2026-08-26T17:12:50Z https://pubs.lib.uiowa.edu/aseenmw/api/oai/

oai:aseenmw:id:26806 2014-10-18T09:15:00Z

Quantifying Cognitive Processes in Virtual Learning Simulations Quantifying Cognitive Processes in Virtual Learning Simulations Thornton, Michael Mosher, Gretchen A. Virtual learning simulations have received increasing attention due various proposed educational, instructional, and institutional advantages; with literature focusing largely on perceptions of this technology and empirical comparisons to other instructional methods. Compared to traditional learning environments, virtual learning environments may present methodological advantages in studying learning processes through applying behavioral tracing techniques. This paper will discuss behavioral indicators of cognitive learning processes used in virtual decision scenarios designed for third year engineering and engineering technology students. Behavioral measures to quantitatively analyze the learning process will be presented. Implications for assessing student learning, instructional strategy selection, and improving higher education quality will be shared from holistic perspective. 2014-10-18T09:15:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1050 https://doi.org/10.17077/aseenmw2014.1050 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26806/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26787 2014-10-18T08:57:00Z

Mentoring Program Mentoring Program Murhammer, David W. The Department of Chemical and Biochemical Engineering at the University of Iowa initiated a mentorship program during the 2012-13 academic year. This program involves pairing professional chemical engineers with a minimum of 5 years post-BS experience with chemical engineering sophomores. The resulting mentor-mentee relationships are intended to continue through graduation. The intent of this program is for the mentors to contribute to the professional preparation of the students for a successful career by interactively supplementing the students’ formal education with the mentor’s knowledge, experience, and counsel. This includes individualized help with career planning, resume preparation, interviewing savvy, internships, networking opportunities, lasting relationships and more. The development and implementation of this mentorship program will be discussed. Furthermore, the program’s strengths and weaknesses will be reviewed. 2014-10-18T08:57:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1044 https://doi.org/10.17077/aseenmw2014.1044 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26787/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26807 2014-10-18T08:57:00Z

Multiple Learning Strategies and Assessments used in an Online Technology, Society & Ethics Course Multiple Learning Strategies and Assessments used in an Online Technology, Society & Ethics Course Garry, Byron The author of this article has taught Electronics Engineering Technology courses for 20+ years, mostly in a classroom face-to-face setting. The assessment of student learning depends mostly on the evaluation of how well the students have learned the theory-based, numerically-involved, and hands-on applications of each course’s content. For the past three summers, the author has also taught an on-line course entitled Technology, Society & Ethics. This kind of course calls for an emphasis on discussion and student writing, which requires a very different style of teaching and assessment than the instructor had used in the past. As a preparation for teaching the course for the first time, the learning outcomes of the course were developed before the specific teaching style and assessment process were chosen. Suskie1 says that for good assessment, the instructor at the start needs to “develop clearly articulated written statements of expected learning outcomes”, that is, what will the students know and be able to do by the end of the course. For the course, the Student Learning Outcomes statements must meet the requirements of three different entities: ABET, the university’s General Education requirements, and the student evaluation of teaching process the university uses, which comes from the IDEA Center2. The IDEA Center has developed a list of twelve Learning Objectives (‘Objective’ as used by IDEA means the same as ‘Outcome’) that the course instructor can choose from, as the focus of the student’s evaluation of the learning the students achieved in the course. The course instructor chose three objectives to focus on: Learning how to find and use resources for answering questions or solving problems; Developing a clearer understanding of, and a commitment to, personal values; and Acquiring an interest in learning more by asking my own questions and seeking answers. Educational research highlighted by the IDEA Center and others show that multiple learning strategies can engage students in a wide variety of ways and provide learning opportunities for many types of learners, in order to help them reach the learning objectives chosen for the course. The different strategies that the course instructor has used are: textbook readings, posting PowerPoints outlining the course topics, short video presentations on the course topics, student-to-student and student-to-instructor discussion postings using the online course management system (D2L), live Collaborate (online, interactive voice) discussion sessions, three rounds of writing and feedback on a research paper on a specific topic, individual reviews of the course topics, and individual reviews of TED Talks. Some learning strategies have worked well, some have not, as measured by informal and formal student feedback. The paper will review the course assessment results, including student evaluation of teaching scores. 2014-10-18T08:57:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1049 https://doi.org/10.17077/aseenmw2014.1049 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26807/ http://rightsstatements.org/vocab/InC/1.0/ 1-11

oai:aseenmw:id:26764 2014-10-18T08:39:00Z

An Ethical Framework for Engineering Faculty: Motivation, Examples & Discussion An Ethical Framework for Engineering Faculty: Motivation, Examples & Discussion Bates, Rebecca A. Engineering faculty address ethics from two perspectives. The first is as required content related to the ABET outcome that engineering graduates will have an understanding of professional and ethical responsibility. The second is as practitioners who face a range of ethical dilemmas and challenges, from plagiarism to “passenger” team members to professional relationships with colleagues to responsible conduct of their own research. As faculty members and professionals, we have multiple guides, including the recently adopted ASEE Code of Ethics (http://www.asee.org/member-resources/resources/Code_of_Ethics.pdf), however, there is still a need to examine frameworks and develop skills in both practicing and teaching professional and ethical responsibility. This presentation and paper will present a framework used at multiple institutions and previously presented at the national conference by Bates & Loui (2013). The approach starts with identifying stakeholders, gathering information and considering alternative actions and consequences. These actions are then evaluated with a series of tests related to basic ethical values: Harm test: Do the benefits outweigh the harms, short term and long term? Reversibility test: Would this choice still look good if I traded places? Common practice test: What if everyone behaved in this way? Legality test: Would this choice violate a law or a policy of my employer? Colleague test: What would professional colleagues say? Wise relative test: What would my wise old aunt or uncle do? Mirror test: Would I feel proud of myself when I look into the mirror? Publicity test: How would this choice look on the front page of a newspaper? Interactive discussion will include ways this approach has been used in multidisciplinary STEM classes and ways it can be used by faculty to support reflection on their own practice. The paper and presentation will also include links to supporting resources such as NAE’s growing Online Ethics Center and the Ethics CORE (Collaborative Online Resource Environment) portal. 2014-10-18T08:39:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1054 https://doi.org/10.17077/aseenmw2014.1054 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26764/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26788 2014-10-18T08:39:00Z

Building an Engineering Honors Curriculum: Collegiate Consistency with Individual Flexibility Building an Engineering Honors Curriculum: Collegiate Consistency with Individual Flexibility Brewster, Amy Kirby, Robert Spisak, Art Yoder, Holly Blosser Recently, Honors at Iowa developed a curriculum that all student members must complete to graduate with University Honors. The curriculum has two primary components; the first is building knowledge through course work and the second is the application of knowledge through hands on learning experiences. Because, however, the engineering undergraduate curriculum is more structured and sequential in nature than the curriculum of the other undergraduate colleges, a distinct honors engineering curriculum was developed collaboratively between the College of Engineering and the University Honors Program. This engineering-specific honors curriculum maintained the key features of course work and experience-based learning valued by engineering and honors, but allowed for unique out-of-class experiences available to University of Iowa engineering students to be woven into the curriculum. The standard Honors curriculum for undergraduates at Iowa is 12 credit hours of honors coursework and 12 credit hours of experience-based learning. The 12 credits of coursework are commonly completed early in the students’ education through honors offerings of general education courses. In contrast, the experiential component is most commonly pursued by upper class students and includes opportunities such as Honors in the major, research, study abroad, internships, and a variety of types of courses such as teaching practica, service learning, and graduate courses. This standard 12/12 Honors curriculum is still available to engineering honors students, but many engineering students’ schedules are limited in flexibility, and the number of honors offerings that fit their needs is also limited. To maintain consistency in University Honors across the colleges and also accommodate the emphasis in engineering on applied learning, the College of Engineering and Honors Program agreed to reduce the required number of hours of honors coursework and increase proportionately the amount of experience-based learning in the honors curriculum. This has become known as the Engineering Alternative and highlights more out-of-class opportunities that provide discipline-specific learning. For example, engineering students can count leadership positions in engineering student organizations for honors credit because these organizations incorporate a project with faculty oversight. Engineering honors students may also deepen their knowledge and help other students by serving as tutors or by participating in other service roles in the College of Engineering. These opportunities are in addition to the standard experiential learning options of honors in the major, research, study abroad, and internships. Together, the varied options of the Honors Engineering Alternative curriculum allow students great flexibility in completing University Honors that is of equivalent depth to the 12/12 standard Honors Curriculum. The result of the collaboration between Honors and the College of Engineering is an honors curriculum that meets the general requirements of the Honors curriculum but also is flexible enough to accommodate the more structured and sequential nature of the engineering curriculum. 2014-10-18T08:39:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1043 https://doi.org/10.17077/aseenmw2014.1043 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26788/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26808 2014-10-18T08:39:00Z

Understanding Engineering Students' Perceptions and Knowledge about Sustainable Development and Sustainability Understanding Engineering Students' Perceptions and Knowledge about Sustainable Development and Sustainability Sharma, B. Steward, B. Ong, S. K. Miguez, F. E. The Sustainable Engineering and International Development course was first offered to engineering majors at the Iowa State University (ISU) in 2005. The course is focused on describing, discussing and comparing the key concepts of sustainability, sustainable development and sustainable engineering. In 2005, sustainability was not a major part of the engineering curricula and students had little to no knowledge about these concepts. Nine years later, sustainability has become an integral part of our daily lives. In this study, we wanted to understand student perceptions, knowledge, and understanding of sustainability, sustainable development and its implementation across various engineering systems. The assessment techniques used for the study were a pre-test and a survey at the start and end of the semester, respectively. Survey results indicated that students’ ranking on usefulness of the course modules varied over the years mainly due to different engineering majors of the students in the class with diverse learning styles and pre-existing knowledge. The results of the pre-test indicated that students have knowledge about basic sustainability concepts, thus the difficulty level of the pretest was low. In the near future, focus group discussions along with the survey will be conducted to better understand student perceptions on the effectiveness of the teaching methods and overall course materials. In addition, a post-test will be conducted for the questions set developed with input from experts in specific subject areas. 2014-10-18T08:39:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1048 https://doi.org/10.17077/aseenmw2014.1048 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26808/ http://rightsstatements.org/vocab/InC/1.0/ 1-9

oai:aseenmw:id:26789 2014-10-18T08:21:00Z

<em>Global Engineering</em> at the University of Iowa: Connecting Engineering Students With the World <em>Global Engineering</em> at the University of Iowa: Connecting Engineering Students With the World Smith, Zach Brewster, Amy Allen, Megan Studying abroad is a valuable opportunity often overlooked by science and engineering majors. These students often imagine that because of their strict course plan, study abroad will interfere with their graduation. Not only is this untrue, but there are many benefits to studying abroad for engineering and science majors. Consider some comments from students who have recently returned from a study abroad experience: Studying abroad helped me to understand how engineering concepts are used in a variety of contexts. Seeing the culture and worldviews of a different country pushed me to investigate how growing up in the U.S. has dictated how I see the world. My experience studying abroad was one of the most challenging things I have ever done, but it was the most rewarding and incredible few months of my life. It was a step outside my comfort zone to travel abroad by myself for the first time, but easily the best decision I have made in college. In an ever expanding global marketplace, employers are heavily weighing study abroad experience when considering applicants. Study abroad shows initiative, independence, and self-motivation. Also, the international experience is extremely valuable, as many companies and organizations are expanding overseas. Some employers even prefer study abroad experience to an internship of co-op. Study abroad looks very impressive on a resume, especially to the top employers and recruiters of UI College of Engineering graduates, 70 percent of whom have offices and locations overseas. The UI College of Engineering is committed to the promotion and support of global learning opportunities for students, and has recently partnered with the UI office for International Programs to explore how to increase the number of students who participate in learning abroad experiences. This session will highlight the Global Engineering initiative, a collaborative effort involving UI International Programs as well as staff and faculty from the UI College of Engineering. It is this collaboration that led to a movement away from a “one-size-fits-all” approach to a more tailored menu of global offerings and information to meet the needs of engineering students in each of our six majors, with an eye towards quality, accessibility, and affordability. We will outline our approach, including: relationship building efforts, collection and analysis of benchmarking information, strengthening of infrastructure, and promotion efforts. We will also highlight current initiatives and share future goals. 2014-10-18T08:21:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1042 https://doi.org/10.17077/aseenmw2014.1042 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26789/ http://rightsstatements.org/vocab/InC/1.0/ 1-12

oai:aseenmw:id:26810 2014-10-18T08:21:00Z

Hybrid Teaching vs. Traditional Teaching in Computer Engineering Courses: What works and What does not work? Hybrid Teaching vs. Traditional Teaching in Computer Engineering Courses: What works and What does not work? Peng, Andy S. Nelson, Robert Liu, Cheng LIn, Jai-Ling Meredith, Lynn M. This study compares student learning outcomes from two instructional approaches: hybrid vs. traditional teaching method. The study applies a previously developed framework in order to assess the learned curriculum for the same upper division computer engineering course. It also analyzes how it is aligned with the intended curriculum. The same undergraduate computer engineering course was taught by two different instructors during two different semesters. Both instructors have extensive technical background and many years of practical engineering experiences in the related field. Both classes used an identical textbook, delivered similar set of course topics, had similar lab setup, required homework assignments as well as a semester-long team project. The key difference is the use of online lectures. Based on students’ responses to series of surveys and the result of final grades, this study compares their development in content knowledge and cognitive abilities to determine the effectiveness of the instructional approach. The study provides an interest in finding ways to truly utilize technology for improving student learning, particularly their development of cognitive abilities. The study also seeks the impact of the technology on lecturing styles and in-classroom dynamics. Furthermore, this study will help gain insights into instructional approaches concerning teaching and learning along the technological dimension. 2014-10-18T08:21:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1047 https://doi.org/10.17077/aseenmw2014.1047 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26810/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26766 2014-10-18T08:21:00Z

Peace and Conflict: Engineering Responsibilities and Opportunities Peace and Conflict: Engineering Responsibilities and Opportunities Muscat, Robert J. In many conflicts, the consequences of engineering projects are among the problems at issue, and engineers are unavoidably parties to the problems. Engineers need to raise their awareness of the potential effects of their projects, especially in situations of serious social and political contention, and to explore alternative designs or engineering solutions, and methods of implementation, that may ameliorate rather than exacerbate tensions. Engineers will also need to dialogue effectively with the many stakeholders affected if these projects are to be politically viable and achieve their technical purposes. The paper draws on several case studies of engineering projects in conflict situations, especially in developing countries. The article offers a check list of factors to take into account when designing and locating power, irrigation, mining, transport, and other types of engineering projects, in areas of conflict or potential conflict. The focus of the paper is primarily, but not entirely, on social conflict. 2014-10-18T08:21:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1053 https://doi.org/10.17077/aseenmw2014.1053 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26766/ http://rightsstatements.org/vocab/InC/1.0/ 1-5

oai:aseenmw:id:26809 2014-10-18T08:03:00Z

Evaluation of Hybrid Course Implementation in Construction Engineering Evaluation of Hybrid Course Implementation in Construction Engineering Ilgu, Aliye Karabulut Jahren, Charles Engineering educators call for a widespread implementation of hybrid instruction to respond to rapidly changing demands of 21st Century1. In response to this call, a junior-level course in the Construction Engineering department entitled Construction Equipment and Heavy Construction Methods was converted into a hybrid instruction model. The overarching goal in the hybrid course development was to take the content that can be engaged outside the class to an online platform so that class time can be used more efficiently for authentic, realistic, open-ended problems and homework assignments. This study reports the design, development and evaluation of this hybrid course and provides practical implications for hybrid course development. 2014-10-18T08:03:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1046 https://doi.org/10.17077/aseenmw2014.1046 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26809/ http://rightsstatements.org/vocab/InC/1.0/ 1-10

oai:aseenmw:id:26791 2014-10-18T08:03:00Z

Multidisciplinary Approaches: A Management Core for Applied Managment and Decision Science Multidisciplinary Approaches: A Management Core for Applied Managment and Decision Science Hall, Teresa J.K. Garry, Byron G. Steinlicht, Carrie L. The new management core curriculum was launched at South Dakota State University in 2012 designed for programs at the institution affiliated with decision sciences, applied management and economics. A task force of business and industry leaders working with faculty developed a set of key competencies for graduates from management-related programs. Based on those competencies, an ad hoc group of multidisciplinary faculty in the Colleges of Engineering, Agriculture and Biological Sciences, Education and Human Sciences, and Arts and Sciences designated a four-course sequence named the Management Core to address key elements of the competencies. The undergraduate Operations Management program, housed in the College of Engineering, is preparing for accreditation under ABET – Applied Sciences Accreditation Commission (ASAC) and has adopted the management core. The competencies developed by the external task force are reflected in the program educational outcomes. Department faculty accomplishes data collection on student outcomes and continuous improvement. Our challenge has been in working with departments in other colleges to design and execute an assessment plan for the courses in the Core that will meet divergent accreditation requirements. Philosophical differences on assessment, concerns about additional work to collect and organize outcome data, and faculty governance have been points of departure. To address these issues, a multidisciplinary Division of Economics and Management was formed which includes a Faculty Advisory Committee empowered to develop a framework for cross-disciplinary collaboration in course delivery and assessment. In recent weeks, engineering faculty have conducted workshops on outcome assessment and continuous improvement based on the ABET model for faculty in other colleges. This has produced better understanding of the assessment process and the value in well-designed outcome measures. This paper provides insight on the challenges and rewards of multidisciplinary curriculum development framed against ABET-ASAC accreditation requirements. 2014-10-18T08:03:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1041 https://doi.org/10.17077/aseenmw2014.1041 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26791/ http://rightsstatements.org/vocab/InC/1.0/ 1-5

oai:aseenmw:id:26765 2014-10-18T08:03:00Z

Teaching Ethics in a "What's in It for Me?" World Teaching Ethics in a "What's in It for Me?" World Jinkins, Patricia Rummel Clough, Jill Increasingly, students have trouble in determining what is and is not ethical for personal or professional behavior. However, public safety and corporate competence depend on this distinction. Even substituting substandard materials to meet deadlines or operating outside their area of expertise cause no qualms for many engineering student. Extrinsic incentive or punishment is ineffective so the change must come from intrinsic motivational factors. While some programs have the luxury of an entire semester-length required course in ethics, others must attempt to include these critical concepts within the content of an already crowded curriculum. The author describes an approach used within the context of a technical / engineering management course to discuss some basic, representative ethical theories which provide a background for discussion. Without basic theoretical knowledge, case study fails to make an impression beyond arguing that unethical actions represent victimless crimes and supports the prevailing attitude that if no one I know is hurt, then it’s a good decision. The authors present a summary of the ethical theories used in the class, some activities, cases and questions that are included in the course module to emphasize the concepts and to drive home the point that “professional” behavior goes beyond networking to get the next promotion. 2014-10-18T08:03:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1052 https://doi.org/10.17077/aseenmw2014.1052 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26765/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26763 2014-10-18T07:45:00Z

Ethical Aerobics: Preparing Engineers for the Global Workplace Ethical Aerobics: Preparing Engineers for the Global Workplace Coffel, Scott Inadequate ethical conditioning can undermine the credibility of individuals and institutions. Fortunately, the professional staff of the Hanson Center for Technical Communication have devised a series of innovative workouts for the ethically winded. These workouts, consisting of writing–intensive exercises integrated into department-level and core curriculum courses at The University of Iowa’s College of Engineering, challenge students to revitalize lazy arguments, pursue accuracy to the point of exhaustion, and recognize that there are few (if any) merely technical decisions. In addition, we encourage students to visit the Hanson Center for one-on-one sessions with our peer consultants: fellow students who serve as role models for tackling the rhetorical challenges of engineering. Although the regimen of activities at the Hanson Center defies simple categorization, the Center’s ethic of “no pain, no gain” means simply that there are no short cuts to good writing or public speaking, and that the process of drafting, obtaining feedback, and revising is part of an overall exercise in ethical behavior that enables engineers to balance their responsibility to themselves, their profession, and the world. 2014-10-18T07:45:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1051 https://doi.org/10.17077/aseenmw2014.1051 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26763/ http://rightsstatements.org/vocab/InC/1.0/ 1-4

oai:aseenmw:id:26790 2014-10-18T07:45:00Z

Success Strategies for Engaging Community Colleges and Universities in Transfer Partnership Success Strategies for Engaging Community Colleges and Universities in Transfer Partnership Laugerman, Marcia Rover, Diane Mickelson, Steve Shelley, Mack Hensen, Kari In order to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM), the National Science Foundation (NSF) established the Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP). The Student Enrollment and Engagement through Connections (SEEC) project is a collaboration between Iowa State University (ISU) and Des Moines Area Community College (DMACC) funded by a STEP grant to increase the number of students graduating with a bachelor's degree in engineering at ISU and the number of students in pre-engineering study at DMACC. In this paper, we present the SEEC project goals, conceptual framework, specific project results, and best practices which identify key messages for others developing STEM partnerships. Of the many successful SEEC practices, this paper will focus on four which are foundational to success of CC transfers to engineering. These are: 1) collaboration between institutions, 2) creation of an engineering orientation course at the CC, 3) development of an engineering admissions partnership program, offered by the university for CC students, and 4) data collection and analysis for informed decision making. Program strategies include engaging community college (CC) transfer students while still at the CC, messaging for academic advisors, faculty, and students based upon CC student success data, and the sharing of results of several data briefs which summarize relevant results of a research study on student success. In addition to providing data analysis, the results determine distinctive strategies to increase the success of CC transfers in engineering. Highlights include the creation of a transfer-friendly environment, a community of practice through partnerships, greater awareness about engineering and engineering careers, student-faculty interaction related to educating and training the engineer of 2020, and new datasets for research and evaluation. The SEEC project was informed in part by research from the National Academy of Engineering (NAE) Changing the Conversation report (2008)1, which reports results of a research-based effort to develop and test new, more effective messages about engineering. The overall conclusion of the report is that the public image of engineering and engineers must appeal to the optimism and aspirations of students and must be all-inclusive. In the past, the image of engineers has been focused mostly on white males and messages have emphasized the preparation, especially in math and science, necessary for engineering careers. Recently, a NAE report, Messaging for Engineering: From Research to Action (2013)2 supports these efforts by the engineering community to communicate more effectively about the profession and those who practice it. It concluded that to interest young people from all backgrounds, the new messages must cast engineering as inherently creative and concerned with human welfare, as well as emotionally satisfying, thereby appealing to their desire to find hands-on solutions to problems that can make a difference in the world and improve people’s lives. 2014-10-18T07:45:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1040 https://doi.org/10.17077/aseenmw2014.1040 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26790/ http://rightsstatements.org/vocab/InC/1.0/ 1-14

oai:aseenmw:id:26805 2014-10-18T07:45:00Z

The Effects on Instructor Workload of Implementing Active Teaching Methods to Improve Student Enthusiasm and Performance The Effects on Instructor Workload of Implementing Active Teaching Methods to Improve Student Enthusiasm and Performance Mettler, Cory Ziegler, Nathan There is an abundance of data that suggest that implementing active teaching methods in the classroom produces a deeper, longer lasting understanding and increased enjoyment of course material. However, most engineering educators do not employ these techniques. This paper addresses three of the most common concerns these educators have: 1. “I don’t have enough time,” 2. “It is difficult to employ active teaching techniques with my course material,” and 3. “I won’t be able to cover all my material if I allow time for the activities in class.” . Active teaching was employed in two courses in order to improve student enthusiasm for course material and increase understanding of that material. In each course, specific topics were taught using active teaching methods, while others were taught using traditional teaching methods. The active teaching methods employed were simple methods that were uncomplicated to prepare, often requiring less than five minutes of preparation per lecture. The effectiveness of these teaching methods was compared in three ways. First, students’ non-verbal responses to the teaching methods were observed by an independent researcher trained in direct nonparticipation data collection. Both active and traditional lectures were observed using a modified rubric based on Ekman and Friesen’s facial measurement system, which systematized and validated the observations. Second, students’ test scores on topics taught by active teaching methods were compared to scores on topics taught by traditional methods. Third, students were surveyed on their perspective of the effectiveness of the active teaching methods. This data was compared to the time required to prepare these lectures and the amount of material covered. Results show that, without fail, students were more engaged and scored higher on topics covered using simple active teaching methods as opposed to traditional lectures. Students’ participation levels significantly increased during all aspects of lectures that included active teaching methods, including short periods of traditional lecture that followed the activity. Student surveys suggest that, although students’ perception of active teaching methods was mixed to start the semester, the acceptance of these methods by the end of the semester had increased to 100% and many students desired more active opportunities. The amount of material covered in both classes increased from the previous course offering. 2014-10-18T07:45:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1045 https://doi.org/10.17077/aseenmw2014.1045 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26805/ http://rightsstatements.org/vocab/InC/1.0/ 1-15

oai:aseenmw:id:26779 2014-10-18T07:12:00Z

A Study of the Impact of <em>Project Lead the Way</em> on Achievement Outcomes in Iowa A Study of the Impact of <em>Project Lead the Way</em> on Achievement Outcomes in Iowa Rethwisch, David Iowa has implemented the secondary engineering curriculum Project Lead The Way (PLTW) in an effort to create a more seamless transition for students from secondary school into science, technology, engineering, and mathematics post-secondary programs. PLTW has been implemented in all fifty states; however, there has been sparse research to-date that has rigorously measured the impact of PLTW on mathematics and science achievement. We used Iowa’s statewide longitudinal data system to follow multiple cohorts of PLTW participants and nonparticipants from 8th grade into secondary education. We derived a comparable treatment and control group by matching students based on their propensity to enter PLTW, permitting a stronger interpretation of the program’s impact than prior studies. The findings indicate PLTW participants are more likely to be white, male, and perform in the upper quartile in mathematics and science prior to PLTW enrollment. Further, we found statistically significant evidence that PLTW increases mathematics or science scores on the Iowa Test of Educational Development by 5 points after controlling for selection bias. The 5 point increase in mathematics score corresponds to roughly a half of a grade level. The effect size (f2) for mathematics was 0.15 and 0.05 for science—a moderate and small effect size, respectively. Further studies will also need to properly account for pre-existing ability in mathematics and science when determining achievement outcomes to ensure results are not being driven by pre-existing ability. This study has implications for researchers, practitioners, and policy makers regarding the comprehensive evaluation design and the critical role that PLTW can play to increase the participation, both generally and within non-traditional groups, in postsecondary STEM education in the U.S. 2014-10-18T07:12:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1033 https://doi.org/10.17077/aseenmw2014.1033 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26779/ http://rightsstatements.org/vocab/InC/1.0/ 1-18

oai:aseenmw:id:26780 2014-10-18T06:54:00Z

Engineering the Future: A Workshop for High School Teachers Engineering the Future: A Workshop for High School Teachers Burckhard, Suzette R. Vondruska, Judy Emo, Kenneth Gent, Stephen Cortus, Erin Hay, Christopher Gutzmer, Zach The framework guiding the development of Next Generation Science Standards (NGSS) identifies eight science and engineering principles essential for all students to learn. The Engineering the Future workshop, offered by South Dakota State University (SDSU) in the summer of 2012, focused on helping teachers better understand those principles and how to employ them effectively in their classrooms. Each day of the week-long workshop, teachers participated in a variety of engineering-related activities, accessed low and high-end instrumentation, took tours of engineering-related facilities in the region, and developed lesson plans to incorporate what they learned into their science classrooms. We used pre- and postworkshop surveys to assess the participants’ understanding and attitudes regarding science and engineering. Results of the survey showed participants had a narrow view of engineering prior to the workshop but by the end of the workshop, they were more aware of the nature of engineering, the various types of engineering, and they better understood how they could incorporate engineering principles into their current curriculum. 2014-10-18T06:54:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1032 https://doi.org/10.17077/aseenmw2014.1032 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26780/ http://rightsstatements.org/vocab/InC/1.0/ 1-12

oai:aseenmw:id:26782 2014-10-18T06:36:00Z

Evolution of a Bridge Builder Outreach Activity Evolution of a Bridge Builder Outreach Activity Burckhard, Suzette R. Gutzmer, Zach Many engineering outreach programs use building a bridge as a hands-on activity for multiple grade levels and audiences. South Dakota State University has used a bridge building activity, with slight modifications for grade level and time allowed, for over 10 years in outreach at schools and campus workshops. In recent years, it has been noted that the same level of students attending these outreach events are either performing the same or a similar activity at their school or another event outside of our outreach program which has adversely affected using this activity to stimulate interest in engineering. In the last two years, modifications have been made to create a bridge builder challenge that incorporates measurement, experimentation, simulation, design, and redesign for middle and high school students. Incorporation of design standards and performance as well as economic efficiency has been the key to linking science principles to engineering principles. Details of the activity and its implementation are discussed. 2014-10-18T06:36:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1031 https://doi.org/10.17077/aseenmw2014.1031 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26782/ http://rightsstatements.org/vocab/InC/1.0/ 1-8

oai:aseenmw:id:26769 2014-10-18T06:36:00Z

Standards, Standards, Where might you be? Standards, Standards, Where might you be? Kozak, Kari A Getting access to standards can prove to be a tricky and expensive endeavor. The Lichtenberger Engineering Library at the University of Iowa has been working to try and simplify the process in order to provide a greater depth of available standards for free to students, faculty, and staff. Finding and accessing standards can be a complex task since there are hundreds of agencies or organizations that produce standards, with each one having their own set of rules and regulations on how they can be viewed and distributed. There is unfortunately no one place that lists all existing standards. A student often needs to search multiple databases or indexes to fully see what is available in their area of study. Once they find the standards they are looking for, it is time to actually find access to the full text. Standards often cannot be requested through loans from other libraries due to copyright restrictions, which makes the process all that more complicated. They also are not regularly listed in library catalogs since they are so hard to catalog and change frequently. Over the last couple of years, the Library has worked to provide electronic access to as many standards as possible, and to educate the students about the availability of standards in the library. The Library has access to an online database called TechStreet that provides access to standards by 48 different publishers and has searchable abstracts for others. It is still not all inclusive, but it is getting better. There is also electronic access to over half a dozen individual agencies or organizations standards through separate subscriptions. For those standards that are not part of any electronic packages, the library orders them in print to be housed in the Library. To help with the complexity of searching and accessing these standards, the librarian visits various classes each semester to give an overview of what standards are, as well as providing instruction on gaining access to individual standards. These sessions, along with projects assigned in the courses, help students gain an understanding of the importance of standards in industry today. 2014-10-18T06:36:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1039 https://doi.org/10.17077/aseenmw2014.1039 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26769/ http://rightsstatements.org/vocab/InC/1.0/ 1-8

oai:aseenmw:id:26785 2014-10-18T06:36:00Z

Thoughts About Meeting the ABET Safety Requirements For Chemical Engineering Programs Thoughts About Meeting the ABET Safety Requirements For Chemical Engineering Programs Murhammer, David W. Safety was first listed as a criterion for Chemical Engineering programs for the 2012-13 ABET accreditation cycle. In order to address this criterion, chemical engineering departments have been developing methods to incorporate safety into their program. The University of Iowa satisfies this criterion through a required junior-level chemical process safety course that was first offered during the Spring 1996 semester. A major laboratory component was added to this course in 1998 to provide students with numerous hands on experiences. While a dedicated chemical process safety course is the most straightforward method of addressing this ABET criterion, the criterion can also be addressed by incorporating safety into existing courses. 2014-10-18T06:36:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1036 https://doi.org/10.17077/aseenmw2014.1036 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26785/ http://rightsstatements.org/vocab/InC/1.0/ 1-5

oai:aseenmw:id:26768 2014-10-18T06:18:00Z

Entrepreneurship Education: Engineering a Pracademic Approach Entrepreneurship Education: Engineering a Pracademic Approach Wilson, M. D. Holloway, Eric Gandhi, S. Jimmy Innovation and entrepreneurship are becoming increasingly important as we rely on economies to create jobs around the globe. And yet, considering the myriad and dynamic business environments of the 21st century and ever increasing consumer power, the risk of entrepreneurial activity has increased considerably. Consequently, we need to educate engineers in an innovative manner and fundamentally change the teaching methods, curriculum, and research in entrepreneurship education. Applying the scholarship of teaching and learning (SoTL) to entrepreneurship with similar rigor can increase the odds of being successful engineering entrepreneurs. Still, faculty and administrators of engineering programs are hesitant to introduce courses into an engineering curriculum outside of engineering fundaments. The paradox, however, is that non-core engineering courses including leadership and engineering management can help students develop highly desired attributes that contribute to career and industry success. In this paper, the authors look at current trends in entrepreneurship education and will propose a potential new approach to innovation and entrepreneurship education for engineers in the 21st century. This approach will focus on pracademic (practical / professional and academic) learning concepts that are both engaging and worthwhile for student-centered learning. Supplementary pedagogical approaches are necessary to augment classroom learning for aligning active-learning topics within innovative course frameworks. This new approach will focus on four topics: innovation in teaching methods, introducing leadership education into the entrepreneurship curriculum, quality within systems engineering management, and using rigorous research to drive transformational change in entrepreneurship education. The pracademic approach will be taught as a workshop series or as courses in the entrepreneurship domain and will be presented as part of this paper where methods, leadership, quality, and rigorous research are the central tenets the authors propose for serious and thrivable consideration. 2014-10-18T06:18:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1038 https://doi.org/10.17077/aseenmw2014.1038 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26768/ http://rightsstatements.org/vocab/InC/1.0/ 1-12

oai:aseenmw:id:26781 2014-10-18T06:18:00Z

Incorporating Engineering in High School FACS and Chemistry Class Incorporating Engineering in High School FACS and Chemistry Class Boyd, Bonnie Thomas, AnnMarie Zierden, Alex This paper presents the preliminary development of engineering units for a year-long high school Food Science and Chemistry course. While the course is not intended as an engineering course, we explored ways that students could be introduced to the engineering design process, and other engineering concepts, as a way to motivate interdisciplinary thinking and inspire future exploration. As this project is in its early stages, we will present three potential units that incorporate engineering while meeting Next Generation Science Standards and Minnesota State Science Standards related to this course. 2014-10-18T06:18:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1030 https://doi.org/10.17077/aseenmw2014.1030 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26781/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26784 2014-10-18T06:18:00Z

"Paperless Grading" of Handwritten Homework: Electronic Process and Assessment "Paperless Grading" of Handwritten Homework: Electronic Process and Assessment Schneider, Susan C. The typical engineering homework assignment may involve sketches, formulas with special symbols, as well as calculation steps. The most time efficient way for students to do this work is by hand, on paper. In terms of grading such assignments, it is faster and easier for instructors to handwrite comments than to add typewritten comments via text box, sticky note, etc. The computer and printing technologies available to instructors and students have progressed to the point where the use of electronic submission and grading for assigned work is viable, both in terms of ease of use and the benefits accrued – even for handwritten assignments. The goal for this project is to implement and assess a “paperless grading” process for handwritten homework assignments which allows for both electronic submission and return of the assignments. This process also allows the grader to “mark-up” the papers with handwritten comments. In spring 2013, the 33 students in the “Engineering Systems” class participated in a semester long trial of a paperless grading process for their homework assignments. An iPad was used as the homework grading platform coupled with the university’s course management system. At the end of the semester, the students completed a survey with questions which asked them to compare the paperless process with the process associated with the more traditional homework submission and grading process as well as their opinions on possible benefits or disadvantages of the paperless process. Also included were questions asking for their suggestions for improvements on the paperless process. Student feedback from this first trial was used to make some enhancements to the paperless process which was repeated in the spring 2014 offering of the class with 60 students who then completed the same survey used in 2013. This study shows that the penultimate “hold out” of going paperless – handwritten homework – can be accomplished with the hybrid process to be described in this paper. All participants in both semesters – students, graders, and instructor – concur that paperless grading is the way to go. In this paper, a more detailed description of the paperless grading process for handwritten homework will be presented. In addition, the quantitative results of the project evaluation for both semesters will be discussed as well as suggestions for future improvements in the process. 2014-10-18T06:18:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1035 https://doi.org/10.17077/aseenmw2014.1035 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26784/ http://rightsstatements.org/vocab/InC/1.0/ 1-8

oai:aseenmw:id:26767 2014-10-18T06:00:00Z

An Innovation Management Class in a Polytechnic Environment An Innovation Management Class in a Polytechnic Environment Lacksonen, Thomas A. Innovation is a central driver of our country’s economic prosperity. Industry sees innovation as the key to sustainable growth. Building on these ideas, a motto of the University of Wisconsin-Stout is “Inspiring Innovation.” To support innovation on campus at UW-Stout, a one credit, on-line, self-paced course has been developed to teach innovation management basics to a wide variety of students. The only prerequisite is that the student comes to the course with a product idea, either from a class project or from extra-curricular ideas. In the course, students will learn intellectual property, market assessment, prototype development, and basic business plans. The class assignments relate these four topics to their product idea. As part of the polytechnic focus of the university, students come from a wide variety of majors, including Engineering, Technology, Business, and Art and Design. Faculty and lab support from all of these areas are also available in all these disciplines. One end result of the course is for students to decide to stop their product because in some way it is not commercially viable. This is not seen as a failure, but as a first-time learning experience. If a student wishes to pursue commercialization, one route is continued development at Stout through a variety of other class projects. Another route is direct commercialization to a manufacturer. Finally, continued development of larger and more innovative products could be supported through Manufacturing Extension Partners, the state of Wisconsin or other new business support organizations. Future work is to expand and refine the routes forward by piloting the linkages with other classes and outside agencies. Successful products will be promoted to help grow the course enrollment. 2014-10-18T06:00:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1037 https://doi.org/10.17077/aseenmw2014.1037 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26767/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26783 2014-10-18T06:00:00Z

Development of a Case Study Problem in Engineering Economics Based on a Telephone Replacement Undertaking at UW-Platteville Development of a Case Study Problem in Engineering Economics Based on a Telephone Replacement Undertaking at UW-Platteville Roy, Bidhan C. Roberts, Matthew Riedl-Farrey, Cathy Bies, Gregory R. General Engineering 2820 (GE 2820) is a course offered to all undergraduate students at the College of Engineering, Mathematics, and Science (EMS), University of Wisconsin –Platteville. A constant exercise for the instructors in this course is to update the course material with interesting case study problems which are then solved by students as an assignment. In recent days, the University of Wisconsin –Platteville, is contemplating replacement of its current Voice over IP (VoIP) phone service (catered by the local utility company “Century Link”) with a “Unified Communications” service. Current services cost the university $18,900 per month. With the new system being contemplated and the since the university has necessary infrastructure in place, the cost for the university is estimated to be approximately $7000 per month. Therefore, a breakeven analysis was undertaken for studying the economic feasibility of this undertaking by the students in this course. Part of this case study involved – defining the problem correctly, processing the interest rate data so as to calculate an appropriate effective annual rate, processing the financial data related to the phone services, and finally performing a breakeven study using the annual worth computation. Based on student performances, such case study problems have benefited the students in understanding the concepts of time value of money and various method of analysis in engineering economy. 2014-10-18T06:00:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1034 https://doi.org/10.17077/aseenmw2014.1034 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26783/ http://rightsstatements.org/vocab/InC/1.0/ 1-5

oai:aseenmw:id:26778 2014-10-18T06:00:00Z

Stories to Inspire Very Young Engineers: Can Robots Burp? Stories to Inspire Very Young Engineers: Can Robots Burp? Lague, Allison Thomas, AnnMarie McCartan, Stephanie The importance of reading to preschool and kindergarten aged children has been well documented. This paper presents in-progress work developing a methodology for assessing the engineering and STEM content in books intended for this age group. Of particular interest is whether the STEM content is portrayed accurately. We present a sample investigation and rubric, focusing on robots. 2014-10-18T06:00:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1029 https://doi.org/10.17077/aseenmw2014.1029 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26778/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26793 2014-10-18T03:57:00Z

A Learning Community: Teaching Technical Writing in the Chemical Engineering Unit Operations Laboratory A Learning Community: Teaching Technical Writing in the Chemical Engineering Unit Operations Laboratory Loveland, Stephanie D. McGough, Sheryl D. A new approach to teaching technical writing skills to chemical engineering undergraduate students has been implemented by the authors. These students are required to take two laboratory courses, and in these courses they are required to complete reports in several different formats, including both written reports and oral presentations. In addition, the students are required to take a technical writing course offered by the English department. By linking the first laboratory course with the technical writing course in a learning community, the students have realized many benefits. First, there is consistent instruction provided on how to write technical reports, which are tailored to the chemical engineering profession. Second, a peer mentor is provided. This person has already completed both of the classes associated with the learning community, and provides additional help and instruction outside of class times. Third, there are some "linked" assignments – where a single report is submitted in both courses at the same time and is evaluated by both the lab staff and the English instructor. This allows for feedback from multiple readers and allows students to better understand how to write for a broad audience. Finally, a final design project proposal is assigned and evaluated jointly by both of the instructors during an oral presentation. The score earned by each group for this proposal is consistent in both of the classes, further reinforcing the idea that technical writing is a part of chemical engineering, not a separate subject. This paper will introduce the structure of the learning community linking the laboratory and technical writing courses, and discuss the results seen in student assessments and evaluations since it was first introduced. This discussion will include suggestions for implementing similar learning communities in other engineering disciplines. 2014-10-18T03:57:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1028 https://doi.org/10.17077/aseenmw2014.1028 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26793/ http://rightsstatements.org/vocab/InC/1.0/ 1-9

oai:aseenmw:id:26786 2014-10-18T03:57:00Z

Developing a "High-Impact" Industry Advisory Board Developing a "High-Impact" Industry Advisory Board McIntyre, Charles Fox, Patricia Virtually all academic programs in any accredited discipline are required to have an Industry Advisory Board (IAB). It must be noted that the term “IAB” is generic in nature and refers to any Industry Advisory Board, Committee, Council, or otherwise named advisory group. The sole purpose of any IAB is to add value to their associated academic program. An IAB has no legislative, administrative, or programmatic authority. The role of an IAB is advisory, exclusively. IAB members are volunteers who work cooperatively with the academic program and administration in an effort to share their expert knowledge of career-related tasks and professional competency requirements within the academic discipline. However, not all IAB’s operates at a high-level of effectiveness or efficiency. In general, a “High-Impact” IAB has the required organizational structure to effectively develop and deliver their “best practices” with associated quality systems for the benefit of the academic program and the IAB. In order to clearly define and quantify IAB organizational structure and operating procedures, the IAB Growth Management Model (GMM) has been developed which is based on fundamental management and organizational theories and leadership/management models. The basic hypotheses of the IAB GMM state that: 1.) IAB Outcomes are a function of IAB Managerial Proficiency, 2.) IAB Outcomes are defined as the number and quality of “best practices” conducted by an IAB, 3.) Managerial Proficiency represents the IAB Organizational Structure and Staffing, the IAB Planning Systems, and the IAB Quality Systems; and 4.) an increase in IAB Outcomes or quality of IAB Outcomes necessitates an increase in IAB Managerial Proficiency. The contents of this paper are dedicated to a critical examination and evaluation of IAB Managerial Proficiency. Suggestions, guidelines, strategies, procedures and recommendations concerning IAB Organizational Structure and Staffing, IAB Planning Systems, and IAB Quality Systems are also presented. The ultimate goal of this paper is to provide a means by which an IAB can achieve meaningful results to greatly improve their overall performance. 2014-10-18T03:57:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1023 https://doi.org/10.17077/aseenmw2014.1023 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26786/ http://rightsstatements.org/vocab/InC/1.0/ 1-16

oai:aseenmw:id:26812 2014-10-18T03:57:00Z

Engineering Exploration Module for Rising 7th and 9th Grade Girls Engineering Exploration Module for Rising 7th and 9th Grade Girls Van Sloun, Frances Yang, Yaia Besser, Deborah Students' out-of-school entertainment choices skews the in-class learners preferences for engaging, exciting, entertaining hands-on activities away from the traditional lecture heavy students-in-a-row style classrooms. Today's learning style preferences coupled with low percentage of engineering degrees awarded to women at 18.4 %1, influenced one summer programs attempt to engage young women in engineering. This paper outlines a module used to engage rising 7th and 9th grade girls in their exploration of engineering as a career. In this interactive module, girls learn about female engineering case studies/role models, historic female engineers, engineering practices, engineering careers, types of engineering and what engineering students do, all through acting or engaging activities. The goal of the module is to engage the imagination of young women as they visualize themselves in possible engineering careers. 2014-10-18T03:57:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1018 https://doi.org/10.17077/aseenmw2014.1018 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26812/ http://rightsstatements.org/vocab/InC/1.0/ 1-5

oai:aseenmw:id:26813 2014-10-18T03:39:00Z

Creative Circuits with Deaf Students Creative Circuits with Deaf Students Kasper, Brynn Koller, Emma Gunderson, Brett Thomas, AnnMarie This paper presents an outreach program, designed and delivered by undergraduate engineering students, to introduce deaf middle and high school students to engineering through creative circuits. Over the course of four weekly two-hour long Creative Circuits workshops, students aged 10 to 14 years old worked on projects exploring basic circuitry and programing concepts. Instruction was given through American Sign Language and written communication. E-textiles, Squishy Circuits, Scratch, and MaKey MaKey were used. We will present the content of these workshops, reflections by the undergraduate students on the experience of leading these workshops, and suggestions for running similar programs 2014-10-18T03:39:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1017 https://doi.org/10.17077/aseenmw2014.1017 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26813/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26794 2014-10-18T03:39:00Z

Development of Department Writing Guide for Civil Engineering Development of Department Writing Guide for Civil Engineering Christiansen, Mary U. Dave, Eshan Hanson, Adrian T. Jenson, Jill D. Ojard, Sara Saftner, David A. Teasley, Rebecca This paper describes the development of a writing guide for a civil engineering department. Motivation for developing a writing guide came from several sources. Freshmen enrolled in an introduction to civil engineering course turned in writing assignments demonstrating a need for improvement. The introductory course is frequently taken concurrently with a required freshman level writing class and well before a required discipline specific advanced writing class, so this was generally expected. Continued issues in junior and senior level classes, however, have clarified the need for additional program focus on written communication. Students have continually expressed frustration at having to adapt to varying lab report expectations from different faculty members and, most importantly, capstone design reports have demonstrated that student writing is not at industry expectations. The writing guide was a collaborative effort between civil engineering faculty and writing studies faculty. The initial phase focused on defining the content of the writing guide: reports (lab, project, etc.), memos, homework submittals, figures, tables, equations, professional e-mails, and references. The second phase was to develop an outline for the rubrics; the goal was for the rubrics to be general enough to be adapted by each faculty member for a given assignment, but still provide students with a consistent outline to assess their writing prior to submitting it for grade. Finally, in the third phase, the level of detail in the writing guide was discussed. In order to be useful, the writing guide was made specific enough for the students to use it to successfully complete writing assignments but general enough to allow individual faculty to adapt assignments toward the specific outcomes in each course. Above all else, the main goal of the writing guide is to prepare students for real world written communication. Therefore, it must not leave students with the impression that there is a template that can be applied regardless of audience. These concerns were considered during the development of the writing guide and will be part of in-class writing instruction within both civil engineering and writing courses. Written work will be assessed using both university and ABET assessment processes. Example work collected as part of the ABET process from the Fall 2012 semester will be retroactively assessed using the newly developed rubrics. In addition, Fall 2014 work will be assessed as it is submitted. Spring 2015 work will represent the first semester using the department writing guide. Pre-writing guide assessments will be compared to assessments of writing after the department guide is introduced. By comparing work over the next several years, senior year writing submittals will be used to determine if a greater level of competency was achieved by students exposed to the writing guide for their entire undergraduate experience as compared to students who received the writing guide late in their undergraduate career. 2014-10-18T03:39:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1027 https://doi.org/10.17077/aseenmw2014.1027 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26794/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26775 2014-10-18T03:39:00Z

Flipping the College Classroom by Reflective Practice Flipping the College Classroom by Reflective Practice Scheffler, John An innovation in the college classroom can be as simple as flipping the room. Can college students tell the professor what to lecture on in class? The flipped college classroom can help to motivated and to engage students to improve in reading, and to build prior knowledge. The flipped classroom begins with students reflecting on their reading assignments by summarizing what they comprehended and what information is still unclear to them before class. The information helps the professor to fine tune lecture and classroom activities by focusing on the muddiest point’s students have in their reading assignments. Flipping the classroom can encourage students to be more independent and self-directive in their learning. Success of the flipped classroom can be measured by quiz scores based on reading assignments. When students have a flipped classroom reflection assignment from the reading their quiz scores are higher than without the reflection assignment. Also, the lecture and classroom is more engaging with the flipped classroom assignment because students are taking on more ownership of terminology from the reading material. 2014-10-18T03:39:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1022 https://doi.org/10.17077/aseenmw2014.1022 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26775/ http://rightsstatements.org/vocab/InC/1.0/ 1-4

oai:aseenmw:id:26815 2014-10-18T03:21:00Z

Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective Building Trust, Experiential Learning, and the Importance of Sovereignty: Capacity Building in Pre-Engineering Education - a Tribal College Perspective Tinant, Charles Jason Kant, Joanita M. LaGarry, Hannan E. Sanovia, James J. Burckhard, Suzette R. At tribal colleges and mainstream universities, program success is often identified solely with matriculation and graduation rates. However, particularly for new STEM programs, capacity building is another key measure of success. In this paper, three of the co-authors, who are faculty members at a tribally-controlled college and participants in a multi-year collaborative pre-engineering education initiative between a tribal college and two mainstream universities, provide their perspectives on capacity building in summer camp activities within the alliance. The three each wrote essays reflecting on capacity building, guided by pre-determined questions written by the fourth author. Through qualitative analysis, we present common themes, divergent opinions, and quotations extracted from the essays from their unique perspective as faculty at a tribally-controlled college. We emphasize impacts among the partnering schools, faculty, students, and communities where the summer camp activities took place. Three common themes dominated the essays including the importance of (1) building trust within the reservation community, (2) recognizing the effectiveness of experiential and project-based service-learning approaches, and (3) encouraging tribally-controlled colleges to take a lead role in determining research and educational foci. 2014-10-18T03:21:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1016 https://doi.org/10.17077/aseenmw2014.1016 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26815/ http://rightsstatements.org/vocab/InC/1.0/ 1-17

oai:aseenmw:id:26777 2014-10-18T03:21:00Z

Flipping Without the Cold Turkey Flipping Without the Cold Turkey Jessop, Julie L. P. Flipping is an appealing method to engage students for meaningful and active learning. However, the work needed to generate the content the students will use outside the classroom and to coordinate the activities the students will do inside the classroom seems daunting. This paper provides ideas to reduce the start-up costs in time and energy, essential elements to include in the implementation of the flip, and instructor and student behaviors that may need adjusting for a more effective flipped experience. These helpful hints are based on the author’s experience in flipping her sophomore-level chemical engineering required course for the first time last fall. 2014-10-18T03:21:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1021 https://doi.org/10.17077/aseenmw2014.1021 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26777/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26796 2014-10-18T03:21:00Z

Team-Based Learning in Engineering Classrooms: Feedback Form and Content Adds Value to the Learning Experience Team-Based Learning in Engineering Classrooms: Feedback Form and Content Adds Value to the Learning Experience Lamm, Monica H. Dorneich, Micheal Rover, Diane T. An instructional strategy called Team-Based Learning (TBL) has been implemented by the authors in courses that emphasize fundamental engineering concepts that are core to the discipline. TBL is an alternative to conventional classroom lecture instruction. In a TBL course, students are placed on permanent learning teams and the teams work together, during class time, to apply course concepts and solve discipline-relevant problems called application exercises. The goal of introducing TBL in these engineering courses is to enhance the quality of student learning by incentivizing student engagement with course content and fostering team skills. This is achieved by using application exercises that require student teams to apply critical thinking and decision making abilities. Students on high performing teams routinely report that their team’s success on application exercises is directly attributable to the thorough preparation by individual student team members outside of class, and that the TBL course structure helped them develop and enhance their ability to learn challenging concepts on their own. An important component of TBL course structure is the inclusion of frequent, timely, and varied types of instructional feedback to students. This paper will introduce a taxonomy for instructional feedback and place the feedback mechanisms that are inherent in the TBL course structure within this context. The form and content of instructional feedback used in TBL engineering courses will be examined. This discussion will include suggestions for achieving a balance between the dimensions of feedback to facilitate the professional development of engineering students. 2014-10-18T03:21:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1026 https://doi.org/10.17077/aseenmw2014.1026 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26796/ http://rightsstatements.org/vocab/InC/1.0/ 1-22

oai:aseenmw:id:26814 2014-10-18T03:03:00Z

Forging Partnerships, Experiential Learning, and Community Impact: Capacity Building Matters Forging Partnerships, Experiential Learning, and Community Impact: Capacity Building Matters Sawyer, J. Foster Kant, Joanita M. Benning, Jennifer L. Fick, Damon R. Burckhard, Suzette R. Capacity building can be an important step in working to help more Native American engineering students to earn degrees. Funding agencies often look first at numbers of students who succeed at matriculation. We make the case that a broader view of success in the early years of program development with tribal college pre-engineering partner schools may include capacity building. If continued funding of such initiatives is withheld because of quantitative assessment alone, coalitions with tribal colleges may not reach their true potential because capacity building is often crucial, and it takes time. In this paper, one co-author interviewed the other three co-authors, using a predetermined questionnaire. Thus, while all the authors are the researchers, three of the co-authors are the research subjects. All are PhD engineers and scientists. In the resulting essays, the interviewees expressed their opinions about capacity building in their roles in an NSF-sponsored pre-engineering alliance between two mainline universities and a tribally controlled college. Those interviewed describe their unique qualifications to assess capacity building in this instance. From the perspective of one of the mainline universities in the alliance, they address categories of capacity building at the following levels: the tribal college; the two participating mainline universities; the reservation hosting the summer camp; student and faculty participants; tribal, State, and Federal agencies; and STEM disciplines in general. We present common themes in all three essays that reportedly encouraged capacity building, including: (1) coalition-building, (2) engaging in experiential learning, and (3) emphasizing improving the quality of life on Pine Ridge Reservation. We present secondary themes and non-consensus opinions as additional support for the merits of qualitative assessment. 2014-10-18T03:03:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1015 https://doi.org/10.17077/aseenmw2014.1015 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26814/ http://rightsstatements.org/vocab/InC/1.0/ 1-15

oai:aseenmw:id:26776 2014-10-18T03:03:00Z

Increasing Material Coverage in Software Engineering through the Introduction of the Flipped Classroom Increasing Material Coverage in Software Engineering through the Introduction of the Flipped Classroom Schilling, Walter Software Engineering represents a rapidly changing engineering discipline. As a young discipline, the field has reached the same level of maturity as other engineering disciplines. Furthermore, as a rapidly evolving field, it also is encountering greater change than many other disciplines of engineering. This change leads to a much greater challenge meeting the needs of diverse engineering constituents. More material must be taught in each course and at a faster pace in order to ensure that students are ready for the demands of industry. At the Milwaukee School of Engineering, curriculum changes have resulted in a reduction in lab content and credit for courses. In one course, Operating Systems, the lab component has been removed entirely. However, through prudent course design and the usage of the flipped classroom, the same amount of content was able to be covered in less time. This article will present an analysis of the findings of applying the flipped classroom to teaching operating systems to software engineering students. Included will be analysis of student performance from control groups prior to the curriculum conversion, as well as observations from students on the usage of the flipped classroom 2014-10-18T03:03:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1020 https://doi.org/10.17077/aseenmw2014.1020 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26776/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26795 2014-10-18T03:03:00Z

Speed training: Library Instruction in 30 Minutes or Less Speed training: Library Instruction in 30 Minutes or Less Kozak, Kari A Kaskie, Darlene A question plaguing many librarians today is how we get information out about our resources and services when everyone is so busy. One answer may be to offer express classes. Since the spring of 2013, the Lichtenberger Engineering Library at the University of Iowa has offered a series of 15-30 minute drop-in classes as part of a series called Library Xpress Classes. This series targeted one topic each week and repeated the same class twice each Thursday to reach a broader range of people. Fifty classes have been offered over the two semesters. These sessions were open to faculty, staff, graduate, and undergraduate students. Topics covered include basics on popular databases (Compendex, SciFinder, PubMed, etc.), citation management software (Endnote and Refworks), alerts and notifications, and popular types of resources (patents and standards). The classes are not set up to cover everything completely but just to give an overview and brief introduction to products and services that otherwise might not be seen. The sessions are taught by librarians with different areas of expertise from the range of libraries on campus. Some classes were more successful than others; the citation management software sessions were the most popular. In the spring 2013 semester, the classes averaged a 4.5 in overall usefulness rating on a scale of 1-5 with 5 being most useful. More students attended the 2:30 pm afternoon sessions and most of the attendees were graduate students. The classes often have repeat students. In one class on Refworks, a graduate student noted he had never heard of Compendex until it was mentioned in this class. He, then, went on to sign up for 4 more of the sessions offered that semester as soon as he realized how helpful they were. The Xpress Class series has proven to be an overall success. As time goes on the Library will continue to make adjustments to the programs so that it will continue to improve its outreach to students, faculty, and staff. 2014-10-18T03:03:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1025 https://doi.org/10.17077/aseenmw2014.1025 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26795/ http://rightsstatements.org/vocab/InC/1.0/ 1-12

oai:aseenmw:id:26811 2014-10-18T02:45:00Z

Increasing Diversity in Engineering: Capacity Building Matters Increasing Diversity in Engineering: Capacity Building Matters Kant, Joanita M. Burckhard, Suzette R. Kilts, Whitney K. Min, Kyungnan In an effort to prepare more Native American engineers, counting the numbers who complete the educational task is important. More often overlooked, however, is that capacity building is another key measure of success, since reaching critical mass to obtain the numbers may take considerable time. In this paper, the co-authors are both the researchers and the research subjects. We are four engineers and scientists with advanced degrees with key roles in a multi-year collaborative pre-engineering education initiative between a tribal college and two mainline universities. From our perspectives at one of those two mainline universities, we each wrote an essay reflecting on pre-determined questions. We briefly present our qualifications and then assess capacity building related to the summer camp experiential learning aspect of the initiative. We qualitatively analyze the essays and present persistent themes, along with consensus and divergent opinions. Five common themes dominated the essays including the importance of: using experiential learning pedagogy, building lasting relationships, networking, including cross-disciplinary connectivity, and taking advantage of positive but unintended consequences. We provide a recommended bibliography for faculty, staff, graduate students, and undergraduate student interns to provide a shared base of knowledge to improve collaborative cohesion. 2014-10-18T02:45:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1014 https://doi.org/10.17077/aseenmw2014.1014 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26811/ http://rightsstatements.org/vocab/InC/1.0/ 1-27

oai:aseenmw:id:26774 2014-10-18T02:45:00Z

The Effects of "Flipped Classroom" Concept on the Effectiveness of Teaching The Effects of "Flipped Classroom" Concept on the Effectiveness of Teaching Zheng, Wei Becker, Timothy Ding, Xuedong A lesson study project is carried out to examine various teaching methodologies on the students’ learning through support from the Office of Professional and Instructional Development (OPID) of University of Wisconsin System. The study involves a diverse body of faculty and students affiliated with three different programs on campus. One of the methodologies of interest is the “flipped classroom” concept in the teaching community. In this work, flipped classroom activities are conducted in teaching one engineering and technology course titled with “Fundamentals of Plastics Materials and Processing” (MFGT‐251). Particularly, the concept is incorporated in two series of lectures on injection molding, blow molding and thermoforming. Student’s performance is evaluated through laboratory assignments, quizzes, and exams. Results on students’ learning and the feedbacks from the students are presented. The implication of the results will also be discussed. 2014-10-18T02:45:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1019 https://doi.org/10.17077/aseenmw2014.1019 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26774/ http://rightsstatements.org/vocab/InC/1.0/ 1-7

oai:aseenmw:id:26792 2014-10-18T02:45:00Z

Using Oral Quizzes in an Engineering Mechanics Course Using Oral Quizzes in an Engineering Mechanics Course Douglas, Jamie Knighten, Rachel Engineers are required to be competent technical experts and also effective communicators. This paper describes the development of a rubric for oral quizzes in engineering mechanics courses. The rubric was developed collaboratively with the engineering and world languages departments, and tested in a single section of Engineering Mechanics: Statics in the spring of 2014. The goals of the oral quizzes were to increase students’ comfort with explaining a solution method, competency using appropriate technical language, and ability to organize the problem solving method. Oral quizzes (versus pen-and-paper or online quizzes) also provide the instructor with the ability to immediately prompt a student who might be unsure of how to proceed with a problem and identify misconceptions or areas of weakness for specific students. The rubrics provide a means to measure the student performance in each of the goal areas: technical language, organization, content, clarity, and attitude. This paper includes anecdotal evidence from students on their attitudes about the oral quizzes, and compares performance on oral quizzes with the same questions given in a traditional format. 2014-10-18T02:45:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1024 https://doi.org/10.17077/aseenmw2014.1024 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26792/ http://rightsstatements.org/vocab/InC/1.0/ 1-8

oai:aseenmw:id:26798 2014-10-18T02:09:00Z

Development, Assessment and Evaluation of Remote Thermo-Fluids Laboratory Experiments: Results from a Pilot Study Development, Assessment and Evaluation of Remote Thermo-Fluids Laboratory Experiments: Results from a Pilot Study Sundararajan, Sriram Dautremont, James An integral part of a mechanical engineering and other engineering programs are laboratory experiences. While the benefits of hands-on laboratories are in providing environments for students to apply theoretical knowledge, the changing landscape of engineering education today is spurring consideration of alternate means of offering laboratory-based education. One approach is that of developing remote or online laboratory experiences, which is particularly attractive for our mechanical engineering program at Iowa State University in the following ways: 1) They can help address capacity issues caused by increasing enrollments; 2) They can facilitate online learning opportunities for off-campus students, including the increasing number of students pursuing internship and co-op opportunities, thus enabling offering to new students and potentially minimizing time to degree for in-program students. Offering lab activities online demands modification of current laboratory systems or the creation of new systems. In addition any laboratory experience that is thus delivered must be assessed for its impact on student learning in comparison with the traditional experience. Consequently we have endeavored to pilot selected laboratory experiences in our undergraduate engineering: two laboratory exercises in the Fluids course covering pumps and linear momentum concepts and one exercise in the Heat Transfer course covering steady state conduction and extended surfaces. In each case, a computer-based remote access was established to view and control the experimental apparatuses, thus providing students with a mechanism to conduct the experiments in a remote (online) environment. For each laboratory, part of the class conducted the lab in the traditional in-class format while the remainder conducted the exercises in the ‘remote’ mode. Assessment of student learning included student self-assessment of understanding of concepts (through surveys), feedback on the actual experience itself and direct assessment of their understanding through lab report scores as measured by teaching assistants. The results for the fluids and heat transfer laboratories showed that there was no significant difference in the learning of the students. Student perception of the remote lab experiences depended on the smooth running of the experiments. The pilot study suggests that some laboratory experiences can be successfully ported to a remote or online mode without sacrificing the student learning experience. 2014-10-18T02:09:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1009 https://doi.org/10.17077/aseenmw2014.1009 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26798/ http://rightsstatements.org/vocab/InC/1.0/ 1-12

oai:aseenmw:id:26771 2014-10-18T02:09:00Z

Incorporation of Agile Development Methodology into a Capstone Software Engineering Project Incorporation of Agile Development Methodology into a Capstone Software Engineering Project Kuhl, Jon G. This paper describes the incorporation of agile development methodology into a capstone software engineering project course. The author has been teaching a team-based software project course for nearly two decades. In the past, teams were required to use a traditional prescriptive development process that employed detailed up-front requirements analysis and emphasis on high-level design. These front-end loaded processes placed a heavy emphasis on detailed documentation and deferred the onset of coding until a number of weeks into the semester. With little experience in gathering and documenting requirements, student teams generally struggled with this phase of the project and often failed to capture a complete enough set of requirements to provide an adequate basis for subsequent design activities. The late start in coding often meant that teams were not able to implement as much functionality as desired and quality was sometimes adversely impacted by the rushed development effort. For the spring, 2014 offering, it was decided to drastically modify the capstone course to employ an agile development methodology. Agile development is based upon that notion of lightweight processes that eschew front-end loading of analysis and design in favor of self-organizing teams that execute multiple, short development sprints, each focusing on completion of a small subset of product features. While agile development has been widely embraced by industry over the past decade, its adoption within academia is still nascent, most likely due to its perceived abandonment of formal process and rigid methodology. Software engineering textbooks have only recently begun to include coverage of agile development. For the course, 25 students were divided into five agile teams. The students had limited knowledge of, and experience with, agile development methodologies from a prerequisite course. During the first two weeks of the semester, while teams worked on developing the concept for their projects, an intensive introduction to a popular agile methodology called SCRUM was conducted. Students were introduced to an on-line tool called Pivotal Tracker to organize and track the progress of their development sprints. Teams were also required to develop a comprehensive testing strategy and identify appropriate testing tools. The teams then embarked on a sequence of six two-week development sprints. At the conclusion of each sprint teams were required to do an in-class progress review and retrospective. Compared to the previous offerings of the course using a prescriptive development process, the use of agile methodology allowed students to complete considerably more scope during the semester. The relatively large number of short-duration development sprints forced teams to work consistently and productively, and to effectively use automated testing and configuration management tools. Overall, the scope and quality of projects improved significantly compared to prior offerings of the course. 2014-10-18T02:09:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1013 https://doi.org/10.17077/aseenmw2014.1013 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26771/ http://rightsstatements.org/vocab/InC/1.0/ 1-8

oai:aseenmw:id:26802 2014-10-18T02:09:00Z

The Use of BeagleBone Black Board in Engineering Design and Development The Use of BeagleBone Black Board in Engineering Design and Development He, Nannan Huang, Han-Way Woltman, Brian David The BeagleBone Black (BBB) board is a low cost, powerful expandable computer launched by a community of developers sponsored by Texas Instruments in the early 2013. It is the newest product in the Beagle family. This board features a powerful TI Sitara™ ARM Cortex™-A8 processor which runs at 1 GHz. And a 2 GB on-board flash memory acts as the “hard drive” for the board to host a Linux operating system and other software development tools. The size of the board is small enough to fit in a mint tin box. It can be used for a variety of projects from high school fair projects to prototypes of very complex embedded systems. With a user-friendly, browser-based Bonescript programming environment called Cloud9, a learner can easily program the BBB board to rapidly prototype electronic systems that interface with real-world applications. Afterwards, as the knowledge of users develops, the board provides more complicated interfaces including C/C++ functions to access digital and analog pins aboard the ARM Cortex A8 microprocessor. The full power and capability of the BBB board may be programmed in the underlying onboard Linux operating system, such as Angstrom or Ubuntu. Moreover, the Beagle community provides a useful repository of example projects, forums and hardware/software documentation. This paper presents our work of employing the BBB board in designing engineering senior projects, and uses a case study of robot car with voice recognition senior project to compares it with Raspberry Pi and Arduino in educating engineering students to construct embedded systems. Our primary experiences demonstrate that the BBB board is an easy-to-use and cost-effective development kit which can be employed by college-level engineering students for their capstone design projects. 2014-10-18T02:09:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1007 https://doi.org/10.17077/aseenmw2014.1007 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26802/ http://rightsstatements.org/vocab/InC/1.0/ 1-8

oai:aseenmw:id:26804 2014-10-18T01:51:00Z

Creating Opportunities for Exploration by Modularizing a Three Credit Engineering Course Creating Opportunities for Exploration by Modularizing a Three Credit Engineering Course O'Connell, Rebecca Starns, Gloria We describe the processes of collaboration and coordination that is necessary to break a traditional three credit course into a series of three one credit courses that allow students to meet the same course requirement. Students taking the course will be able to choose from a set of one-credit options for the third course in the sequence, allowing pursue their interests while still learning a common set of skills. ME 325, Mechanical Component Design, is a foundational course in mechanical engineering that is required in every accredited engineering program. While the course contains a common core that every mechanical engineering student should know, it continues on into specialized topics. Which of those specialized topics are taught in a particular section of ME 325 currently varies from section to section, depending on the instructor's areas of expertise. Breaking ME 325 into three one credit courses and adding a set of electives allows students to broaden their knowledge or focus on a specific area of interest. Single section offering might also be of interest to people in industry and others who simply need to review specific content areas. Making this format work requires collaboration between all of the instructors teaching components of ME 325, and with administrators. It must be clear where the boundaries between the component sections of ME 325 are. Instructors must have a very clear understanding of what has already been covered and what still needs to be covered. The various instructors teaching this course must coordinate with each other to ensure that the learning objectives for the course as a whole are met and that the transition between sections goes smoothly. Creating elective sections will require ongoing collaboration between instructors and various campus administrators. This paper explores what processes of communication and coordination are necessary to make this course format work and how to implement these processes in a way that ensures that the course is sustainable and cohesive. 2014-10-18T01:51:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1006 https://doi.org/10.17077/aseenmw2014.1006 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26804/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26773 2014-10-18T01:51:00Z

First Experiences with the AVR ATmega32 Microcontroller First Experiences with the AVR ATmega32 Microcontroller Carroll, Christopher In the fall of 2013, the Electrical Engineering department at ** institution omitted ** reconfigured its microcontroller instructional laboratory to use the AVR ATmega32 microcontroller from Atmel for the first time. This change was prompted by pressure from students, who displayed considerable interest in the AVR family of processors due to its use in popular Arduino microcomputer systems. In response to this expressed interest from students, the microcontroller lab was redesigned around this new processor. Atmel’s ATmega32 is an 8-bit RISC processor, based on Harvard architecture. This new hardware replaced systems using Freescale’s S12 processor, which is a 16-bit CISC processor, based on Princeton architecture. Thus, this change was a fundamental shift on at least three axes of computer characteristics. Was this change a gain or a loss on each of those three axes? Experience this year with teaching the lab using the ATmega32 has been generally positive, and this paper reports that experience in making the switch from the S12 to the ATmega32. Despite the fundamental architectural differences between the former processor (S12) and the new processor (ATmega32), there are many similarities between the processors as well. The hardware features of the ATmega32 mimic the S12’s features almost exactly, although the ATmega32 generally contains less of each feature, such as memory, I/O ports, timing features, etc. Many of the resources of the S12 were unused and wasted in lab exercises in the past. The scaled-back ATmega32, with basically the same features but in less abundance, is a better match to the instructional needs of this lab. Students feel they are getting a more complete exposure to the ATmega32, since nearly all the resources of the processor have been used in lab exercises, whereas many of the resources of the S12 were ignored in lab assignments because they exceeded the needs of the lab. This paper will address the adaptations that were made in the structure and pedagogy of the microcontroller course to implement the change in processors from the S12 to the ATmega32. It will document some of the troubles and surprises encountered along the way, and should provide some guidance for others contemplating such a change in their microcontroller labs. 2014-10-18T01:51:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1012 https://doi.org/10.17077/aseenmw2014.1012 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26773/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26800 2014-10-18T01:51:00Z

Interactive Web-based Hydrological Simulation Systems as an Education Platform using Augmented and Immersive Reality Interactive Web-based Hydrological Simulation Systems as an Education Platform using Augmented and Immersive Reality Demir, Ibrahim Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The hydrological simulation system is a web-based 3D interactive learning environment for teaching hydrological processes and concepts. The simulation systems provides a visually striking platform with realistic terrain information, and water simulation. Students can create or load predefined scenarios, control environmental parameters, and evaluate environmental mitigation alternatives. The web-based simulation system provides an environment for students to learn about the hydrological processes (e.g. flooding and flood damage), and effects of development and human activity in the floodplain. The system utilizes latest web technologies and graphics processing unit (GPU) for water simulation and object collisions on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users. This presentation provides an overview of the web-based flood simulation system, and demonstrates the capabilities of the system for various flooding and land use scenarios. 2014-10-18T01:51:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1008 https://doi.org/10.17077/aseenmw2014.1008 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26800/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26803 2014-10-18T01:33:00Z

Incorporating Freehand Sketches and Mockups into Senior Design Capstone Course: Case Study with a Hand Cycle Vehicle Rack Incorporating Freehand Sketches and Mockups into Senior Design Capstone Course: Case Study with a Hand Cycle Vehicle Rack Marklin Jr., Richard W Cariapa, Vikram Schneider, Peter Backhaus, Beau Dieckhaus, Sam Bork, Brandon Fettig, Adam From the students’ perspective, the project objective of this 2-semester senior design course was to design and build a storage device for a hand powered upright hand cycle that can be installed on the exterior of a wheelchair accessible Dodge-Chrysler minivan so that a person with paraplegia or quadriplegia can drive the vehicle independently (without a human aide) when the hand cycle is loaded on the vehicle. The novelty of this paper is the pedagogy of blending traditional methods of engineering design (hand sketches, low resolution mockups, and prototypes) along with CAD design and modern computational analytics, including FEA, in a 2-semester design course. Students drew sketches of multiple ideas and made a full-size three dimensional mockup of the rear of a Chrysler minivan out of plywood and structural wood. They also made two mockups and two metal prototypes and analyzed the design with FEA. Course evaluations from students revealed their appreciation for having the opportunity to hand sketch ideas and make low resolution mockups in the first semester to arrive at a general design. (The second semester was devoted to detailed design and making functional prototypes.) The students felt that they had a rich design experience that they could use for future design projects in their careers. 2014-10-18T01:33:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1005 https://doi.org/10.17077/aseenmw2014.1005 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26803/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26799 2014-10-18T01:33:00Z

Shape and Fluid Drag: an Experience with Just-in-time Learning Shape and Fluid Drag: an Experience with Just-in-time Learning Burman, Debashish Just-in-time learning emphasizes an approach that tends to be learner-controlled, and relatively modular in nature. In an undergraduate course on Fluid Mechanics at the University of Wisconsin-Stout, students worked in small groups to learn about the essentials of form drag in a one-hour laboratory session. There was no prior lecture on this topic in class. Based on observing the visualization of flow around a sphere, and analysis of the corresponding force measurements taken by them, students developed a working understanding of the nature of drag. They built upon this understanding by making informal predictions about the drag and flow corresponding to several other simple shapes, and tested out their hypotheses immediately in the lab. The hands-on, learner-driven approach helped to build in the students a strong intuitive sense of how flows interact with different shapes. In the process, they were also exposed to a range of experimental methods in fluid mechanics, and the importance of relevant non-dimensional parameters from a utilitarian perspective. From a pedagogical perspective, it was an interesting demonstration of the attributes of just-in-time learning: small groups of students with disparate strengths and interests worked together to understand a complex problem, and developed a refined sense of predictive ability by utilizing a broad range of tools and information bases. 2014-10-18T01:33:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1004 https://doi.org/10.17077/aseenmw2014.1004 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26799/ http://rightsstatements.org/vocab/InC/1.0/ 1-6

oai:aseenmw:id:26772 2014-10-18T01:33:00Z

Using Design Hierarchy in a Linear Circuits Class to Illustrate the Scientific Method as a Human Invention Using Design Hierarchy in a Linear Circuits Class to Illustrate the Scientific Method as a Human Invention De Boer, Douglas There are various ways to classify academic studies. One might make a “two cultures” division, separating academic studies into the humanities and sciences. Or one might have three divisions: humanities, social sciences, and natural sciences. Or one might choose to classify academic studies along the lines of traditional academic disciplines such as theology, law, art, music, economics, social studies, languages, political studies, history, psychology, biology, physics, chemistry, math, etc. In our era of global commerce, where does engineering fit in these types of classification? What should engineers study? In a 2008 presidential debate, candidate Barack Obama said that, “Ensuring that the U.S. continues to lead the world in science and technology will be a central priority for my administration.” Candidate John McCain said that public policy ought to be based upon sound science. (http://www.sciencedebate.org/debate08.html) Others might say they “believe in global warming” or “evolution,” or some other topic of current interest having a rather obvious basis in science. Why is there such agreement that science should be foundational in public policy? Specifically, how does science fit into an engineering education? Scientific theories are human formulations intended to describe and predict the behavior of the natural world around us. Engineering work relies on scientific theories to be sure, but also on many other academic disciplines. To train engineering students as “renaissance people” requires that our students understand engineering as a multidisciplinary subject and a human endeavor. Any engineering course ought to help students understand the breadth and depth of engineering. This paper illustrates some examples of how this can be done for a linear circuits class. Hopefully by seeing an example, the reader can generalize the ideas to other engineering courses. The hierarchical structure of engineering subjects, and specifically, linear circuits, naturally lends itself to an illustration of how the science of linear circuits is humanly constructed. The foundation of this science can be traced back to axioms. Some specific aspects of the scientific method that can be elaborated on in the context of linear circuits are the hierarchical nature of the scientific method, the axiomatic foundation of these hierarchies, the limited scope of scientific theories and its utilitarian goals, essentially to predict the future if given enough of the right information about the past and present. In contrast, the universe does not exist in hierarchies, it is wholistic, and always has unpredictable aspects. Linear circuits are also wholistic. When constructed and actually used they have limitations and even in some cases unpredicted behaviors which the scientific theories of linear circuits do not fully explain. Such understanding of the scientific method as a human invention is essential to relating ones engineering (or science) to the culture around us, so that our work is responsive to real needs and is recognizably beneficial. 2014-10-18T01:33:00Z info:eu-repo/semantics/conferenceObject 2014 1 University of Iowa 2014 ASEE North Midwest Section Conference Archive 10.17077/aseenmw2014.1011 https://doi.org/10.17077/aseenmw2014.1011 info:eu-repo/semantics/reference/isbn/978-0-9840378-3-4 isbn:978-0-9840378-3-4 https://pubs.lib.uiowa.edu/aseenmw/article/id/26772/ http://rightsstatements.org/vocab/InC/1.0/ 1-7 metadataPrefix%3Doai_dc%26page%3D2