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A Highly Adaptive And Cost Effective Second Generation Incubator (Sgi) Towards Educational, Research And Clinical Processes, Yassir H. Al-Sayagh 2014 University of Nebraska - Lincoln

A Highly Adaptive And Cost Effective Second Generation Incubator (Sgi) Towards Educational, Research And Clinical Processes, Yassir H. Al-Sayagh

Biological Systems Engineering--Dissertations, Theses, and Student Research

Today´s rising demand for more reliable and affordable alternatives to organ transplant has led to a growing market for in vitro tissue culture systems. The main objective of tissue engineering as a whole is to employ human tissue equivalents for commercial use. The state-of-the-art processes for producing these so called tissue models are still very expensive, difficult to produce and time-consuming.

To engineer tissues, in vitro, a three-dimensional support structure commonly termed scaffold is needed. Stem cells are then added to the scaffold. In order for tissue to materialize, the scaffold and the cells must be incubated (cultured) at ...


Students’ Perceptions Of And Responses To Teaching Assistant And Peer Feedback, Kelsey J. Rodgers, Aladar K. Horvath, Hyunyi Jung, Amanda S. Fry, Heidi Diefes-Dux, Monica E. Cardella 2014 Purdue University

Students’ Perceptions Of And Responses To Teaching Assistant And Peer Feedback, Kelsey J. Rodgers, Aladar K. Horvath, Hyunyi Jung, Amanda S. Fry, Heidi Diefes-Dux, Monica E. Cardella

Interdisciplinary Journal of Problem-based Learning

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team’s experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team’s perceptions of the feedback they received and the changes they made to their solutions ...


Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell 2014 Purdue University

Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell

Journal of Pre-College Engineering Education Research (J-PEER)

The incorporation of engineering practices and core ideas into the Next Generation Science Standards at the elementary school level provides exciting opportunities but also raises important questions about the preparation of new elementary teachers. Both the teacher education and engineering education communities have a limited literature base on the resources that novice elementary teachers bring to learning and teaching engineering. The purpose of this descriptive exploratory research study was to characterize the design practices used by preservice elementary teachers during an integrated engineering and literature experience. Using a modification of the Design Activity Coding Scheme (Atman et al., 2007), we ...


High And Low Computer Self-Efficacy Groups And Their Learning Behavior From Self-Regulated Learning Perspective While Engaged In Interactive Learning Modules, Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, Edward M. Reeve 2014 Purdue University

High And Low Computer Self-Efficacy Groups And Their Learning Behavior From Self-Regulated Learning Perspective While Engaged In Interactive Learning Modules, Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, Edward M. Reeve

Journal of Pre-College Engineering Education Research (J-PEER)

The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to ...


Gender Differences In The Consistency Of Middle School Students’ Interest In Engineering And Science Careers, Marsha Ing, Pamela R. Aschbacher, Sherry M. Tsai 2014 Purdue University

Gender Differences In The Consistency Of Middle School Students’ Interest In Engineering And Science Careers, Marsha Ing, Pamela R. Aschbacher, Sherry M. Tsai

Journal of Pre-College Engineering Education Research (J-PEER)

This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for males (58% in engineering, 39% in science). After controlling for student and school demographic characteristics, females were as consistent as males in their science career interests during the three years of the study but less consistent in their engineering career interests. Knowing an engineer significantly predicted consistent ...


Online Resource Platform For Mathematics Education, Marisa Llorens, Edmund Nevin, Eileen Mageean 2014 Dublin Institute of Technology

Online Resource Platform For Mathematics Education, Marisa Llorens, Edmund Nevin, Eileen Mageean

Reports

The aim of this project was to develop and explore the use of a Sharable Content Object Reference Model (SCORM) integrating a web-based platform for the study of mathematics as part of an active learning environment. The platform was designed to provide active support to engineering students especially those in their first year of study. Early use of the platform can identify possible areas of weakness and provide the self-learning environment required for students to become more proficient in areas where they are lacking key skills or are finding the concepts difficult to understand.

The platform consists of a set ...


Quantifying Cognitive Processes In Virtual Learning Simulations, Michael Thornton, Gretchen A. Mosher 2014 University of Iowa

Quantifying Cognitive Processes In Virtual Learning Simulations, Michael Thornton, Gretchen A. Mosher

2014 ASEE North Midwest Section Conference

Virtual learning simulations have received increasing attention due various proposed educational, instructional, and institutional advantages; with literature focusing largely on perceptions of this technology and empirical comparisons to other instructional methods. Compared to traditional learning environments, virtual learning environments may present methodological advantages in studying learning processes through applying behavioral tracing techniques.

This paper will discuss behavioral indicators of cognitive learning processes used in virtual decision scenarios designed for third year engineering and engineering technology students. Behavioral measures to quantitatively analyze the learning process will be presented. Implications for assessing student learning, instructional strategy selection, and improving higher education quality ...


Mentoring Program, David W. Murhammer 2014 University of Iowa

Mentoring Program, David W. Murhammer

2014 ASEE North Midwest Section Conference

The Department of Chemical and Biochemical Engineering at the University of Iowa initiated a mentorship program during the 2012-13 academic year. This program involves pairing professional chemical engineers with a minimum of 5 years post-BS experience with chemical engineering sophomores. The resulting mentor-mentee relationships are intended to continue through graduation. The intent of this program is for the mentors to contribute to the professional preparation of the students for a successful career by interactively supplementing the students’ formal education with the mentor’s knowledge, experience, and counsel. This includes individualized help with career planning, resume preparation, interviewing savvy, internships, networking ...


Multiple Learning Strategies And Assessments Used In An Online Technology, Society & Ethics Course, Byron Garry 2014 University of Iowa

Multiple Learning Strategies And Assessments Used In An Online Technology, Society & Ethics Course, Byron Garry

2014 ASEE North Midwest Section Conference

The author of this article has taught Electronics Engineering Technology courses for 20+ years, mostly in a classroom face-to-face setting. The assessment of student learning depends mostly on the evaluation of how well the students have learned the theory-based, numerically-involved, and hands-on applications of each course’s content. For the past three summers, the author has also taught an on-line course entitled Technology, Society & Ethics. This kind of course calls for an emphasis on discussion and student writing, which requires a very different style of teaching and assessment than the instructor had used in the past. As a preparation for teaching the course for the first time, the learning outcomes of the course were developed before the specific teaching style and assessment process were chosen. Suskie1 says that for good assessment, the instructor at the start needs to “develop clearly articulated written statements of expected learning outcomes”, that is, what will the students know and be able to do by the end of the course.

For the course, the Student Learning Outcomes statements must meet the requirements of three different entities: ABET, the university’s General Education requirements, and the student evaluation of teaching process the university uses, which comes from the IDEA Center2. The IDEA Center has developed a list of twelve Learning Objectives (‘Objective’ as used by IDEA means the same as ‘Outcome’) that the course instructor can choose from, as the focus of the student’s evaluation of the learning the students achieved in the course. The course instructor chose three objectives to focus on: Learning how to find and use resources for answering questions or solving problems; Developing a clearer understanding of, and a commitment to, personal values; and Acquiring an interest in learning more by asking my own questions and seeking answers. Educational research highlighted by the IDEA Center and others show ...


Building An Engineering Honors Curriculum: Collegiate Consistency With Individual Flexibility, Amy Brewster, Robert Kirby, Art Spisak, Holly Blosser Yoder 2014 University of Iowa

Building An Engineering Honors Curriculum: Collegiate Consistency With Individual Flexibility, Amy Brewster, Robert Kirby, Art Spisak, Holly Blosser Yoder

2014 ASEE North Midwest Section Conference

Recently, Honors at Iowa developed a curriculum that all student members must complete to graduate with University Honors. The curriculum has two primary components; the first is building knowledge through course work and the second is the application of knowledge through hands on learning experiences. Because, however, the engineering undergraduate curriculum is more structured and sequential in nature than the curriculum of the other undergraduate colleges, a distinct honors engineering curriculum was developed collaboratively between the College of Engineering and the University Honors Program. This engineering-specific honors curriculum maintained the key features of course work and experience-based learning valued by ...


An Ethical Framework For Engineering Faculty: Motivation, Examples & Discussion, Rebecca A. Bates 2014 University of Iowa

An Ethical Framework For Engineering Faculty: Motivation, Examples & Discussion, Rebecca A. Bates

2014 ASEE North Midwest Section Conference

Engineering faculty address ethics from two perspectives. The first is as required content related to the ABET outcome that engineering graduates will have an understanding of professional and ethical responsibility. The second is as practitioners who face a range of ethical dilemmas and challenges, from plagiarism to “passenger” team members to professional relationships with colleagues to responsible conduct of their own research. As faculty members and professionals, we have multiple guides, including the recently adopted ASEE Code of Ethics (http://www.asee.org/member-resources/resources/Code_of_Ethics.pdf), however, there is still a need to examine frameworks and develop skills in ...


Understanding Engineering Students' Perceptions And Knowledge About Sustainable Development And Sustainability, B. Sharma, B. Steward, S. K. Ong, F. E. Miguez 2014 University of Iowa

Understanding Engineering Students' Perceptions And Knowledge About Sustainable Development And Sustainability, B. Sharma, B. Steward, S. K. Ong, F. E. Miguez

2014 ASEE North Midwest Section Conference

The Sustainable Engineering and International Development course was first offered to engineering majors at the Iowa State University (ISU) in 2005. The course is focused on describing, discussing and comparing the key concepts of sustainability, sustainable development and sustainable engineering. In 2005, sustainability was not a major part of the engineering curricula and students had little to no knowledge about these concepts. Nine years later, sustainability has become an integral part of our daily lives. In this study, we wanted to understand student perceptions, knowledge, and understanding of sustainability, sustainable development and its implementation across various engineering systems. The assessment ...


Global Engineering At The University Of Iowa: Connecting Engineering Students With The World, Zach Smith, Amy Brewster, Megan Allen 2014 University of Iowa

Global Engineering At The University Of Iowa: Connecting Engineering Students With The World, Zach Smith, Amy Brewster, Megan Allen

2014 ASEE North Midwest Section Conference

Studying abroad is a valuable opportunity often overlooked by science and engineering majors. These students often imagine that because of their strict course plan, study abroad will interfere with their graduation. Not only is this untrue, but there are many benefits to studying abroad for engineering and science majors.

Consider some comments from students who have recently returned from a study abroad experience:

Studying abroad helped me to understand how engineering concepts are used in a variety of contexts. Seeing the culture and worldviews of a different country pushed me to investigate how growing up in the U.S. has ...


Peace And Conflict: Engineering Responsibilities And Opportunities, Robert J. Muscat 2014 University of Iowa

Peace And Conflict: Engineering Responsibilities And Opportunities, Robert J. Muscat

2014 ASEE North Midwest Section Conference

In many conflicts, the consequences of engineering projects are among the problems at issue, and engineers are unavoidably parties to the problems. Engineers need to raise their awareness of the potential effects of their projects, especially in situations of serious social and political contention, and to explore alternative designs or engineering solutions, and methods of implementation, that may ameliorate rather than exacerbate tensions. Engineers will also need to dialogue effectively with the many stakeholders affected if these projects are to be politically viable and achieve their technical purposes. The paper draws on several case studies of engineering projects in conflict ...


Hybrid Teaching Vs. Traditional Teaching In Computer Engineering Courses: What Works And What Does Not Work?, Andy S. Peng, Robert Nelson, Cheng Liu, Jai-Ling LIn, Lynn M. Meredith 2014 University of Iowa

Hybrid Teaching Vs. Traditional Teaching In Computer Engineering Courses: What Works And What Does Not Work?, Andy S. Peng, Robert Nelson, Cheng Liu, Jai-Ling Lin, Lynn M. Meredith

2014 ASEE North Midwest Section Conference

This study compares student learning outcomes from two instructional approaches: hybrid vs. traditional teaching method. The study applies a previously developed framework in order to assess the learned curriculum for the same upper division computer engineering course. It also analyzes how it is aligned with the intended curriculum. The same undergraduate computer engineering course was taught by two different instructors during two different semesters. Both instructors have extensive technical background and many years of practical engineering experiences in the related field. Both classes used an identical textbook, delivered similar set of course topics, had similar lab setup, required homework assignments ...


Multidisciplinary Approaches: A Management Core For Applied Managment And Decision Science, Teresa J.K. Hall, Byron G. Garry, Carrie L. Steinlicht 2014 University of Iowa

Multidisciplinary Approaches: A Management Core For Applied Managment And Decision Science, Teresa J.K. Hall, Byron G. Garry, Carrie L. Steinlicht

2014 ASEE North Midwest Section Conference

The new management core curriculum was launched at South Dakota State University in 2012 designed for programs at the institution affiliated with decision sciences, applied management and economics. A task force of business and industry leaders working with faculty developed a set of key competencies for graduates from management-related programs. Based on those competencies, an ad hoc group of multidisciplinary faculty in the Colleges of Engineering, Agriculture and Biological Sciences, Education and Human Sciences, and Arts and Sciences designated a four-course sequence named the Management Core to address key elements of the competencies. The undergraduate Operations Management program, housed in ...


Teaching Ethics In A "What's In It For Me?" World, Patricia Rummel Jinkins, Jill Clough 2014 University of Iowa

Teaching Ethics In A "What's In It For Me?" World, Patricia Rummel Jinkins, Jill Clough

2014 ASEE North Midwest Section Conference

Increasingly, students have trouble in determining what is and is not ethical for personal or professional behavior. However, public safety and corporate competence depend on this distinction. Even substituting substandard materials to meet deadlines or operating outside their area of expertise cause no qualms for many engineering student. Extrinsic incentive or punishment is ineffective so the change must come from intrinsic motivational factors. While some programs have the luxury of an entire semester-length required course in ethics, others must attempt to include these critical concepts within the content of an already crowded curriculum.

The author describes an approach used within ...


Evaluation Of Hybrid Course Implementation In Construction Engineering, Aliye Karabulut Ilgu, Charles Jahren 2014 University of Iowa

Evaluation Of Hybrid Course Implementation In Construction Engineering, Aliye Karabulut Ilgu, Charles Jahren

2014 ASEE North Midwest Section Conference

Engineering educators call for a widespread implementation of hybrid instruction to respond to rapidly changing demands of 21st Century1. In response to this call, a junior-level course in the Construction Engineering department entitled Construction Equipment and Heavy Construction Methods was converted into a hybrid instruction model. The overarching goal in the hybrid course development was to take the content that can be engaged outside the class to an online platform so that class time can be used more efficiently for authentic, realistic, open-ended problems and homework assignments. This study reports the design, development and evaluation of this hybrid course and ...


The Effects On Instructor Workload Of Implementing Active Teaching Methods To Improve Student Enthusiasm And Performance, Cory Mettler, Nathan Ziegler 2014 University of Iowa

The Effects On Instructor Workload Of Implementing Active Teaching Methods To Improve Student Enthusiasm And Performance, Cory Mettler, Nathan Ziegler

2014 ASEE North Midwest Section Conference

There is an abundance of data that suggest that implementing active teaching methods in the classroom produces a deeper, longer lasting understanding and increased enjoyment of course material. However, most engineering educators do not employ these techniques. This paper addresses three of the most common concerns these educators have: 1. “I don’t have enough time,” 2. “It is difficult to employ active teaching techniques with my course material,” and 3. “I won’t be able to cover all my material if I allow time for the activities in class.” .

Active teaching was employed in two courses in order to ...


Successful Strategies For Engaging Community Colleges And Universities In Transfer Partnership, Marcia Laugerman, Diane Rover, Steve Mickelson, Mack Shelley, Kari Hensen 2014 University of Iowa

Successful Strategies For Engaging Community Colleges And Universities In Transfer Partnership, Marcia Laugerman, Diane Rover, Steve Mickelson, Mack Shelley, Kari Hensen

2014 ASEE North Midwest Section Conference

In order to increase the number of students (U.S. citizens or permanent residents) receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM), the National Science Foundation (NSF) established the Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP).

The Student Enrollment and Engagement through Connections (SEEC) project is a collaboration between Iowa State University (ISU) and Des Moines Area Community College (DMACC) funded by a STEP grant to increase the number of students graduating with a bachelor's degree in engineering at ISU and the number of students in pre-engineering study ...


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