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NSF Grantees Poster Session

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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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AC 2011-962: CLASSROOM LEARNING ACTIVITIES TO SUPPORT CAP-STONE PROJECT ASSESSMENT INSTRUMENTSJay McCormack, University of Idaho Jay McCormack is an assistant professor in the mechanical engineering department at the University of Idaho where he is an instructor for the college’s interdisciplinary capstone design course. Dr. McCormack received his PhD in mechanical engineering from Carnegie Mellon University in 2003.Denny C. Davis, Washington State University Dr. Davis is Professor of Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led numerous multidisciplinary research projects to enhance engi- neering education. He currently leads projects creating

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

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education. He is co-author of several recently released books, including: Measuring the Impacts of Project-Based Service Learning on Engineering Education, Engineering in Developing Communities: Water, Sanitation, and Indoor Air, and Environmental Engineering: Fundamentals, Sus- tainability, and Design.Dr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt, PhD, PE, is an Associate Professor in the Department of Civil, Environmental, & Architectural Engineering at the University of Colorado at Boulder (CU). She began involvement with service learning (SL) in 2001, when she began integrating SL into the senior capstone Environmental Engineering Design course. Her research interests include ceramic

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

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AC 2011-878: MULTI-DISCIPLINARY PROJECT-BASED PARADIGM THATUSES HANDS-ON DESKTOP LEARNING MODULES AND MODERN LEARN-ING PEDAGOGIESWilliam David Schlecht, Washington State University William Schlecht is an undergraduate student at Washington State University studying chemical engineer- ing. He got involved with the DLM project at the beginning of his junior year and has been working under the guidance of Bernie Van Wie for a year and a half. William intends to earn a Ph. D. with and work in the biotechnology industry.Bernard J. Van Wie, Washington State University Prof. Bernard J. Van Wie did his B.S., M.S. and Ph.D. and postdoctoral work at the University of Ok- lahoma where he also taught as a Visiting Lecturer. He

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2011 ASEE Annual Conference & Exposition

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Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University

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to the workon instructional development, the degree of assessment has been sparse.11-13Our intent is to provide students a capstone experience in which they can apply experimentaldesign in a context similar to that of a practicing engineer in industry. The objectives of thisresearch are to explore the types of cognition and social interactions of student teams as theyengage in these virtual laboratories, to determine the role of instructional design in the responseof student teams, and to ascertain whether virtual laboratories can effectively promote types oflearning that are difficult or impossible to achieve from physical laboratories.Objectives The specific objectives of the NSF CCLI Phase 2 project are to: 1. Create the following

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2011 ASEE Annual Conference & Exposition

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Shawn Wagoner, Binghamton University; David Klotzkin, Binghamton University; E. White, Jr., Binghamton University

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, and junior levels followed by a comprehensive capstone course inmicrofabrication at the senior level. In this paper, we describe the specific microfabricationmodules being developed and their method of implementation.Introduction Microfabrication, the processes for fabricating structures at length scales below severalmicrons, is critical to many branches of science and engineering. It is heavily used to fabricateelectron devices, integrated circuits, accelerometers, lasers, and miniature microphones and isbecoming more prevalent in the biological sciences. Since microfabrication is such a broad andmultidisciplinary activity, the conventional approach of presenting this topic in a single course inone department seems inappropriate. Many

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; Kurt Paterson, Michigan Technological University; Olga Pierrakos, James Madison University; Angela R. Bielefeldt, University of Colorado, Boulder; Bradley A. Striebig, James Madison University

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grant), advancing problem based learning methodologies (NSF CCLI grant), assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education (NSF CAREER grant). Her other research interests lie in cardiovascular fluid mechanics, sustainability research, and K-12 engineer- ing outreach.Angela R Bielefeldt, University of Colorado, Boulder Angela is an Associate Professor in the Department of Civil, Environmental, and Architectural Engineer- ing at the University of Colorado - Boulder (CU). She has taught the capstone design for environmental engineering since 1998 and began incorporating service learning projects into the course in 2001. She also

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2011 ASEE Annual Conference & Exposition

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Susan L. Burkett, University of Alabama; John C. Lusth, University of Alabama; Sushma Kotru, University of Alabama

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-semester EngineeringStudents and its Implementation in a Large Introduction to Engineering Course,” ASEEConference Proceedings, pp. 10135-10139, 2004.4M. Grimheden, “From Capstone Courses to Cornerstone Projects: Transferring Experience fromDesign Engineering Final Year Students to First Year Students,” ASEE Conference Proceedings,AC 2007-1582, 2007. Page 22.401.85 S. Ekwaro-Osire, J. J. Mendias III, and P. Orono, “Using Design Notebooks to Map Creativityduring Team Activities,” Proc. FIE Conference, 2009.6 H. Hassan, “Creativity and Innovation for Electrical and Computer Engineering Research,”Proc. ASEE Annual Conference, 2004.7 A. J. Wilkinson, R

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2011 ASEE Annual Conference & Exposition

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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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technology  Improve retention and engagement of underrepresented studentsGenerally speaking, the curricular and instructional activities of the courses would address the first twoobjectives while mentor activities would attempt to address the last two objectives—although, it shouldbe apparent that all components of the project are interrelated at some level.The remainder of this paper focuses on the peer led mentoring model used and the challenges faced bymentors in the process of implementing the program activities at the primary project institution. It alsodescribes lessons learned as a result of these challenges and how these experiences helped the modelevolve to its current form which makes much wider use of senior capstone students

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2011 ASEE Annual Conference & Exposition

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Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

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experiments, sampling theories, and item response theory oriented mathematical models. She holds an M.A. in education from Washington State University.Steven W. Beyerlein, University of Idaho, Moscow Dr. Beyerlein is a professor of Mechanical Engineering and coordinator of the college-wide inter-disciplinary capstone design program at the University of Idaho where he has been on the faculty since 1987. He is involved in a number of research projects and initiatives related to design pedagogy, professional skills assessment, catalytic combustion, engine testing, and hybrid vehicle realization.Jay McCormack, University of Idaho Jay McCormack is an assistant professor in the mechanical engineering department at the University

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2011 ASEE Annual Conference & Exposition

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Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

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Design: Nanoscale thin film tester Prof. J. Wang Course: ME 495 Nanodevice projects Design: Research-type open-ended projects will be Title: Capstone Design offered on nanodevice design Prof. All InvestigatorsFig. 1. Relation between novel concepts in nanodevices in proposed modules and the learning outcomes in the eight coursesimpacted by the proposed NUE program. Recently developed courses are initially assigned the numbers ME 498 or ME 499before a permanent unique number is assigned. The other five courses (ME 333, ME 354, ME 356, ME 440, ME 471, andME 495) are core Mechanical Engineering (ME) courses that

Conference Session

NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

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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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products or outputs. Suchevidence will allow you to refine the tool to ensure that it is being used as intended and willeliminate the need to second guess that question when you analyze the evidence to decide if thetool is working and why it is working. Table 3. Possible sources of evidence considered by workshop participants related to the goals for Task 1  in the case study (Appendix) were:    • Pre‐ and post‐tests as evidence of improvement in achieving learning outcomes for the  engineering science courses.    • Written reports for mini‐projects in engineering science classes that includes description of their  problem solving methodology/approach to document understanding of the process.  • In capstone design

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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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requirement to an early cornerstone or later capstone design experience as a result,making these courses an ineffective “catch all” for many ABET requirements. In this paper, weaddress this issue in a novel way by synthesizing concepts from archaeology with advances incyber-enhanced product dissection to implement new educational innovations that integrateglobal, economic, environmental, and societal concerns into engineering design-related coursesusing product archaeology.1 Introduction and MotivationOutcome h in the requirements of ABET [1] has become a significant challenge to manyengineering departments. Providing effective, useful, and engaging educational experiences tounderstand the global, economic, environmental, and societal impact of

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2011 ASEE Annual Conference & Exposition

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Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University; Linda Huglin, Boise State University; Drew Borresen, Boise State University

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University of Northern Colorado.Donald Plumlee, Boise State University Dr. Plumlee is certified as a Professional Engineer in the state of Idaho. He has spent the last ten years es- tablishing the Ceramic MEMS laboratory at Boise State University. Dr. Plumlee is involved in numerous projects developing micro-electro-mechanical devices in LTCC including an Ion Mobility Spectrometer and microfluidic/chemical micro-propulsion devices funded by NASA. Prior to arriving at Boise State University, Dr. Plumlee worked for Lockheed Martin Astronautics as a Mechanical Designer on struc- tural airframe components for several aerospace vehicles. He developed and improved manufacturing processes for the Atlas/Centaur rocket program

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2011 ASEE Annual Conference & Exposition

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Suzanna Long, Ph.D., Missouri University of Science & Technology; Hector J. Carlo, University of Puerto Rico, Mayaguez; Scott E. Grasman, Rochester Institute of Technology (COE); Abhijit Gosavi, Missouri University of Science & Technology; Leonardo Bedoya-Valencia, Colorado State University - Pueblo; Laura J Collins, Center for Research and Learning

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Plant Layout Facilities Planning EMGT 357 EN 475 ININ 4040 35422The new course, Energy and Sustainable Management Systems, was developed at Missouri S&Tas the equivalent of a capstone sustainability course. This course focuses on student learningoutcomes that define sustainability from the user, environmental, and economic perspectives andexplore the management of global supply chains when modeled as energy-intensivesociotechnical systems. Page 22.1633.3Year One Results: Indications of Change ResistanceRather than begin with integrated projects for all campuses, the partnership opted to integratethree

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2011 ASEE Annual Conference & Exposition

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Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

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completed so that we can devise effective methods for learning design and preserving knowledge that arises in the process. She has been actively teaching and reflecting upon engineering design issues for over 15 years. Dr. Schmidt was the 2008 recipient of the American Society of Engineering Education’s prestigious Fred Merryfield Design Award and is the co-author with George Dieter of the text ”Engineering Design, 4th edition”, published by McGraw Hill in 2008. Linda Schmidt has published over sixty refereed publications in the areas of mechanical design theory and methodology, mechanism design generation, graph isomorphism issues in generative design and effective student learning on engineering project design

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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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can be studied through a secureresearcher interface. The three goals of the project support each other in hierarchical fashion:research informs faculty practice, faculty determine the students’ experience, which, if wellmanaged based on research findings, equips students to work in teams. Our strategies forachieving these goals are based on a well-accepted training model that has five elements:information, demonstration, practice, feedback, and remediation.Different outcomes are expected for each group of people. For the students, both individualoutcomes, such as student learning, and team outcomes, such as the development of sharedmental models, are expected. For the faculty, individual outcomes such as faculty learning andfaculty

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

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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Department.Cortney V. Martin, Virginia TechPeter Doolittle, Virginia Tech Director for the Center for Instructional Development and Educational Research, and Associate Professor of Educational Psychology at Virginia Tech.Justeen Olinger, Virginia Tech Student Assistant with the NSF-CCLI Grant at Virginia Tech. Page 22.994.1 c American Society for Engineering Education, 2011 Lab-in-a-Box: Online Instruction and Multimedia Materials to Support Independent Experimentation on Concepts from CircuitsIntroductionA project known as Lab-in-a-Box (LiaB) was developed in 2004 as one of the

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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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; received the B.S. degree from the University of Hawaii, the M.Eng. from Cornell University, and the Ph.D. from the University of Colorado at Boulder.Carol Haden, Magnolia Consulting, LLC Carol Haden is a Senior Consultant for Magnolia Consulting, LLC, a small woman-owned research and evaluation company based out of Charlottesville, Virgina. For the past eight years, she has specialized in the evaluation of informal and formal STEM education programs. Dr. Haden has evaluated projects sponsored by the National Science Foundation, NASA, the William and Flora Hewlett Foundation, the Arizona Board of Regents, and the Arizona Department of Education.Rhonda R. Franklin, Univeristy of Minnesota Rhonda R. Franklin is an

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2011 ASEE Annual Conference & Exposition

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Reid Bailey, University of Virginia; Alexandra Emelina Coso, Georgia Institute of Technology; Heather T. Rowan-Kenyon, Boston College; Michael J Cabral, Virginia Commonwealth University; Joanne Bechta Dugan, University of Virginia; Marie F. Creager, University of Virginia

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year, students continue to concentrate onintegration while completing capstone projects designed specifically for TLP teams.Purpose/need and critical reflection are incorporated into the TLP curricula through theTLP Learning Community. The TLP Learning Community meets every two weeks forone hour with goals of developing a sense of belonging among the students, educatingstudents about the engineering field, strengthening leadership skills among students, andhelping students learn skills for getting jobs and internships. All students in the program– sophomores through seniors – participate in the learning community together. Page 22.1177.3An overview of

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2011 ASEE Annual Conference & Exposition

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David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; John Sutton, RMC Research Corporation; Lance C. Pérez, University of Nebraska, Lincoln

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, engineeringdesign, senior capstone projects, and STEP administrative and evaluation updates. Participants Page 22.1111.13were also given the opportunity to tour research laboratories and to interact with UNL facultyand staff. The SLI participants were asked to complete end-of-session evaluation forms at the endof both SLIs. The results from the nine 2007 participant respondents and the six 2009 participantrespondents are presented in Table 2 and reveal ratings increased dramatically from 2007 to2009. Ratings were highest in 2009 for overall clarity of the information presented and thelargest increase occurred for the item usefulness of information

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2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

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, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, miscon- ceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is cur- rently conducting research with NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing the Effect of Learning Modes on Conceptual Change.Michelene T.H. Chi, Arizona State University Micki Chi is a Professor in the

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2011 ASEE Annual Conference & Exposition

Authors

Holli Burgon, University of Illinois, Urbana-Champaign; Bruce Elliott-Litchfield, University of Illinois, Urbana-Champaign; David E. Goldberg, University of Illinois, Urbana-Champaign

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to meet these demands. Studentsare given an arsenal of formulas over the course of their undergraduate years. But, when requiredto use their knowledge productively in “real-world” contexts during senior capstone projects, itquickly becomes apparent that wider skill sets are needed. Informed by the philosophicalreflection that has facilitated previous paradigmatic shifts, we might consider that, in addition toapplying basic math, science, and design skills, students also need to cultivate qualitative skillssuch as asking questions, qualitative modeling, brainstorming, decomposing solutions,presenting, and reporting39,40.These are just some of the skills that comprise a student’s creative competence, which ultimatelyincludes establishing a

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2011 ASEE Annual Conference & Exposition

Authors

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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AC 2011-1926: DEVELOPING A MATERIALS COURSE TEACHING TOOLKIT TO PROMOTE EASE OF IMPLEMENTATION OF INNOVATIVE CLASS-ROOM INSTRUCTIONAL MATERIALSStephen J Krause, Arizona State University Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, miscon- ceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is cur- rently conducting

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2011 ASEE Annual Conference & Exposition

Authors

Cynthia M. D'Angelo, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison

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. Skills and knowledge become more and more closely tiedas the student learns to see the world using the epistemic frame of the profession. Examplesinclude capstone design courses in undergraduate engineering programs, medical internships andresidencies, or almost any graduate program in STEM disciplines. Prior work has also shownthat epistemic games—learning environments where students game-play to develop the epistemicframe of a profession—increases students’ understanding of and interest in the profession3-5. In this paper, we present a detailed description of the virtual internship, the important role ofthe design advisors/mentors in the simulation, and preliminary results of the first semester ofNephrotex. Our results show the potential of

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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AC 2011-1299: ADDRESSING MISCONCEPTIONS AND KNOWLEDGEGAPS IN THE RESTRUCTURING OF ATOMIC BONDING COURSE CON-TENT TO ENHANCE CONCEPTUAL CHANGEStephen J Krause, Arizona State University Stephen Krause, Arizona State University Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluat- ing conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering