poster’sessions - virginiaposter’sessions!...
TRANSCRIPT
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Poster Sessions All poster sessions are in the Regency Ballroom; the numbers indicate the location of each poster in the ballroom.
Session I: Monday, March 14, 11:00 a.m. -‐ Noon
I.1: Influence of Social Capital on Under-‐Represented Engineering Students’ Academic and Career Decisions Julie Trenor (Clemson University) I.2: Global Engineering Work Practices Aditya Johri (Virginia Tech), Hon Jie Teo (), Akshay Kota (Industrial Design, Virginia Tech) I.3: Collaborative Research: Newcomer Participation in Online Learning Communities Aditya Johri (Virginia Tech), Vandana Singh (), Raktim Mitra (), Sheeji Kathuria () I.4: Interactive Knowledge Networks for Engineering Education Research (iKNEER) Krishna Madhavan (Purdue University), Hanjun Xian (Purdue University), Aditya Johri (Virginia Tech), Mihaela Vorvoreanu (Purdue University), Brent Jesiek (Purdue University), Phil Wankat (Purdue University) I.5: CAREER: Advancing engineering education through learner-‐centric, adaptive cyber-‐tools and cyber-‐environments Krishna Madhavan (Purdue University) I.6: Global Concepts to Action Roadmap: Engineering Education and Engineering Competency Yi Shen (Purdue University), Yating Chang (Purdue University), Brent Jesiek (Purdue University), Eckhard Groll (Purdue University), Dan Hirleman (Purdue University) I.7: CAREER: An Exploration of Expert Teaching and Student Learning in Capstone Experiences Marie Paretti (Virginia Tech), James Pembridge (Virginia Tech) I.8: Lifting the Barriers: Understanding and Enhancing Approaches to Teaching Communication and Teamwork Among Engineering Faculty Holly Matusovich (Virginia Tech), Marie Paretti (Virginia Tech) I.9: Empirically-‐based Instructional Tools for Fostering Engineering Problem Solving and Cognitive Flexibility in Pre-‐college Students Martin Reisslein (Arizona State University), Roxana Moreno (Univ. of New Mexico), Amy Johnson (Univ. of Memphis), Gamze Ozogul (Arizona State University) I.10: Instructional Sequences in Pre-‐College Engineering Education Martin Reisslein (Arizona State University), Roxana Moreno (Univ. of New Mexico), Amy Johnson (Univ. of Memphis), Gamze Ozogul (Arizona State University)
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I.11: Online and Networked Education for Students in Transfer Engineering Programs Amelito Enriquez (Canada College) I.12: Virtual Reality Games Promoting Engineering Literacy and Problem Solving Ying Tang (Rowan University), Sachin Shetty (Tennessee State University), Xiufang Chen (Rowan University) I.13: Integrating Professional Ethics into Graduate Engineering Courses Michael Davis (Illinois Institute of Technolo) I.14: Planting Seeds of Transformation: The faculty's process of rediscovering meaning Lizabeth Schlemer (California Polytechnic State University), Roger Burton (), Linda Vanasupa (California Polytechnic State U) I.15: Enable Project-‐Based Learning of Ecodesign Method Development and Curriculum Reform Fu Zhao (Purdue University) I.16: From Defense to Degree: Accelerating Engineering Degree Opportunities for Military Veterans David Soldan (Kansas State University), Noel Schulz (Kansas State University), Don Gruenbacher (Kansas State University), Blythe Vogt (Kansas State University), Rekha Natarajan (Kansas State University) I.17: The Role of International Students in Domestic Engineering Graduate Student Recruitment and Retention Erin Crede (Virginia Tech), Maura Borrego (Virginia Tech) I.18: Collaborative Research: Use and Knowledge of Research-‐Based Instructional Strategies (RBIS) in Engineering Science Courses Maura Borrego (Virginia Tech) I.19: Student Socialization in Interdisciplinary Doctoral Education Stephanie Cutler (Virginia Tech), Maura Borrego (Virginia Tech) I.20: Transitioning America’s Veterans to Science, Technology, Engineering and Mathematics (STEM) Academic Programs Julia Narvaez (University of Washington), Barbara Endicott-‐Popovsky (University of Washington) I.21: A Collaborative Research Project: Using RoboBooks To Build Scalable K12-‐Engineering Partnerships David Crismond (City College, CUNY), Morgan Hynes (Tufts University) I.22: The Role of Intentional Self-‐regulation in Achievement for Engineering Morgan Hynes (Tufts University), Richard Lerner (Tufts University), Ann McKenna (Arizona State University), Megan Kiely (Tufts University), Chris Rogers (Tufts University) I.23: Exploring the Role of Computational Adaptive Expertise in Design and Innovation Ann McKenna (Arizona State University), Robert Linsenmeier (Northwestern University), Adam Carberry (Arizona State University), Jennifer Cole (Northwestern University), Matthew Glucksberg ()
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I.24: Implementation, Dissemination, Barrier Identification and Faculty Training for Project-‐Enhanced Learning in Gateway Engineering Courses Razi Nalim (IUPUI), Robert Helfenbein (IUPUI) I.25: E-‐book Dissemination of Curricular and Pedagogical Innovations in Engineering Thermodynamics Donna Riley (Smith College) I.26: Toward Expert Problem Solving: Blending Conceptual and Symbolic Reasoning Andrew Elby (Univ. of Maryland College Park), Ayush Gupta (Univ. of Maryland College Park) I.27: Improving Learning in Engineering Classrooms by Coupling Interactive Simulations and Real-‐Time Formative Assessment via Pen-‐Enabled Mobile Technology Frank Kowalski (Colorado School of Mines), Susan Kowalski (Colorado School of Mines), Tracy Gardner (Colorado School of Mines) I.28: Creating Industry-‐Ready Engineering PhDs Jed Lyons (USC -‐ Columbia) I.29: A Comparative Study of Engineering Matriculation Practices Matthew Ohland (Purdue University), Catherine Brawner (Research Triangle Educational Associates) I.30: The Effect of Academic Policies on the Effectiveness and Efficiency of Achieving Student Outcomes Matthew Ohland (Purdue University), Catherine Brawner (Research Triangle Educational Associates) I.31: Socioeconomic Factors in Engineering Pathways Matthew Ohland (Purdue University), Marisa Orr (Purdue University), Valerie Lundy-‐Wagner (New York University), Russell Long (Purdue University), Cindy Veenstra (Veenstra Consulting), Nichole Ramirez (Purdue University) I.32: Minor in Nanoscale Science and Engineering at Washington University in St. Louis Dong Qin (Washington University) I.33: NUE: NanoScience and Molecular Engineering Option Programs in Engineering and Science Rene Overney (University of Washington), Ethan Allen (University of Washington) I.34: NUE: Development of the Nano Engineering Minor Option (NEMO) Program at the Cullen College of Engineering at the University of Houston Dmitri Litvinov (University of Houston) I.35: Assessing Students' Consideration of Context in Engineering Design Deborah Kilgore (University of Washington), Ken Yasuhara (University of Washington), Cynthia Atman (University of Washington) I.36: Preparing for the Grand Challenges: When and how do engineering students learn broad thinking? Cynthia Atman (University of Washington), Sheri Sheppard (Stanford University), Deborah Kilgore (University of Washington), Ken Yasuhara (University of Washington)
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I.37: Stanford Engineering Research Experience for Teachers (SERET) Kaye Storm (Stanford University), Sheri Sheppard (Stanford University), Beth Pruitt (Stanford University) I.38: NanoCORE at the FAMU-‐FSU College of Engineering Ongi Englander (Florida State University), Aaron Kim (Florida State University), Amy Chan Hilton (Florida State University), Mei Zhang (Florida State University), Rufina Alamo (Florida State University), Petru Andrei (Florida State University) I.39: Applications of Renewable Energy Sources, Emphasizing Hybrid Technology with Advanced Nanosensors for Safety and Efficiency, An International Workshop at the Arab Academy Science and Technology and Maritime Transport in Alexandria, Egypt Ahmed Elantably (General Machines Corp., LLC), Yasser Dessouky (Arab Academy of Egypt), Maher Rizkalla (IUPUI) I.40: Workshop for Conversations Related to Motivating Interest in Science, Mathematics, and Engineering among Oklahoma K-‐12 Students Susan Walden (University of Oklahoma) I.41: (RET) site at the University of Houston (UH): “Innovations in Nanotechnology” Frank Claydon (University of Houston), Stuart Long (University of Houston), Madeline Landon (Friendswood High School) I.42: REU Site: Innovations in Nanotechnology at the University of Houston Frank Claydon (University of Houston), Gila Stein (University of Houston), Stuart Long (University of Houston), Audra Patterson (University of Houston) I.43: A Biomedical Engineering Course of Study at the Secondary School Level Joseph Cocozza (University of Southern Califor) I.44: UT Arlington RET Site on Hazard Mitigation Nur Yazdani (UT Arlington) I.45: RET-‐PLUS (Partners Linking Urban Schools) Claire Duggan (Northeastern University) I.46: Vanderbilt University Bioengineering Research Experiences for Teachers (RET) Stacy Klein-‐Gardner (Vanderbilt University) I.47: PREPARES: Partnering Researchers and Educators to Create Problem-‐based Curricula that Adapt Research in Engineering for Students Susan Parry (Kenan Fellows Program) I.48: Transitioning Engineering Research to Middle Schools (TERMS) Karen High (Oklahoma State University) I.49: Active Learning about Active Learning: Nanotechnology for Teachers Carolyn Nichol (Rice University), Carrie Cloonan (Rice University), John Hutchinson (Rice University)
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I.50: Summer Undergraduate Research in Engineering/Science Program at the Georgia Institute of Technology Leyla Conrad (Georgia Institute of Technology), Gary May (Georgia Institute of Technology) I.51: NUE: An Integrated Approach to Environmentally Responsible Nanotechnology Education Mira Olson (Drexel University), Patrick Gurian (Drexel University), Alisa Morss Clyne (Drexel University), Peter Lelkes (Drexel University), Wan Shih (Drexel University), Wei-‐Heng Shih (Drexel University) I.52: REU Site: Engineering Cities Mira Olson (Drexel University), Patrick Gurian (Drexel University), David Urias (Drexel University), Katie Morrison (Drexel University) I.53: Life Cycle Assessment of Algae Biodiesel Production Easar Forghany (UC Berkeley), Mira Olson (Drexel University), Sabrina Spatari (Drexel University) I.54: iREU: Interdisciplinary Research Experience for Undergraduates in Medicine, Energy, and Advanced Manufacturing Anne Hanna (Drexel University), Geri Kneller (Drexel University), Colleen Rzucidlo (Drexel University), David Urias (Drexel University), Alisa Clyne (Drexel University), Surya Kalidindi (Drexel University) I.55: Undergraduate Research and Real World Sensor Applications Caroline Schauer (Drexel University), Jin Wen (), Keiko Nakazawa (Drexel University), Dorilona Rose (Drexel University), David Urias (Drexel University) I.56: Novel Advanced Materials and Processing with Applications in Biomedical, Electrical and Chemical Engineering Christos Takoudis (University of illinois-‐chicago), Gregory Jursich (University of Illinois-‐Chicago) I.57: REU Site for Increasing Diversity In Engineering at the Pratt School of Engineering of Duke University Martha Absher (Duke University) I.58: One Day's Pay: Educating K-‐16 Engineers to Create Affordable Innovations Lauren Rockenbaugh (University of Colorado Boulder), Malinda Zarske (University of Colorado at Boulder), Derek Reamon (University of Colorado at Boulder), Daria Kotys-‐Schwartz (University of Colorado at Boulder) I.59: Using Digital Pens for Fine-‐Grained Examination of Skill Acquisition in Engineering Statics Tom Stahovich (UC Riverside) I.60: Developing Adaptive Expertise in Engineering Taylor Martin (Univ. of Texas at Austin) I.61: Bridge to the Future for GIs: GI Bill Survey Information & Results Sue Rosser (Georgia Tech), Don Giddens (Georgia Tech), Laurence Jacobs (Georgia Tech), Julia Melkers (Georgia Tech), Adjo Amekudzi (Georgia Tech), William Long (Georgia Tech), Deepak Divan (Georgia Tech)
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I.62: ASPIRE (American Student Placements in Rehabilitation Engineering) Mary Goldberg (University of Pittsburgh), Alicia Koontz (University of Pittsburgh), Rory Cooper (University of Pittsburgh) I.63: Quality of Life Technology Center (QoLT) Engineering Research Center (ERC) Research Experience for Undergraduates Program (REU) Mary Goldberg (University of Pittsburgh), Dan Ding (University of Pittsburgh) I.64: Experiential Learning for Veterans in Assistive Technology and Engineering (ELeVATE) Mary Goldberg (University of Pittsburgh), Rory Cooper (University of Pittsburgh)
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Session II: Monday, March 14, 1:30 – 2:30 p.m.
II.1: CAREER: Characterization of Cognitive Models of Conceptual Understanding in Practicing Civil Engineers and Development of Situated Curricular Materials Shane Brown (Washington State University) II.2: What is Engineering Knowledge: A Longitudinal Study of Conceptual Change and Epistemology of Engineering Students and Practitioners Shane Brown (Washington State University), Devlin Montfort (Washington State University) II.3: On Complex Problem Solving: From Relevance to Research to Practice Olga Pierrakos (James Madison University), Anna Zilberberg (James Madison University), Kelli Samonte (James Madison University), Jacquelyn Nagel (James Madison University) II.4: Understanding the Development of the Engineer Identity: From Identifying with Engineering to Becoming an Engineer Olga Pierrakos (James Madison University), Kathleen Casto (James Madison University), Bryant Chase (James Madison University), Jacquelyn Nagel (James Madison University), Heather Watson (James Madison University), Robin Anderson (James Madison University) II.5: Technology-‐based Evaluation of Classroom Learning Peter Beling (University of Virginia), Qifeng Qiao (University of Virginia), Barry Horowitz (University of Virginia), Jianping Wang (University of Virginia), Robert Pianta (University of Virginia) II.6: Accelerated Masters Program for Returning Veterans Barry Horowitz (UVA) II.7: CAREER: Learning from Small Numbers: Using personal narratives by underrepresented undergraduate students to promote institutional change in engineering education Alice Pawley (Purdue University) II.8: IEECI-‐ASK: Assessing Sustainability Knowledge Alice Pawley (Purdue University), Ranjani Rao (Purdue University), Stephen Hoffmann (), Monica Cardella (Purdue University), Matthew Ohland (Purdue University) II.9: REU Site: Tackling Some of the Grand Challenges of Engineering Inez Hua (Purdue University), Michael Harris (Purdue University), Stephen Hoffmann () II.10: A Holistic Assessment of the Ethical Development of Engineering Undergraduates Cynthia Finelli (University of Michigan), Donald Carpenter (Lawrence Technological University), Trevor Harding (California Polytechnic University) II.11: Comprehending Systems with Graphical Representations Sean Brophy (Purdue University) II.12: Support of Innovative Design Decisions Sean Brophy (Purdue University)
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II.13: Gender Differences in Engineering Education: Is What's Good for the Goose Good for the Gander? Jennifer Walter (Bucknell University), Candice Stefanou (Bucknell University), Susan Lord (University of San Diego), Katharyn Nottis (Bucknell University), Michael Prince (Bucknell University), John Chen (California Polytechnic State University), Jon II.14: Making the Connection: Improving Engineering Education for Veterans at the University of San Diego Kathleen Kramer (University of San Diego), Susan Lord (University of San Diego), Rick Olson (University of San Diego) II.15: Finding Personal Meaning and Societal Connections in Engineering Education: A Case Study in Integrated Course Transfer Robert Martello (Olin College), Jonathan Stolk (), Lynne Slivovsky (), Thomas Trice () II.16: Veterans@VT: A Program for Recruiting, Transitioning, and Supporting Veterans to Graduate Programs in Engineering and Beyond to Civilian Careers (NSF Award Number:EEC-‐0949209) Ennis McCrery (Virginia Tech), Mary Kasarda (Virginia Tech), Eugene Brown (Virginia Tech), Mark Pierson (Virginia Tech), Karen DePauw (Virginia Tech) II.17: Investigation of Hands-‐On Ability for Mechanical and Electrical Engineers Michele Miller (Michigan Technological Univ.), Leonard Bohmann (Michigan Technological University), Chris VanArsdale (Michigan Technological University), Anna Pereira (University of California, Berkeley), Ben Mitchell (Michigan Technological University) II.18: Weaving Threads of Sustainability into the Fabric of the Mechanical Engineering Curriculum: Impacting the Fundamental Manner in which Students Solve Problems Michele Miller (Michigan Technological Univ.), John Gershenson (Michigan Technological University), Chuck Margraves (Michigan Technological University), Ibrahim Miskioglu (Michigan Technological University), Gordon Parker (Michigan Technological University) II.19: Meeting the NAE Grand Challenge: Personalized Learning for Engineering Students through Instruction on Metacognition and Motivation Strategies Michele Miller (Michigan Technological Univ.), Sheryl Sorby (Michigan Technological University), Jim De Clerck (Michigan Technological University), Bill Endres (Michigan Technological University) II.20: Research Intervention to Improve Engineering Self-‐Efficacy of Minority Students at Predominantly White Institutions Sheryl Sorby (Michigan Technological University), Kari Jordan (Michigan Technological University), Susan Amato-‐Henderson (Michigan Technological University), Tammy Haut Donahue (Michigan Technological University) II.21: Engineering Veteran Pathways Ingrid St. Omer (University of Kentucky), Anthony Dotson (University of Kentucky), Richard Sweigard (University of Kentucky), James Chambers (Bluegrass Community & Technical College) II.22: Programming Standing Up Matthew Berland (Univ. of Texas at San Antonio), Taylor Martin (Univ. of Texas at Austin)
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II.23: Collaborative Learning Environment for Automated Manufacturing System Integration (CLE-‐ASI) Sheng-‐Jen Hsieh (Texas A&M University) II.24: REU Site for Interdisciplinary Research on Imaging and Biomarkers Sheng-‐Jen Hsieh (Texas A&M University) II.25: Project IVEHOL: Integrating Virtual Experiments and Hands-‐On Labs -‐ A Synergistic Approach to Enhance Engineering Education Yakov Cherner (ATeL) II.26: Engineering Education in Context: An Evidence-‐Based Intervention System Donald McEachron (Drexel University), Elisabeth Papazoglou (Drexel University), Fred Allen (Drexel University), Sheila Vaidya (Drexel University) II.27: Use of Haptics in a Virtual Reality Environment for Learning of Nanotechnology Curtis Taylor (University of Florida), Dianne Pawluk (Virginia Commonwealth University), James Oliverio (University of Florida) II.28: Collaborative Research: Sustainability in SCM & Facility Logistics Suzanna Long (Missouri University of Science), Hector Carlo (UPRM) II.29: Developing Integrated Creativity Assessments for the Engineering Classroom: Building on the Creative Action-‐Assessment Cycle for the Engineering Classroom James Elliott-‐Litchfield (University of Illinois), Holli Burgon (university of Illinois), Raymond Price (University of Illinois), David Goldberg (University of Illinois) II.30: A Participatory Investigation of Learning in International Service Projects James Elliott-‐Litchfield (University of Illinois), Russell Korte (University of Illinois), Laura Hahn (University of Illinois), Valeri Werpetinski (University of Illinois) II.31: The First-‐to-‐Fourth Flatline: Assessing undergraduate students’ creativity James Elliott-‐Litchfield (University of Illinois), Holli Burgon (university of Illinois), Raymond Price (University of Illinois), David Goldberg (University of Illinois) II.32: Infusing Sustainability and Renewable Energy Concepts into Electrical and Computer Engineering Curriculum Anil Pahwa (Kansas State University), William Kuhn (Kansas State University), Ruth Douglas Miller (Kansas State University), Andrew Rys (Kansas State University) II.33: A Simulations Game for Teaching Construction Engineering and Management Concepts: The Virtual Construction Simulator (VCS) Dragana Nikolic (Penn State University), John Messner (), Sanghoon Lee () II.34: Integrating Nanotechnology into Undergraduate Engineering Curricula at Bucknell University Erin Jablonski (Bucknell University), Donna Ebenstein ()
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II.35: NUE: Integration of Nanoscale Devices and Environmental Aspects of Nanotechnology into Undergraduate Engineering and Science Curricula James Boerio (University of Cincinnati), Vesselin Shanov (), Donglu Shi (), Dionysios Dionysiou (), Anant Kukreti (), Ian Papautsky (), Mark Schulz () II.36: It's All About the Research Experience! Andrea Burrows (University of Cincinnati), Anant Kukreti (), Sara Bagley (Erpenbeck Elementary School) II.37: Water Filtration is Elementary Sara Bagley (Erpenbeck Elementary School), Andrea Burrows (University of Cincinnati), Anant Kukreti () II.38: Water Filtration Sara Bagley (Erpenbeck Elementary School) II.39: NUE: Bottom-‐Up Meets Top-‐Down -‐ An Integrated Undergraduate Nanotechnology Laboratory at NC State Yong Zhu (North Carolina State Universit), Mellisa Jones (), Joseph Tracy (), Jingyan Dong (), Xiaoning Jiang () II.40: Renewable Energy Education in an ERC: College and precollege strategies for the Engineer of 2020 Lisa Grable (NC State University), Penny Jeffrey (NC State University), Leda Lunardi (NC State University) II.41: Design Squad: Inspiring a New Generation of Engineers Marisa Wolsky (WGBH) II.42: Leveraging Military Training to Enhance the Study of Engineering David Hayhurst (SDSU), Dave Lighthart (SDSU), Alyson Lighthart (San Diego City College) II.43: Engineering Innovation and Design for STEM Teachers Margaret Pinnell (University of Dayton), Rebecca Blust (University of Dayton) II.44: Boston University RET in Biophotonics Cynthia Brossman (Boston University), Michael Ruane (Boston University) II.45: RET Site: Inquiry-‐based Bioengineering Research and Design Experiences for Middle-‐School Teachers (EEC 0743037) Terri Camesano (Worcester Polytechnic Institute), Kristen Billiar (Worcester Polytechnic Institute) II.46: Cutting-‐edge Biomedical Engineering Design Project for Teachers Results in Meaningful Engineering Design Projects for Middle School Students Jared Quinn (WPI / Ashburnham-‐Westminster R.S.D.), Anastasia Padilla (WPI / Wachusett Regional School District), Kristen Billiar (Worcester Polytechnic Institut), Jeanne Hubelbank (Worcester Polytechnic Institute), Terri Camesano (Worcester Polytechnic Institute) II.47: REU Site: Integrated Bioengineering Research, Education, and Outreach Experiences for Females and Underrepresented Minorities at WPI (EEC0754996)
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Amanda Reidinger (Worcester Polytechnic Institute), Jeanne Hubelbank (), Terri Camesano (Worcester Polytechnic Institute), Marsha Rolle (Worcester Polytechnic Institute), Kristen Billiar (Worcester Polytechnic Institute) II.48: REU Project: Nanoscale Surface Modification of the Skin-‐Implant Interface to Enhance Keratinocyte Attachment Sarah Mattessich (WPI), Cara Ting (WPI), Ivan Ivanov (WPI), Aung Khaing (WPI), Marsha Rolle (Worcester Polytechnic Institute), Terri Camesano (Worcester Polytechnic Institute), Christopher Lambert (WPI), W. Grant McGimpsey (WPI), George Pins (WPI) II.49: Research Experience for Teachers: Processing and Characterization of Engineered Particulate Materials for the Pharmaceutical Industry Kwabena Narh (NJIT), Howard Kimmel (NJIT), Rajesh Dave (NJIT), John Carpinelli (NJIT), Levelle Burr-‐Alexander (NJIT), Linda Hirsch (NJIT) II.50: REU Site in Fluid Mechanics: Educational Goals and Outcomes Amy Lang (UA), Tom Zeiler (UA), James Hubner (University of Alabama) II.51: An Inexpensive Accelerometer-‐Based Sleep-‐Apnea Screening Technique Christie Bucklin (Oakland University), Manhor Das (Oakland University), Sam Lou () II.52: REU Site in Regenerative Medicine, Multi-‐Scale Bioengineering, and Systems Biology at UC San Diego Melissa Micou (UC San Diego) II.53: Texas Center for Undergraduate Research in Energy and Combustion Eric Petersen (Texas A&M University) II.54: NSF/REU Site: Interdisciplinary Water Sciences and Engineering (2007-‐2013) Vinod Lohani (Virginia Tech), Tamim Younos () II.55: REU SITE: Educating the Culturally-‐sensitive Industrial Engineer – A complex interdisciplinary systems perspective to global IE issues Viviana Cesani (University of Puerto Rico), Alexandra Medina-‐Borja (University of Puerto Rico) II.56: Can Gaming Provide Enough Context to Improve Knowledge Integration and Retention in Engineering Freshmen? Agustin Rullan (University of Puerto Rico), Miguel Figueroa (University of Puerto Rico at Mayagüez), Alexandra Medina-‐Borja (University of Puerto Rico at Mayagüez), Cristina Pomales (University of Puerto Rico at Mayagüez), Felix Zapata (University of Puerto Rico) II.57: REU Site: Summer Research Experiences in Wireless Sensor Networks – Design and Applications Scott Smith (University of Arkansas), Jingxian Wu (University of Arkansas) II.58: BIOSENSE REU Site – Subsurface Sensing and Imaging Systems for the Development of Biomedical Applications and Devices at Northeastern University Kristin Hicks (Northeastern University), Michael Silevitch (Northeastern University), David Kaeli (Northeastern University), Paula Leventman (Northeastern University)
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II.59: REU Site in Additive Manufacturing Robert Landers (Missouri S&T), Hong Sheng (Missouri S&T), Douglas Bristow (Missouri S&T), Gregory Hilmas (Missouri S&T), Ming Leu (Missouri S&T), Frank Liou (Missouri S&T), Joseph Newkirk (Missouri S&T) II.60: From Battlefield to Classroom: Designing Pathways to Engineering for American GIs Laura Steinberg (Syracuse University), Corrinne Zoli (Syracuse University), Jay Henderson (Syracuse University), Ann Sheedy (Syracuse University), Tim Eatman (Syracuse University), Yingyi Ma (Syracuse University), Dawn Johnson (Syracuse University), Nicholas Armstrong (Syracuse University) II.61: Battlefield Perceptions of Engineering: An Institutional Response to Absent Pathways and Missing Engineering Students Laura Steinberg (Syracuse University), Corrinne Zoli (Syracuse University), Tim Eatman (Syracuse University), Yingyi Ma (Syracuse University), Andria Costello (Syracuse University), Nicholas Armstrong (Syracuse University) II.62: Inspiring Innovation: Merging Pedagogical Paradigms from Engineering and Architecture Sinead Mac Namara (Syracuse University), Clare Olsen (Syracuse University), Laura Steinberg (Syracuse University), Samuel Clemence (Syracuse University) II.63: Construction of a Microscope that Incorporates TIRF and Confocal Microscopy in the Same System Rachel Kilmer (Lone Star College) II.64: AIR DISPERSION MODELING: PLANNING FOR AIRBORNE TERRORISM RELEASES IN DFW Jennifer Cook (UTA RET)
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Session III: Monday, March 14, 4:30 – 5:30 p.m.
Please note: Refreshments for the evening reception are available in the Regency Foyer, just outside the poster session room, from 4:30-‐6:30. III.1: In-‐Class Peer Tutoring: A Model for Engineering Education Shane Brown (Washington State University) III.2: A Model for Faculty, Student, and Practitioner Development in Sustainability Engineering through an Integrated Design Experience Nadia Frye (Washington State University), Shane Brown (Washington State University), Michael Wolcott (Washington State University), Paul Smith (The Pennsylvania State University), Liv Haselbach (WSU), Deborah Ascher-‐Barnstone (WSU) III.3: Developmental Engineering: An Examination of Early Learning Experiences as Antecedents of Engineering Education Demetra Evangelou (Purdue University), Diana Bairaktarova (Purdue University), Christina Citta (Purdue University) III.4: Examining the Migratory Patterns of Engineering Students Using Social Psychological Theories Demetra Evangelou (Purdue University), Matthew Ohland (Purdue University), Ida Ngambeki (Purdue University) III.5: Virtual Facilitation and Team Skill Education Ray Luechtefeld (University of La Verne) III.6: An Overview of Research Exploring the Attributes and Career Paths of Engineering Ph.D.s Monica Cox (Purdue University), Jiabin Zhu (Purdue University), Jeremi London (Purdue University), Benjamin Ahn (Purdue University), Shree Frazier (Purdue University), Anna Torres (University of South Florida), Osman Cekic (Purdue University), Rocio Chave III.7: Prototype to Production (P2P): Conditions and Processes for Educating the Engineer of 2020 Patrick Terenzini (Pennsylvania State University), Lisa Lattuca (Pennsylvania State University) III.8: Synergistic Learning & Inquiry through Characterizing the Environment Annie Pearce (Virginia Tech), Christine Fiori (Virginia Tech) III.9: Pathways to Engineering Through Improved REU Experiences Adin Mann (Institute for Broadening Participation), Ashanti Johnson (Institute for Broadening Participation), David Siegfried (Institute for Broadening Participation), Liv Detrick (Institute for Broadening Participation), LeAnn Faidley (Iowa State University) III.10: Problem Framing Skills for Engineering Problem Solving John Jackman (Iowa State University), Gloria Starns (Iowa State University), Mathew Hagge (Iowa State University), Stephen Gilbert (Iowa State University), Gregory Aist (Iowa State University), LeAnn Faidley (Iowa State University)
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III.11: Foster Complex Systems Thinking in Construction Engineering Education Using a Case-‐Based Multidimensional Virtual Environment (CMVE) Zhigang Shen (University of Nebraska-‐Lincoln), Yimin Zhu (Florida International University) III.12: Using a Virtual Gaming Environment in Strength of Materials: Increasing Access and Improving Learning Effectiveness Jon Preston (Southern Polytechnic State University), Wasim Barham (Southern Polytechnic State University), James Werner (Southern Polytechnic State University) III.13: The Role of Service-‐Learning: Improving Engineering Education; Attracting Women into Engineering Christopher Swan (Tufts University), Linda Jarvin (Tufts University) III.14: A Longitudinal Study to Measure the Impacts of Service on Engineering Students (ISES) Christopher Swan (Tufts University), Kurt Paterson (Michigan Technological University) III.15: Assessing Students’ Motivation to Learn and Practice Sustainable Engineering Angela Bielefeldt (University of Colorado Boulder), Christopher Swan (Tufts University), Kurt Paterson (Michigan Technological University), Mary McCormick (Tufts University), Jonathan Wiggins (University of Colorado Boulder), Kristina Lawyer (Michigan Technological University) III.16: Search Experience for Undergraduates in Environmental Engineering Angela Bielefeldt (University of Colorado Boulder) III.17: Identifying Characteristics of Successful Engineering Education Innovation Adopters Kirsten Davis (Boise State University), Ross Perkins (Boise State University), Sondra Miller (Boise State University) III.18: Teacher Training and STEM Student Outcome: Linking Teacher Intervention to Students’ Success in STEM Middle and High School Classes Gisele Ragusa (University of Southern California) III.19: Characterizing a Trajectory of Conceptual Change in an Introductory Materials Course with Multi-‐Level Formative and Summative Assessment Feedback Loops Stephen Krause (Arizona State University), Dale Baker (Arizona State University), Jacquelyn Kelly (Arizona State University), Jessica Triplett (Arizona State University), Andrea Eller (Arizona State University) III.20: Implementation of Differentiated Active-‐Constructive-‐Interactive Activities in an Engineering Classroom Michelene Chi (Arizona State University), Muhsin Menekse (Arizona State University), Glenda Stump (Arizona State University), Stephen Krause (Arizona State University) III.21: Developing and Implementing a Plan for Transitioning America's Veterans to Science, Technology, Engineering and Mathematics (STEM) Academic Programs Robert Green (Mississippi State University), Sarah Rajala (Mississippi State University), Rayford Vaughn (Mississippi State University) III.22: CU Thinking: Problem-‐Solving Strategies Revealed
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Lisa Benson (Clemson University), Sarah Grigg (Clemson University), David Bowman (Clemson University) III.23: Agent-‐Monitored Tutorials to Enable On-‐Line Collaborative Learning in Computer-‐Aided Design and Analysis Jack Beuth (Carnegie Mellon University), Carolyn Rose (Carnegie Mellon University), Rohit Kumar (Carnegie Mellon University) III.24: ADEPT: Assessing Design Engineering Project Classes with Multi-‐Disciplinary Teams Daniel Siewiorek (Carnegie Mellon University), Asim Smailagic (Carnegie Mellon University), Carolyn Rose (Carnegie Mellon University) III.25: Collaborative Research: Development and Testing of 4-‐P Model to Assess the Effectiveness of Case Study Methodology in Achieving Learning Outcomes P.K. Raju (Auburn University), Chetan Sankar (Auburn University), Qiang Le (Hampton University), Barbara Kawulic (University of West Georgia), Howard Clayton (Auburn University), Nessim Halyo (Hampton University) III.26: Building Design Apps for Early Engineering Education Scott Ferguson (NC State University), Larry Silverberg (North Carolina State University), William Deluca (North Carolina State University) III.27: Transforming and Integrating: Evolving Construction Materials & Methods to the Next Level Chung-‐Suk Cho (Univ. of NC at Charlotte), David Cottrell (Univ. of NC at Charlotte), Candace Mazze (Univ. of NC at Charlotte) III.28: AggiE-‐VET Cesar Malave (Texas A&M University) III.29: Encouraging Innovative Pedagogy through Long-‐Term Faculty Development Teams Jill Nelson (George Mason University), Margret Hjalmarson (George Mason University) III.30: Linking Interest and Conceptual Knowledge in Electrical Engineering Margret Hjalmarson (George Mason University), Jill Nelson (George Mason University) III.31: JavaGrinder: Microworlds James Palmer (Northern Arizona University) III.32: NUE: Teaching Undergraduates Nanomanufacturing Engineering (TUNE) James Palmer (Louisiana Tech University), Hisham Hegab (Louisiana Tech University) III.33: Nanotech Innovations Enterprise: Students Creating the Future – One Atom at a Time John Jaszczak (Michigan Technological Univ.), Mary Raber (Michigan Technological Univ.), A. Nasser Alaraje (Michigan Technological Univ.), Paul Bergstrom (Michigan Technological Univ.), Michael Bennett (Northeastern University) III.34: Assessing the Impact of Faculty Advising and Mentoring in a Project-‐Based Learning Environment on Student Learning Outcomes, Persistence in Engineering and Post-‐Graduation Plans
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Mary Raber (Michigan Technological University), Valorie Troesch (Michigan Technological University), Susan Amato-‐Henderson (Michigan Technological University) III.35: Sustainability, Energy, and Environment: Creating and ARK of Excellence on the “SEE” Brad Mehlenbacher (North Carolina State University), Christine Grant (NCSU), Steven Peretti (NCSU), Tuere Bowles (NCSU), Pamela Martin (NCSU) III.36: The Nanosystems Emphasis – Valuing Disciplinary Depth and Differences in Nanoscale Science and Engineering Teams Dimitris Korakakis (West Virginia University), Kasi Jackson (West Virginia University), Robin Hensel (West Virginia University) III.37: NUE: A Nanotechnology Certificate Program for Engineering Undergraduates Wendy Crone (Univ of Wisconsin-‐Madison), Naomi Chesler (Univ of Wisconsin-‐Madison), Kimberly Duncan (Univ of Wisconsin-‐Madison), Tola Ewers (Univ of Wisconsin-‐Madison), Kristyn Masters (Univ of Wisconsin-‐Madison), David Shaffer (Univ of Wisconsin-‐Madison) III.38: Cross-‐Cultural Connections: An RET Site Program with UPRM and UW Greta Zenner Petersen (University of Wisconsin-‐Madison), Juan de Pablo (University of Wisconsin-‐Madison), Nelson Cardona Martínez (University of Puerto Rico-‐Mayagüez), Juan López Garriga (University of Puerto Rico-‐Mayagüez), Tracy Stefonek-‐Puccnelli (Universit III.39: NSF Engineering Research Center for Biorenewable Chemicals Pre-‐College Education Program Adah Leshem-‐Ackerman (CBiRC), Mari Kemis (RISE) (Iowa State University) III.40: NSF Engineering Research Center for Biorenewable Chemicals (CBiRC): University Education Program D Raj Raman (CBiRC) (Iowa State Univ.), Mari Kemis (RISE) (Iowa State University), Karri Whitmer (RISE) (Iowa State University), Lindsey Long (CBiRC) (Iowa State University) III.41: NSF NUE 0939355: Creating a Nanoscience and Nanotechnology Minor James Brenner (Florida Tech), Kurt Winkelmann (Florida Tech), Joel Olson (Florida Tech), Yekaterina Lin (Florida Tech), Xu Shaohua (Florida Tech) III.42: T-‐CUP: Two -‐ Three Community College to University Programs Project: An Innovative Model for Broadened Pathways into Technical Careers Patricia Mead (Norfolk State University) III.43: Education and Outreach Activities of the Engineering Research Center for Collaborative Adaptive Sensing of the Atmosphere Paula Sturdevant Rees (CASA ERC) III.44: Enrichment Experiences in Engineering (E3) for Teachers Program Robin Autenrieth (Texas A&M University), Karen Butler-‐Purry (Texas A&M University), Cheryl Page (Texas A&M University) III.45: Notre Dame RET Site in Engineering (EngRET@ND)
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Wolfgang Porod (University of Notre Dame), Alexander Hahn (University of Notre Dame), Nevin Longenecker (University of Notre Dame) III.46: RET Site on Bio-‐Inspired Technology and Systems (BITS) Xiaobo Tan (Michigan State University) III.47: Science and Mechatronics Aided Research for Teachers (SMART): An RET Site Project Vikram Kapila (Polytechnic Institute of NYU) III.48: Expanding the EUV ERC RET Program Through a Partnership with the Alliance Program Kaarin Goncz (Colorado State University) III.49: Research Experience for Teachers (RET) -‐ Chicago Science Teacher Research (CSTR) Program Nicole Bogdanovich (Edwin G. Foreman High School), Seon Kim (UIC), Andreas Linninger (UIC) III.50: REU Site in Electrical & Computer Engineering at the University of Kentucky Regina Hannemann (University of Kentucky) III.51: Interdisciplinary Research Experience in Electrical and Computer Engineering at Oakland University Osamah Rawashdeh (Oakland University), Daniel Aloi (Oakland University) III.52: Evaluating a Four Site Undergraduate Research Program in Biofuels and Biorefining Engineering Daniel Knight (University of Colorado-‐Boulder), Frannie Ray-‐Earle (University of Colorado-‐Boulder), Nancy Tway (University of Colorado-‐Boulder), Alan Weimer (University of Colorado-‐Boulder) III.53: Computer-‐Integrated Surgical Systems and Technology (CISST) Engineering Research Center (ERC) Research Experience for Undergraduates (REU) Program,The Johns Hopkins University Ralph Etienne-‐Cummings (Johns Hopkins University), Jerry Prince (Johns Hopkins University), Anita Sampath (The Johns Hopkins University) III.54: Summer Undergraduate Research Fellowships (SURF) at the National Institute of Standards and Technology Joseph Kopanski (NIST), Richard Steiner (NIST), Lisa Fronczek (NIST), Christopher White (NIST), Chiara Ferraris (NIST) III.55: SURF NIST Boulder Builds Bridges to Ph.D. Programs Joseph Magee (NIST), Ron Goldfarb (NIST), Matthew Pufall (NIST), Mitch Wallis (NIST), Annemiek Kamphuis (NIST) III.56: Undergraduate Research in Wireless Sensor Networks and Security Infrastructure Heidar Malki (University of Houston), Xiaoging Yuan (University of Houston) III.57: REU Site: Retaining Engineers through Research Entrepreneurship and Advanced–Materials Training (RETREAT) at Florida State University Okenwa Okoli (HPMI, Florida State University), Ben Wang (HPMI, Florida State University) III.58: 2010 Research Experiences for Undergraduates – Nanotechnology and Materials Systems
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Dimitris Lagoudas (Texas A&M University), Jacques Richard (Texas A&M University), Kristi Shryock (Texas A&M University) III.59: 3D Scanning For Bridge Inspection Christian McGuire (University of Arkansas), Anu Pradhan () III.60: Nature InSpired Engineering Research Experience for Teachers Poster Abstract for Summer 2010 RET Cohort Kenneth Barner (University of Delaware) III.61: Nature InSpired Engineering Research Experience for Teachers (NISE RET) Working in the Materials Science & Engineering Laboratory of Ismat Shah Brian Gross (Delcastle Technical High School) III.62: Aligning Educational Experiences with Ways of Knowing Engineering: How People Learn Engineering Sandra Courter (University of Wisconsin-‐Madiso), Mitchell Nathan (University of Wisconsin-‐Madison), Al Phelps (University of Wisconsin-‐Madison), Kevin Anderson (University of Wisconsin-‐Madison) III.63: Building New Engineering Education Theory and Practice for Interdisciplinary Pervasive Computing Design Lisa McNair (Virginia Tech), Kahyun Kim (Virginia Tech), Tom Martin (Virginia Tech), Ron Kemnitzer (Virginia Tech), Jason Forsyth (Virginia Tech), Ed Dorsa (Virginia Tech), Eloise Coupey (Virginia Tech)
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Session IV: Tuesday, March 15, 8:30 – 9:30 a.m.
IV.1: Model Updating Cognitive Systems Juan Caicedo (University of South Carolina) IV.2: Collaborative REU Program in Smart Structures Juan Caicedo (University of South Carolina), GunJin Yun (University of Akron), Richard Christenson (University of Connecticut) IV.3: Nano in a Global Context for Engineering Students Navid Saleh (University of South Carolina), Ann Johnson (University of South Carolina), Juan Caicedo (University of South Carolina) IV.4: CAREER: Implementing K-‐12 Engineering Standards through STEM Integration Tamara Moore (University of Minnesota) IV.5: University Education for ERC Partners, HBCU and African Engineering Programs – SMART LIGHTING ERC Kenneth Connor (RPI SMART LIGHTING ERC), Elizabeth Herkenham (), Dianna Newman (), Meghan Morris (), Thomas Little (), Gretchen Fougere (), Steven Hersee (), Charles Joenathan (), Mohamed Chouikha (), Peter Bofah (), Charles Kim (), Craig Scott (), Yacob IV.6: Integrated Outreach Across Age Groups and Institutions for K-‐12 and University Students and K-‐14 Teachers – SMART LIGHTING ERC Kenneth Connor (RPI SMART LIGHTING ERC), Elizabeth Herkenham (), Thomas Little (), Gretchen Fougere (), Steven Hersee (), Charles Joenathan (), Deborah Walter (), Mohamed Chouikha (), Peter Bofah (), Craig Scott (), Yacob Astatke (), Judith O'Rourke (), W IV.7: Introducing Nanotechnology into the Thermal and Fluids Curricula: A Multi-‐Department, Modular Laboratory Diana-‐Andra Borca-‐Tasciuc (RPI), Theodorian Borca-‐Tasciuc (), Amir Hirsa (), Joel Plawsky () IV.8: Engineering Students' Attitudes and Threshold Concepts Towards Sustainability and Engineering as Environmental Career Johannes Strobel (Purdue University), Nicole Weber (Purdue University), Melissa Dyehouse (Purdue University), Jun Fang (Purdue University), Constance Harris (Purdue University) IV.9: Preparedness Portfolios and Portfolio Studios Jennifer Turns (University of Washington) IV.10: Encouraging Diversity in Engineering through a Virtual Engineering Sciences Learning Lab Stephanie August (Loyola Marymount University), Michele Hammers (Loyola Marymount University) IV.11: How Can You Get There If You Don’t Know Where You Are Going? A theory for understanding the lack of interest among domestic students in the engineering PhD Michelle Howell Smith (University of Nebraska-‐Lincoln), Namas Chandra (University of Nebraska-‐Lincoln) IV.12: A Unified Framework for Remote Laboratory Experiments
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Xuemin Chen (Texas Southern University), Claudio Olmi (University of Houston), Bo Cao (University of Houston), Gangbing Song (University of Houston) IV.13: The Civil Engineering Sketch Workbooks – Mechanix-‐Free Body Tracy Hammond (Texas A&M University), Tony Cahill (Texas A&M University), Martin Field (Texas A&M University) IV.14: Chemical Engineering Undergraduate Curriculum Reform Charles Glover (Texas A&M University), Mahmoud El-‐Halwagi (Texas A&M University), Lale Yurttas (Texas A&M University), Larissa Pchenitchnaia (Texas A&M University), Patrick Mills (Texas A&M University Kingsville), Irvin Osborne-‐Lee (Prairie View A&M University) IV.15: Exploratory Study of a University Partnership with Three Non-‐Metropolitan Community Colleges Mary Anderson-‐Rowland (Arizona State University) IV.16: Learning to Innovate Through Bioinspired Design Julie Linsey (Texas A&M University), Daniel McAdams (), Michael Glier (Texas A&M University) IV.17: Acquisition of Instrumentation to Support a Multi-‐disciplinary Acoustic Laboratory for Faculty and Student Research at Union College Palmyra Catravas (Union College), Helen Hanson (Union College) IV.18: Engineering the Common Good John Duffy (U Mass Lowell), Linda Barrington (U Mass Lowell), Manuel Heredia (U Mass Lowell) IV.19: Formative Feedback: Impacting the Quality of First-‐Year Engineering Student Work on Modeling Activities Monica Cardella (Purdue University), Heidi Diefes-‐Dux (Purdue University) IV.20: Students' Understanding of Human-‐Centered Design and the Impact of Service Learning Monica Cardella (Purdue University), William Oakes (Purdue University) IV.21: Reforming Environmental Engineering Laboratories for Sustainable Engineering: Development of Problem Based Learning and Case Studies for an Environmental Engineering Lab Course Stephanie Luster-‐Teasley (North Carolina A&T State Univ), Cynthia Waters (NCAT) IV.22: A Practical Approach to Integrating Nanotechnology Education into the Undergraduate Curriculum Dhananjay Kumar (NCAT), Devdas Pai (NCAT), Sergey Yarmolenko (NCAT), Cynthia Waters (NCAT), Robin Liles (NCAT) IV.23: Education and Outreach Update: ERC for Revolutionizing Metallic Biomaterials Devdas Pai (NCAT) IV.24: NUE: Nanophotonics Modules for Diverse Curricular Incorporation Albert Titus (University at Buffalo, SUNY), Alexander Cartwright (University at Buffalo, SUNY), Natalia Litchinitser (University at Buffalo, SUNY), Vladimir Mitin (University at Buffalo, SUNY)
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IV.25: “NUE: Nanotechnology for Manufacturing Flexible Electronics” at Binghamton University Howard Wang (Binghamton University) IV.26: Nano Technology and Engineering Education in Maine Rosemary Smith (University of Maine) IV.27: Introduction of Nanotechnology in Introduction to Materials Science for Engineers Daniel Lewis (Rensselaer Polytechnic Institute) IV.28: WEPAN Knowledge Center: Expanding Access to Research-‐Based Practices to Advance Women in STEM, www.wepanknowledgecenter.org C. Diane Matt (WEPAN) IV.29: Learning Nano and Bionanotechnologies through Educational Games Development (RET Supplement: NSF EEC-‐0836680: NUE: Development of the NanoEngineering Minor Option (NEMO) at the University of Houston) Andrey Koptelov (University of Houston/HISD) IV.30: Gen-‐III ERC Center for Integrated Access Networks Education Programs Frances Williams (CIAN), Meredith Kupinski (), Arlene Maclin () IV.31: Responsible Research in Action Posters Chloe Lake (University of Buffalo), Katherine McComas (Cornell University), Lynn Rathbun (Cornell University) IV.32: NNIN iREU: An International Undergraduate Research Experience in Nanotechnology Lynn Rathbun (Cornell University), Nancy Healy (Georgia Insitute of Technology) IV.33: Nanooze: Nanotechnology Magazine for Kids Lynn Rathbun (Cornell University), Nancy Healy (Georgia Insitute of Technology), Carl Batt (Cornell University) IV.34: The NNIN RET Program in Nanoscale Science and Engineering Nancy Healy (Georgia Insitute of Technology), Angela Berenstein (University of California Santa Barbara), Gary Harris (Howard University), Kathryn Hollar (Harvard University), Ron Redwing (Pennsylvania State University) IV.35: RET Site: Bioengineering Toolkits for 4th and 5th Grade Teachers (BET 4 Teachers) Lisa Friis (University of Kansas), Erin Lewis (University of Kansas), Lisa Blair (Greenbush -‐ Southeast Kansas Education Service Center) IV.36: ‘Shaping Inquiry from Feedstock to Tailpipe’ to Promote a SHIFT in Science Instruction Claudia Bode (University of Kansas), Susan Stagg-‐Williams (University of Kansas), Lisa Blair (Greenbush -‐ Southeast Kansas Education Service Center) IV.37: Rutgers University Research Experience for Teachers in Engineering (RU RET-‐E) Kimberly Cook-‐Chennault (Rutgers, the State University), Evelyn Laffey (Rutgers, the State University of New Jersey)
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IV.38: SWEET -‐ Summer at WSU -‐ Engineering Expereinces for Teachers (RET Site) Richard Zollars (Washington State University) IV.39: On A Research Experience for Teachers in Manufacturing for Competitiveness in the US (RETainUS): Goals, Plans, Implementation and Lessons Learned Mohamed Abdelrahman (Texas A&M Uni.-‐Kingsville), Holly Anthony (Tennessee Technological University) IV.40: Introducing Engineering into the Middle School Math Classroom Jackie Mitts (Stillwater Public Schools) IV.41: West Virginia Research Experience for Teachers Site Darran Cairns (West Virginia University), Nigel Clark (West Virginia University) IV.42: The Joule Fellows: Teachers in Sustainable Energies Research Laboratories Kazem Kazerounian (University of Connecticut), Aida Ghiaei (University of Connecticut), Zahra Shahbazi (University of Connecticut) IV.43: NUE: Interdisciplinary Course – Nanoscale Transport Phenomena for Manufacturing Nanodevices Zhiyong Gu (University of Massachusetts Lowell), Bridgette Budhlall (University of Massachusetts Lowell), Hongwei Sun (University of Massachusetts Lowell), Carol Barry (University of Massachusetts Lowell), Alfred Donatelli (University of Massachusetts Lowell) IV.44: Incorporating Ethical Decisions into Nanomanufacturing Research Carol Barry (University of Massachusetts Lowell), Jacqueline Isaacs (Northeastern University), Ronald Sandler (Northeastern University) IV.45: Evaluating E. coli at Potential Charles River Swimming Locations Kellie Burtch (Innovation Academy Charter Sch) IV.46: REU Site: Microscale Sensing, Actuation and Imaging (MoSAIc) Sriram Sundararajan (Iowa State University), Pranav Shrotriya (Iowa State University) IV.47: EEREU @ Penn State: Research Toward Applications Sven Bilen (Penn State), Kenneth Jenkins (Penn State) IV.48: Rutgers-‐NSF REU in Cellular Bioengineering Charles Roth (Rutgers University) IV.49: Relative Effectiveness of Different Modes of Education Abroad Jan Helge Bøhn (Virginia Tech) IV.50: Sustainable Energy Alternatives and the Advanced Materials Sylvia Thomas (University of South Florida) IV.51: Education Activities at the Engineering Research Center for Mid-‐InfraRed Technologies for Health and the Environment (MIRTHE)
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Roxanne Zellin (MIRTHE) IV.52: Investigating the Elevated Temperature Effect on Carbon Nanotube-‐Superacid Solutions Rooservelt Akume (Rice University), Anson Ma (CBEN) IV.53: Biology on a Chip Internship Program (BioChIP) for Quantitative Biological Experiments and Molecular Diagnostics on Chip Luke Lee (UC Berkeley), Megan Dueck (UC Berkeley) IV.54: SUNFEST: A Dynamic REU Program in Sensor Technology Valerie Lundy-‐Wagner (New York University), Jan Van der Spiegel (University of Pennsylvania) IV.55: Objectives, Approach, Benefits, Outcomes and Deliverables of Summer REU in Hybrid Electric and Plug-‐In Hybrid Electric Vehicles Alireza Khaligh (Illinois Institute of Tech) IV.56: A Bi-‐Directional, High Power Quality Grid Interface with a Novel Bi-‐Directional Non-‐Inverted Buck-‐Boost Converter for PHEVs Jonathan Kobayashi (Illinois Institute of Tech), Alireza Khaligh (Illinois Institute of Tech) IV.57: AERIM Automotive and Energy-‐themed REU Program: Organization, Activities, Outcomes and Lessons Learned Laila Guessous (Oakland University), Qian Zou (Oakland University) IV.58: Scuffing Resistance of Surface Treated 8625 Alloy Steels Michael Krak (Ohio Northern University), Brooke Ropp (Oakland University), James Tilden (Rowan University), Gary Barber (Oakland University), Qian Zou (Oakland University), Laila Guessous (Oakland University) IV.59: REU Site in Robotics and Autonomous Systems Mohammad Noori (Cal Poly), Christopher Clark (Cal Poly) IV.60: Computational Model of Optical Coherence Tomography in Lung Tissue: A Need For Speed! Joseph Robinson (Northeastern University) IV.61: MOBILE ROBOTIC NAVIGATION AIDE FOR VISUALLY IMPAIRED STUDENTS Wandalea Woods (Stone Memorial High School) IV.62: InTEL: Interactive Toolkit for Engineering Learning Contextualizing Statics Problems to Expand and Retain Women and URM Engineers Janet Murray (Georgia Tech), Sue Rosser (Georgia Tech), Laurence Jacobs (Georgia Tech), John Leonard (Georgia Tech), Wendy Newstetter (Georgia Tech), Christine Valle (Georgia Tech), Calvin Ashmore (Georgia Tech) IV.63: Connecting Rural Students to Authentic STEM Research Anthony Geist (TTU RET)
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Poster Session I: Monday, March 14, 11 a.m. -‐ Noon I.1: Influence of Social Capital on Under-‐Represented Engineering Students’ Academic and Career Decisions Julie Trenor (Clemson University) The United States faces an urgent need to increase the number and diversity of engineering students at the undergraduate level, and ultimately, in graduate studies and the workforce. Despite significant efforts over the last few decades to increase participation of under-‐represented groups in engineering, progress has been disturbingly slow. The time has come to re-‐conceptualize our theoretical approach to diversifying the field of engineering. The PI’s prior work suggests that students’ decisions to select engineering as a college major and to persist in undergraduate engineering studies are influenced by social capital, and that women, under-‐represented minorities, and first generation college students—the focus of this CAREER research—may utilize different mechanisms for developing, accessing, and activating social capital. Approach: What approach are you using to address this need? These prior data-‐driven studies strongly suggest that a well-‐developed conceptual model for describing how engineering students utilize social capital in making academic and career decisions shows promise as a new paradigm for diversifying the field. The PI extends an established theoretical framework—social capital—to the field of engineering education. Social capital is defined in this work as “an additional pool of resources embedded in the social networks of individuals, which can help to achieve individual goals in conjunction with, or instead of, personal resources”. The PI is the first to apply the theoretical framework of social capital to explain engineering students’ academic and career choices, building on its extensive literature by researchers in many other fields. This research advances fundamental knowledge related to diversifying the field of engineering by elucidating ways that social capital influences decisions of under-‐represented students in engineering, and perhaps contributes to their differential participation. The specific goals of this NSF CAREER project are to (1) build a conceptual model for understanding how engineering undergraduates develop, access and activate social capital in making academic and career decisions, (2) identify and characterize the potentially distinct mechanisms by which under-‐represented students (especially female, African American, Hispanic and first generation college students) utilize social ties that link them to resources related to engineering studies and (3) implement an education plan that provides research-‐to-‐practice training for university engineering outreach, recruitment, and retention practitioners using webinars and workshops as learning forums. Data will be collected from a diverse sample of engineering undergraduates at seven public institutions, representing a variety of student body characteristics, Carnegie 2000 classifications, and locations. The PI has adapted quantitative techniques commonly used by social scientists for social network mapping and social capital measurement to the specific context of engineering students’ academic and career decisions. The adapted survey instrument is currently being administered to approximately 1,500 students. Group-‐level patterns in survey data will be identified using descriptive statistics and cluster analysis. Interviews with at least 75 participants will deepen understanding of how these patterns relate to individual experience and will form the basis for development of the conceptual model. The PI will integrate research and education through research-‐to-‐practice learning forums for engineering outreach, recruitment and retention practitioners at the seven participating institutions, thereby building capacity for research-‐based programming and practices for the thousands of females, under-‐represented minority, and first generation college students enrolled at those schools. As part of the education plan, the PI will deliver a series of conference workshops and nationally advertised webinars for personnel at institutions across the country. Webinars, hosted by the NSF-‐funded WEPAN Knowledge Center, will provide interactive, affordable, archive-‐able and synchronous training for
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participants in multiple geographic locations. Webinars will be archived on the Clemson webpage and project results will be catalogued and featured on the WEPAN Knowledge Center. I.2: Global Engineering Work Practices Aditya Johri (Virginia Tech), Hon Jie Teo (), Akshay Kota (Industrial Design, Virginia Tech) This project addresses the need to prepare engineers with requisite experiences and training to successfully engage with the global economy. Through this project several field studies of global engineering work are being undertaken to better understand how engineers work in a global environment. The field studies include data collection through qualitative and quantitative methods. The project will result in a better understanding of issues faced by engineers working in a global context. The target audiences are students, faculty, and engineering practitioners. So far, the project results have identified how technology can be successfully leveraged to create better working conditions in global engineering team work. Through field studies we have also identified the problems that occur due to problems in perspective-‐taking across geographical locations. We are working on developing case studies using data collected as part of this research. So far we have developed drafts of five case studies that we plan to release online by the end of summer. These case studies will also be used in courses being taught as part of this project. I.3: Collaborative Research: Newcomer Participation in Online Learning Communities Aditya Johri (Virginia Tech), Vandana Singh (), Raktim Mitra (), Sheeji Kathuria () The increase of online learning is on the increase within engineering education but we know little about these environments, particularly from the perspective of newcomers. It is essential to design online learning environments that productively foster online learning. We are using a mixed methods approach that includes interviews, surveys, and online archival data to analysis online learning participation. For this project, our target research communities are open source software forums. This project will result in design and use guidelines for online learning and will target faculty as well as students. So far, our research explicates the relationship between experts and newcomers in online communities. We have developed a characterization of different kinds of newcomers and the different ways in which they need to be supported. We have published several papers in conference proceedings, which are available online. We are working on developing a set of guidelines based on our research that we plan to release when the project ends. I.4: Interactive Knowledge Networks for Engineering Education Research (iKNEER) Krishna Madhavan (Purdue University), Hanjun Xian (Purdue University), Aditya Johri (Virginia Tech), Mihaela Vorvoreanu (Purdue University), Brent Jesiek (Purdue University), Phil Wankat (Purdue University) The dramatic expansion of knowledge production within the engineering education research problem space calls for new methods and tools to synthesize and characterize the state of knowledge production in the problem space. We use a combination of ultra large-‐scale data mining, social network analyses, user-‐centered design, and field-‐based research methods to build, test, and deploy an interactive knowledge platform called iKNEER. iKNEER provides a single point of synthesis for knowledge products produced within the engineering education problem space. This research will introduce new
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transformative techniques from the field of social networking analysis and large-‐scale data mining to improve our understanding of the state of knowledge in the field of Engineering Education Research (EER). Emerging insights from the iKNEER projects are beginning to shed light into the nature and topology of the knowledge networks within the engineering education problem space. It is showing how capacity building is occurring and also how innovations can propagate within the problem space. iKNEER -‐ which is a web-‐based interactive knowledge platform -‐ is itself the primary deliverable for this project. Research results are also important products emerging from this project. I.5: CAREER: Advancing engineering education through learner-‐centric, adaptive cyber-‐tools and cyber-‐environments Krishna Madhavan (Purdue University) Engineering cyber-‐environments focus generally on the underlying technologies, toolsets, and content. However, they are used heavily in the engineering curricula. This project examines how cyber-‐environments can be designed so that they are more learner-‐centric than content-‐centric. The theoretical framework for this work is a synthesis of situated learning theory and theories of semantic web (a new and evolving area of study in computing that has major implica-‐tions for future cyber-‐tools and cyber-‐environments). This project will lead to engineering cyber-‐environments that incorporate learners' needs as a core part of their design. It will also lead to better personalization of learning experiences when using cyber-‐environments. This project will lead to new insights into cyber-‐environments can be designed such that they are more learner-‐centric. It will also shed light into the decision processes (among faculty members) when using cyber-‐environments for their curricular needs. This work will also lead to semantic descriptions of learner characteristics that can be translated to algorithms for facilitating learning. The primary deliverables for this project are insights into how learning can be facilitated within cyber-‐environments. We also attempt to develop design requirements that can be utilized when building and deploying engineering cyber-‐environments. I.6: Global Concepts to Action Roadmap: Engineering Education and Engineering Competency Yi Shen (Purdue University), Yating Chang (Purdue University), Brent Jesiek (Purdue University), Eckhard Groll (Purdue University), Dan Hirleman (Purdue University) The 2010 International Research and Education in Engineering (IREE) Program received more than 360 applicants and selected 58 students who spent 10-‐12 weeks, during Summer 2010, working on frontier engineering research projects in university, industry, and government labs in China. The IREE Program was initiated by the National Science Foundation (ENG/EEC) in 2006 to promote enhancement of global competency of 21st century engineering professionals, development of collaborations with engineering researchers abroad, and providing students with opportunities to experience the life and culture of a another country. Qualitative and quantitative analyses of outcome assessments provided basis for further understanding of what contributed to a successful global engineering program. Subsequently, it also defines the need for engineering education reforms, including the development of global engineering programs that are effective and scalable. I.7: CAREER: An Exploration of Expert Teaching and Student Learning in Capstone Experiences Marie Paretti (Virginia Tech), James Pembridge (Virginia Tech)
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As the importance of design across the curriculum continues to grown, faculty and researchers alike need a deeper understanding of the nature of design teaching to insure effective student learning and support faculty development. To address this gap, this CAREER project, grant # 0846605, begins with the most well-‐established domain of design teaching, the capstone course. It explores the question, “What constitutes expert teaching in the capstone environment?” By examining the epistemology of educators in this domain, the project provides a way to more effectively prepare current and future faculty to support student learning in design courses. The project uses a 3-‐phase mixed methods approach to data collection and analysis. Phase 1 included the development and distribution of a quantitative national survey to capstone instructors. Survey items focused on the background and experience of the faculty, the topics covered in the course, and the types and frequency of faculty-‐student interactions. Phase 2 involved qualitative interviewing of a sample of survey respondents using the Critical Decision Method to explore trends identified in the survey responses. This phase also involves the development and distribution of a survey to students in the interview participants’ capstone courses. The student surveys will triangulate with faculty responses with respect to classroom practices and will provide information about students’ self-‐reported learning gains that will be correlated with faculty practices. The third and final phase will involve 5 qualitative case studies that combine intensive observation with interviews and focus groups. The CAREER grant is in Phase 2, with the distribution of student surveys in process. Findings from Phase 1 indicate that the typical course emphasizes ethics, project planning, and communication, with a growing emphasis on ethics, concept generation, and project planning. Moreover, faculty-‐student interactions appear highly interpersonal and focused on activities typically associated with mentoring, suggesting key areas of development for future design faculty. Few capstone faculty, however, appear to be engaged in communities of practice around design education (conferences, workshops, publications). Preliminary findings from the interviews provide indicate that novice faculty use their own capstone and graduate experience to guide their pedagogy, whereas more experienced faculty use their numerous years of teaching to refine their pedagogy. In addition, issues surrounding collaboration tend to play a dominant role in faculty student-‐interactions, and mentoring tends to center on team interactions. I.8: Lifting the Barriers: Understanding and Enhancing Approaches to Teaching Communication and Teamwork Among Engineering Faculty Holly Matusovich (Virginia Tech), Marie Paretti (Virginia Tech) Communication and teamwork skills remain top-‐priority outcomes for engineering graduates in both academic and industry settings, however research that demonstrates effective strategies for the teaching and learning of these skills is limited. For example, despite increased focus on writing within engineering, few studies have examined faculty beliefs about writing and how they enact such beliefs in their teaching. Writing researchers have long known that standards, conventions, style, structure, and a host of other characteristics vary across disciplines, but even within even within a discipline, faculty often have different expectations regarding communication practices. Social interactions between faculty and students and legitimate peripheral participation play a significant role in shaping what students learn about communication (and likely about teamwork), yet we currently lack the mechanisms to understand how this happens in engineering curricula. We focus on communication and teamwork in tandem because the two are inextricably linked in both the classroom and the workplace. Moreover, effective teamwork requires effective communication at both formal and informal, interpersonal levels. Recent work in engineering education has investigated ways to characterize and assess teamwork skills, but does not address how students develop teamwork skills over time. Current studies are still far from providing the engineering education community with a robust, actionable understanding of the ways in
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which teamwork skills develop across a curriculum or how faculty beliefs and practices can influence that development. This study seeks to understand faculty and student beliefs regarding effective practice and transferable learning outcomes with respect to communication and teamwork and to articulate how well faculty and student beliefs are aligned. These data will allow us to enhance teaching by studying interventions that provide educators with both necessary knowledge and viable strategies for enacting that knowledge in the classroom. Our research explores faculty beliefs, the impacts of those beliefs on student development, and ultimately effective ways to influence these beliefs. However, to influence beliefs, we must first understand the current condition and identify both what changes are needed and how to best accomplish them. During Phase 1, we will use interviews, focus groups and surveys to generate new knowledge about faculty and student beliefs regarding communication and teamwork, and uncover gaps among faculty beliefs, student beliefs, and current research. In Phase 2, we will share the outcomes of Phase 1 with engineering education faculty and, considering their input, develop strategies for more e