the sounds on a speaker, which is a more familiarexperience with regard to this concept because everyone has experienced static on a cell phone.The SNR measurements are repeated for a filter with a lower cutoff frequency and then again fora fixed amplitude ramp signal. They can observe how the noise floor in the spectrum rises withan increase in noise power and can overcome certain harmonics in the signal, which are nolonger heard. The students are then asked to reflect on what happens when the signal-to-noiseratio has a very large positive or negative dB value.Lab

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Greg Luttrell

generated by the case scenario. This forces most students to employwhat Kolb calls reflective observation from many viewpoints in order to develop conclusions anddevelop conjectural models of the new concept.”6 In the first batch of discussion postings thesestudents very quickly identified the main issues of system safety, cost, and connectivity. As thestudents were able to process the concept and read others postings, comments began to emergeabout the visual impact of a raised track infrastructure, safety issues surrounding magnetic andelectric impulses, environmental benefits of Maglev and connections of a Maglev system withother transportation systems.This was only the third discussion of the semester and the students were already demonstrating

Conference Session

Developing Young MINDs

Collection

2003 Annual Conference

Authors

Doreen Lawrence; Broderick Boxley; Chris Kobus; Barbara Oakley

the last 12 years. Sumiton’spopulation is very transient—with a turnover of roughly 40% each year—and the entirecounty is well below poverty level. The median household income in the area is $33,247.SAT-9 scores reflect findings indicating Sumiton students do considerably better than theother students in the county—sometimes even exceeding state averages, (Figure 2, Table2). The 10-point or more spread between Sumiton students and those of the rest of thecounty in grades three through six suggests that the Kumon mathematics program has avery positive impact on the students in this school. Table 2: SAT-9 Mathematics scores for Alabama as a whole, Walker County, and Sumiton Elementary School, 2001

Conference Session

Improving Teaching and Learning

Collection

2003 Annual Conference

Authors

Suzanne Balik; Nachiappan Nagappan; Laurie Williams; Julie Petlick; Carol Miller; Miriam Ferzli; Eric Wiebe

course for a grade, concludingthat students who audited the class or took it for credit only had different motivations than otherstudents. Table 1 reflects the number of students who were part of the analysis.Table 1. Success Rate/RetentionSemester Section Number C and above Below C Success RateFall 01 Paired 44 30 14 68.18% Solo 69 31 38 44.93%Spring 02 Paired 82 54 28 65.85%Instructor 1 Solo 76 50 26 65.79%Spring 02 Paired 198 113 85

Conference Session

NSF Opportunities for Undergraduate Engineering Education

Collection

2003 Annual Conference

Authors

Gary Mullett

semester, teaching whatneeds to be taught. At that time, several of the faculty were also very active with after-hoursconsulting for a diverse cross-section of local industries and hence on the cutting edge oftechnology in their respective fields.STCC also had an active and successful development office both then and now, a reflection of thecollege president’s progressive philosophy. In fact, one of the faculty members of the ElectronicsGroup had applied for and received not one but several NSF laboratory improvement grants in theLaser Electro-Optics area [4, 5]. These grants were, to the best of our knowledge, some of thefirst that had ever been awarded to a two-year institution. During the 1995–1996 academic yearseveral events occurred that were

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

M. Sharma

importantrole in that and are an indicator of the effectiveness of the instruction that we design and deliver.Some instructors and educators may feel uncomfortable with the concept of “student self-reflection”, because of the notion that we are here to teach students, not to ask them how they“feel” about the course. We prefer hard numbers and are more accustomed to quantitativeassessment methods. But the utility of qualitative methods (interview assessment, portfolioassessment) of assessment has been demonstrated in many science, mathematics, and engineeringcourses2.The ability to effectively integrate new learning and teaching (instructional) technology tools andparadigms into engineering pedagogy is essential for continuous improvement of

Conference Session

Innovative Teaching Methods in Industrial Engineering

Collection

2003 Annual Conference

Authors

Silvanus Udoka; Paul Stanfield

Society for Engineering Educationprofessors had the responsibility of reminding the teams continually that the project was to becompleted as a team, and that the benefits of excelling as well as the consequences of notaccomplishing any step would reflect on the entire team, rather than the division that is allegedlynot performing.The next problem was that of scheduling. Since each class met at a different time, it was necessaryto schedule special sessions, with associated hurdles to get both classes together as neededthroughout the project. Also, scheduling of the initial meetings of each unified team with theproject manager was a very daunting task. The need to coordinate the times for about eightmembers of a team to designated time slots was

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2003 Annual Conference

Authors

Thomas Cassel

© 2003, American Society for Engineering EducationAcknowledgementsPenn’s Engineering Entrepreneurship Program reflects material extracted from hundreds ofrelevant books, articles, case studies and journals. It also reflects the advice provided by manyhighly regarded academicians and practitioners. The foresight to launch this Program isattributable to the leadership of Eduardo Glandt, Dean of Penn’s School of Engineering andApplied Science. For his encouragement and for the opportunity to undertake this tremendouslyrewarding “second career,” the author is immensely thankful.Case methodology represents much of the pedagogic approach in our Program. A number ofpublications provided helpful advice about case teaching24. Moreover, hours of

Conference Session

International Engineering Education II

Collection

2003 Annual Conference

Authors

Kirankumar Gundrai

mass destruction, but it alsois a consequence of the highly efficient and interconnected systems that we rely on for keyservices such as transportation, information, energy, and health care. The efficientfunctioning of these systems reflects great technological achievements of the past century,but interconnectedness within and across systems also means that infrastructures arevulnerable to local disruptions, which could lead to widespread or catastrophic failures. Asterrorists seek to exploit these vulnerabilities, it is fitting that we harness the Engineering,scientific and technological capabilities to counter terrorist threats.Engineers have a major role to play in preventing or reducing the ravages of terrorism

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl Farmer, UTeachEngineering; David T. Allen, University of Texas, Austin; Leema Kuhn Berland, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Lisa Guerra, NASA

Tagged Divisions

K-12 & Pre-College Engineering

number of skills reflected in this framework may appear large, these skills areintegrated into six-week learning units so that students experience them as necessary tools foraddressing STEM-design challenges rather than as a panoply of items to be learned and checkedoff of a list. Concepts related to engineering practice are woven throughout the course and, asappropriate, addressed in depth through unit projects. The engineering design process is“discovered” by the students at the beginning of the course and applied in subsequent units. A Page 25.533.13handful of engineering skills and habits of mind are introduced in each structured

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

should be inherent in the engineering profession suchthat any project can be seen as service to a community. Academic institutions carry theresponsibility of teaching engineering students not only technical skills but also professionalskills that relate to social responsibility, such as an understanding of professional and ethicalresponsibility and of the global and societal impacts of engineering decisions. Teachingtechniques such as project-based service learning (PBSL) could increase a student’s awareness ofsocial responsibility due to the community engagement (typically with underserved populations)and the reflective aspect inherent in PBSL. This study presents pre-post data from an assessmentof engineering students’ development of social

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard H. Crawford, University of Texas, Austin; Christina Kay White, University of Texas, Austin; Chandra L. Muller, University of Texas, Austin; Anthony J. Petrosino Jr., University of Texas, Austin ; Austin B. Talley P.E., University of Texas, Austin ; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

subject to participants through everyday examples, thereby providing opportunities for participants to identify science, mathematics, and engineering principles at work in their lives. 2. Interactive Discussion of the principles illustrated by the technology examples, which generates rich discourse concerning the underlying science and mathematics concepts. 3. Exploratory Laboratories that allow participants to investigate and test engineering principles in an inquiring manner, a crucial step in learning to solve design problems. 4. Open-Ended Design Problems that feature ideation, prototyping, and testing, allowing the participants to apply engineering content and problem solving skills. 5. Reflection in

Conference Session

Best of the NEE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Laurie S. Garton, Texas Engineering Experiment Station

Tagged Divisions

New Engineering Educators

language must be apparent to reviewers as they read the researcher’s proposal.Proposing something of no interest to a funder in terms that they do not support can doom anotherwise great idea. The mission and strategic plan of a group are usually published on theirweb site (such as, NSF5, NIH6, DoE7, EPA8). This information provides the basis for how theagency approaches research and is reflected in their proposal review criteria (see Review Processsection for more details). Most program solicitations are written with specific terminology andinclude cited references to describe the program.Send the proposal to the right program within an agency. The NSF has nine directorates (NSFhomepage9), each with multiple divisions and multiple programs within

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

positions. Otherinterviewees are at an early- to mid-career stage because at the time of the award, they weregraduate students members of the development teams. Even as graduate students, they often ledthe development and research associated with the courseware.One emerging pattern reflects how the award has been used to shape an awardees' career. A Page 25.698.7number of interviewees suggested that for them, the award represented “outside” confirmation oftheir teaching ability. The award also gave them what we have come to call: ‘street cred’,meaning that their work had been deemed credible by experts in their field

Conference Session

The Designer of 2020: Innovations in Teaching Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

“horizontal integration with non-engineering disciplines” (two of the issues we faced) aschallenges faced in multidisciplinary environments for which limited information is to be foundin the literature.7We believe there are three main reasons that the multidisciplinary teams did not function at thelevel we had envisioned. First, there is not equal inducement to both sets of students, since onegroup is approaching this course as a general education class and the other group is approachingit as a class in their major. Consequently, this creates a difference in attitude and hence per-ceived importance for these projects. There are very different incentives for each group of stu-dents. The difference in perceived importance was also reflected in the

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

First-Year Programs

use writing with in various courses throughout the curriculum. Theseefforts have included short informal Writing-to-Learn assignments where students reflect on thematerial covered in journals, logs or short essays. They have also included longer Writing-in-the-Disciplines approaches such as this case of design reports where students are specificallylearning the writing conventions of their particular discipline.3Elbow4 argues that it is often particularly helpful to assign low-stakes writing, using assignmentswhere the level of critique and the grading weight are low. He notes that “Writing feels like aninherently high stakes activity.”4 The particular assignment sequence presented here allows thistype of lower stakes writing to take

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bettina J. Casad, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona

Tagged Divisions

K-12 & Pre-College Engineering

guided discovery approach posits that any subject can be taught effectively in someintellectually honest form to any child at any stage of development. A constructivist approach tolearning and teaching is based on the notion that learners construct their own knowledge ratherthan knowledge being transferred into learners‟ brains.8-10 Learners‟ construction of knowledgeis based on their past knowledge, the timeliness of new knowledge, and the learner‟s ability tounderstand the connections. This process forces learners to either modify existing knowledge ordevelop new knowledge. Learning experiences based on constructivism are reflected in popularinstructional strategies such as inquiry based learning11-12, problem based learning (PBL) 13-14

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Rosaurelis Marín Ramírez, University of Puerto Rico, Mayaguez; Paola Pacheco Roldan, University of Puerto Rico, Mayaguez

Tagged Topics

NSF Grantees Poster Session

. Retrospective interviewing will occur immediately after the think-aloud to help participants reflect on and verbalize their thought processes during the think-aloud, drawing from both long-term and short-term memory (e.g., “Describe the process you used to think about the case”). In addition, interviews will include questions to clarify comments participants made during the process and to explicate how knowledge and experiences were used. Transcriptions will be examined using a constant comparison methodA3, with specific attention given to participants’ references to prior knowledge and experiences. Initially, each researcher will conduct an analysis of a single transcription, looking for evidence

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University; Lori L. Bakken, University of Wisconsin, Madison

Tagged Divisions

Women in Engineering

an opportunity to get their food, get settled, and socialize/network with other attendees. Thelast half of the session is used to give a presentation on a professional development topic(leadership, communication, time management, lab management, worklife balance, negotiation,networking) or gender issue (stereotype threat, student-incivility, implicit bias). Presentationsinclude hands-on activities, such as surveys, and Q&A, where participants are encouraged tocontribute, share, and reflect. All presentations are posted on the program website. Additionalinformation is available from resources in the Office for Women in Engineering Library (alsocatalogued on the program website) which participants can check out for free. A

Conference Session

Laboratory Development in ECE I

Collection

2012 ASEE Annual Conference & Exposition

Authors

K. Joseph Hass, Bucknell University; Juliana Su, University of Virginia

Tagged Divisions

Electrical and Computer

breadboard power is supplied from the Olimex board, which inturn is powered by the J-Link adapter.Course MaterialsA common problem in all engineering courses is providing instructional materials that reflect thecurrent state-of-the-art. A variety of textbooks are available that present the Freescale 9S12, Intel8051, or Microchip PIC microcontrollers. While not written as textbooks, there are also quite afew introductory and tutorial books for the Arduino platform. However, to our knowledge thereare no textbooks for university courses that use the Cortex-M architecture as a modelmicrocontroller. For the first offering of the updated microcontroller course we required studentsto purchase Yiu’s book on the Cortex-M3, which was written as a general

Conference Session

Tricks of the Trade II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marcus L. Roberts, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy; Ryan Jay Silva, U.S. Air Force Academy

Tagged Divisions

New Engineering Educators

technique may actually be the correct one to engagestudent learning. However, for most classes of this generation, those presentations may notpromote student learning and may be an ineffective use of instructor time. In fact, if this is thesole teaching method, why not just have the students read the presentation as a second text? Alearning-based method of teaching allows time for questions, discussions, and moments of pauseand reflection, not just presentation. At a minimum, these tools should be used sparingly andthey should only guide the discussion vice present the lesson word-for-word. Each instructor willscope their lesson differently, but we are certain that is an example of not properly scoping thelesson plan.Observation #4: Spoon-feeding

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christa R. James-Byrnes, University of Wisconsin, Barron County; Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Divisions

First-Year Programs

experiencesand successes as the students in the traditional face-to-face section. Several assessments wereused to determine this. One assessment was a quantitative analysis comparing the grades of each Page 25.1002.8section. Also, two surveys were created for the students to take and reflect on their work on theprojects and the course. The first survey was given after the first design project and focused onteamwork on the project. The second survey was conducted at the end of the course focused onboth the final project as well as the course as a whole. Another assessment was an analysis ofhow students utilized the engineer interview videos for each

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Teresa Larkin, American University

Tagged Divisions

Engineering Physics & Physics

- 8hours) is set aside to read them and provide each student with written feedback. This writtenfeedback is absolutely essential. Numerous studies have pointed out the importance and value ofprompt and thoughtful feedback to students [27 – 31]. When students take time to reflect ontheir writing and on the instructor’s comments, the folder becomes a highly effective tool inhelping them uncover and then wrestle with their misconceptions while the learning is takingplace. The nature of the free-writing assignments varies depending on the goals and objectivesfor a particular topic or content area. For example, for some free-writing assignments studentsare asked to explain a problem or a concept that was highlighted or discussed during a

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Culbertson, Arizona State University; Dale Baker, Arizona State University; Janice Meyer Thompson, Arizona State University; Christopher Mehrens, Arizona State University; Stephen Krause, Arizona State University

supports iterative reflections anddiscussions and continuous feedback for peers1\0.Our goal was to not only develop exemplary learning materials that will result in well-justifiedclaims, but also to extend what we currently know about student learning of integrated,contextualized STEM content. In order to enhance technological literacy and to integrate math,science, and technical writing into a contemporary context, a new math-science block course,Frets, Flutes, and Physics, for freshman at Arizona State University has been developed. Theinquiry-based course is in a College of Liberal Arts and Sciences (CLAS) Learning Communityand consists of an 11-credit hour course to satisfy basic math, laboratory science and Englishrequirements. The course has

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Malinda Zarske; Rene Reitsma; Martha Cyr; Nancy Shaw; Michael Mooney; Jacquelyn Sullivan; Paul Klenk

Collection Growth — The vision for the TeachEngineering collection is thatcontents increase at least 10-fold in the next three to five years, due to contributions from a broadspectrum of both engineering educators and K-12 teachers. This requires the establishment ofquality assurance and quality control mechanisms to maintain high standards for the collection’scontent, as well as a central processing capability for newly submitted curricula.Collection Maintenance — Collection maintenance challenges abound, and include routineupgrading of the system software, responding promptly to broken web links, and upgradingcurricular components to reflect user feedback.Expanding the State Standards to Include All 50 States — As the TeachEngineeringcollection

Conference Session

Curriculum Innovation & Assessment

Collection

2005 Annual Conference

Authors

Jo Howze; Jefferey Froyd; Kristi Shryock; Arun Srinivasa

Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”experiences [1]. Beginning with the 2003-04 academic year, the College of Engineering createdthree different tracks for first-year engineering students, depending on their major. Students whohad elected to major in Aerospace, Civil, Industrial, or Mechanical Engineering were assigned toTrack A. Students who had elected to major in Computer or Electrical Engineering wereassigned to Track B. Students who had elected to major in Biomedical, Chemical, or PetroleumEngineering were assigned to Track C. Content of the two first-year engineering courses in eachtrack was modified to reflect the goals of faculty members in

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

employees across LakeMichigan to a resort area in Michigan City, Indiana.15The excursion trade was big business around the turn of the nineteenth century. For a modestfee—75 cents on the Eastland—lower middle class workers could spend a few hours living thehigh life to which they aspired. Shipping companies ran relatively light ships that sat high in thewater, to make the crossing quickly.The Eastland, built in 1903, soon developed a reputation as a “cranky” ship; she was unstable,especially during loading and unloading, and passengers often complained of seasickness.15 Thestability issues were reflected in the fluctuation of passenger load, as indicated in Table 1. Table 1. Eastland passenger loads15, 16 Year

Conference Session

Entrepreneurship and Design

Collection

2010 Annual Conference & Exposition

Authors

David Wells, North Dakota State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

in comprehensive documents reflecting product,production system and business enterprise design, as well as the prototyping experience(fabrication and performance evaluation).[6] student learning: The central issue throughout the project was student learning. From theperspective of the capstone experience, the purpose of the project was always focused onexpansion and development of student skill sets and attitudes. By far, the most importantoutcome has been that the three surviving engineering students are ‘scarred for life’ withintellectual habits of innovation and entrepreneurialism.Assessment: There are several measures through which to assess the accomplishments of thisproject. First, the suitability of innovation team projects as

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2010 Annual Conference & Exposition

Authors

Chiu Choi, University of North Florida

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

activities Uses class time R10 86.36 9.09 0.00 0.00 0.00 4.55 4.9 well Fosters environment R11 95.45 4.55 0.00 0.00 0.00 0.00 4.95 conducive to critical thinking Treats all students in a R12 100.00 0.00 0.00 0.00 0.00 0.00 5 consistent manner Exams reflect the R13 95.45 4.55 0.00 0.00 0.00 0.00 4.95 material covered Willingly assists