Conference Session

Integrating Art, Humanities, and Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy W. Simpson, Pennsylvania State University, University Park; Marcus Shaffer, Penn State Architecture; Elisha Clark Halpin, Penn State University, School of Theatre, Dance Program; Amy Dupain Vashaw, Center for the Performing Arts @ Penn State; Dorothy H. Evensen, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering

along with reflections from the faculty“client”. Discussions of the other two capstone design projects, which both involved “dancevehicles” that emerged in the second year of the grant, follow in subsequent sections.3.1. Spring 2011 Capstone Design Project: A Portable, Cost-Effective Motion Capture SystemThe objective in this first capstone design project was to design a portable and cost-effectivesystem to capture people’s movement through different public spaces on/near the Penn Statecampus. The intent was to design a system that could capture the gross/macro-level movementsof people through a large open space, not necessarily the fine/micro-level movements ofindividuals. The system also needed to be easy to set up, move, calibrate, and

Conference Session

Laboratory Experiences in Mechanical, Materials and Thermal Systems

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; Vincent C Prantil, Milwaukee School of Engineering; William C Farrow, Milwaukee School of Engineering; Hope Leigh Weiss, Milwaukee School of Engineering

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, and reflect on the impacts their choices had on rocket performance using distincttools from the discipline of each course.Among the novel aspects of our approach is to expand beyond a two-course project sequencespanning just one academic year, a technique already used in many engineering curricula.Instead, our project is integrated into a multi-year five-required-course sequence with at least onecourse appearing in each year of the four-year mechanical engineering curriculum. We expectthis approach to engender significant benefits to student learning. First, it promotes “spacedrepetition”, wherein learners encounter the same material in briefer sessions spread over longertime periods rather than the study of information in single blocks, as

Conference Session

Programs in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrew L Gerhart, Lawrence Technological University; Donald D. Carpenter P.E., Lawrence Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

and Ahad Ali EME 3023 Manufacturing Processes 3 Numerical Vernon Fernandez EME 3033 Engr. Numerical Methods 3 MethodsThe KIT training process requires a two-year commitment involving week-long workshops,ACL/PBL implementation, report-back accountability sessions, and closing-the-loop sessions.Because of the commitment, almost all of the faculty members in the KIT program are full-time,although a few trusted adjunct instructors have also been selected to participate. Currently 56faculty members have been trained in PBL and ACL techniques representing approximately 46courses. (Table 3 reflects a lower number of KIT faculty; some faculty are no longer

Conference Session

Potpouri - A Mix

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oai Ha, Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

reflect student learning gains. Many assessment studies wereperformed with neither a control group nor random assignment of student participants, omissionswhich presented a significant threat to their validity. Based on our research findings descried inthis paper, we suggest that particular attention be paid to control students’ cognitive load at anappropriate level when designing and implementing CSA modules and programs in order tomaximize student learning outcomes.IntroductionIn learning many engineering subjects, students must develop skills to visualize the motion ofobjects over space and time. With advances in computer technology and communicationnetworks, more and more engineering educators have employed web-based computer simulation

Conference Session

Intercollegiate and Cross-disciplinary Collaboration

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse PhD, Georgia Institute of Technology; James William Schwoebel, Georgia Institute of Technology; Ethan James Craig, Georgia Institute of Technology; Anish Joseph, Georgia Institute of Technology; Ajit Vakharia, Georgia Institute of Technology; Steve M. Potter PhD, Georgia Institute of Technology; Kim Dooley, Texas A&M University; James DUPE Linder, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

participants to reflect on their experience in real-timebecause accuracy of memories tend to be heavily influenced by the final experiences thusintroducing three of Schacter (23 seven memory flaws: transience (decreasing accessibility ofinformation over time), absent-mindedness (inattentive or shallow processing that contributes toweak memories), and blocking (temporary inaccessibility of information that is stored inmemory). To control for this, the structured journal was designed to serve as a series of in-the-minute, real-time surveys in which students were given a prompt as a topic for focusing eachweek’s reflection as well as to report their engagement as it developed over time. Its utility as atool is to increase the validity of the data by

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina; Erica Pfister-Altschul, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

results of the second survey constitute thebulk of this study, and are discussed below.Second Survey ParticipantsFifty five survey responses were complete enough to be used. The distribution of participants byyear of participation, gender, and major field is shown in Table 2. These reflect the changingnature of the participant pool. Science Fellows began participating in 2005 and the largestcohorts occurred in years 2005-2010. We compared the demographics of all original GK-12Fellows to those who participated in the second survey, and found that the percentages of thesurvey participants were approximately the same (see Table 3). Therefore, the survey sample isconsidered to be representative of participants in our GK-12 program. Table 2

Conference Session

The Climate for Women In Engineering

Collection

2003 Annual Conference

Authors

Jeffrey Jarosz; Ilene Busch-Vishniac

what steps must now be taken to increase thenumber of women in engineering beyond the current level.While the answers to the question of how to increase the number of women will undoubtedly bemany and varied, reflecting the complexity of the problem, we believe that there is a simple truththat must form the framework for appropriate discussion, namely, that marginal approaches willalways produce marginal gains at best. Here we define as marginal approaches which either treatsymptoms rather than root causes, or which focus on actions outside of the central core defining aproblem. Our analysis of the work to enhance the success of women in engineering finds much ofit to be marginal on both accounts. A large fraction of the work focuses on

Conference Session

Improving Teaching and Learning

Collection

2003 Annual Conference

Authors

Steven Beyerlein; Donald Elger

concepts” objective would be togive students an unfamiliar problem and then interview them. For example, one can ask studentshow they would figure out the rotation rate of a yo-yo that is dropped and allowed to spin freely(i.e. to “sleep”). Students who are far along (i.e. a high performance level, meaning they solveproblems like engineers) will likely apply scientific concepts—e.g., they might balance thechange in gravitational potential energy with the change in rotational kinetic energy and theninclude work done by the human hand at the start of the motion. Students who are not far along(low performance level) will give trite answers, usually not involving scientific concepts. Each objective is written in language that reflects the idea of

Conference Session

Technology, Communication, & Ethics

Collection

2003 Annual Conference

Authors

Sageev Pneena; Kathy Bernard; Carol Romanowski

teams or in interdisciplinarygroups. They spend most of their time preparing and communicating technicalinformation—discussing, listening, writing, and reading.Moreover, through the span of a career, most move through a variety of “functions”, rangingfrom entry-level engineers, to product designers, to customer representatives, to high-levelmanagers. Our 1999 surveys show that engineering graduates, working three-to-five years,typically fill a wide range of functions. They reported spending 64 % of their timecommunicating—32 % on writing; 10 % on oral presentations; and 22 % on discussions andmeetings. This high percentage among young engineers may reflect the current emphasis onteamwork: respondents reported spending an average of 32 % of

Conference Session

Student Entrepreneurial and Innovative Mindset

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University

Tagged Divisions

Entrepreneurship & Engineering Innovation

challenged with a specific problem;team settings that promote group divergent thinking, discussions and competitions; and,collectively, where all students generate ideas for a given challenge. Some activities are designed to be self-paced; others have strict time constraints,leading to ideation under pressure. The instructions for the activities are very clear andconcise allowing participants to be relieved from unnecessary constraints or assumptions.Following each activity, a short discussion session is facilitated to reflect on the activity’sgoals, challenges and results. Even though some of the activities may not be new, they are stillintroduced with different twists and/or with a new set of instructions. This paper describes a

Conference Session

Capstone Design I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carl D. Sorensen, Brigham Young University; Robert H. Todd, Brigham Young University; Taylor Halverson, Brigham Young University

Tagged Divisions

Design in Engineering Education

determining the values of critical design parameters, using focused physical or focused analytical prototypes. c. Perform a basic FMEA analysis to identify critical risks that should be addressed in a project. d. Manage the complexity of the detailed design phase through the use of a Work Breakdown Structure and project schedule based on that structure. e. Create a final prototype that reflects, to the extent possible, the product information package. f. Perform and document acceptance tests that determine how well the final prototype meets the final specifications developed in the concept

Conference Session

Social Media and In-class Technology: Creating Active Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Xin Chen, Purdue University, West Lafayette; Mihaela Vorvoreanu, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

equipped with 2D digital whiteboards, 3D wall display andspecialized software for engineering visualization combining both qualitative and quantitativedata from observation, interview, survey, and examination of students’ work16.The studies above collect data using traditional methods such as survey, interview, focus group,and observation. Traditional prompt methods such as survey and interview usually require theparticipants to remember and reflect on what they have experienced, which may not be accurateand fresh anymore. Even with observation, the participants might behave unnaturally knowingthey are being observed. Moreover, data collected through these methods are usually confined tospecific institutions or classes. This paper complements

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marc J. Sanborn P.E., U.S. Military Academy; Kathryn T. Purchase, U.S. Military Academy; Brock E. Barry P.E., U.S. Military Academy

Tagged Divisions

Civil Engineering

examination question which required some form ofapplication, inference or analysis.9From their first days in an academic environment, students are trained to study for examinationsand often use memorization.12 Beyond that, the practice most students get in math based coursesare focused on the fundamental concepts and thus exist as in-class or homework problems wherethe student takes given variables and uses newly- learned concepts and solves for an answer.“Standard exercises ask students to carry out mathematical procedures, not to think aboutthem.”13 Hubbard notes that exercises involve substituting into a formula and carrying out a listof procedures which rarely ask students to reflect on the results or extend thought beyond thenumerical answer

Conference Session

Integrating Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alison M. Knight, Mayo Clinic; Gillian M. Nicholls, University of Alabama, Huntsville; Paul J. Componation, University of Alabama, Huntsville

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

reflected the average of thetotal number of attempts for that assignment. For example, if a student scored 80, 90, and 100for the three assignment attempts for Homework #1, the Homework #1 assignment score wouldbe 90. If another student scored 90 and 100 and used only two attempts for Homework #1, thenthe assignment score would be a 95. Students quickly realized that in this scenario they wouldearn a higher score if they repeated the assessment a third time to earn a second 100 and increasethe average.Because these homework assignments were identical for each student and the questions hadmultiple choice answers, the instructors realized that either guessing or the sharing of answersamong students was possible. To counteract the effect of this

Conference Session

Best. Class. Ever.

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University; Marc Compere, Embry-Riddle Aeronautical Univ., Daytona Beach FL; Ximena Toro; Jennifer C Adam, Washington State University; Shane A. Brown P.E., Washington State University; Andrew P Easley, Washington State University; Xuesong Li P.E., Washington State University; Kevin Lee, University of Idaho; Mert Colpan, Washington State University; Kevin Tyler Gray, Washington State University; Benjamin Garrett, Washington State University; Shane Riley Reynolds, Washington State University; Paul B. Golter, Washington State University; Olusola Adesope, Washington State University, Pullman

Tagged Divisions

Chemical Engineering

strategies being developed are broadly applicablewe will just present one instance, with the civil engineering cartridge, of the identification ofmisconceptions and experimental design for assessing the impact of the DLM on learning. Theassessment includes a pre- and post-test assessment to determine improvement in understandingbasic concepts and persistence and/or repair of misconceptions. Concrete Experience IntroductionHands on teaching methods have a long historyof use in science and engineering. Usually this is Active Experimentation Reflective Observationseen in the form of laboratory classes that eitheraccompany a lecture course to reinforce con-cepts and teach research skills

Conference Session

Assessments, Assessments, and Assessments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

New Engineering Educators

activities that support declared goals and student learning, often referredto as educative assessment (8, 27) .This would include decisions on how to provideinformation on students’ strengths and their mastery of course material, as well asguidance on how to proceed with learning activities to insure compliance withdefined goals and how to improve students’ performance and their grasp of newmaterial. Students will eventually need reliable feedback on their performance thatallows them to move forward as learners and deepens their understanding of thesubject matter. This feedback could come from the instructor, their classmates, theirown self-reflection, or a combination of the three.(27, 28)Another important factor in the optimization process is to

Conference Session

Enhancing Recruitment and Retention in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Keith Walters; Keisha Walters

Tagged Divisions

K-12 & Pre-College Engineering

scores for statements 4, 5, and7. The second goal—encouraging students to pursue science and engineering careers—isindicated by interest evaluation responses to statements 1-3, and by the follow up contacts withthe student participants. The third goal of increasing students’ knowledge and understanding offluid mechanics is indicated by interest evaluation statement 6, and by the results of the pre- andpost-course concept inventories. These conclusions are also supported by the student responseson the course evaluations.Recommendations for Course ImprovementBased on the student feedback, post course assessment, and the instructors’ own observations,the course was a success. However, upon reflection, a number of potential improvements

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

is much more positive than the previous two years. Six students describepositive relatedness behaviors and only two describe predominantly negative behaviors. Asexamples of positive behaviors, Joe appreciates smaller classes and when faculty are passionateabout what they are teaching and Mark reflects on relationships with faculty over time: “When the professors are teaching in their expertise and you can tell they‟re really passionate about what they‟re teaching. They‟re smaller classes, smaller labs. It‟s, it‟s really nice” (Joe, Senior). “I‟ve gotten quite a bit of attention from, from certain professors that you kinda‟ grow with, and you come back for advice, for with. And, I mean if you go to the office, as long as you seek

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

assignments or tests, or to ask questions IV. Performance Engagement 15. Getting a good grade 16. Doing well on the tests 12. Being confident that I can learn and do well in the classThe second part of the instrument used asks students directly for their reflections on the learningspace (Now they are asked for their opinion). The questions for this part of the survey areshown in Table 2. This includes four Likert-scaled items asking students to directly comparetheir experiences in the classroom of interest to other classrooms. These questions ask directlyabout interaction with other students and the instructor, time spent on group activities and time

Conference Session

Administering First-Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Russell Korte, University of Illinois, Urbana-Champaign; David Goldberg, University of Illinois, Urbana

Tagged Divisions

First-Year Programs

intheir home departments. That these efforts were important and largely successful is reflected instudent blogs and the student presentations at iCheckpoint and iExpo; many of these studentcommunications discussed the missing basics, the iCommunity, the iTeams, and other iFoundryconcepts explicitly and favorably.Still, prior to iCheckpoint there was a palpable rise in student frustration—and faculty concern.At the end of September and beginning of October, students complained about the classwork, theprojects, the meetings, just about everything that was going on, but then something interestinghappened. First, in ENG100++, the steam turbine cars started to work. Then, at roughly thesame time, the students had to get their act together to present

Conference Session

IP, Incubation, and Business Plans

Collection

2005 Annual Conference

Authors

Dean Burton; Ashbjorn Osland

. Heknows the best practices. He is committed to small business start-ups.” She said he is “gentle but determined andforceful because he has the expertise behind him and he’s very open to ideas.”When asked about Jim Robbins, Mary Sidney, COO of the SJSU Foundation, said Robbins is “the quintessentialentrepreneurs’ coach” and that he’s able to make introductions to venture capitalists and angel investors.Jim thought that one could take business cluster principles and apply them to the incubator. EBC was the firstincubator based on the cluster concept. Jim chose to work with environmental issues because it is his passion. Jim’sassociation with Barbara Harley is also reflective of the social network of incubation in Silicon Valley. They workedtogether

Conference Session

Project-based Learning and Other Pedagogical Innovations

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University

Tagged Divisions

Multidisciplinary Engineering

Conference Session

Lean and Six Sigma Education

Collection

2010 Annual Conference & Exposition

Authors

Alan Leduc, Ball State University; Gary Hadley, Eli Lilly and Company, Indianapolis; Mark Ratzlaff, 3M

Tagged Divisions

Manufacturing

failure. Failure, regardless ofcause, reflects negatively on the university, the program, and the collaboration process. This istrue whether the Academic Advisor established the relationship with the community partner ordelegated the responsibility of obtaining a community partner to the student. If the AcademicAdvisor does not take this role seriously and serve in a proactive role, there is a high risk forembarrassment at minimum and possible legal consequences at worst.The Academic Advisor is responsible for guiding students in preparation of a final report. Mostcommunity partners will not view a formal final report as a critical, or even necessary, elementof the experience; but, it is an important academic element and is of benefit for the

Conference Session

Special Session: Innovation through Improv

Collection

2010 Annual Conference & Exposition

Authors

Peter Ludovice, Georgia Institute of Technology; Lew Lefton, Georgia Institute of Technology; Richard Catrambone, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

innovation. Manifestations of this desire to produce more creative engineersand scientists abound. They include, for example, the recent announcement by the KoreanAdvanced Institute of Science and Technology (KAIST) that its new admissions policy willspecifically include creativity as an admissions criterion in up to a fifth of the incoming freshmanclass.3 This drive to produce creative engineers is also reflected in the focus of the Generation IIIEngineering Research Center (ERC) Program of the National Science Foundation. This programis designed to produce “engineering graduates who will be creative U.S. innovators in a globallycompetitive economy”.4 This program explicitly requires that ERC proposals address theeducational requirements needed to

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

Page 24.495.7other verbal disfluencies, as I could muster. Many readers may find this transcription methodunnecessary and even a display of poor judgment on my part as a “scholar.” I must thereforejustify this transcription as based on a methodology that aims to show, rather than summarize,how the interview participant talked about their experience, providing some idea of the difficultiesin relating this information during the interview, and really provide the reader with some sense ofthe reflection the participant had to undergo to describe their experience. I thought that my choiceof transcription method fell in line with the overall goal of this paper. I wrote this paper to showwhy events like the KDS are valuable tools for engineers to

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

with the highestcode density and variety to obtain a teacher’s best example of instructional practice, (b) maintainthe proportion of the before, during, and after segments to reflect the overall structure of theentire unedited lesson, and (c) maintain the continuity of the lesson so that segments were neverless than two minutes in length. As an example of this editing process, if a teacher’s entire 40minute lesson consisted of 15 minutes of before activity, 20 minutes of during, and 5 minutes ofafter activity, the 20 minute edited version would consist of 7.5, 10, and 2.5 minutes from eachrespective activity. To retain continuity, additional video was selected, if needed, to providenecessary context and/or to reach the minimum of a two-minute

Conference Session

Nanotechnology

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

National Science Foundation (NSF EEC1227110; NSF EEC 0956819). Any opinions, findings, and conclusions or recommendations Page 24.609.14expressed in this material are those of the author and do not necessarily reflect the views of theNational Science Foundation.Bibliography1. Chang, R. P. H. (2006). A call for nanoscience education. Nano Today, 1, 6-7.2. Lu, K. (2009), A study of engineering freshman regarding nanotechnology understanding, Journal of STEM Education, 10, 7-16.3. Delgado, C. (2009). Development of a research-based learning progression for middle school through undergraduate students’ conceptual

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Utah State University; Amy Wilson-Lopez, Utah State University - College of Education; Christine E. Hailey, Utah State University; Indhira Maria Hasbun, Utah State University; Daniel L. Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Programming, Simulation, and Dynamic Modeling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Fairfield University; Scott James Reckinger, Brown University

Tagged Divisions

Mechanical Engineering

Conference Session

Thermodynamics, Fluids and Heat Transfer II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amir Karimi, University of Texas, San Antonio; Randall D. Manteufel, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

concepts. Continued poor performance inthermodynamics is linked to students not grasping key concepts and failing to recognize how toapply relevant concepts in solving problems.(1) Many students succeed at algorithmic problemsolving yet have difficulty explaining the physical systems being described by the mathematics.This is reflected in low scores on concept inventory exams which require minimal mathematicalcalculations, but are designed around common misconceptions.(2,3)Poor learning has been linked to not being able to correctly assess the information provided andbegins with a lack of clear understanding of the fundamental concepts. A coherent framing ofproblems is essential to reason through new problems.(4) To address this, teachers often