-
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 ()
-
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)
-
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)
-
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)
-
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
-
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
-
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)
-
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
-
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)
-
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
-
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)
-
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)
-
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)
-
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)
-
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
-
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
-
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)
-
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
-
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