Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger, Florida Gulf Coast University; Steven J. Burian, University of Utah; Whitney A. Lutey, Montana State University; Audra N. Morse, Texas Tech University; Robert O'Neill, Florida Gulf Coast University; Kristen L. Sanford P.E., Lafayette College; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

senior faculty in the Department of Civil and Mechanical Engineering at West Point.Dr. Kristen L. Sanford Bernhardt, Lafayette CollegeAndrea L Welker, Villanova University Dr. Andrea L. Welker, PE is an associate professor in the Civil and Environmental Engineering depart- ment at Villanova University. Dr. Welker, a geotechnical engineer, teaches the following classes: Geology for Engineers, Soil Mechanics, Soil Mechanics Laboratory, Geotechnical Capstone Design, Foundation Design, Geosynthetics, Geoenvironmental Engineering, and Professional Practice. Most of Dr. Welker’s research focuses on the geotechnical aspects of stormwater control measures. In addition to her teach- ing and research duties, Dr. Welker is the

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

program is toenable students to work on interdisciplinary engineering projects requiring an understanding ofelectrical and computer design and systems analysis. Over the course of three years in theprogram, students are required to complete coursework in both the SE and ECE departments,including two joint laboratory courses in the third year and a team-based, interdisciplinarycapstone project in the fourth year.Participants for this study were second-year engineering students within the SE and ECEdepartments. Data for this study was collected between October 2009 and March 2010, focusingon the first cohort of LEP students and their non-LEP counterparts. The first cohort to begin thisprogram started in the fall of 2009 with 14 students. Of those

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

) Page 22.1675.15 2005 2006 2007 2008 2009 Tag c Tag c Tag c Tag c Tag c assessment 114 simulation 77.5 concept 71.5 how people learn 53.5 survey 58 engagement 50 retention 74 knowledge 66 concept 51 discipline 53.5 laboratory 50 ethics 62 teamwork 55 active learning 44 teamwork 48.5 skill 48 survey 59 ethnography 53.7 design 39 women 47 experiment 47.5 model 48.5

Conference Session

Student Entrepreneurial Skills and Mindset II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Calvin C. Jen, Calvin College; Tyler Scott Helmus, Calvin College; Steven H. VanderLeest, Calvin College

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Pittsburgh; Ross Higashi, Carnegie Mellon University; Christian D. Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.1246.16References1. Erwin, B., M. Cyr, and C. Rogers, Lego engineer and RoboLab: Teaching engineering with LabView from Kindergarten to graduate school. International Journal of Engineering Education, 2000. 16(3): p. 181-192.2. Resnick, M., Behavior construction kits. Communications of the ACM, 1993. 36(7): p. 64-71.3. Verner, I.M. and D.J. Ahlgren, Robot contest as a laboratory for experiential engineering education. ACM Journal on Educational Resources in Computing, 2004. 4(2): p. 2-28.4. Petre, M. and B. Price, Using robotics to motivate ‘back door’ learning. Education and Information Technologies, 2004. 9(2): p. 147-158.5. Sklar, E. and A. Eguchi. RoboCupJunior — four years later, in Proceedings of the

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

, PhD, is professor of Educational Psychology, with affiliate appointments in Curriculum & Instruction and Psychology at the University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Rustam Stolkin, University of Birmingham, UK; Susan Lowes, Columbia University, Institute for Learning Technologies, Teachers College; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University; Peiyi Lin, Columbia University, Teachers College

Tagged Divisions

K-12 & Pre-College Engineering

teachers for the week to participatein a teaching laboratory. During the week, the teachers are responsible for teaching the modulesto the students in a highly supported environment, surrounded by SENSE IT staff, available toassist with any questions or concerns. The opportunity for teachers to implement the materialswith students enables the teachers to review the materials again, better understand how theymight teach the materials to students in their classes and offer more time for the mentalpreparation required for implementing new classroom activities.As mentioned, the SENSE IT teachers also participate in four school-year professionaldevelopment workshops. The workshop materials involve the development of sensors, evaluationneeds, and STEM

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Mechanical Engineering

suspicious thatseveral students in his Thermodynamics-II were using textbook solution manuals to do theirhomework assignments. After advising students several times that they are not benefitting fromusing the solution manual and warning them that the University policy considers such usage asplagiarism, the instructor found a web-site address written on a note in his office. The note wasslipped under his office door by one of the students in the course. The web-site was hostingsolution manuals for 10 mechanical engineering, 10 electrical engineering, and five civilengineering courses. In addition, the website included laboratory reports for a materials coursein mechanical engineering. Apparently, the site was hosted and managed by one of the

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvonne Ng, St. Catherine University; Lori R. Maxfield, Saint Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

PCM’s framework helps the course designer see the relationship of standard traditional methods of assessment (e.g., plug and chug problems, laboratory experiments, projects and presentations) in creating an engineering professional’s knowledge set. It provides a framework to balance the knowledge and skills since neither a “book smart” student nor the student who randomly tinkers makes the best engineer. ● Freedom to be flexible in selecting course components to meet objectives: The ideal method of teaching content depends on a number of changing factors such as student ability and background, instructor expertise, and resources available. Ideally, a course designer can select freely from the wide range of

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

period. The MEA was launched in the laboratory setting which was facilitated by twoGTAs supported by four undergraduate assistants. Student teams of 3-4 students developedDRAFT 1 of their memo with procedure and results. This draft entered a double-blind peerreview process. In preparation for the peer review, students participated in a calibration exercisein which they practiced giving feedback on one prototypical piece of student work using theMEA Rubric, were provided an expert‟s review of that student work, and reflected on what theyneeded to do differently to improve their ability to give a peer review. For the actual peerreview, each student reviewed one other team‟s solution to the MEA. Each team was assigned atleast 3 peer reviewers. Each

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Natalie Fabert, Arizona State University; Marilyn Cabay, Ph.D., Argosy University, Phoenix; Melissa B Rivers, Arizona State University; Mary Lee Smith, Arizona State University; Bianca L. Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

Conference Session

FPD I: Attacking the Problems of Retention in the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Robert W. Warke, LeTourneau University

Tagged Divisions

First-Year Programs

is required by someengineering programs but not by others within the school, thus providing a reasonable controlgroup with which to analyze retention differences. Retention was considered over eight cohortyears revealing a first-year retention rate of 86% for those taking the FYEP course, compared to78% for those not taking the course. Retention to the senior year was 64% for FYEP students,compared to 54% for the rest. Although the graduation rate seems higher than the average, theydo have selective admittance into their engineering program. Baylor University has implementeda freshman engineering course focused on laboratory experiences and two design-build-testprojects.24 The first offerings of this course have shown first-year retention

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Raghavi Merugureddy, Purdue University ; Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

forth) and degree of development.From Fall 2002 to Spring 2009, MEAs were implemented by GTAs in the laboratory setting of arequired first-year engineering course at Purdue University. During this period, UGTAs were notinvolved in assessing student work on MEAs, though they did support classroomimplementation. However, in Fall 2009, UGTAs, serving as either peer teachers (classroominstructional team members and graders) or out-of-classroom graders, became equallyresponsible with the GTAs for providing feedback on and evaluating students’ MEA work. Thisrecent staffing change brings challenges to implementing open-ended engineering problems.UGTAs, particularly sophomores, have minimal academic, teaching, or professional experience,as compared to

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karyn L. Biasca, University of Wisconsin, Stevens Point; Steve Hill, University of Wisconsin, Stevens Point

Tagged Divisions

Chemical Engineering

10-15 minutes per student. For a small group ofstudents (like the group in this pilot study) this was not an overwhelming time commitment. Forlarger groups of students, we would evaluate a representative sample of the portfolios to keep thefaculty time commitment at a reasonable level.Here is an example of a student reflection for a report presented in the portfolio to demonstrateachievement of outcome k: This project demonstrates my ability to use statistical analysis and laboratory techniques to solving engineering issues that arise in the mill environment. The Page 22.253.12 report presents a logical method of studying

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gary Lee Downey, Virginia Tech; Masanori Wada, Tokyo Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

.         10   The  U.S.  occupation  authorities  actually  jump-­‐started  the  whole  process  by  allowing  small  and  medium-­‐sized  enterprises  to  trade  in  their  existing  machinery  for  equipment  that  had  been  seized  in  the  reparations  program.  This  continued  after  independence  in  1952  with  prefectural  governments  and  cooperative  organizations  playing  the  key  role  of  matching  the  needs  of  local  firms  with  available  machinery.  Prefectures  also  supported  small  local  laboratories  for  improving  production  practices  in  industries  of  local  interest  (Morris-­‐Suzuki  1994).     There  was  no  master  plan.  Rather  a  multitude  of  overlapping  ministries  competed  with  one  another  to

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

AC 2011-2517: CONSIDERATION OF HAPPENSTANCE THEORY IN MA-JOR SELECTION AND MIGRATION IN A LARGE ENGINEERING PRO-GRAMOdis Hayden Griffin, Jr., East Carolina University O. Hayden Griffin, Jr. is Professor and Chair of the Department of Engineering at East Carolina University. He has over 35 years experience in industrial and government laboratories and academia.Sandie J. Griffin, Sandie J. Griffin is an academic advisor with over 15 years of university experience. She holds a BA in elementary education from Virginia Tech and an MS in academic advising from Kansas State University. Page 22.376.1

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

cognitive connections needed19 (Stark &Lattuca, 1997).Purpose The researcher was motivated to conduct the research study as a result of her work withhigher order thinking skills (HOTS) 25 years ago at a regional educational laboratory in Chicago,Illinois. The purpose of this research study was to examine whether a critical thinkingintervention would increase students’ critical thinking skills. This study was conducted over athree-year period as a mixed methods, quasi–experimental design examining STEM students’critical thinking skills at a Historically Black College and University (HBCU). A standardizedcritical thinking test, the Cornell Critical Thinking Test, was administered to students enteringthe Pre-Freshmen Accelerated Curriculum

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dirk Schaefer, Georgia Institute of Technology; Jitesh Panchal, Washington State University; Sammy Haroon, The RBR Group; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

development for many years and decided to approach thisaugmentation of engineering education from within the technical domain we are most familiarwith. The ‘laboratory’ for this endeavor has been a graduate level engineering design course thatis offered at Georgia Institute of Technology every spring, namely, ME6102 Designing OpenEngineering Systems. We have jointly orchestrated this course for many years. In the followingsections, an overview of this course, its context and content, the way it is structured andorchestrated, and in particular the fashion in which it serves as a vehicle and example for re-designing engineering education are presented

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John S. Lamancusa, Pennsylvania State University, University Park; Laura L. Pauley, Pennsylvania State University, University Park

Tagged Divisions

Mechanical Engineering

-on project activities. Outside of class time, students make extensive useof computer labs for their CAD work, and the college machine shop (Learning Factory) for theirprototyping tasks. A perennial problem that still has not been adequately solved is providingspace where students can store their projects in-process. The course budget for equipment andsupplies is $10,000 per year, and comes from student laboratory fees.IV. Results4.1 Assessment ToolsFormative and summative assessment tools were used to gather student feedback for continuousimprovement of course content and delivery. Four assessment tools were used: a. Best/Worst Design Essays b. Ranking of 23 Design Activities c. Design Survey d. Student Self-assessment of course

Conference Session

Curriculum in Telecommunications Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Kim Nankivell, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet

Tagged Divisions

Engineering Technology

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tuba Yildirim, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Conference Session

How to Get Published: Tips from Journal Editors

Collection

2010 Annual Conference & Exposition

Authors

Bevlee Watford, Virginia Tech

Tagged Divisions

Women in Engineering

Konseyi(MDK). The journal focuses exclusively on scholarly educational research in engineering Page 15.656.3education. We offer a large international readership and a highly cited archive. Its articles covera wide range of subjects including what knowledge and competencies engineers must possessand how they are learned and assessed, how educational methods, materials, infrastructure, andfaculty affect learning, and how to attract, engage, and retain diverse human talent to engineeringDr. Susan Lord directs the Optoelectronics Laboratory at USD. Her research interests are in theareas of optoelectronics and materials. She has worked as a Research

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama

Tagged Divisions

Civil Engineering

follow: Core Curriculum: The university has a core curriculum requirement which includes 6 semester credit hours of freshman composition (FC), 6 credit hours of “writing within the curriculum” in 300- and 400-level courses (W), 9 credit hours of humanities, literature, and fine arts (HU/L/FA), 9 credit hours of history and social and behavioral sciences (HI/SB), a 6 credit-hour depth (or sequence) study in a discipline in either HU/L/FA or HI/SB, 12 credit hours of natural science (NS) and mathematics (MA) to include 2 credit hours of laboratory (mathematics must be at the calculus I level or higher), and either 6 credit hours of foreign language (FL) or computer (C) in addition to the HU/L/FA requirement (FL courses can count

Conference Session

ADVANCE Grants and Institutional Transformation

Collection

2010 Annual Conference & Exposition

Authors

Christine Grant, North Carolina State University; Jessica Decuir-Gunby, North Carolina State University; Barbara Smith, North Carolina State University

Tagged Divisions

Women in Engineering

of twenty-two African American women engineering faculty was held to discuss the challenges andbarriers that affect the tenure and promotion process. The discussion led to the identification ofsix significant factors affecting successful attainment of tenure for Black women faculty inparticular. The most important factor identified by the senior faculty within the group waseffective mentoring. Other factors included support of the home department, community support,and existing laboratory infrastructure. While there were no real surprises from this survey, thelack of resources to follow-up with the group to effect change caused this initiative to go intohibernation. (It should be noted that Dr. Mead was a member of the Leadership Task Force

Conference Session

Collaborative Learning, Project-Based, Service Learning, and Impacts on Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Russell Korte, University of Illinois, Urbana-Champaign; Bruce Elliott-Litchfield, University of Illinois, Urbana-Champaign; Laura D. Hahn, University of Illinois, Urbana-Champaign; Aaron Daniel Lewicki, University of Illinois, Urbana-Champaign; Valeri Werpetinski, University of Illinois, Urbana-Champaign; Seung Won Hong, University of Illinois, Urbana-Champaign

Tagged Divisions

International

learning. Page 22.81.5Table 2. Kolb's Model of Experiential Learning with Suggested Learning Strategies.Kolb's Stage of Example Learning/Teaching StrategyExperiential LearningConcrete Experience Simulation, Case Study, Field trip, Real Experience, DemonstrationsObserve and Reflect Discussion, Small Groups, Buzz Groups, Designated ObserversAbstract Conceptualization Sharing ContentActive Experimentation Laboratory Experiences, On-the-Job Experience, Internships, Practice sessionsKolb went a step

Conference Session

Assessing Students and Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christa Moll Weisbrook, University of Missouri; William Schonberg, Missouri University of Science & Technology

Tagged Divisions

New Engineering Educators

scientific and professional meetings, including several invited papers. To date Dr. Schonberg has received over 35 contract and grants from a variety of federal, state, local, and private funding agencies, including the U.S. DoT, NASA, the Air Force Office of Scientific Research, the Army Research Office, Sandia National Laboratories, the U.S. Army Missile Command and the Engineering Foundation. In 1995 Dr. Schonberg received the AIAA’s Lawrence Sperry Award for his work on the design of spacecraft protection systems. In 1998, Dr. Schon- berg was promoted to the membership rank of Associate Fellow in the AIAA and in 2000 was selected to receive the Charles Beecher Prize for one of his recent papers on orbital debris