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)  

 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  ()  

 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)  

 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)  

 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)  

 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)        

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)    

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)  

 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)  

 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