Program for 2016 IEEE Frontiers in Education Conference (FIE)

Time 130A 130B 130C 140A 140B 140C 160A 160B 160C 170A 170B Ballroom Sheraton Griffin Sheraton Harlequin A Sheraton Harlequin B Sheraton Harlequin C Sheraton Otter Sheraton Safe Harbor Session

Wednesday, October 12

09:00 am-04:30 pm                               Evidence-Based teaching Designing an Engineering Recovery Course    
11:00 am-08:00 pm                                 Registration
01:00 pm-04:00 pm                           1A: A Developmental and Adaptive Problem Based Learning (PBL) Model Across the Curriculum: From Theory to Practice in Integrating and Assessing PBL Experiences across the James Madison University Engineering Curriculum 1B: NSF Programs that support Engineering Education Research 1C: Peer Grading Development Cycle
05:00 pm-08:00 pm                           2B: Integrated Faculty Course Assessment Report (FCAR) Model with Traditional Rubric-Based (GR) Model to Enhance Automation of Student Outcomes Evaluation 2A: Tips for Turning Good Ideas into Competitive National Science Foundation Engineering Education CAREER Proposals: A Grant Writing Workshop      

Thursday, October 13

08:00 am-06:00 pm                                     Breakfast,
Registration
08:30 am-09:30 am                       Plenary Session: Doug Melton, Engineering Unleashed            
10:00 am-12:00 pm Exhibitor Showcase: JMP Academic Programs T1C: Design and Design Education T1D: Game-Based Learning: Development and Evaluation T1E: PK-12: Teaching Math and Science and Engineering T1F: Cybersecurity T1G: Entrepreneurship T1H: Online and Distance Learning T1I: Digital Design T1J: Problem-Based Learning T1A: Panel: Business & Engineering Education: A Multiple Stakeholder Perspective T1B: Panel: Changing Your Department: Examples from Revolutionizing Engineering Departments              
12:45 pm-02:15 pm                                    
01:30 pm-03:00 pm Exhibitor Showcase: zyBooks T2C: Academia-Industry Connections T2D: Game-Based Learning: Skill Development T2E: Algorithmic Assessment Methods T2F: Computational Thinking T2G: STEAM T2H: Program Assessment and Program Development T2I: Credentials and Accreditation T2J: Conceptions and Misconceptions T2A: Special Session: Exploring Learning Opportunities in Engineering Education Using 2D, 3D, and Immersive Video-Augmented Online Technologies T2B: Special Session: I-Corps™ for Learning: Sustaining and Scaling STEM Education Innovations for Impact              
03:30 pm-05:00 pm Exhibitor Showcase: ARM T3C: Educating Students on Professional Ethics T3D: Game-Based Learning: Stakeholder Perspectives T3E: Student Perceptions of Evaluation and Assessment T3F: Learning Software Development T3G: Mathematics and Statistics T3H: Computer-Based Learning and Courseware Technologies T3I: Student Beliefs and Motivation T3J: Design Education T3A: Special Session: Innovation T-Ball: Everybody Wins!! T3B: Panel: Launching Curricular Guidelines for Computer Engineering: CE2016              
06:30 pm-08:30 pm                                     Reception at GE Customer Innovation Center (included in conference registration)

Friday, October 14

08:00 am-06:00 pm                                     Breakfast,
Registration
08:30 am-09:30 am                       Plenary Session: Ed Hall, The Digital Industrial Age            
10:00 am-12:00 pm Exhibitor Showcase: Mathworks F1C: Faculty Development: Transferring Innovation F1D: Self-Regulated Learning F1E: Robotics F1F: Programming Courses and Concepts F1G: Service and Learning F1H: Pathways to Engineering Degrees F1I: Graduate Student Education F1J: Integrating Business and Engineering F1A: Panel: Developments in Global Software Engineering Education F1B: Panel: Integrating Systems Engineering and Systems Thinking into Undergraduate Engineering Education              
12:45 pm-02:15 pm                                    
01:30 pm-03:00 pm Exhibitor Showcase: NVIDIA F2C: Faculty Development: Careers F2D: Diversity: Intersectionality F2E: PK-12: Teacher Development F2F: Advanced Computer Science Courses F2G: Mobile Devise Enabled Learning F2H: Professional Skills Development F2I: Non-Traditional Student Pathways F2J: Philosophy of Engineering and Engineering Education F2A: Special Session: Considering students' intrinsic motivations and positive emotions in course design: Are they ends, means, or threats? F2B: Special Session: Open Sourcing Education for Data Engineering and Data Science              
04:00 pm-05:30 pm   F3C: Faculty Development: Culture and Practices F3D: Diversity and Inclusivity Awareness F3E: PK-12: Teaching Computer-Related Topics F3F: Upper Division Computer Science F3G: Remote Laboratories F3H: Engineering Education Research F3I: Engineering Discipline Specific F3J: Problem Solving F3A: Special Session: Developing ABET Criteria for Undergraduate Cybersecurity Programs F3B: Special Session: Preparing Engineers for Careers in Social Innovation and Sustainable Development              
05:00 pm-06:30 pm                
05:30 pm-06:30 pm   C3: Working on how to solve the never ending problem of diversity in engineering C3: A DBER network for bridging the gap between research and practice in engineering education   C3: Online modules, online education or online university - how to setup the perfect online education C3: Developing/Refining ASEE's agenda for transformative change in Engineering Education C3: Augmented Reality for Abstract Concept Learning in STEM C3: Impacting Society through the Responsible Development of Technologies and Systems C3: Language as Instructional Barrier: Towards Support for International Faculty       FIE 2017 Planning Committee Meeting.          
06:00 pm-07:00 pm     IEEE Computer Society Town Hall                
07:00 pm-09:30 pm                                     Reception and Awards Banquet (additional ticket required)
07:30 pm-10:00 pm                                    

Saturday, October 15

08:00 am-05:00 pm                                     Breakfast,
Registration
08:30 am-10:00 am   S1C: First and Second Year Programs S1D: Inclusivity and Diversity Initiatives S1E: Collaborative Teaching and Learning S1F: Programming in the First and Second Years S1G: Makers, Making, and Makerspaces S1H: Project-Based Learning S1I: Undergraduate Research S1J: Special Session: ABET CAC Criterion Revisions: Discussion and Comment S1A: Special Session: Culturally Responsive Practices in K-16 Engineering Education S1B: Peer Teaching and Learning              
10:30 am-12:00 pm   S2C: Computer-Based Learning and Courseware Technologies II S2D: Diversity: Women and Girls S2E: PK-12: Perceptions of STEM S2F: Computing Discipline Specific S2G: Student Approaches to Learning S2H: Peer Tutoring and Mentoring S2I: Retention of First Year Students   S2A: Special Session: Making the Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) More Accessible to Researchers S2B: Special Session: Designing The Engineer's Way              
12:45 pm-02:15 pm                                    
01:30 pm-03:00 pm   S3C: Redesigning Laboratory Experiences S3D: Innovative Use of Tools S3E: PK-12: Assessment and Evaluation Tools and Strategies S3F: Software Engineering Processes S3G: Engineering in Global Context S3H: Literature Reviews and Analyses S3I: Students as Learners S3J: Teaching and Learning Experiences in Engineering Education I S3A: Panel: Teaching Teachers to Teach Diverse Students in Computer Science: Content and Resources for In-person and Online Delivery S3B: Special Session: The Behavioral Economics of Instructional Decision Making              
03:30 pm-05:00 pm   S4C: Identity, Learning and Persistence S4D: Student-Centered Education S4E: PK-12: Pathways to Careers S4F: Evaluating Computer Programming S4G: Cultural Competence S4H: Learning and Teaching Analytics S4I: Curriculum Design in Computer Science/Engineering S4J: Teaching and Learning Experiences in Engineering Education II S4A: Leadership S4B: Group and Team Work              

Wednesday, October 12

Wednesday, October 12, 09:00 - 16:30

Evidence-Based teaching

Room: Sheraton Harlequin C

Full-day workshop at FIE 2016: Wednesday, October 12th, 2016

Registration Fee: $200 (Limited to 25 participants) All proceeds beyond expenses go to the Frontiers in Education Conference

Participants receive IEEE-CS certificate of participation and PDUs earned.

Aimed at those interested in improving their teaching practice from the known literature in engineering education. The target audience ranges from the new instructor to experienced, senior faculty interested in advancing the quality of the teaching practice. This workshop provides an overview of relevant research literature, and provides participants with hands on advice on choice of research approaches, data collection methods, and analysis techniques in the Scholarship of Teaching and Learning in Engineering.

The workshop consists of presentations, group discussions and review of case studies in the engineering education literature. Workshop activities and materials are drawn from engineering faculty development courses in engineering education offered at Uppsala University, Sweden since 2010. Registration and additional information available soon on the registration page.

Workshop Participants Will:

Acquire portfolio of best practices in STEM education Read and discuss selected articles from the STEM higher education research literature Review models for systematic investigation of learning phenomena Reflect on application of STEM education theories to their own teaching Result: equipped to conduct evidence based innovation and evaluation Arnold Pears BSc(Hons) PhD, is associate professor of computing education research at Uppsala University, Sweden. He has published more than 70 refereed articles and conference papers in computing and engineering education. He is an active member of the IEEE Computer Society, where he is a member of the Professional and Education Activities Board, and chairman of the Special Technical Community for Education. He is a Director of the Swedish National Centre for Student-centric Higher Education Development, and the Higher Education Advisory Council of the Faculty of Science and Technology at Uppsala University, Sweden.

John Heywood is author of Engineering Education. Research and Development in Curriculum and Instruction" which received the 2006 award for the best research publication from the Division for the Professions of the American Educational Research Association. He has just published "The Assessment of learning in Engineering education. Practice and Policy". He is a Fellow of the American Society for Engineering education and a Fellow of the institute of Electrical and Electronic Engineers. Before he retired he was Professor and Director of teacher education in the University of Dublin and is author of "Instructional and Curriculum Leadership: Toward Inquiry Oriented Schools".

Designing an Engineering Recovery Course

Room: Sheraton Otter

Full-day workshop at FIE 2016: Wednesday October 12, 2016

Registration Fee: $75 (limited to 60 participants) All proceeds go to the Frontiers in Education conference planning committee

Instructor: Dan Apple

This workshop will help colleges turn things around for engineering students who have failed. Instead of sending out dismissal letters, challenge these students to prove they want to continue by obtaining an "A" in a course titled Achieving Academic Success.

The workshop consists of two parts:

Part 1: This session will detail the educational experience that transforms failing students into dean's list students.

Learn what works as we share the critical lessons we've learned in 20 years of conducting Learning to Learn Camps, especially those targeting STEM students: the theory, practice, and results that you can use The workshop will highlight a Recovery Course case study at Grand Valley State University (Spring 2015 plus recent results from Spring 2016) including the 1-week schedule, syllabus, logistics, work samples, and results A second case study details how the Hinds Community College Nursing program used the Recovery Course to transform students who failed out of the program into practicing nurses at a success rate of more than 65% We will share the structure and content of our STEM-tailored Learning to Learn Camps, demonstrating how the general content that all students need provides a natural foundation and context for the specialized content that most benefits STEM students who are struggling to succeed Part 2: In this session, participants from each college will design and develop an engineering recovery course that is contextualized for their school, including a complete implementation plan (recruitment, course design, materials, training, and implementation guidelines). This session works BEST with a team from the same school; if possible, register a team of 3 from your college. If you don't have your own team, you can still gain valuable experience working with a team from another school on their recovery course.

For more information: visit the Pacific Crest website

Wednesday, October 12, 11:00 - 20:00

Registration

Wednesday, October 12, 13:00 - 16:00

1A: A Developmental and Adaptive Problem Based Learning (PBL) Model Across the Curriculum: From Theory to Practice in Integrating and Assessing PBL Experiences across the James Madison University Engineering Curriculum

Room: Sheraton Harlequin A

In this collaborative and participant-centered workshop, faculty will be introduced to a novel and adaptive Problem-Based Learning (PBL) model developed and implemented in JMU's Engineering program over the past eight years and supported by NSF awards. Participants will be provided with PBL theory, PBL examples, a PBL classification framework, assessment tools, and a PBL template for use across courses and curricula. Problem-solving is generally regarded as the most important cognitive activity in everyday and professional practice. Problems in real-world practice have been described as messy, complex, and ill-structured, whereas typical engineering classroom problems have been described as well-structured with single correct solutions. How do we prepare our students for real-world problem solving? For researchers and educators alike, there is an interest in better understanding the nature of PBL experiences because not all PBL experiences are created equal. Understanding how aforementioned problem characteristics vary is essential for demystifying the process of learning through PBL and through traditional pedagogical methods. Different PBL experiences lead to different learning outcomes. Educators should intentionally design authentic learning experiences that expose students to all types of problems - well-defined to ill-defined, simple to complex in terms of knowledge integration, individual to team-based - so that students learn to be adaptive problem solvers.

A Developmental and Adaptive Problem Based Learning (PBL) Model Across the Curriculum: From Theory to Practice in Integrating and Assessing PBL Experiences across the James Madison University Engineering Curriculum
Olga Pierrakos (National Science Foundation & James Madison University, USA); Robin Anderson and Elise Barrella (James Madison University, USA)

1B: NSF Programs that support Engineering Education Research

Room: Sheraton Harlequin B

The goal of this session is to inform the engineering and engineering education communities about various funding opportunities offered through the Engineering Education Centers (EEC) Division and the Division of Undergraduate Education (DUE) at the National Science Foundation (NSF). The intended audience for the session includes those eligible to submit and other project stakeholders such as: • 2-year and 4-year college and university faculty members in STEM and STEM education • 2-year and 4-year college and university administrators • STEM industry representatives • Institutional, educational, discipline-based educational, and social/behavioral science researchers.

The workshop will be interactive as attendees will be open to ask questions freely during the presentation. NSF program directors will share details about current funding opportunities to support engineering education projects including the Advanced Technological Education (ATE) program, which, with an emphasis on two-year colleges, focuses on the education of technicians for the high-technology fields that drive our Nation's economy. ATE involves partnerships between academic institutions and industry to promote improvement in the education of science and engineering technicians at the undergraduate and secondary school (grades 7 through 12) levels. NSF Program officers will present an in-depth look at the Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program, which seeks to increase the success of low-income academically talented students with demonstrated financial need who are pursuing associate, baccalaureate, or graduate degrees in STEM disciplines. S-STEM provides awards to Institutions of Higher Education to fund scholarships, and to enhance and study effective curricular and co-curricular activities that support recruitment, retention, student success, and graduation in STEM.

Program officers will discuss one of the newest DUE programs, Improving Undergraduate STEM Education (IUSE). Engineering Education Research programs in the Engineering Directorate of NSF deal with the Professional Formation of Engineers which involves the formal and informal processes and value systems by which people become engineers. Advancing holistic engineering formation; diversifying pathways to and through engineering; exploring citizen engineering, credentialing, and expertise; developing engineering-specific theories of how engineers are formed; and understanding how change in engineering formation processes travels, translates, diffuses, and/or scales are hallmarks of the program. Elements of the programs under this umbrella include: Introductions to the profession at any age; acquisition of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; and development of identity as an engineer and its intersection with other identities. Additionally, the presenters will share important resources to consider when developing proposals to the NSF and discuss the importance of collaborations among 2-year and 4-year institutions, industry, and other partners to foster STEM workforce development.

National Science Foundation Programs that Support Engineering Education Research
Ece Yaprak and Karen Crosby (NSF, USA); Olga Pierrakos (National Science Foundation & James Madison University, USA); Abby Ilumoka (University of Hartford, USA); Yvette Pearson Weatherton (US National Science Foundation, USA); Elliot Douglas (University of Florida, USA)

1C: Peer Grading Development Cycle

Room: Sheraton Safe Harbor

The workshop will focus on several aspects of creating a successful peer grading experience for instructors and students. The development cycle includes: the right exam rubric, video creation, creating a blind "coupon" sheet, using students and class time to grade and storage. A solid rubric is the best candidate for a test to be peer graded. The rubric will be used in creating videos that along with a correct answer, describe each point breakdown in detail. The rubric can be rigid or have partial credit on it. As the instructor, the class meeting is the only time to have everyone together, answer questions, make grading decisions that affect the whole, show the answers, display exam point breakdown, and finally, grade. In order to get all of this done, a private set of videos are created to quicken the information needed for grading. The workshop will use a trial version Camtasia to create the videos. When taking the test, the students are given a test with the blind "coupon" cover sheet so later, the student graders are unable to determine which student really took this test - protecting the privacy of the original test taking student. After the tests have been taken, the next class meeting can be set aside for peer grading. The instructor plays the afore mentioned videos which are broken up into segments in order for the student to either the focus on the grading or on their own answer since the possibility of one of them getting it right. Finally, attendees will be introduced to storing, organizing and linking the videos using YouTube.

The workshop is aimed at those interested in improving exam feedback and timeliness while empowering students with grading requirements and material that is essential for further learning within the course. The target audience ranges from the new instructor, to experienced, senior faculty who are interested in advancing the quality of their exams effectively correcting any lingering issues the students might continue to make if the test were graded in the traditional, slow and costly method. This workshop provides an overview of relevant research literature, and provides participants with hands on peer grading experience, video creation, and suggestion of data collection methods.

Peer Grading Development Cycle
Shawn Lupoli (UMBC, USA)

Wednesday, October 12, 17:00 - 20:00

2A: Tips for Turning Good Ideas into Competitive National Science Foundation Engineering Education CAREER Proposals: A Grant Writing Workshop

Room: Sheraton Harlequin B

The purpose of this participant-centered workshop is to support new faculty in developing strong engineering education research NSF CAREER proposals. Participants will learn about existing NSF programs that support engineering education research and learn tips for developing strong proposals in developing a research plan and educational plan (two critical elements of successful NSF CAREER proposals). The workshop will be interactive in nature and will include activities designed to help participants identify areas in which their ideas and proposals can be enhanced. A pre-survey will be administered to capture participant expectations; and readings will be provided to support participants' preparation for this workshop. A post-survey will be administered to evaluate the effectiveness of the session.

The authors want to acknowledge the support of the National Science Foundation for supporting time and funds in the development of this workshop. The views expressed herein are those of the authors and do not necessarily represent those of NSF.

Tips for Turning Good Ideas into Competitive National Science Foundation Engineering Education CAREER Proposals: A Grant Writing Workshop
Olga Pierrakos (National Science Foundation & James Madison University, USA)

2B: Integrated Faculty Course Assessment Report (FCAR) Model with Traditional Rubric-Based (GR) Model to Enhance Automation of Student Outcomes Evaluation

Room: Sheraton Harlequin A

The traditional rubric-based assessment model has been used widely by many universities in various formats. By and large, the major contribution in engineering accreditation is attributed to Dr. Gloria Rogers' work and workshops. This workshop will term the traditional rubric-based assessment model as the GR Assessment Model. The essence of the GR model lies in classifying the courses in the curriculum to three levels: introductory, reinforced, and mastery. It is customary for the GR assessment model to include only courses in the mastery level for the program outcomes assessment. The drawbacks of looking only at the courses at the mastery level are: (1) lack of information needed at the lower level to identify the root cause of the deficiency when the symptom occurs in the higher level courses; (2) lack of the mechanism to compute a clear indicator such as the Student Outcomes (SOs) performance index based on Performance Indicators (PI) of that SO in order to facilitate the automation of the evaluation process.

In this workshop, a brief summary of the essence of the GR methodology is first discussed, followed by the comparison to the essence of the FCAR methodology. A refined and tested implementation is presented to demonstrate how a GR approach can be integrated with the FCAR assessment approach to allow computation of the SO performance index from roll-up data based on the weighted average of the relevant PIs for three different levels of courses. Ultimately, each SO is assessed to determine whether the performance meets expectations, exceeds expectations, or is below expectations. Customarily, for the FCAR methodology, heuristic rules are used to gauge results on how the SO performance is measured up for the final three expectations. Results of how the SO performance index can be used to address the overall attainment of the SO expectation are shown

Integrated Faculty Course Assessment Report (FCAR) Model with Traditional Rubric-Based (GR) Model to Enhance Automation of Student Outcomes Evaluation
Fong Mak and Ramakrishnan Sundaram (Gannon University, USA)

Thursday, October 13

Thursday, October 13, 08:00 - 10:30

Breakfast

Thursday, October 13, 08:00 - 18:00

Registration

Thursday, October 13, 08:30 - 09:30

Plenary Session: Doug Melton, Engineering Unleashed

Room: Ballroom

Progress relies upon a skilled society. But mindset also plays a vital role in creating successful businesses and well-being in communities, nationally, and globally. In this presentation, hear how faculty and students represent a growing movement recognizing that mindset matters. The Kern Entrepreneurial Engineering Network (KEEN) provides them, and you, a forum to be a pioneer in education and unleash engineering.

Thursday, October 13, 10:00 - 12:00

Exhibitor Showcase: JMP Academic Programs

Room: 130A

Topic: Engineering analytics: What today's engineer needs to know about modern statistical methods and analytics.

Description: The modern technological era is defined, in part, by the volumes of data produced daily. Engineering analytics involves using data to guide decision-making and strategy, helping dimension "the problem" and the business value of potential solutions, long before time and money are spent "fixing" the problem. The emerging new role for engineers must include a literacy and even a mastery of analytics, starting with data and statistics even before first principles are studied.

We will present an analytics roadmap, and discuss core concepts and techniques in the engineering analytics toolbox. We will use a case study to illustrate tools for data preparation and demonstrate interactive visualization techniques using JMP Pro, a desktop statistical software from SAS. Then, we will present core modeling techniques, including model validation, logistic regression, classification trees, neural networks, and three penalized regression techniques: Lasso, Elastic Net, and Ridge Regression. Finally, we will introduce tools for simulating model results and dynamically exploring "what if" scenarios.

T1A: Panel: Business & Engineering Education: A Multiple Stakeholder Perspective

Room: 170A
Business & Engineering Education: A Multiple Stakeholder Perspective
Diane Parente and Gregory Dillon (Penn State Behrend, USA); Oladipo Onipede, Jr. (Penn State Erie, The Behrend College, USA)

T1B: Panel: Changing Your Department: Examples from Revolutionizing Engineering Departments

Room: 170B
Panel: Changing Your Department: Examples from Revolutionizing Engineering Departments
Ella L Ingram (Rose-Hulman Institute of Technology, USA)

T1C: Design and Design Education

Room: 130B
Chair: Manuel Castro (Spanish University for Distance Education - UNED, Spain)
Developing a Measure of Quality for Engineering Design Artifacts
An adaptive e-learning platform for the qualification for working on electric vehicles
Heiko Fechtner (University of Wuppertal, Germany); Karl-Heinz Saes (TÜV NORD Bildung GmbH & Co. KG, Germany); Benedikt Schmuelling (University of Wuppertal, Germany)
Design of social systems: the case of a unique course
Doron Faran (ORT Braude College, Israel)
Knowledge Transfer: Does More Experience Yield Improved Design Quality?
A Design Studio Course in Application Development: Lessons Learned
Steven R. Haynes (Pennsylvania State University & College of Information Sciences & Technology, USA); David R. Mudgett (Pennsylvania State University College of Information Sciences and Technology ")
Five Years of Extra Credit in a Studio-Based Course: An Effort to Incentivize Socially Useful Behavior
Ed Gehringer (NC State University, USA); Zhewei Hu and Yang Song (North Carolina State University, USA)

T1D: Game-Based Learning: Development and Evaluation

Room: 130C
Chair: Kevin Hadley (South Dakota School of Mines and Technology, USA)
Using Gamification for Engagement and Learning in Electrical and Computer Engineering Classrooms
Mobile Serious Game Proposal for Environmental Awareness of Children
Eunice Nunes (Federal University of Mato Grosso & School of Engineering of University of São Paulo, Brazil); Alessandro Luz (UFMT, Brazil); Eduardo Lemos, Luciana Borges and Cristiano Maciel (Universidade Federal de Mato Grosso, Brazil); Alexandre M. Anjos (University of São Paulo & Interactive Technologies Laboratory, Brazil); Clodoaldo Nunes (Instituto Federal de Mato Grosso -IFMT, Brazil)
Methodology and a technological framework to maximize learning in a development of serious games distance course and the evaluation of learning
Heraclito A Pereira, Jr. (Universidade Federal do Espirito Santo, Brazil); Crediné Silva de Menezes (Universidade Federal do Rio Grande do Sul, Brazil); Alberto De Souza (Universidade Federal do Espírito Santo, Brazil)
Educational Games Development: Issues and Challenges
Daniela Peixoto (CEFET-MG, Brazil); Rodolfo Resende (Federal University of Minas Gerais, Brazil); Clarindo Pádua (Federal Universitty of Minas Gerais, Brazil)
Crowdlearning: A framework for collaborative personalized learning
Thilak Balasubramanian and Trilce Estrada (University of New Mexico, USA)
Design and Evaluation of a Computer Based Game for Education
María Julian-Mateos and Pedro J. Muñoz -Merino (Universidad Carlos III de Madrid, Spain); Davinia Hernández-Leo (Universitat Pompeu Fabra, Spain); Diego Redondo-Martínez (CEPA Sierra Norte de Torrelaguna, Spain); Carlos Delgado Kloos (Universidad Carlos III de Madrid, Spain)

T1E: PK-12: Teaching Math and Science and Engineering

Room: 140A
Chair: Jennifer L Cross (Carnegie Mellon University, USA)
Towards the STEM knowledge homogenization of pre-university students in 21st century: MOOC: The Language for Engineering
Employing Project-based Learning to Address the Next Generation Mathematics Standards in High Schools
Afrin Naz, Mingyu Lu and Kenan Hatipoglu (West Virginia University Institute of Technology, USA); Karen Rambo-Hernandez (West Virginia University, USA)
LabDuino: An open source tool for science education
Diogo Carvalho (C.E.S.A.R.edu, Brazil); W. Lins (CESAR, Brazil)
Using Spaced Repetition and Gamification to Enhance K-12 Student Science Literacy With On-Demand Mobile Short Reads
Martin K.-C. Yeh, Abtin Toshtzar, Laura Guertin and Yu Yan (Penn State University, USA)
Broadening and Sustaining an Air Quality K-12 Curriculum through a Digital Library and Undergraduate Service Learning Course
Daniel Knight (University of Colorado Boulder, USA); Ashley Collier (University of Colorado, Boulder, USA); Michael Hannigan (University of Colorado Boulder, USA); Katya Hafich (University of Colorado, Boulder, USA)

T1F: Cybersecurity

Room: 140B
Chair: Willie L. Brown, Jr (University of Maryland Eastern Shore, USA)
How Students Reason about Cybersecurity Concepts
Travis Scheponik (University of Maryland Baltimore County, USA); Alan T Sherman and David DeLatte (University of Maryland, Baltimore County (UMBC), USA); Dhananjay Phatak (CSEE (UMBC), USA); Linda Oliva (University of Maryland, Baltimore County (UMBC), USA); Julia Thompson (Purdue University, USA); Geoffrey L Herman (University of Illinois at Urbana-Champaign, USA)
Developing and Evaluating a Hands-On Lab for Teaching Local Area Network Vulnerabilities
Jinsheng Xu (North Carolina A&T State University, USA); Xiaohong Yuan (North Carolina A & T State University, USA); Huiming Yu, Junghee Kim and Tae-Hee Kim (North Carolina A&T State University, USA); Jinghua Zhang (Winston-Salem State University, USA)
Teaching mobile computing and mobile security
Xiaohong Yuan, Kenneth Williams, Kelvin Bryant, Jinsheng Xu and Albert Esterline (North Carolina Agricultural & Technical State University); Scott McCrickard (Virginia Tech, USA); Anyi Liu (Oakland University, USA); Charles Hardnett (Gwinnett Technical College, USA); Selvarajah Mohanarajah (Claflin University); Litany Lineberry (Voorhees College, USA); Rachel Rutledge (Charleston County School District)
Wireless Communications Engineering Education via Augmented Reality
A modular approach to teaching critical infrastructure protection concepts to engineering, technology and computing students
Sumita Mishra, Trudy Howles, Rajendra Raj, Carol Romanowski and Jennifer L Schneider (Rochester Institute of Technology, USA); Alicia McNett (Pennsylvania College of Technology, USA); Daryl Dates (Corning Community COllege, USA)

T1G: Entrepreneurship

Room: 140C
Chair: Cheryl Bodnar (Rowan University, USA)
Fostering an Entrepreneurial Mindset in "Digital Systems" Class through a Producer-Customer Model
Nozar Tabrizi (Kettering University, USA)
Exploring Differences in Perceived Innovative Thinking Skills Between First Year and Upperclassmen Engineers
Kirsten A Davis and Catherine Amelink (Virginia Tech, USA)
Entrepreneurial Curriculum in an Engineering Technical Communication Course: Looking for Impact on Creativity and Mindset
Benjamin J Call, Wade Goodridge and Melissa Scheaffer (Utah State University, USA)
re-Commerce: A New Paradigm for Innovation and Sustainability in CSET Education
L Eric James (University of Southern Maine, USA)
Entrepreneurship and Technology: Developing 21st century skills
Jose Luis Martin (Instituto de Ciencias de la Educación Universidad Politécncia de Madrid, Spain); Gema Fernández Merchan (HMS Gestión de Proyectos Chile, Chile); Ana Vázquez Martínez de Miguel (Grupo de Ingeniería de Organización UPM, Spain); Cristian Bravo (Fundación Telefónica Chile, Chile)
Unpacking the Impact of Engineering Entrepreneurship Education that Leverages the Lean LaunchPad Curriculum
Aileen Huang-Saad (University of Michigan & University of Michigan, USA); Christina Morton (University of Michigan, USA); Julie Libarkin (Michigan State University, USA)

T1H: Online and Distance Learning

Room: 160A
Chair: Catherine Berdanier (The Pennsylvania State University, USA)
Applicability of Online Mechanics of Materials Course for Engineering Undergraduate Students
Devayan D Bir and Benjamin Ahn (Iowa State University, USA)
Let us learn together! Do complementary abilities foster pair collaboration in web-based learning?
Patrícia A Rodrigues and Leônidas O Brandão (University of São Paulo, Brazil); Anarosa A. F. Brandão (Universidade de São Paulo & Escola Politécnica, Brazil)
Surveying the Motivations of Groups of Learners in Highly-Technical STEM MOOCs
Optimizing the management of distance courses through Multi-Agent System
Neila Batista Xavier (Instituto Federal de Educação, Ciência e Tecnologia do Amazonas & Universidade Federal do Amazonas, Brazil); José Francisco Magalhães, Netto (Federal University of Amazonas, Brazil)
Can Online Delivery Result in Comparable Achievement of Course Outcomes and Student Success in Different Computer Science Courses?
Waleed Farag (Indiana University of Pennsylvania, USA); Sanwar Ali (IUP, USA)
MOOE: A New Online Education Mode: Virtual Simulation Experiment MOOE Platform for FPGA
Ying Li (Beijing University of Aeronautics and Astronautics, P.R. China); Jianwei Niu (Beihang University, P.R. China); Zhang Jiong (Beijing University of Aero. & Astro, P.R. China); Xin Ren (Beihang University, P.R. China)

T1I: Digital Design

Room: 160B
Chair: Brian Skromme (Arizona State University, USA)
Leveraging the Final Project to Improve Student Motivation in Introductory Digital Design Courses
Andrew Danowitz (California Polytechnic State University San Luis Obispo, USA)
Circuit Diagrams Vs. Physical Circuits: The Effect of Representational Forms During Assessment
Kayla DesPortes, Aditya Anupam, Neeti Pathak and Betsy DiSalvo (Georgia Institute of Technology, USA)
Exploring undergraduate engineering students' conceptual learning of complex circuit concepts in an introductory course
Nicole Pitterson (Oregon State University, USA); Ruth Streveler (Purdue University, USA); Cordelia Brown (Auburn University, USA)
Using the Basys-3 Trainer to Support VHDL in Digital Logic Fundamentals Course
Jennifer Bonniwell (Milwaukee School of Engineering, USA); Susan Schneider (Marquette University, USA)
Studying How Digital Logic Instructors Solve Canonical Problems
Geoffrey L Herman (University of Illinois at Urbana-Champaign, USA)

T1J: Problem-Based Learning

Room: 160C
Chair: Cheryl Carrico (Virginia Tech, USA)
A Framework for Applying Problem-Based Learning to Computing Education
Ariane Rodrigues (Federal University of Pernambuco); Simone Santos (Federal University of Pernambuco, Brazil)
PBL-Tutor Canvas: a Tool based on Backward Design to Plan PBL in Computing Education
Tiago Vidal (Informatics Center of Federal University of Pernambuco, Brazil); Simone Santos (Informatics Center of Federal University of Pernambuco); Rosângela Carvalho (Informatics Center of Federal University of Pernambuco, Brazil)
Development of Professional Competency through Professional Identity Formation in a PBL Curriculum
Bart Johnson (Itasca Community College & Iron Range Engineering, Aalborg University, USA); Ron Ulseth (Iron Range Engineering & Itasca Community College & Aalborg University, USA)
PBLMaestro: A Virtual Learning Environment for the Implementation of Problem-Based Learning Approach in Computer Education
Felipe Oliveira and Simone Santos (Federal University of Pernambuco, Brazil)
Effects of Bilateral Problem-based Learning Program for Engineering Students: Case of a Joint Course with Japan and Thailand
Eri Ota (Tokyo Institute of Technology, Japan); Proadpran Punyabukkana (Chulalongkorn University, Thailand)

Thursday, October 13, 12:45 - 14:15

Frederick Emmons Terman and Harriett B. Rigas Awards Luncheon

Thursday, October 13, 13:30 - 15:00

Exhibitor Showcase: zyBooks

Room: 130A

Interactive Tools to Engage and Retain Engineering Students - "Introduction to MATLAB" and "Circuits" zyBooks.

Come enjoy a tour of the premier web-native, interactive learning tool that will grab your students' attention while guiding them through the learning process. zyBooks combine theory and practice into a cohesive whole that can live right inside your LMS and provide you with invaluable insight into your students' understanding of the subject matter via detailed analytics. Fellow professors successfully using these tools in the classroom, and online, will be present to share their experiences with you also.

T2A: Special Session: Exploring Learning Opportunities in Engineering Education Using 2D, 3D, and Immersive Video-Augmented Online Technologies

Room: 170A
Special Session: Exploring Learning Opportunities in Engineering Education Using 2D, 3D, and Immersive Video-Augmented Online Technologies
Sasha Nikolic (University of Wollongong, Australia); Mark J. W. Lee (Charles Sturt University, Australia)

T2B: Special Session: I-Corps™ for Learning: Sustaining and Scaling STEM Education Innovations for Impact

Room: 170B
I-Corps™ for Learning: Sustaining and Scaling STEM Education Innovations for Impact
Rocio C. Chavela Guerra (American Society for Engineering Education, USA); Karl Smith (University of Minnesota)

T2C: Academia-Industry Connections

Room: 130B
Chair: Bart Johnson (Itasca Community College & Iron Range Engineering, Aalborg University, USA)
STEM Education Program Evaluation Survey: A report of experience
Jose Reginaldo Hughes Carvalho and Elaine H. T. de Oliveira (Federal University of Amazonas, Brazil); Irene Andrea V.A. Carvalho (Universidade Federal do Amazonas - UFAM, Portugal)
Bringing Corporate Social Responsibility into the Petroleum Engineering Classroom
Carrie McClelland, Jessica Smith and Nicole Smith (Colorado School of Mines, USA)
Academy-Industry Collaboration and the Effects of the Involvement of Undergraduate Students in Real World Activities
Joint Assessment and Evaluation of Senior Design Projects by Faculty and Industry
Course Design for Internet of Things Using Lab of Things of Microsoft Research
Gu-Min Jeong, Phuc Huu Truong, Taeyang Lee and Jin-Woo Choi (Kookmin University, Korea); Miran Lee (Microsoft Research, Korea)
Generation of Critical Mass in Education: An Initiative to Engagement
Elaine H. T. de Oliveira (Federal University of Amazonas, Brazil); Horacio Oliveira (Federal University of Amazonas); Jose Reginaldo Hughes Carvalho (Federal University of Amazonas, Brazil)

T2D: Game-Based Learning: Skill Development

Room: 130C
Chair: Joseph Ranalli (Penn State - Hazleton Campus, USA)
General Strategy for Development of Teamwork Skills
Kevin Hadley (South Dakota School of Mines and Technology, USA); Kenneth Reid (Virginia Tech, USA); Laura Beckmann (South Dakota School of Mines and Technology, USA)
Splat! er, Shmup? A Postmortem on a Capstone Production Experience
Adrienne Decker, Christopher Egert and Andrew Phelps (Rochester Institute of Technology, USA)
A Framework to Help Analyze if Creating a Game to Teach a Learning Objective is Worth the Work
Peter A Jamieson (Miami University, USA); Lindsay Grace (American University, USA)
Learning Mathematics Through Serious Games: An engagement framework
Opeyemi Dele-Ajayi, Rebecca Strachan, Alison Pickard and Jonathan Sanderson (Northumbria University, United Kingdom)
Students' Development of Information-seeking Skills in a Computer-aided Quest

T2E: Algorithmic Assessment Methods

Room: 140A
Chair: Salem Ali A. Elsaiah (Bucknell University, USA)
Using Wavelets to Categorize Student Attention Patterns
Mahnas Jean Mohammadi-Aragh, John E. Ball and Donna Jaison (Mississippi State University, USA)
Measuring and Visualizing Learning with Markov Models
Fatima Abu Deeb (Brandeis University, USA); Kristian Kime (Brandeis, USA); Rebecca Torrey and TImothy Hickey (Brandeis University, USA)
Investigating current approaches to assessing teaching evaluation in engineering departments
Nicole Pitterson (Oregon State University); Shane Brown, Keisha Ann Villanueva and Ann Sitomer (Oregon State University, USA)
Using the Random Forest Classifier to Assess and Predict Student Learning of Software Engineering Teamwork
Dragutin Petkovic, Marc Sosnick-Pérez and Kazunori Okada (San Francisco State University, USA); Rainer Todtenhoefer (University of Applied Sciences, Fulda); Shihong Huang (Florida Atlantic University, USA); Nidhi Miglani and Arthur Vigil (San Francisco State University, USA)
A Systematic Mapping on Pedagogical Patterns
Maria Lydia Fioravanti and Ellen Barbosa (University of São Paulo, Brazil)

T2F: Computational Thinking

Room: 140B
Chair: Leônidas O Brandão (University of São Paulo, Brazil)
Teaching Programming Based on Computational Thinking
Ying Li (Beijing University of Aeronautics and Astronautics, P.R. China)
Can Computational Thinking help me? A quantitative study of its effects on education
Rivanilson S. Rodrigues, Wilkerson L. Andrade and Lívia Campos (Federal University of Campina Grande, Brazil)
A Review of Models for Introducing Computational Thinking, Computer Science and Computing in K-12 Education
Fredrik Heintz (Linköping University, Sweden); Linda Mannila (Åbo Akademi University, Finland); Tommy Färnqvist (Linköping University, Sweden)
Tracking and Visualizing Time Management for Self-Regulated Learners
Introducing BeA into Self-Regulated Learning to provide Formative Assessment Support
Manuel Caeiro and Martín Llamas-Nistal (University of Vigo, Spain); Fernando Mikic-Fonte (Universidad de Vigo, Spain)

T2G: STEAM

Room: 140C
Chair: James J. Sluss, Jr. (The University of Oklahoma, USA)
Music Education Meets Computer Science and Engineering Education
Carlos Silla (Pontificia Universidade Católica do Paraná (PUCPR)); André Luiz Przybysz and Wellington Leal (Federal University of Technology of Parana (UTFPR), Brazil)
The University of Central Florida's STEAM Program: Where Engineering Education and Art Meet
Debra Reinhart and Carla Poindexter (University of Central Florida, USA)
STEAM Approach by Integrating the Arts and STEM through Origami in K-12
Jamie L Kennedy and Adam Fontecchio (Drexel University, USA); Erica Lee (Girard Academic Music Program & School District of Philadelphia, USA)
Development of Course Modules for Multidisciplinary STEM Education
Andreas Spanias (ASU / SenSIP Center / School of ECEE, USA); Mahesh Banavar (Clarkson University, USA); Photini Spanias and Henry Braun (Arizona State University, USA); Yongpeng Zhang (Prairie View A&M University, USA)
Robotic Educational Tool to engage students on Engineering
Pedro Plaza Merino (IEEE Student Member & Siemens Rail Automation, SAU, Spain); Elio Sancristobal, German Carro Fernandez and Manuel Castro (Spanish University for Distance Education - UNED, Spain)

T2H: Program Assessment and Program Development

Room: 160A
Chair: Doron Faran (ORT Braude College, Israel)
Quality Improvement with Automated Engineering Program Evaluations Using Performance Indicators Classified Based on Bloom's 3 Domains
Wajid Hussain (FIE member, IEEE senior member, ASEE member); Mohammed Addas (Islamic University, Saudi Arabia); Fong Mak (Gannon University, USA)
Aligning Quality Assurance at the Course Unit and Educational Program Levels
Björn Jónsson (Reykjavík University, Iceland); Marta Lárusdóttir (Reykjavik University, Iceland); Mats Daniels (Uppsala University, Sweden); Alison Clear (EIT, New Zealand); Tony Clear (Auckland University of Technology, New Zealand); Roger McDermott (Robert Gordon University, United Kingdom)
A Framework for a Simple and Effective Assessment and CQI Process
Complementary Training Programme for Electrical and Computer Engineering Students Through an Industrial-Academic Collaboration
Felipe Rodrigues Monteiro Sousa, Phillipe Pereira and Lucas Cordeiro (Federal University of Amazonas, Brazil); Cicero Costa Filho (UFAM, Brazil); Marly Costa (Federal University of Amazonas, Brazil)

T2I: Credentials and Accreditation

Room: 160B
Chair: Paul B Crilly (United States Coast Guard Academy, USA)
Successful Accreditation of the Electrical Engineering Program offered in two campuses at Caribbean University
Hermes E. Calderón, Ramón Vásquez and Diego Aponte Roa (Caribbean University, Puerto Rico); Maritza Del Valle (Caribbean University)
Credentialing in the CSET Education Change Process
Jennifer Karlin (University of Southern Maine, USA); Rebecca Bates (Minnesota State University, Mankato, USA); Cheryl Allendoerfer (University of Washington, USA); Ron Ulseth (Iron Range Engineering & Itasca Community College & Aalborg University, USA); Dan Ewert (North Dakota State University, USA)
An Analysis of the Use of Badges in an Educational Experiment
Jose A. Ruiperez-Valiente, Pedro J. Muñoz -Merino and Carlos Delgado Kloos (Universidad Carlos III de Madrid, Spain)
Engineering Diploma Curriculum NITTTR-MSBTE Model 2016
Finding Good Friends to Learn from and to Inspire
Jens Bennedsen (University of Aarhus, Denmark); Siegfried Rouvrais (Telecom Bretagne & Institut Mines Telecom, France)

T2J: Conceptions and Misconceptions

Room: 160C
Chair: Tanya Kunberger (Florida Gulf Coast University, USA)
A factor analysis of Statics Concept Inventory data from practicing civil engineers
Oai Ha and Shane Brown (Oregon State University, USA)
Using Simulation and Structured Group Work to Address Statistical Misconceptions
Scott C Streiner (University of Pittsburgh, USA); Mary Besterfield-Sacre (University of Pittsbugh, USA); Sam Donovan (University of Pittsburgh, USA)
Enabling Deep Conceptual Learning in Computing Courses through Conflict-based Collaborative Learning
Swaroop Joshi (The Ohio State University, USA); Neelam Soundarajan (Ohio State University, USA)
The Development of a Concept Inventory for Engineering Graphics
Steven Nozaki (The Ohio State University, USA); Nancy E Study (Penn State Behrend, USA); Heidi M Steinhauer (Embry-Riddle Aeronautical University, USA); Sheryl Sorby (The Ohio State University, USA); Mary Sadowski (Purdue University, USA); Ronald Miller (Colorado School of Mines, USA)
The Impact of Supervised Homework Sessions and SAT-Math Scores on Academic Performance in an Advanced Undergraduate Course
Waterloo Tsutsui and Michael C. Loui (Purdue University, USA)

Thursday, October 13, 15:30 - 17:00

Exhibitor Showcase: ARM

Room: 130A

Topic: Introducing Engineering by Developing Smart Devices

Description: This workshop introduces a range of opportunities to integrate smart devices into engineering learning experiences. More and more students are entering undergraduate engineering with backgrounds in computing and microcontroller design. The increase in Maker spaces, robotic design competitions, and low cost microcontroller systems make it possible to engage your learners in engineering thinking and design earlier than ever before. This background increases the potential for educators of undergraduate engineering to advance the kinds of design experiences their students receive and adapt to the technology-rich profession they are joining. Participants of this workshop will receive a sample student kit and instruction on how to get started using the microcontroller technology used in robotics, IoT, mobile technologies, and other smart devices. They will also explore various instructional methods for using this technology in a design-based learning course. This learning experience should increase participants' ability to evaluate key considerations in designing a course that blends digital technologies into engineering education.

T3A: Special Session: Innovation T-Ball: Everybody Wins!!

Room: 170A
Innovation T-Ball: Everybody Wins!!

T3B: Panel: Launching Curricular Guidelines for Computer Engineering: CE2016

Room: 170B
Launching Curricular Guidelines for Computer Engineering: CE2016
John Impagliazzo (Hofstra University, USA); Susan Conry (Clarkson University, USA); Eric Durant (Milwaukee School of Engineering & Starkey Hearing Technologies, USA); Joseph Hughes (Georgia Tech, USA); Russ Meier (Milwaukee School of Engineering, USA)

T3C: Educating Students on Professional Ethics

Room: 130B
Chair: James Huff (Harding University, USA)
PubHub: A Web-Based Compendium to Catalyze Undergraduate Research Publication
Becca Ligrani and Irena Gorski (Pennsylvania State University, USA); Sarah Ritter (Penn State University, USA); Khanjan Mehta (Penn State, USA)
What Do First-year Engineers and Others Consider Cheating?
Brian Moyer (University of PIttsburgh at Johnstown, USA)
How Software Works: Computational Thinking and Ethics before CS1
Andrew Scott and Scott Barlowe (Western Carolina University, USA)
Macroethics Instruction in Co-curricular Settings: The Development and Results of a National Survey
Daniel Knight and Angela Bielefeldt (University of Colorado Boulder, USA); Nathan Canney (Seattle University, USA); Chris Swan (Tufts University, USA)
A Communicative Approach to Exploring The Development of Ethical Team Processes Over Time

T3D: Game-Based Learning: Stakeholder Perspectives

Room: 130C
Chair: Swaroop Joshi (The Ohio State University, USA)
Student Perspectives on Application of Game-Based Learning within a Graduate-Level Engineering Course
Cheryl Bodnar (Rowan University, USA); Renee Clark, Jesse Davis, Tom Congedo and Daniel Cole (University of Pittsburgh, USA)
Gamifying an Online Approach for Promoting Game Development Learning and Contest: An Experience Report
Murilo Rocha (UFRN, Brazil); Thiago Reis (Federal Institute of Education, Science and Technology of Maranhão - IFMA); Eduardo Aranha (Federal University of Rio Grande do Norte (UFRN), Brazil)
The Effects of Gamification on Engineering Lab Activities
Eunsik Kim (The Pennsylvania State University); Ling Rothrock (The Pennsylvania State University, USA); Andris Freivalds (The Pennsylvania State University)
Understanding the Attitude and Intention towards Adopting Virtual Reality Technology in Classroom
JooYeon Christina Ri (Santa Clara University, USA); Simon G. M. Koo (Ananse, Hong Kong)

T3E: Student Perceptions of Evaluation and Assessment

Room: 140A
Chair: Rogério Garcia (São Paulo State University & Faculty of Science and Technology, Brazil)
Student acceptance and performance of a virtual platform for training and evaluation of Statics course
Jorge L. Restrepo, Jaime Barbosa and Julian Arenas Berrio (EAFIT University, Colombia)
Student Reflections on Standards-Based Graded Assignments
Heidi A. Diefes-Dux (Purdue University, USA)

T3F: Learning Software Development

Room: 140B
Chair: Carlos Silla (Pontificia Universidade Católica do Paraná, Brazil)
Uncovering Difficulties in Learning for the Intermediate Programmer
Adrienne Decker and David Simkins (Rochester Institute of Technology, USA)
Debugging Students' Debugging Process
Axel Böttcher and Kathrin Schlierkamp (Munich University of Applied Sciences, Germany); Daniela Zehetmeier (Technisch Universität München & Munich University of Applied Sciences, Germany); Veronika Thurner (Munich University of Applied Sciences, Germany)
7 Surprising Lessons Learned From Teaching iOS Programming To 30,000+ MOOC Students
Parham Aarabi and Narges Norouzi (University of Toronto, Canada); Jack Wu (Modiface Inc., Canada); Michael Spears (University of Toronto, Canada)
Examining the Intermediate Programmers Understanding of the Learning Process
David Simkins and Adrienne Decker (Rochester Institute of Technology, USA)
Programming Case Studies as Context for Active Learning Activities in the Classroom
Yonglei Tao (Grand Valley State Univ, USA); Jagadeesh Nandigam (Grand Valley State University, USA)

T3G: Mathematics and Statistics

Room: 140C
Chair: Jacqueline McNeil (University of Louisville & Speed School of Engineering, USA)
Using inquiry-based learning in engineering statistics courses
Christopher Golubski (University of Texas at Austin, USA)
Implementing schema-based assessment in engineering statistics courses
Walter Stroup (The University of Texas at Austin); Christopher Golubski (University of Texas at Austin, USA)
The Influence of Educational Learning Paths in Academic Success of Mathematics in Engineering Undergraduate
Maria Emília Bigotte de Almeida (Polytechnic Institute of Coimbra); Anabela Gomes (Engineering Institute of Polytechnic Institute of Coimbra & Centre for Informatics and Systems – University of Coimbra); João Branco (Polytechnic Institute of Coimbra, Portugal); Maria Pessoa (University of Coimbra, Portugal)
Internet-based tutorial providing Mathematical Complements for Technical Master Students: TIMEMathCom
M. Rosa Estela and Pedro Díez (Universitat Politécnica de Catalunya, BarcelonaTech)
A Dynamic Learning Model for Accelerated Pre-Matriculation Mathematics Programs: A Work-in- Progress
Henry Griffith (Michigan State University, USA); Angela Griffith (Wright State University, USA)

T3H: Computer-Based Learning and Courseware Technologies

Room: 160A
Chair: Charles Wallace (Michigan Technological University, USA)
Information Resource based on Scientific Software as a core of Interdisciplinary Learning Resources
Maria Karpova, Vadim Shmelev and Alexey Dukhanov (ITMO University, Russia)
Exploration of the Computer Hardware Experiment Teaching Method Based on the Cloud Platform
Yongqiang Chen, Chengbin Quan, ShanShan Li and Youjian Zhao (Tsinghua University, P.R. China)
Integrating Internet of Things (IoT) into STEM Undergraduate Education: Case Study of a Modern Technology Infused Courseware for Embedded System Course
Jing (Selena) He, Dan Chia-Tien Lo, Ying Xie and Jonathan Lartigue (Kennesaw State University, USA)
WEX-HIL: Design of a Wireless Extensible Hardware-in-the-loop Real-time Simulator for Electric Vehicle Applications
Yong-Kyu Jung, Fong Mak and Fnu Qinggele (Gannon University, USA); Idrees Alzahid (University of Technology, Iraq)
e-NABLING Education: Curricula and Models for Teaching Students to Print Hands

T3I: Student Beliefs and Motivation

Room: 160B
Chair: Mounir Ben Ghalia (The University of Texas Rio Grande Valley, USA)
Measuring Engineering Epistemic Beliefs in Undergraduate Engineering Students
Courtney J Faber (The College of New Jersey, USA); Penelope Vargas (Clemson University, USA); Lisa Benson (Clemson University & Clemson University, USA)
Understanding Students' Perception of Academic and Professional Relevance in STEM Courses
Yun-Hsin (Cynthia) Chen and Allison Tau (Olin College of Engineering, USA); Yevgeniya V Zastavker (F. W. Olin College of Engineering, USA); Jonathan Stolk and Alex Dillon (Olin College, USA); Michael Gross (Wake Forest University, USA)
Internalization and Externalization in the Classroom: How Do They Emerge and Why Is It Important?
Pinar Demetci and Caz Nichols (Olin College of Engineering, USA); Yevgeniya V Zastavker (F. W. Olin College of Engineering, USA); Jonathan Stolk and Alex Dillon (Olin College, USA); Michael Gross (Wake Forest University, USA)
Trait Mindfulness in an Engineering Classroom: An exploration of the relationship between mindfulness, academic skills, and professional skills
Beth Rieken, Mark Schar and Sheri Sheppard (Stanford University, USA)
Career Goals, Self-Efficacy and Persistence in Engineering Students
Philip R Brown and Holly Matusovich (Virginia Tech, USA)

T3J: Design Education

Room: 160C
Chair: Charlotte de Vries (Pennsylvania State University Erie, USA)
Engineers' Written Feedback on Design
Farshid Marbouti (San Jose State University, USA); Heidi A. Diefes-Dux, Monica Cardella and Ali Shafaat (Purdue University, USA)
An Automatic Generator and Corrector of Multiple Choice Tests with Random Answer Keys
A Learning Tool to Develop Sustainable Projects
Fermín Sánchez, Jose Cabre, Marc Alier and Eva Vidal (Universitat Politecnica de Catalunya - BarcelonaTech, Spain); David Lopez (Universitat Politècnica de Catalunya - BarcelonaTech, Spain); Carme Martin and Jordi Garcia (Universitat Politecnica de Catalunya - BarcelonaTech, Spain)
Injection of Business Coding Standards and Practices to Embedded Software Courses
Donald V. MacKellar, Jr. (Gannon University & GE Transportation, USA)
Exploring Students' Experimentation Strategies in Engineering Design using an Educational CAD Tool

Thursday, October 13, 18:30 - 20:30

Reception at GE Customer Innovation Center (included in conference registration)

Friday, October 14

Friday, October 14, 08:00 - 09:00

Breakfast

Friday, October 14, 08:00 - 18:00

Registration

Friday, October 14, 08:30 - 09:30

Plenary Session: Ed Hall, The Digital Industrial Age

Room: Ballroom

Few things have the potential to disrupt the industrial world like the ongoing exploitation of the Industrial Internet or "Internet of Things". Think about your life before smart phones were widely available, and the dramatic difference in the way you live today. That same transformation is coming to power plants, appliances, hospitals, and transportation systems around the world. The optimization and control of industrial assets through digital technologies is the industrial revolution of our age. To meet that revolution, traditional business and technical sciences will be challenged to educate the leaders of the future, requiring an innate familiarity with digital capabilities, industrial apps and real time decision-making to enable this next leap in productivity.

Ed Hall is the General Manager, Engineering, for the GE Renewable Energy Onshore Wind business. In this role, he leads the Technology and Fleet Reliability Operations organizations for the $7B Wind business with R&D spend of $250M.

Ed spent the first 18 years of his career as a technologist in the gas turbine aircraft engine business with Rolls-Royce in Indianapolis. In 2001, Ed joined the GE Global Research team in Niskayuna NY where he was named Global Technology Leader for Physical Sciences. Over the next four years Ed managed research and development teams in aerodynamics and mechanical technologies for the wide range of businesses in the GE portfolio. In 2006, Ed moved to GE Transportation and assumed leadership of Locomotive Engineering, followed by a role leading the Diesel Engine Engineering organization.

Dr. Hall is a Mechanical Engineering graduate (B.S., M.S., Ph D.) of Iowa State University and is active in auto racing.

Friday, October 14, 10:00 - 12:00

Exhibitor Showcase: Mathworks

Room: 130A

Topic: Integrating low-cost hardware with MATLAB and Simulink

Description: Project-based Learning is a teaching method used to demonstrate theoretical principles while working through real-world problems and solutions. Access to low-cost hardware (Arduino, Raspberry Pi, etc.) and smartphone platforms offer faculty options for teaching through hands-on experience.

This hands-on showcase will introduce attendees to the use of MATLAB and Simulink in classroom education. Some familiarity with MATLAB and Simulink would be helpful but not essential. Participants will learn the workflow for developing and deploying algorithms to low-cost hardware.

At the end of this showcase, attendees will be able to:

design, simulate and test custom algorithms in MATLAB and Simulink implement these algorithms on low-cost embedded hardware without writing any C-code learn about the built-in support for other low-cost hardware platforms explore the benefits of this workflow for course and capstone design projects

F1A: Panel: Developments in Global Software Engineering Education

Room: 170A
Developments in Global Software Engineering Education
Tony Clear (Auckland University of Technology, New Zealand); Sarah Beecham (Lero, University of Limerick, Ireland); John Barr (Ithaca College, USA); Mats Daniels (Uppsala University, Sweden); Michael J Oudshoorn (Wentworth Institute of Technology, USA); John Noll (Lero, the Irish Software Research Centre & University of Limerick, Ireland)

F1B: Panel: Integrating Systems Engineering and Systems Thinking into Undergraduate Engineering Education

Room: 170B
Integrating Systems Engineering and Systems Thinking into Undergraduate Engineering Education
Richard Adcock (Cranfield University & BKCASE, United Kingdom); Alice Squires (Washington State University, USA); Peggy Brouse (George Mason University, USA); Mario Simoni (Rose-Hulman Institute of Technology, USA)

F1C: Faculty Development: Transferring Innovation

Room: 130B
Chair: Molly Hathaway Goldstein (Purdue University, USA)
The Connected Learner: Engaging Faculty to Connect Computing Students with Peers, Profession and Purpose
Mary Lou Maher, Bojan Cukic, Larry Mays and Steven Rogelberg (University of North Carolina at Charlotte, USA); Celine Latulipe (University of North Carolina at Chalrotte, USA); Jamie Payton (Temple University, USA); Audrey Rorrer (University of North Carolina at Charlotte & College of Computing and Informatics, USA); Tonya Frevert (University of North Carolina at Charlotte, USA)
Academics' Experience of Teaching Open Ended Group Projects: A phenomenographic study
Marianne Voogt (Utrecht University & Uppsala University, The Netherlands); Chuan-Sheng Chen (National Taiwan Normal University, Taiwan); Neena Thota (University of Saint Joseph & UpCERG, Uppsala University, Macao)
Providing Meaningful Change in the Engineering Classroom
Matthew Barner and Shane Brown (Oregon State University, USA)
Lessons in Transfer: Better understanding of engineering students' metacognitive development
Sarah Williams (Virginia Tech, USA); Patrick Cunningham (Rose-Hulman Institute of Technology, USA); John R Morelock and Holly Matusovich (Virginia Tech, USA)
The Use of Online Materials in Undergraduate Computer Science Classrooms: Examining Factors for Adopting New Curriculum and Instruction
Tim Weston (University of Colorado, Boulder, USA); Beth A. Quinn (University of Colorado at Boulder, USA)
An adaptable model for teaching mobile app development
Andrey Esakia and Scott McCrickard (Virginia Tech, USA)

F1D: Self-Regulated Learning

Room: 130C
Chair: Madalene Spezialetti (Trinity College, USA)
Characteristics of self-regulation of engineering students to predict and improve their academic performance
Julieta Noguez (Tecnologico de Monterrey & Escuela de Educación, Humanidades y Ciencias Sociales); Luis Neri (Tecnologico de Monterrey & Escuela de Educacion, Humanidades y Ciencias Sociales (EEHCS), Mexico); Andres Gonzalez-Nucamendi (Tecnologico de Monterrey, Escuela de Diseño Ingeniería y Arquitectura, Mexico); Victor Robledo-Rella (Tecnologico de Monterrey, Mexico)
Research Experiences for Undergraduates (REU) on Self-Regulated Learning in Engineering Education
Ning Fang and Oenardi Lawanto (Utah State University & College of Engineering, USA); Wade Goodridge and Idalis Villanueva (Utah State University, USA)
Student Self-Regulation in Capstone Design Courses: A Case Study of Two Project Teams
Oenardi Lawanto (Utah State University & College of Engineering, USA); Andreas Febrian (Utah State University, USA)
Facilitating Habitual Reflection in Students - Application to an Engineering Capstone Project
Michael Marsolek and Nathan Canney (Seattle University, USA)

F1E: Robotics

Room: 140A
Chair: Jose Reginaldo Hughes Carvalho (Federal University of Amazonas, Brazil)
Introducing Computer Engineering Major for First Year Students Using Robotic Projects
Georges El-Howayek (Valparaiso University, USA)
Teaching Design with a Tinkering-Driven Robot Hack
Tom J Zajdel and Michel M Maharbiz (University of California, Berkeley, USA)
Robotic Football Dance Team: An Engineering Fine-Arts Interdisciplinary Learning Experience
Utilizing Engineering to Teach Non-Technical Disciplines: Case Studies of Robotics within Middle School English and Health Classes
Emily Hamner, Lauren Zito and Jennifer L Cross (Carnegie Mellon University, USA); Brett Slezak, Sue Mellon, Heather Harapko and Michele Welter (Allegheny Valley School District, USA)
Robotics integration to create an authentic learning environment in engineering education
Ahmad Khanlari (University of Toronto, Canada)

F1F: Programming Courses and Concepts

Room: 140B
Chair: Clifford De Raffaele (Middlesex University Malta, Malta)
Evolving an Introductory Programming Course: Impacts of Student Self-Empowerment, Guided Hands-On Times, and Self-Directed Training
Patrick Seeling (Central Michigan University, USA)
Measurement Range Increment in a Method for Evaluating Panoramic Understanding of Programming
Dick Martinez Calderon (Kobe University, Japan); Yukinobu Miyamoto (Kobe Institute of Computing, Japan); Masami Hirabayashi (Institute of Advanced Media Arts and Sciences, Japan); Hidenari Kiyomitsu, Kazuhiro Ohtsuki and Kin Man (Kobe University, Japan); Yi Sun (Kobe Institute of Computing, Japan)
Towards an M-learning Requirements Catalog for the Development of Educational Applications for the Teaching of Programming
Anderson Marcolino and Ellen Barbosa (University of São Paulo, Brazil)
Examining Students' Concerns Related to Online Delivery of an Introductory Computer Programming Course
Asad Azemi (Pennsylvania State University, USA)
Evidence-Based Re-Design of an Introductory Course "Programming in C"
Dion Timmermann and Christian Kautz (Hamburg University of Technology, Germany); Volker Skwarek (Hamburg University of Applied Sciences, Germany)
InClass Assistant, Enhancing Student Class Participation
Yolanda Martinez-Trevino (Tecnologico de Monterrey, Mexico)

F1G: Service and Learning

Room: 140C
Chair: Carla Zoltowski (Purdue University, USA)
Student Outcomes of Short-term International Humanitarian Engineering Fieldwork
Abdalla Nassar (The Pennsylvania State University); Katelyn Holmes and Khanjan Mehta (The Pennsylvania State University, USA)
Teaching first year engineering students engineering design process and problem solving through service learning projects
Lin Zhao and Karinna M Vernaza (Gannon University, USA)
Serving with Engineering Skills within 15 Miles of Campus: The Scholars of Excellence in Engineering and Computer Science Program
How Service Learning Can be Offered as Capstone
Ali Shafaat (Purdue University, USA); Behzad Esmaeili (University of Nebraska-Lincoln, USA); Farshid Marbouti (San Jose State University, USA); Brandon Fulk, PE (Purdue University, USA)
Using the effort of academic projects for the community service: A Software Engineering Practical Approach
Jakeline Marcos-Abed (Tecnologico de Monterrey, Mexico)
Community Partners' Perspectives on the Outcomes from International Service-learning Programs:Project scope and Method
Neha Choudhary and Brent Jesiek (Purdue University, USA)

F1H: Pathways to Engineering Degrees

Room: 160A
Chair: Beth Myers (University of Colorado Boulder, USA)
Curricular Choice and Technical--Non-Technical Balance in Computer Science and Engineering Degree Programs
Marissa H. Forbes, Angela Bielefeldt and Jacquelyn Sullivan (University of Colorado Boulder, USA)
A Random Walk on the Major Path Space: Examining Student Progression as a Random Process Using Markov Chains
George Ricco (University of Kentucky, USA); James Ryan (Chubb Insurance)
Examining Engineering Students' Major Selection: Developing Baseline Quantitative Results to Investigate Major Selection and Change
Jamie L. Paulson, Rachel L. Kajfez and Krista M. Kecskemety (The Ohio State University, USA)
Combining Projects and Informational Sessions to Create a Comprehensive Introduction to the Department
Rebecca Reck (Kettering University & University of Illinois at Urbana-Champaign, USA); Girish Krishnan (University of Illinois at Urbana-Champaign, USA)
Addressing Misconceptions About Engineering Through Student-Industry Interaction in a Video-Augmented 3D Immersive Virtual World
Sasha Nikolic (University of Wollongong, Australia); Mark J. W. Lee (Charles Sturt University, Australia); Tom Goldfinch and Christian H Ritz (University of Wollongong, Australia)

F1I: Graduate Student Education

Room: 160B
Chair: Wendy Fisher (Colorado School of Mines, USA)
Considerations for the Design of a Hands-On Wireless Communications Graduate Course Based on Software-Defined Radio
Miguel Bazdresch (Rochester Institute of Technology, USA)
Customizing Bioinformatics Graduate Programs for Diversified Student Backgrounds
Huanmei Wu (IUPUI); Oindrila Raha (IUPUI, USA); Jian Zhang (Shenzhen Polytechnic, P.R. China)
An Experience Report of Inter-Institutional Engineering Degree Programs in the Amazon Region
Vicente F. Lucena, Jr. (University of Amazonas, Brazil); Jose Pinheiro Queiroz Neto (IFAM, Brazil); Juliana Lucena (Federal Institute of Education, Science, and Technology of Amazonas - IFAM, Brazil)
The Dissertation Institute: Motivating Doctoral Engineering Students Toward Degree Completion
Indhira M Hasbún (Virginia Tech); Holly Matusovich (Virginia Tech, USA); Stephanie Adams (Virginia Tech)
Understanding the role of knowledge related to financial resources on decisions to attend graduate school

F1J: Integrating Business and Engineering

Room: 160C
Chair: Donald V. MacKellar, Jr. (Gannon University & GE Transportation, USA)
Using Innovation as a Catalyst for Integrating Business and Engineering Education
David Keck and Ian Cottingham (University of Nebraska - Lincoln, USA)
Theory-based course design for professional Master´s degree program in Business Engineering
Brit-Maren Block (Leuphana University of Lueneburg, Germany)
Systems Engineering as integrator between engineering and business
Barend Botha (University of Johannesburg, South Africa)
Innovative Business Analysis Curriculum for Computer Science, IT and Engineering Programs
Master's of Engineering Management: Graduation rates lagging behind growth rate
Annlizé Marnewick and Jan Harm Pretorius (University of Johannesburg, South Africa)
Using External Business Plan Competitions to Drive Innovation and Effective Cross-Disciplinary Collaboration
Davide Piovesan (Gannon Univerisity, USA); Anne Schmitz and Kurt Hersch (Gannon University, USA)

Friday, October 14, 12:45 - 14:15

Luncheon

Friday, October 14, 13:30 - 15:00

Exhibitor Showcase: NVIDIA

Room: 130A

Title: Teach Robotics with the 'Jet' Teaching Kit for Educators

Description: As performance and functionality requirements of interdisciplinary robotics applications rise, industry demand for new graduates familiar with GPU-accelerated computer vision, machine learning and other robotics concepts grows. We'll introduce you to a comprehensive set of academic labs and university teaching material targeted at 'Jet', the new NVIDIA Jetson-based low-cost, smart, autonomous, educational robot for use in introductory and advanced interdisciplinary robotics courses. The teaching materials start with the basics and focus on programming 'Jet', and move on to advanced topics such as computer vision, machine learning, robot localization and controls.

By attending this session, you'll also learn:

How NVIDIA collaborates with academia to address the global challenges of teaching new technologies in the classroom Availability of free interdisciplinary robotics teaching material, platforms, and academic resources Best practices for incorporating 'Jet' into higher-ed robotics courses from real-world academics Speakers:

John Seng, Professor, Cal Poly State University, San Luis Obispo

John Seng is a professor in the Computer Science department at Cal Poly State University, San Luis Obispo. He is also part of the Cal Poly Computer Engineering Program.

Joe Bungo, GPU Educators Program Manager, NVIDIA

Joe Bungo is the GPU Educators Program Manager at NVIDIA where he enables the use of GPU technologies in universities, including curriculum and teaching material development, facilitation of academic ecosystems, and hands-on instructor workshops. Previously, he managed university programs at ARM Inc. and worked as an applications engineer. Joe received his degree in Computer Science from the University of Texas at Austin.

F2A: Special Session: Considering students' intrinsic motivations and positive emotions in course design: Are they ends, means, or threats?

Room: 170A
Considering students' intrinsic motivations and positive emotions in course design: Are they ends, means, or threats?
Jonathan Stolk (Olin College, USA); Yevgeniya V Zastavker (F. W. Olin College of Engineering, USA); Alex Dillon (Olin College, USA); Michael Gross (Wake Forest University, USA)

F2B: Special Session: Open Sourcing Education for Data Engineering and Data Science

Room: 170B
Open Sourcing Education for Data Engineering and Data Science
David E Drummond (Insight Data Engineering, USA)

F2C: Faculty Development: Careers

Room: 130B
Chair: Divya Nalla (Nalla Malla Reddy Engineering College, India)
Asian-American Women Engineering Faculty: A Literature Review Using an Intersectional Framework of Race, Class, and Gender
Nikitha Sambamurthy, Joyce B. Main and Monica Cox (Purdue University, USA); Ebony McGee (Vanderbilt University, USA); Matilde Sánchez-Peña (Purdue University, USA)
The factors affecting the persistence of Latina faculty: A literature review using the intersectionality of race, gender, and class
Matilde Sánchez-Peña, Joyce B. Main, Nikitha Sambamurthy and Monica Cox (Purdue University, USA); Ebony McGee (Vanderbilt University, USA)
The Career Goals of Non-Tenure-Track Full-Time Engineering Faculty
Cliff Fitzmorris, Randa Shehab and Deborah Trytten (University of Oklahoma, USA)
Teaching Pathways in the Academy: A Narrative Study of Engineering Faculty at Institutions with Varying Teaching and Research Activity
Natascha Trellinger and Brent Jesiek (Purdue University, USA)
Perceptions of Treatment for Underrepresented Minority Faculty in Engineering
Juan Cruz (Virginia Polytechnic Institute and State University); Indhira M Hasbún and Stephanie Adams (Virginia Polytechnic Institute and State University, USA); Joan Banks-Hunt (Virginia Tech, USA); Gilda Barabino (CCNY Community College, USA)

F2D: Diversity: Intersectionality

Room: 130C
Chair: Javier A. Kypuros (The University of Texas Rio Grande Valley, USA)
Engineering Competition Team Recruitment and Integration Strategies Impact on Team Diversity
Deborah Trytten, Ryan Browning and Cindy Foor (University of Oklahoma, USA); Celia Pan (Toyota, USA); Randa Shehab, Catherine Thomas and Susan Walden (University of Oklahoma, USA)
Representation of Underrepresented Characters in Engineering Children Books
Hoda Ehsan (Purdue, USA); Xinrui (Rose) Xu, suarez and Monica Cardella (Purdue University, USA)
Analysis of Multi-Modal Spatial Visualization Workshop Intervention across Gender, Nationality, and Other Engineering Student Demographics
Jacob Segil (University of Colorado at Boulder, USA); Jacquelyn Sullivan and Beth Myers (University of Colorado Boulder, USA); Derek Reamon (University of Colorado, USA); Marissa H. Forbes (University of Colorado Boulder, USA)
Supporting economically disadvantaged students from Nicaragua in STEM-C fields
Iva Bojic (Massachusetts Institute of Technology, USA); Juan Arratia (Ana G. Méndez University System, USA); Vedran Podobnik (University of Zagreb, Croatia); Mislav Grgic (University of Zagreb & Faculty of Electrical Engineering and Computing, Croatia)
Investigating the Impact of a Hybrid Summer Transition Program
Lauren Griggs, Falcon Rankins, JK Stringer and Rosalyn Hargraves (Virginia Commonwealth University, USA)

F2E: PK-12: Teacher Development

Room: 140A
Chair: Aaron Johnson (Tufts University, USA)
Training Teachers to Integrate Engineering into Non-Technical Middle School Curriculum
Emily Hamner, Jennifer L Cross and Lauren Zito (Carnegie Mellon University, USA); Debra Bernstein and Karen Mutch-Jones (TERC, USA)
Research Models with Dissemination Activities for Research Experience for Teachers (RET)
Mangilal Agarwal, Brandon Sorge, Grant Fore and Dan Minner (Indiana University-Purdue University Indianapolis, USA); Charles Feldhaus (IUPUI School of Engineering & Technology, USA); Likun Zhu and Maher Rizkalla (Indiana University-Purdue University Indianapolis, USA)
Engaging K-12 Teachers in Engineering Through a Professional Development Program: Implementation Strategies, Results and Lessons Learned
Mounir Ben Ghalia, Ralph Carlson, Veronica Estrada, Hasina Huq and Jaime Ramos (The University of Texas Rio Grande Valley, USA)
K-12 STEM Education: Bringing the engineering maker space, student-centered learning, curriculum, and teacher training to middle schools
Joan Banks-Hunt (Virginia Tech, USA); Stephanie Adams (Virginia Polytechnic Institute and State University, USA); Susan Ganter (Virginia Tech, USA); Juan Cruz (Virginia Tech University)
An Experiential Approach to Understanding the Engineering Design Process

F2F: Advanced Computer Science Courses

Room: 140B
Chair: Eric Durant (Milwaukee School of Engineering & Starkey Hearing Technologies, USA)
Teaching Mobile Application Development through Lectures, Interactive Tutorials, and Pair Programming
Mohammed Seyam, Scott McCrickard, Shuo Niu and Andrey Esakia (Virginia Tech, USA); Woongsup Kim (Dongguk University, Korea)
Teaching Genetic Algorithm-based Parameter Optimization Using Pacman
Carlos Silla (Pontificia Universidade Católica do Paraná, Brazil)
Use of Model-based Design to Teach Embedded Systems Programming
Nannan He (Minnesota State University at Mankato, USA); Han-way Huang (MNSU, USA)
Immediate feedback tool in teaching database and its contribution to the learning of students on Computer Science course
Monael Ribeiro (Universidade Federal do ABC, Brazil); Gabriel Paulon (UFABC, Brazil); Adriana Nishida (Federal University of ABC, Brazil)
Teaching-learning firewall configuration using a visual modeling web based tool: the SP2Model and its application to Computer Science course
Helton Sapia and Rogério Garcia (São Paulo State University & Faculty of Science and Technology, Brazil); Celso Olivete Junior (Unesp - Campus de Presidente Prudente, Brazil); Danillo Pereira (UNESP - Univ Estadual Paulista, Brazil); Kleber Trevisani (Instituto Federal de Educação Ciência e Tecnologia de São Paulo, Brazil)

F2G: Mobile Devise Enabled Learning

Room: 140C
Chair: Yi Wu (Penn State Erie, the Behrend College, USA)
An Android App for Spatial Acoustic Analysis as a Learning Tool
Thomas H DePue, Robert Newman and Benjamin Robistow (Clarkson University, USA); Paul Curtis (Arizona State University, USA); Kevin Mack, Mahesh Banavar, Tianqi Yang and Dana Barry (Clarkson University, USA); Andreas Spanias (ASU / SenSIP Center / School of ECEE, USA); Whitni Watkins (Analog Devices, Inc, USA)
Continuance Use Intention of Primary School Learners Towards Mobile Mathematical Applications
Marisa Venter (Central University of Technology Free State, South Africa); Lizette De Wet (University of the Free State, South Africa)
Quality Evaluation of Mobile Learning Applications
Gustavo Willians Soad (University of São Paulo (USP), Brazil); Nemesio Freitas Duarte Filho (Federal Institute of São Paulo (IFSP), Brazil); Ellen Barbosa (University of São Paulo, Brazil)
Discovering Students Mobile Learning Experiences in Higher Education in Nigeria
Solomon Oyelere and Jarkko Suhonen (University of Eastern Finland, Finland); Shaibu Shonola and Mike Joy (University of Warwick, United Kingdom)
Development of a Mobile-Friendly Classroom Support System to Improve Students' Presentation Skills
Junko Toyoshima (Hosei University & Seikei University, Japan); Soichiro Fujii and Yuji Tokiwa (Hosei University, Japan)

F2H: Professional Skills Development

Room: 160A
Chair: Benjamin Ahn (Iowa State University, USA)
An Effective Design Course to Inspire Active Learning in Undergraduate Education
Salem Ali A. Elsaiah (Bucknell University, USA); Peter Mark Jansson (Bucknell University & College of Engineering, USA)
Implementing Lean LaunchPad Methodology into an Engineering Professional Development Course
Chad Davis (University of Oklahoma, USA); Ron Bolen (The University of Oklahoma, USA)
Determining progress in writing competency by assessing students' argumentation
Sofia Cassel and Aletta Nylén (Uppsala University, Sweden)
Engineering Report: A Tool to Facilitate Learning for Real-World Problem Solving
Jia-Ling Lin (University of Minnesota Twin Cities, USA); Paul Imbertson, Kundan Srivastav and William Horn (University of Minnesota, USA)
Continuous Learning Through Inline Training
Brian Krisler (Raytheon BBN Technologies & Brandeis University, USA); Richard Alterman (Brandeis University, USA)

F2I: Non-Traditional Student Pathways

Room: 160B
Chair: Nathan Canney (Seattle University, USA)
Entry Pathways, Academic Performance, and Persistence of Nontraditional Students in Engineering by Transfer Status
Jacqueline McNeil (University of Louisville & Speed School of Engineering, USA); Russell Long and Matthew W Ohland (Purdue University, USA)
Formative Evaluation of an Innovative Program to prepare non-technical majors to join advanced manufacturing workforce
Abe Zeid (Northeastern University, USA)
Exploring the Intersection of Veteran Status, Age, and Engineering Study
Catherine E. Brawner (Research Triangle Educational Consultants, USA); Catherine Mobley (Clemson University, USA); Joyce B. Main (Purdue University, USA); Michelle Madsen Camacho (University of San Diego); Susan M. Lord (University of San Diego, USA)
A STEM Program Focused on Transfer Student Success at Binghamton University

F2J: Philosophy of Engineering and Engineering Education

Room: 160C
Chair: Nicole Pitterson (Oregon State University, USA)
More by Luck than Good judgement: Moral Purpose in Engineering Education Policy Making for Change
John Heywood (Trinity College Dublin, Ireland)
Frontiers in Education-Have We Made A Difference? If So, What?
Edwin Jones, Jr (Iowa State Univ, Univ of St Thomas, USA); James Rowland (University of Kansas, USA)
State of Mixed Methods Research in Engineering Education: In-depth Examination of JEE Articles, 2010-2015
Neha Choudhary and Brent Jesiek (Purdue University, USA)
Balancing Engineering and Religious Identity
Kelly Cross (University of Illinois Urbana Champaign, USA)
Issues in Student Valuing of Software Engineering Best Practices
Stephen Frezza (Gannon University, USA)

Friday, October 14, 16:00 - 17:30

F3A: Special Session: Developing ABET Criteria for Undergraduate Cybersecurity Programs

Room: 170A
Developing ABET Criteria for Undergraduate Cybersecurity Programs
Allen Parrish (United States Naval Academy, USA); Joseph Ekstrom (Brigham Young University, USA); Edward Sobiesk (Army Cyber Institute, USA); Mark Stockman (Georgia State University, USA)

F3B: Special Session: Preparing Engineers for Careers in Social Innovation and Sustainable Development

Room: 170B
Preparing Engineers for Careers in Social Innovation and Sustainable Development
Khanjan Mehta (Penn State, USA); Irena Gorski (Pennsylvania State University, USA)

F3C: Faculty Development: Culture and Practices

Room: 130B
Chair: Ella L Ingram (Rose-Hulman Institute of Technology, USA)
Do differences exist between how Engineering and non-Engineering lecturers perceive the importance of teaching competences?
Antoni Perez-Poch (Universitat Politècnica de Catalunya - BarcelonaTech, Spain); David Lopez (Universitat Politècnica de Catalunya - BarcelonaTech, Spain)
Research culture in Engineering Faculty: Its effect on the attainment of Graduate attributes
Divya Nalla and Sneha Nalla (Nalla Malla Reddy Engineering College, India)
Studying Faculty Communities of Practice Through Social Network Analysis
Shufeng Ma (University of Illinois at Urbana Champaign, USA); Geoffrey L Herman and Matthew West (University of Illinois at Urbana-Champaign, USA); Jonathan Tomkin (University of Illinois at Urbana Champaign, USA); Jose Mestre (University of Illinois at Urbana-Champaign, USA)
Using Reflection to Identify Dissonance, Consonance, and Interest in Teaching: Comparing Definitions and Stories to Resolve Conflict
Anne LoVerso and Adam Coppola (F. W. Olin College of Engineering, USA); Emma Price and Gwyneth Phelps (Olin College of Engineering, USA); Yevgeniya V Zastavker (F. W. Olin College of Engineering, USA); Jeremy M Goodman (Franklin W. Olin College of Engineering, USA)

F3D: Diversity and Inclusivity Awareness

Room: 130C
Chair: Kelly Cross (University of Illinois Urbana Champaign, USA)
Participatory Design for the Development of Inclusive Educational Technologies: A Systematic Review
Luciana Borges, Mauricio Araujo and Cristiano Maciel (Universidade Federal de Mato Grosso, Brazil); Eunice Nunes (Federal University of Mato Grosso & School of Engineering of University of São Paulo, Brazil)
Developing Diversity Awareness of Software Engineers: A Diversity Framework and its Application in an Academic and Life-Long Learning Context
Christina Böhm and Renate Motschnig (University of Vienna)
Exploring Student Motivation towards Diversity Education in Engineering
Autism Spectrum Disorder and Engineering Education - Needs and Considerations
Mary K. Pilotte (Purdue University, USA); Diana Bairaktarova (Virginia Tech, USA)
Integrated Crayons for Adaptive Needs
Nancy Morris (Gannon University, USA); Davide Piovesan (Gannon Univerisity, USA)

F3E: PK-12: Teaching Computer-Related Topics

Room: 140A
Chair: Courtney J Faber (The College of New Jersey, USA)
Applying Scrum Project Management in ECE Curriculum
Robert Bass, Branimir Pejcinovic and John Grant (Portland State University, USA)
"Code Yourself" and "A Programar": a bilingual MOOC for teaching Computer Science to teenagers
Inés Friss de Kereki (Universidad ORT Uruguay, Uruguay); Areti Manataki (University of Edinburgh)
Artificial Intelligence and Computer Science in Education: From Kindergarten to University
Martin Kandlhofer (Graz University of Technology, Austria); Gerald Steinbauer (Graz University of Technology); Sabine Hirschmugl-Gaisch (University of Teacher Education Styria, Austria); Petra Huber (Children's Office Graz, Austria)
Textual vs. Visual Programming Languages in Programming Education for Primary Schoolchildren
Hidekuni Tsukamoto and Yasuhiro Takemura (Osaka University of Arts, Japan); Yasumasa Oomori (Joetsu University of Education, Japan); Isamu Ikeda (NPO Institute of Information Education Support, Japan); Hideo Nagumo (Niigata Seiryo University, Japan); Akito Monden (Okayama University, Japan); Ken-ichi Matsumoto (Nara Institute of Science and Technology, Japan)
Competency Based IT Experiences
Chengcheng Li and Rebekah Michael (University of Cincinnati, USA)

F3F: Upper Division Computer Science

Room: 140B
Chair: Tony Clear (Auckland University of Technology, New Zealand)
The Aptness of Tangible User Interfaces for Explaining Abstract Computer Network Principles
Clifford De Raffaele (Middlesex University Malta, Malta); Serengul Smith and Orhan Gemikonakli (Middlesex University, United Kingdom)
Combined Methodology for Theoretical Computing
Gabriel Souza (University of São Paulo & Institute of Mathematical and Computer Sciences, Brazil); Pedro H. A. Gomes, Ronaldo Correia, Celso Olivete Junior, Danilo Eler and Rogério Garcia (São Paulo State University & Faculty of Science and Technology, Brazil)
Analysis of Students' Behavior in the Process of Operating System Experiments
Lei Wang, Chao Gao, Tianyu Wo and Bin Shi (Beihang University, P.R. China)
A Team-Approach to Putting Learner-Centered Principles to Practice in a Large Course on Human-Computer Interaction
Renate Motschnig (University of Vienna & Faculty of Computer Science, Austria); Michael Sedlmair, Svenja Schröder and Torsten Möller (University of Vienna, Austria)
jOthelloT: A Java-Based Open Source Othello Framework for Artificial Intelligence Undergraduate Classes
Carlos Silla (Pontificia Universidade Católica do Paraná (PUCPR)); Marcelo Paglione and Iuri Mardegan (Federal University of Technology of Parana (UTFPR), Brazil)

F3G: Remote Laboratories

Room: 140C
Chair: Glen Archer (Michigan Technological University, USA)
Adopting an exercise program for electronics engineering education utilising remote laboratories for the age of MOOC
Dag Samuelsen (University College of Southeast Norway, Norway); Olaf Hallan Graven (University College of Southeast Norway)
LabsLand: A sharing economy platform to promote educational remote laboratories maintainability, sustainability and adoption
Pablo Orduña and Luis Rodriguez-Gil (Deusto Institute of Technology - DeustoTech, University of Deusto, Spain); Javier Garcia-Zubia, Ignacio Angulo and Unai Hernández-Jayo (University of Deusto, Spain); Esteban Azcuénaga (LabsLand, Spain)
Hands-on and Virtual Laboratories to Undergraduate Chemistry Education: Toward a Pedagogical Integration
Saulo Ramos and Edson Pimentel (UFABC, Brazil); Maria das Graças Bruno Marietto (Universidade Federal do ABC, Brazil); Wagner Tanaka (UFABC, Brazil)
Design of a Latin American and Caribbean Remote Laboratories Network
Luis Felipe Zapata Rivera and Maria M. Larrondo Petrie (Florida Atlantic University, USA)
Hybrid Teaching Mode for Laboratory-based Remote Education of Computer Structure Course
Han Wan, Xiaopeng Gao and Qian Liu (Beihang University, P.R. China)

F3H: Engineering Education Research

Room: 160A
Chair: Cem Sahin (Drexel University, USA)
Grit and First-Year Retention in Engineering
Dong San Choi (University of Illinois at Urbana-Champaign, USA); Beth Myers (University of Colorado Boulder, USA); Michael C. Loui (Purdue University, USA)
Mastery Grading of Engineering Homework Assignments
Jacob Moore (Penn State - Mont Alto Campus, USA)
Developing a Grounded Theory of Undergraduate Civil Engineering Professional Identity Formation
Cassandra Groen and Lisa D. McNair (Virginia Tech, USA)
Exploring Shame in Engineering Education
James Huff (Harding University, USA); Nicola Sochacka, Kathryn Youngblood, Kerby Wood and Shari Miller (University of Georgia, USA); Jeremiah Sullins (Harding University, USA); Joachim Walther (University of Georgia, USA)
Physiological Sensing based Stress Analysis during Assessment
Aniruddha Sinha, Pratyusha Das and Rahul Gavas (Tata Consultancy Services, India); Debatri Chatterjee (TCS Innovation Lab, India); Sanjoy Saha (Jadavpur University, India)

F3I: Engineering Discipline Specific

Room: 160B
Chair: Yong-Kyu Jung (Gannon University, USA)
Teaching Modern Control Theory to Undergraduates Using a State Space Model of a Synchronous Generator
Mohammad Rasouli (Penn State Erie, The Behrend College, USA); Robert Weissbach (IUPUI, USA); Deryck Yeung (Penn State Erie, The Behrend College, USA)
Teaching the foundations of thermodynamics with PYro
Christopher Martin (Penn State - Altoona Campus, USA); Jacob Moore (Penn State - Mont Alto Campus, USA); Joseph Ranalli (Penn State - Hazleton Campus, USA)
Filling the Skills Gap in U.S. Manufacturing: Promoting Internship and Co-Op Experiences and Integrating Industrial Engineering Courses to Improve Student Design and Manufacturing Knowledge
Paul Lynch and Faisal Aqlan (Penn State Behrend, USA)
Developing a Systematic Framework to Enhance Construction Procedure Design
Ali Shafaat and Hossein Ebrahiminejad (Purdue University, USA); Farshid Marbouti (San Jose State University, USA); Monica Cardella and Amr Kandil (Purdue University, USA)

F3J: Problem Solving

Room: 160C
Chair: Axel Böttcher (Munich University of Applied Sciences, Germany)
Developing More Robust Problem Solvers through Diversity of Course Experiences
Elif Eda Miskioglu (Bucknell University, USA)
Exploring the role of spatial cognition in problem solving
Gavin Duffy (Dublin Institute of Technology, Ireland); Sheryl Sorby (The Ohio State University, USA); Brian Bowe (Dublin Institute of Technology, Ireland); Steven Nozaki (The Ohio State University, USA)
Abstraction and Problem Solving in an Undergraduate Electrical Engineering Circuits Course
Presentacion Rivera-Reyes and Lance C. Pérez (University of Nebraska-Lincoln, USA)
Thinking About Asking: Encouraging a Questioning Approach to Requirements Gathering and Problem Solving
Madalene Spezialetti (Trinity College, USA)

Friday, October 14, 17:00 - 18:30

F4A: ABET CAC: Cybersecurity Program Criterion Development

Room: 170A

Friday, October 14, 17:30 - 18:30

C3: Working on how to solve the never ending problem of diversity in engineering

Room: 130B

Attracting diverse populations to engineering is a challenge, specifically women. Recently news has been made when an incoming first year class of 25% female started at the University of Illinois. When 25% is celebrated that is far from an equal and diverse field.

This session provides the opportunity for brainstorming and discussion with others to come up with ideas to try to solve the diversity problem. The aim is to walk away with a new idea to try to boost the diversity, specifically in the university engineering programs.

C3: A DBER network for bridging the gap between research and practice in engineering education

Room: 130C

"There is a large body of literature available on effective teaching and learning in Engineering Education, STEM education, and education in general. However, there is little evidence that research-based instructional methods are being successfully adopted in engineering classrooms. Indeed, the non-adoption and the lack of rigor in investigating success or failure of adoption is a concern brought up in several reports and even echoed in calls for proposals from the national science foundation (such as the Revolutionizing Engineering Departments and the Transforming Undergraduate Education in STEM initiatives). This Catalyzing Collaborative Conversations proposal aims to explore the non-adoption of research based instructional practices from the point of view of potential adopters, and what barriers they face in adopting and testing the fidelity of their adoption. The author believes that faculty who are interested in adopting innovative teaching methods, find it difficult to translate the research findings and techniques that are not within their specific sub-discipline to form that they can implement and evaluate in their classrooms. Moreover, they may not know how to assess the impact of the changes they may be making to their instructional practices. Setting up research studies involving human subjects, designing the classroom evaluations, or simply designing the right questions to ask within assessments, are activities most practitioners are not trained in. The goal of this proposed conversation is to suggest a discipline-specific network to help practitioners understand how to implement and evaluate innovations in their classroom, and to discuss why such a network might or might not facilitate translation of research in education into practice in the classroom."

C3: Online modules, online education or online university - how to setup the perfect online education

Room: 140B

A current hype in education is ""online education"". Starting from online courseware and -administration as supported by moodle-like platform up to full online universities with hardly any presence of students and professors. There are many pros and cons from ""supporting repetitions and individual learning speeds"" to ""reduced motivation for individual learning"". As our hometown Hamburg/Germany currently starts implementing an online education platform - or ""university"" - cooperatively operated by all local universities the extent of the term ""online"" is still open: Shall single lecutres be opened for the broad public or whole modules or even better full educations and degrees?

In this session GOOD experiences of working online education shall be shared and learning curves of what not to do shall be shared.

If YOU are going to participate in this session and have made some good experience, we are happy if you could share it with a 5 minutes - 2 slides pitch presentation.

In a summary these ideas may be briefly commented by the participants

C3: Developing/Refining ASEE's agenda for transformative change in Engineering Education

Room: 140C

We know so much about how to improve engineering education. We have many evidence-based practices for improving learning, diversity, retention, motivation, and our students' holistic formation (See [1]), yet engineering education remains relatively stagnant [2]. The American Society for Engineering Education (ASEE) Transformation Team invites all members of the engineering education community to join us as we work to frame and shape ASEE's role in catalyzing transformation in engineering education. During this session, we will present a proposed vision and mission of the ASEE Transformation Team and invite the community to help us refine the vision and develop a set of priorities and activities based on that vision. It is hoped that these conversations will provide a springboard for future action, collaboration, and change.

C3: Augmented Reality for Abstract Concept Learning in STEM

Room: 160A

Most of the current abstract concept intensive courses such as calculus and linear algebra are still taught with traditional pedagogical techniques, consisting mostly of lecture and homework. These educational methods often fail to help students effectively understand abstract and difficult concepts in order to gain problem-solving skills. Emerging Augmented Reality (AR) technology is growing rapidly. AR applications have been developed for numerous diverse fields, such as physical rehabilitation and healthcare. AR also promotes innovative learning tools for education, brings a new dimension to learning, fosters concept understanding, and engages students in learning STEM. As a constructive-based pedagogical approach, AR provides the students additional visual feedback, allows them to experience different points of view, and positions them in a real-world context setting environment in order to enhance the study of theoretical concepts. How can we utilize AR to motivate students in learning as well as facilitate abstract concept understanding?

C3: Impacting Society through the Responsible Development of Technologies and Systems

Room: 160B

"In electrical and computer engineering (ECE) and in computing generally, technologies have evolved from simple electronics and computing-based tools to solve specific problems, to complex electronics/computing-based systems used by humans to make work and life better. We are already seeing the future of smart systems in which interconnected electronics/computing devices are ubiquitous and perform tasks formerly done by humans as well as tasks beyond human reach with minimal human intervention. Examples include smart cars, homes, cities, farming, health, energy grid, etc. These technologies are rapidly changing the world we live in. A past IEEE President wrote that technical professionals should not limit their role to creating hardware, software, and interfaces, but as a community, should consider the responsible development of these technologies. In Engineers for Change: Competing Visions of Technology in 1960s America, Matthew Wisnioski presented the efforts of engineers and the profession to define their purpose and identity. He wrote that our assumptions must be perpetually contested. More recently, a study by Susan Silbey on why women who study engineering leave the field cited that women, more often than men, entered the field to become socially responsible engineers. Thus responsible development of ECE technologies has the potential added value of retaining women and broadening participation.

This session will explore what responsible development means, why it is important, how students learn about it, and the implications for ECE programs and faculty."

C3: Language as Instructional Barrier: Towards Support for International Faculty

Room: 160C

"It is well known that Universities and Higher Education establishment in the USA are recruiting Professors from abroad, as well as students. For most of these Professors, their first Language is not English. Although most International Professors are expected to have an appreciable knowledge of English Language before being recruited to instruct in a USA University, fluency is not guaranteed. There is also a very high possible of mispronunciation of English words used in Lecture halls. These have the potential of impeding teaching and learning as well as facilitating confusion and poor performance.

The essence of this panel discussion is to brainstorm and develop innovative ideas on how to overcome this challenge. For instance, can we design Information Systems to support new Faculty members whose first language is not English? Can we extend this to international students? "

FIE 2017 Planning Committee Meeting.

Room: Sheraton Griffin

This meeting is by invitation only.

Friday, October 14, 18:00 - 19:00

IEEE Computer Society Town Hall

Room: 170A

IEEE CS Education Activities

This session will offer an overview of the IEEE CS continuing education and professional development opportunities available for members. The IEEE CS educational team is actively involved in developing curriculum recommendations for programs in areas of Information Technology and engineering. It also maintains and updates accreditation criteria; and participate in the accreditation of computer and engineering programs. In addition, the IEEE CS educational team has developed a number of new competency based learning options to help professional s in the field to stay current and to develop their knowledge and skills. The presenter will discuss the variety of convenient educational options available and the multitude of course topics covered. The presenter will also examine the various certification programs offered and the many benefits that they provide for career advancement and the profession.

About Andy Chen:

Mr. Chen serves as a director for the FEAPO Board and as a member for the Digital Africa Global Advisory Board. He also served as the Chair of ABB International User Board of Directors and as a member of SAP Utility Advisory Board. Chen is an internationally recognized speaker, thrice serving as a keynote speaker.

Chen is the President, CEO of Catronic Enterprise, a global consulting firm. The firm's business is in providing consulting services for utility industries worldwide. He is a senior business advisor for several leading global consulting firms and enterprise software vendors. He has over 30 years of experience specializing in Nuclear Power Generation. For the past six years, he has assisted leading global consulting firms in business development for the nuclear utilities in China and North America. He has also provided advice on Enterprise Asset Management best practices in power generation for several government agencies and State Owned Enterprises in China and Australia.

Friday, October 14, 19:00 - 21:30

Reception and Awards Banquet (additional ticket required)

Friday, October 14, 19:30 - 22:00

Awards Banquet

Saturday, October 15

Saturday, October 15, 08:00 - 09:00

Breakfast

Saturday, October 15, 08:00 - 17:00

Registration

Saturday, October 15, 08:30 - 10:00

S1A: Special Session: Culturally Responsive Practices in K-16 Engineering Education

Room: 170A
Special Session: Culturally Responsive Practices in K-16 Engineering Education
Renata A Revelo (University of Illinois at Chicago, USA); Joel Mejia (Angelo State University, USA); Marlon Mitchell (University of Illinois at Urbana-Champaign, USA)

S1B: Peer Teaching and Learning

Room: 170B
Chair: Kassim Tarhini (United States Coast Guard Academy, USA)
An Experiment with Separate Formative and Summative Rubrics in Educational Peer Assessment
Yang Song, Zhewei Hu and Yifan Guo (North Carolina State University, USA); Ed Gehringer (NC State University, USA)
"Teaching is Learning": Pedagogical material created and evaluated by students
Jeremy Barbay (Universidad de Chile, Chile); Jocelyn Simmonds (University of Chile, Chile); Adriana Nishida (Federal University of ABC, Brazil); Monael Ribeiro (Universidade Federal do ABC, Brazil)
Peer Grading Exams with Video Rubrics
Shawn Lupoli (UMBC, USA)
A Markup Language for Building a Data Warehouse for Educational Peer-Assessment Research
Yang Song and Ferry Pramudianto (North Carolina State University, USA); Ed Gehringer (NC State University, USA)
Learning with Interactive Tabletop Displays
Shuo Niu, Scott McCrickard and Sophia Nguyen (Virginia Tech, USA)

S1C: First and Second Year Programs

Room: 130B
Chair: Mark A Holliday (Western Carolina University, USA)
How Important is High-School Computing Experience for First-Year Engineering Student Success?
Amber Kemppainen, Amy Hamlin and Mary Fraley (Michigan Technological University, USA); Gretchen Hein (Michigan Technological University)
Targeted Flipped Classroom Technique Applied to a Challenging Topic
Joseph Ranalli (Penn State - Hazleton Campus, USA); Jacob Moore (Penn State - Mont Alto Campus, USA)
Assessment of Cloud-based Computational Environments for Higher Education
Jose Damian Segrelles Quilis (UPV-I3M & UPV-I3M, Spain); Germán Moltó (Universitat Politècnica de València, Spain)
Design of open source platform for automatic control systems education based on cooperative learning
Jonathan Alvarez (Universidad Minuto de Dios, Colombia)
Using Design Journals to Uncover Information Literacy Habits of First-year Students
Michael Fosmire, Nastasha Johnson and Nathan Mentzer (Purdue University, USA)

S1D: Inclusivity and Diversity Initiatives

Room: 130C
Chair: Rebekah Michael (University of Cincinnati, USA)
Methodology for Innovation in the Education of Future Engineers with Technological and Social Awareness
Danna Arias, Diego Quiroz and Dante Elias (Pontificia Universidad Catolica del Peru, Peru)
Motivating Attendee's Participation in Distance Learning via an Automatic Messaging Plugin for the Moodle Platform
Luciano Rosa de Almeida (University of Brasilia (UNB), Brazil); Joao Paulo Carvalho Lustosa da Costa (University of Brasília & Ilmenau University of Technology and Fraunhofer Institute for Integrated Circuits IIS, Brazil); Rafael Timoteo de Sousa Junior (University of Brasilia, Brazil); Edna Dias Canedo, Sra (University of Brasilia & UNB, Brazil); Giovanni Del Galdo (Fraunhofer Institute for Integrated Circuits IIS & Technische Universität Ilmenau, Germany); Juliano Prettz (Universidade de Brasilia - UnB, Brazil); Eliakim Zacarias (Universidade de Brasília, Brazil); Edison Pignaton de Freitas (Federal University of Rio Grande do Sul, Brazil)
Interdisciplinary Systems Engineering and Aeronautics Science Effort to Enhance sUAS Training Program for Undergraduate Students
Luis Daniel Otero, Nicholas Gagliardo, Dennis Dalli and Julie Moore (Florida Institute of Technology, USA)
Instructional Design Principles of Diversity-Focused Professional Development MOOC for Community College Computing Faculty: Lighthouse CC
YunJeong Chang, Leslie Cintron and Joanne Cohoon (University of Virginia, USA); James Cohoon (School of Engineering & Applied Science University of Virginia, USA); Luther Tychonievich (University of Virginia, USA)
Minority Merit: Improving Retention with Cooperative Learning in a First-Year Electronics Course
Serge Minin and David Varodayan (University of Illinois at Urbana-Champaign); Christopher Schmitz (University of Illinois at Urbana-Champaign, USA); Brian Faulkner (University of Illinois at Urbana-Champaign); Dong San Choi and Geoffrey L Herman (University of Illinois at Urbana-Champaign, USA)

S1E: Collaborative Teaching and Learning

Room: 140A
Chair: Kurt Thoroughman (Washington University in St. Louis, USA)
Social Epistemic Cognition and Engineering Students' Collaborative Learning in Emerging Areas: An Implementation Case Study in a Course for Social Networking
Rosanna Yuen-Yan Chan (The Chinese University of Hong Kong, Hong Kong)
The Microgenetic Analysis of Staged Peer Collaboration for Introductory Programming
Making the Connection: Successful Cross Campus Collaboration among Students
Theresa Vitolo, Kurt Hersch and Barry Brinkman (Gannon University, USA)
Who Wants to Collaborate? A Step Towards Understanding Collaboration as Choice
Bowen Hui (University of British Columbia, Canada); Matthew Bojey (University of British Columbia)
Collaborative Teaching: Exploring Reflective Practice to Address Uncertainty Avoidance
Lisa D. McNair, Liesl Baum and Najla Mouchrek (Virginia Tech, USA)

S1F: Programming in the First and Second Years

Room: 140B
Chair: Jeong Yang (Texas A&M University-San Antonio, USA)
Teaching Programming in the Context of Solving Engineering Problems
Coverage of CS1 Programming Concepts in C++ and Java Textbooks
Kirby McMaster and Brian Rague (Weber State University, USA); Samuel Sambasivam (Azusa Pacific University, USA); Stuart Wolthuis (Brigham Young University - Hawaii, USA)
An approach for the use of Learning Objects in teaching Computer Programming concepts
Luiz R Begosso (Fundacao Educacional do Municipio de Assis - FEMA & Centro de Pesquisas em Informatica - Cepein, Brazil); Luiz C Begosso (Fundacao Educacional do Municipio de Assis & Faculdade de Tecnologia de Ourinhos, Brazil); Raissa Begosso (BS Tecnologia & Fundação Educacional do Município de Assis, Brazil)
Switching to Blend-Ed: Effects of Replacing the Textbook with the Browser in an Introductory Computer Programming Course
Patrick Seeling (Central Michigan University, USA)
Visual programming and automatic evaluation of exercises: an experience with a STEM course
Leônidas O Brandão (University of São Paulo, Brazil); Yorah Bosse (University of São Paulo & Federal University of South Mato Grosso, Brazil); Marco Gerosa (USP, Brazil)

S1G: Makers, Making, and Makerspaces

Room: 140C
Chair: Tom J Zajdel (University of California, Berkeley, USA)
The Role of Virtual Objects in Performing Engineering Related Task
Diana Bairaktarova (Virginia Tech, USA); Aditya Johri (George Mason University, USA)
Examining Two Learner Approaches in a Making Activity with University Students
Fayette Shaw and Kristen Wendell (Tufts University, USA)
Exploring Traditional and Workbench-Style Kits to Support Project- and Problem-Based Learning
Zane Cochran and Betsy DiSalvo (Georgia Institute of Technology, USA)

S1H: Project-Based Learning

Room: 160A
Chair: Qaiser Malik (National University of Sciences and Technology, Pakistan)
Teaching Touch Sensing Technologies through Project-Based Learning
Ying Qian (Nanjing Institute of Technology, P.R. China); Han-way Huang (MNSU, USA); Nannan He (Minnesota State University at Mankato, USA)
Mainstreaming Usability in Lower Level Undergraduate Design Courses
Allen Hoffman (Worcester Polytechnic Institute, USA)
Incorporating FEA in an Undergraduate Biomechanics Course
Yi Wu, Amir Khalilollahi and Philip Martone (Penn State Erie, the Behrend College, USA)
A Cross-Curricular Approach to Fostering Innovation such as Virtual Reality Development through Student-Led Projects
Sherri Harms and John Hastings (University of Nebraska at Kearney, USA)
Students' motivational attitudes in introductory STEM courses: the relationship between assessment and externalization
Sarah Walters and Cesar Santana (Olin College of Engineering, USA); Yevgeniya V Zastavker (F. W. Olin College of Engineering, USA); Alex Dillon and Jonathan Stolk (Olin College, USA); Michael Gross (Wake Forest University, USA)

S1I: Undergraduate Research

Room: 160B
Chair: Asad Azemi (Pennsylvania State University, USA)
Understanding Undergraduate Engineering Researchers and How They Learn
Courtney J Faber (The College of New Jersey, USA); Lisa Benson (Clemson University & Clemson University, USA); Marian Kennedy (Clemson University, USA); Rachel L. Kajfez (The Ohio State University, USA); Penelope Vargas and Katherine Ehlert (Clemson University, USA); Anne McAlister (Ohio State University, USA)
Improving Student Learning Experience via Extracurricular Undergraduate Research in Near-Space Ballooning
Wookwon Lee and Nicholas B. Conklin (Gannon University, USA)
A Sub-Orbital Experimental Payload for Engaging Undergraduate Engineering Students in Interdisciplinary Research
Nicholas B. Conklin and Wookwon Lee (Gannon University, USA)
Integral and Transformative Engineering Coursework in Formative Research for Undergraduate Curricula
Carlos Mugruza-Vassallo (Universidad de Lima & Centro de Investigación e Innovación, Neurociencias y Neonatología, Peru)
Using Archival Materials to Study the Influence of Public Policy on a Hydroelectric Project
Andrew Rose (University of Pittsburgh at Johnstown, USA)

S1J: Special Session: ABET CAC Criterion Revisions: Discussion and Comment

Room: 160C

Saturday, October 15, 10:30 - 12:00

S2A: Special Session: Making the Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) More Accessible to Researchers

Room: 170A
Making the Multiple Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) More Accessible to Researchers
Matthew W Ohland (Purdue University, USA); Catherine E. Brawner (Research Triangle Educational Consultants, USA); Richard Layton (Rose-Hulman Institute of Technology, USA); Russell Long (Purdue University, USA); Susan M. Lord (University of San Diego, USA); Marisa K. Orr (Clemson University, USA)

S2B: Special Session: Designing The Engineer's Way

Room: 170B
FIE 2016 Special Session - Designing The Engineer's Way
Susan Donohue and Larry Richards (University of Virginia, USA)

S2C: Computer-Based Learning and Courseware Technologies II

Room: 130B
Chair: Sven Esche (Stevens Institute of Technology, USA)
Online Programming Tutors or Paper Study Guides?
Wendy Fisher, Cyndi Rader and Tracy Camp (Colorado School of Mines, USA)
Impact of Step-Based Tutoring on Student Learning in Linear Circuit Courses
Brian Skromme, Vignesh Seetharam, Xiang Gao, Bhargav Korrapati and Brian McNamara (Arizona State University, USA); Yih-Fang Huang (University of Notre Dame, USA); Daniel Robinson (Colorado State University, USA)
Impact of Static and Dynamic Visualization in Improving Object-Oriented Programming Concepts
Brandon Earwood (Texas A&M University-Kingsville); Jeong Yang (Texas A&M University-San Antonio, USA); Young Lee (Texas A&M University-Kingsville, USA)
Impact of Collaborative Learning on Student Perception of Virtual Computer Laboratories
Abdullah Konak (Penn State Berks, USA); Michael Bartolacci (Penn State Berks); Sadan Kulturel-Konak (Penn State Berks, USA); Mahdi Nasereddin (Penn State Berks)
Discrete Mathematics for Computing Students: A Programming Oriented Approach with Alloy
Leo Ureel, II and Charles Wallace (Michigan Technological University, USA)

S2D: Diversity: Women and Girls

Room: 130C
Chair: Alison Clear (EIT, New Zealand)
Travel Grants Which Facilitate Engineering Leadership Identity in Female Engineering Students
Mayari Serrano Anazco (Purdue University, USA); Jennifer Groh (Purdue University & College of Engineering, USA)
Evidence-Based Planning to Broaden the Participation of Women in Electrical and Computer Engineering
Pre- to Post-Conference Differences: Celebrations of Women in Computing
Gloria Childress Townsend (DePauw University, USA); Kay Sloan (Rockman et al, USA)
Girls' Interest in STEM
Henriette Burns and Kristin Lesseig (Washington State University, USA); Nancy Staus (Oregon State University, USA)
A Methodological Refinement for Studying the STEM Grade-Point Penalty
Jonathan Tomkin (University of Illinois at Urbana Champaign, USA); Matthew West and Geoffrey L Herman (University of Illinois at Urbana-Champaign, USA)

S2E: PK-12: Perceptions of STEM

Room: 140A
Chair: Martin Kandlhofer (Graz University of Technology, Austria)
Perspective of Teenagers on Traits and Research Associated with Electrical and Computer Engineers and their Research
Jennifer Winikus and Glen Archer (Michigan Technological University, USA)
What They Say: Black Children Talk About Learning Engineering
DeLean Tolbert and Monica Cardella (Purdue University, USA)
Long Term Effects of Educational Robots on a Grade 9 Girl's Perceptions of Science and Math
Ahmad Khanlari (University of Toronto, Canada)

S2F: Computing Discipline Specific

Room: 140B
Chair: Rebecca Reck (Kettering University & University of Illinois at Urbana-Champaign, USA)
A Software Development Course Based on Server-Side Javascript
Mark A Holliday and Andrew Scott (Western Carolina University, USA)
Report of a Distance Learning Course of Specialization in Information Technology at a Brazilian Public University
Who is the Engineering Technology Graduate and Where Do They Go?
Anne M Lucietto (Purdue University, USA)
Eliciting features to build collaborative learning objects
Bruno Penteado (University of São Paulo, Brazil); Fernando Tiosso (University of Sao Paulo, Brazil)
Evaluation of acoustical position determination in a classroom scenario
Robin Nicolay and Thomas Mundt (University of Rostock, Germany)

S2G: Student Approaches to Learning

Room: 140C
Chair: Jill Nelson (George Mason University, USA)
A Case Study of Students' Engagement in a Control Systems Homework Problem
Jessica Swenson and Kristen Wendell (Tufts University, USA)
A Quantitative Case Study on Students' Strategy for Using Authorized Cheat-sheets
Yang Song, Yifan Guo and David Thuente (North Carolina State University, USA)
Pre-college Students' Use of Systems Engineering Methods in Design
Aaron Johnson and Sara Willner-Giwerc (Tufts University, USA); Paul T Grogan (Stevens Institute of Technology, USA); Ethan E Danahy (Tufts University & Center for Engineering Education and Outreach (CEEO), USA)

S2H: Peer Tutoring and Mentoring

Room: 160A
Chair: Matthew Barner (Oregon State University, USA)
Peer learning assistants in undergraduate computer science courses
Inna Pivkina (New Mexico State University, USA)
The Impact of Near-Peer Mentoring on Self-Efficacy in an Introductory Engineering Course
Tanya Kunberger and Chris Geiger (Florida Gulf Coast University, USA)
Guidelines to producing structured interoperable data from Open Access Repositories. An example of integration of digital repositories of higher educational institutions from Latin America
Nelson Piedra (UTPL, Ecuador); Janneth Chicaiza (Universidad Técnica Particular de Loja, Ecuador); Jorge Lopez-Vargas (UTPL, Ecuador); Edmundo Tovar (Universidad Politécnica de Madrid & Facultad de Informática, Spain)
Establishing Learning Communities among Engineering Freshmen through Peer-group Tutoring Program
Ben Oni and Vimal Viswanathan (Tuskegee University, USA)

S2I: Retention of First Year Students

Room: 160B
Chair: Ciaran Moore (Victoria University of Wellington, New Zealand)
Engage and Educate: Engineering Laboratory Activities for First-Year Engineering Students
Ramakrishnan Sundaram (Gannon University, USA)
Enriched Student Guidance and Engagement in Lower Level Engineering Gatekeeper Courses
Horacio Vasquez (The University of Texas Rio Grande Valley); Arturo Fuentes and Javier A. Kypuros (The University of Texas Rio Grande Valley, USA)
Technology-Enabled, After-Hours, Asynchronous, Peer-Led Supplementary Instruction and Mentoring in Engineering Gatekeeper Courses
Javier A. Kypuros, Arturo Fuentes, Virgil Pierce and Horacio Vasquez (The University of Texas Rio Grande Valley, USA); Stephen W Crown (The University of Texas-Pan American, USA)

Saturday, October 15, 12:45 - 14:15

Luncheon

Saturday, October 15, 13:30 - 15:00

S3A: Panel: Teaching Teachers to Teach Diverse Students in Computer Science: Content and Resources for In-person and Online Delivery

Room: 170A
Teaching Teachers to Teach Diverse Students in Computer Science: Content and Resources for In-person and Online Delivery
James Cohoon (School of Engineering & Applied Science University of Virginia, USA); Joanne Cohoon, Leslie Cintron and Luther Tychonievich (University of Virginia, USA); Lecia Barker (University of Texas & School of Information, USA); Melanie Williamson (Bluegrass Community and Technical College, USA)

S3B: Special Session: The Behavioral Economics of Instructional Decision Making

Room: 170B
The Behavioral Economics of Instructional Decision Making
Cory Hixson (Rowan University, USA); Stephanie L Cutler (Penn State University, USA); James Pembridge (Embry-Riddle Aeronautical University, USA)

S3C: Redesigning Laboratory Experiences

Room: 130B
Chair: Paul B Crilly (United States Coast Guard Academy, USA)
Practical laboratory classes to improve engagement and achievement amongst engineering students taking first-year mathematics
Ciaran Moore, Craig Watterson and James Eldridge (Victoria University of Wellington, New Zealand)
Change the Traditional Way of Teaching Electric Drives Laboratory with Design of Experiment
Lin Zhao and Fong Mak (Gannon University, USA)
A Hands-on Modular Laboratory Environment to Foster Learning in Control System Security
Evaluation of a video game adaptation for mechanical engineering educational laboratories
Yizhe Chang and EL Sayed Aziz (Stevens Institute of Technology, USA); Mingshao Zhang (Southern Illinois University Edwardsville, USA); Zhou Zhang and Sven Esche (Stevens Institute of Technology, USA)

S3D: Innovative Use of Tools

Room: 130C
Chair: Georges El-Howayek (Valparaiso University, USA)
Enhance Hands on Experience of System and Control Using Low Cost LEGO Kits
Yi Wu (Penn State Erie, the Behrend College, USA); Charlotte de Vries (Pennsylvania State University Erie, USA); Oladipo Onipede, Jr. (Penn State Erie, The Behrend College, USA); Melanie Ford (Penn State Erie, the Behrend College, USA)
A Satellite Ground Station for Teaching Digital and Wireless Communications
Miguel Bazdresch, Sneha Velayudhan and William Johnson (Rochester Institute of Technology, USA)
Application of Low-Cost 3D Scanning Technologies to the Development of Educational Augmented Reality Content
Jorge D. Camba (University of Houston, USA); Alejandro Bonnet De Leon and Jorge de la Torre Cantero (Universidad de La Laguna, Spain); Jose L. Saorin (University of La Laguna, Spain); Manuel Contero (I3B Universitat Politècnica de València)
Teachers' Perceptions on Traditional and Non-Traditional Data Visualization for Pedagogical Decision-Making
Maria da Silva and Ranilson Paiva (Universidade Federal de Alagoas, Brazil); Patrícia Ospina (Universidade Federal de Pernambuco, Brazil); Ig Bittencourt, Esther Freitas, Sergio Amorim and Alan da Silva (Universidade Federal de Alagoas, Brazil)
An Approach to Using RASP Tools in Analog Systems Education
Michelle Collins, Jennifer Hasler and Sahil Shah (Georgia Institute of Technology, USA)

S3E: PK-12: Assessment and Evaluation Tools and Strategies

Room: 140A
Chair: Nathan M Hicks (Purdue University, USA)
No Patterns in Pattern Recognition: A Systematic Literature Review
Senay Purzer and Annwesa Dasgupta (Purdue University, USA)
Development of an Assessment for Measuring Middle School Student Attitudes towards Robotics Activities
Jennifer L Cross and Emily Hamner (Carnegie Mellon University, USA); Debra Bernstein (TERC, USA); Lauren Zito and Illah Nourbakhsh (Carnegie Mellon University, USA)
A Systematic Mapping Study on Assessing Computational Thinking Abilities
Ana Liz Araujo and Wilkerson L. Andrade (Federal University of Campina Grande, Brazil); Dalton Guerrero (Universidade Federal de Campina Grande, Brazil)
Impact for Female Students of an Integrated STEM PBL Summer Curriculum on Content Knowledge Mastery and Post-Secondary Matriculation
Innovative methods for evaluating the science capital of young children
Annie Padwick, Carol Davenport, Opeyemi Dele-Ajayi and Rebecca Strachan (Northumbria University, United Kingdom)

S3F: Software Engineering Processes

Room: 140B
Chair: Yolanda Martinez-Trevino (Tecnologico de Monterrey, Mexico)
Investigating How Features of Online Learning Support Software Process Education
Eduardo Fernandes and Johnatan Oliveira (UFMG, Brazil); Eduardo Figueiredo (Federal University of Minas Gerais (UFMG), Brazil)
An Agile Software Engineering Process Improvement Game
Bruce Maxim (University of Michigan-Dearborn & College of Engineering and Computer Science, USA); Raspinder Kaur, Christopher Apzynski, David Edwards and Ethan Evans (University of Michigan-Dearborn, USA)
Utilizing Open Source Software in Teaching Practice-based Software Engineering Courses
Mohsen Dorodchi (University of North Carolina, Charlotte, USA); Nasrin Dehbozorgi (University of North Carolina at Charlotte (UNCCC), USA)
Agile Metrics for a University Software Engineering Course
Christoph Matthies, Thomas Kowark and Matthias Uflacker (Hasso Plattner Institute, University of Potsdam, Germany); Hasso Plattner (Hasso Plattner Institute, University of Potsdam)
Leveraging Role Play to Explore Software and Game Development Process
Adrienne Decker and David Simkins (Rochester Institute of Technology, USA)

S3G: Engineering in Global Context

Room: 140C
Chair: Neha Choudhary (Purdue University, USA)
The Resilient Civil Engineer with the Changing Global Environment
Engineering the Engineering Program: The Year of Discovery
Claudio R Brito (Science and Education Research Council, Portugal); Melany M Ciampi (World Council on Systems Engineering and Technology Information); Victor F. A. Barros (Science and Education Research Council); Luis Amaral (Computer Graphics Center); Rosa Maria Vasconcelos (University of Minho)
Student Perceptions of Global Knowledge and Skills Acquired During a Five-Week Study Abroad Program
Robert M O'Connell (University of Missouri); Miguel Ayllon (University of Missouri, USA)
Measuring Global Awareness Interest Development of Engineering and Information Technology Students
Sadan Kulturel-Konak and Abdullah Konak (Penn State Berks, USA); Ivan E Esparragoza (Penn State Brandywine, USA); Gul Kremer (Penn State University, USA)

S3H: Literature Reviews and Analyses

Room: 160A
Chair: Carlos Mugruza-Vassallo (Universidad de Lima & Centro de Investigación e Innovación, Neurociencias y Neonatología, Peru)
Visualizing Systematic Literature Reviews to Identify New Areas of Research
Allison Godwin (Purdue University, USA)
Understanding Engineering through the Engineering Journal of the Colombian University of Los Andes
Mariana Tafur-Arciniegas (Universidad de los Andes, Colombia)
Learning principles in program visualizations: a systematic literature review
Authorship/Authoring Possibilities in Three-Dimensional Virtual Worlds in Education: The State of Art from a Systematic Review
Leander Oliveira (Universidade Tecnológica Federal do Paraná - UTFPR, Brazil); Danúbia Espíndola (Universidade Federal do Rio Grande - FURG, Brazil); Marília Amaral (Universidade Tecnológica Federal do Paraná - UTFPR, Brazil); Regina Barwaldt (Universidade Federal do Rio Grande - FURG, Brazil); S. Botelho (FURG, Brazil)

S3I: Students as Learners

Room: 160B
Chair: Ben Oni (Tuskegee University, USA)
Pedagogical Standard for the Analysis of Virtual Learning Environments
Rosana Abutakka Vasconcelos dos Anjos (Universidade Federal de Mato Grosso & Instituto de Educação, Brazil); Kátia Morosov Alonso and Cristiano Maciel (Universidade Federal de Mato Grosso, Brazil); Alexandre M. Anjos (University of São Paulo & Interactive Technologies Laboratory, Brazil); Eunice Nunes (Federal University of Mato Grosso & School of Engineering of University of São Paulo, Brazil)
Understanding Similarities and Differences in Students Across First-Year Computing Majors
Glen Archer (Michigan Technological University, USA); Leonard J. Bohmann (Michigan Technological University); Allison Carter, Linda Ott, Christopher Cischke and Leo Ureel, II (Michigan Technological University, USA)
Course Material Delivery in Engineering using Brain-based Learning Techniques
John Solomon and Vimal Viswanathan (Tuskegee University, USA); Vinu Unnikrishnan (University of Alabama, USA); Eric Hamilton (Pepperdine University, USA)
The Visual Dipole - A Key to Understanding Antenna Theory
Paul B Crilly (United States Coast Guard Academy, USA)

S3J: Teaching and Learning Experiences in Engineering Education I

Room: 160C
Chair: Jennifer Winikus (Michigan Technological University, USA)
Using Everyday Objects to Engage Students in Standards Education
Margaret Phillips and Paul McPherson (Purdue University, USA)
Optimization and Improvements of a Moodle-Based Online Learning System for C Programming
Xiaohong Su, Jing Qiu, Tiantian Wang and Lingling Zhao (Harbin Institute of Technology, P.R. China)
Multi-dimensional and Customizable Open-Source Labware for Promoting Big Data Analytical Skills in STEM Education
Ying Xie and Kai Qian (Kennesaw State University, USA); Jing (Selena) He (Kennesaw State University & Kennesaw State University, USA)
Students Envisioning the Future
Thomas Lind, Åsa Cajander and Bengt Sandblad (Uppsala University, Sweden); Marta Lárusdóttir (Reykjavik University, Iceland); Mats Daniels (Uppsala University, Sweden); Roger McDermott (Robert Gordon University, United Kingdom); Tony Clear (Auckland University of Technology, New Zealand)
A Concept Map-based Cognitive Framework for Acquiring Expert Knowledge in Industrial Environment

Saturday, October 15, 15:30 - 17:00

S4A: Leadership

Room: 170A
Chair: Andrew Danowitz (California Polytechnic State University San Luis Obispo, USA)
Correlation Between Engineering Student Leadership Practices, Personality Types, and Demographic Characteristics
Benjamin Ahn (Iowa State University, USA); John Brisson (Massachusetts Institute of Technology, USA)
A Methodological Evaluation of an Integrative Pedagogy for Engineering Education
Cecilia R Moloney, Janna Rosales and Cecile Badenhorst (Memorial University of Newfoundland, Canada)

S4B: Group and Team Work

Room: 170B
Chair: Marc Sosnick-Pérez (San Francisco State University, USA)
CapStone: A Cloud-Based Platform for Multi-Party Collaboration on Capstone Projects
Xiaocong Fan (The Pennsylvania State University, USA)
Using Frame-of-Reference Training to Improve the Dispersion of Peer Ratings in Teams
Configuring an Appropriate Team Environment to Satisfy Relevant Criteria
Charles Walter, Ian Riley and Rose Gamble (University of Tulsa, USA)
A tool for students' grouping in classroom
Sergio A. A. Freitas (University of Brasilia & Faculdade UnB Gama, Brazil); Rita C. Silva and Tiago F. R. Lucena (University of Brasilia - UnB, Brazil); Edna Dias Canedo, Sra (University of Brasilia & UNB, Brazil)

S4C: Identity, Learning and Persistence

Room: 130B
Chair: Henriette Burns (Washington State University, USA)
How Salient is the Identity of Engineering Students? On the Use of the Engineering Student Identity Survey
Olga Pierrakos (National Science Foundation & James Madison University, USA); Nicholas Curtis and Robin Anderson (James Madison University, USA)
Understanding Intersecting Social Identities in Engineering Education and Practice
Javier A. Kypuros (The University of Texas Rio Grande Valley, USA); Michelle Bothwell (Oregon State University, USA); Charles Sasaki (Windward Community College, USA); Jessica Lavariega Monforti (Pace University, USA); Kelli Nakamura (Kapiolani Community College, USA); Dwaine Plaza (Oregon State University, USA)
A Degree is Not Enough: Promoting Engineering Identity Development and Professional Planning through the Teaching of Engineering Résumé Writing
Catherine Berdanier (The Pennsylvania State University); Mary McCall (Purdue University, USA); Gracemarie Mike (Rowan University, USA)
Motivation and Identity in C++: The Effects of MUSIC in an Engineering Classroom
Courtney Smith-Orr (UNC Charlotte); Andrew Garnett (UNC Charlotte, USA)
High Impact Practices toward Personal and Professional Identity in Introductory and Advanced Engineering Seminar Courses
Kurt Thoroughman (Washington University in St. Louis, USA); Joseph A. O'Sullivan (Washington University, USA)

S4D: Student-Centered Education

Room: 130C
Chair: Renata A Revelo (University of Illinois at Chicago, USA)
Actualizing Students' Prior Knowledge in Engineering Education
Qaiser Malik and Naveed Zafar (National University of Sciences and Technology, Pakistan); Mohammad Khan (Tuskegee University, USA)
A Critical Analysis of Trends in Student-centric Engineering Education and their Implications for Learning
Arnold N Pears, Aletta Nylén and Mats Daniels (Uppsala University, Sweden)
The First Step towards a Pre-requisite Knowledge Tracking Architecture for Engineering Programs
Chitra R Nayak, Vimal Viswanathan and John Solomon (Tuskegee University, USA)
Using process mapping to understand engineering students' conceptions of innovation processes
Todd Fernandez, Senay Purzer and Nicholas D Fila (Purdue University, USA)
A Framework for Writing Learning Agreements
Tony Clear (Auckland University of Technology, New Zealand); Mats Daniels, Åsa Cajander, Elin Parsjö and Nanna Lagerqvist (Uppsala University, Sweden); Roger McDermott (Robert Gordon University, United Kingdom)

S4E: PK-12: Pathways to Careers

Room: 140A
Chair: Henry Griffith (Michigan State University, USA)
Informal STEM Camp Influences on Engineering Confidence
Engineering and Computational Thinking Talent in Middle School Students: a Framework for Defining and Recognizing Student Affinities
Jennifer L Cross, Emily Hamner, Lauren Zito and Illah Nourbakhsh (Carnegie Mellon University, USA)
Enhancing Continuity Between Gender Diversity Interventions Using Hybrid Social Networks
Henry Griffith and Faezeh Hajiaghajani (Michigan State University, USA); Angela Griffith (Wright State University, USA)
The Roles of Socializers in Career Choice Decisions for High School Students in Rural Central Appalachia: "Who's Doing What?"
Cheryl Carrico (Virginia Tech, USA); Homero Murzi (Virginia Polytechnique Institute and State University & Universidad Nacional Experimental del Tachira, USA); Holly Matusovich (Virginia Tech, USA)
A Synchronous Distance Education Hybrid Model of College-level Credits for High-school Students
Manuel Jimenez, Sonia Bartolomei, Ysela Ochoa and Wilma Santiago (University of Puerto Rico at Mayaguez, Puerto Rico)

S4F: Evaluating Computer Programming

Room: 140B
Chair: Nannan He (Minnesota State University at Mankato, USA)
Simple Feedback Can Do the Job: Analyzing the Effects of Simple Computer Based Feedback for Fundamental Programming Tasks
Matthias Laengrich (University of Applied Sciences Zittau / Goerlitz, Germany)
Qualitative aspects of students' programs: Can we make them measurable?
Eliane Araujo (Universidade Federal de Campina Grande); Dalton Guerrero and Jorge Figueiredo (Universidade Federal de Campina Grande, Brazil)
Types of assessing student-programming knowledge
Anabela Gomes (Engineering Institute of Polytechnic Institute of Coimbra & Centre for Informatics and Systems – University of Coimbra); Fernanda Brito Correia (Polythechnic Institute of Coimbra & Institute of Electronics and Informatics Engineering of Aveiro, Portugal); Pedro Henriques Abreu (University of Coimbra, Portugal, Portugal)
Applying Spectrum-based Fault Localization on Novice's Programs
Eliane Araujo (Universidade Federal de Campina Grande); Matheus Gaudencio (Federal University of Campina Grande, Brazil); Dalton Guerrero and Jorge Figueiredo (Universidade Federal de Campina Grande, Brazil)
Automated Style Feedback for Advanced Beginner Java Programmers
Hannah Blau, Samantha Kolovson and W. Richards Adrion (University of Massachusetts Amherst, USA); Robert Moll (University of Massachusetts Amherst)

S4G: Cultural Competence

Room: 140C
Chair: Katherine Ehlert (Clemson University, USA)
Increasing Diverse Students' Persistence in Engineering: A Social Cognitive Perspective
Heather Hunt and Lisa Flores (University of Missouri, USA); Rachel Navarro (University of North Dakota, USA); Hang-Shim Lee (Oklahoma State University, USA)
Enriching an Informal Engineering Education Program with Social Relevance and History for Middle School Girls
Ann Reimers (University of Virginia, USA); John F Smith (University of Pennsylvania)
Promoting LGBTQ Equality in Engineering via Online Safe Zone Workshops
Rocio C. Chavela Guerra (American Society for Engineering Education, USA); Stephanie Farrell (Rowan University, USA); Alexandra Longo (American Society for Engineering Education, USA)
The Promise of Faculty Care in Undergraduate STEM Courses
Robert Siegel and March Saper (Olin College of Engineering, USA); Emilia Tanu (University of Maryland, USA); Yevgeniya V Zastavker (F. W. Olin College of Engineering, USA); Jonathan Stolk and Alex Dillon (Olin College, USA); Michael Gross (Wake Forest University, USA)

S4H: Learning and Teaching Analytics

Room: 160A
Chair: Mohsen Dorodchi (University of North Carolina, Charlotte, USA)
Measuring cognitive engagement through interactive, constructive, active and passive learning activities
Visualizing the Lesson Process in Active Learning Classes
Masahiro Toyoura, Mayato Sakaguchi, Xiaoyang Mao and Masanori Hanawa (University of Yamanashi, Japan); Masayuki Murakami (Kyoto University of Foreign Studies, Japan)
Integrating Analytics and Surveys to Understand Fully Engaged Learners in a Highly-Technical STEM MOOC
Nathan M Hicks (Purdue University, USA); D Roy (Indian Institute of Technology Guwahati, India); Siddharth Shah, Kerrie Anna Douglas, Peter Bermel, Heidi A. Diefes-Dux and Krishna Madhavan (Purdue University, USA)
Teacher Interventions to Enhance the Quality of Student Comments and their Effect on Prediction Performance
Shaymaa Sorour (Kyushu University, Japan); Shaimaa El Rahman (Kafr Elsheik University, Egypt); Tsunenori Mine (Kyushu University, Japan)
Improved Method for Creating Criterion Maps for Automatic Mind Map Analysis

S4I: Curriculum Design in Computer Science/Engineering

Room: 160B
Chair: Sami Khorbotly (Valparaiso University, USA)
Teaching Programming as Application Development from the Ground Up
David R. Mudgett (Pennsylvania State University College of Information Sciences and Technology); Steven R. Haynes (Pennsylvania State University & College of Information Sciences & Technology, USA)
Flipping the CS1 and CS2 Classrooms in Central Asia
Benjamin Tyler and Madina Abdrakhmanova (Nazarbayev University, Kazakhstan)
Collaborative Problem Solving and Achievement in a Discrete-Time Signals and Systems Course
Daria Gerasimova and Jill Nelson (George Mason University, USA)
Exploring Electrical Engineering through Movement: Going with the Flow and Programming Puzzles
Emily Marasco, Stephanie Hladik, Laleh Behjat and Bill Rosehart (University of Calgary, Canada)

S4J: Teaching and Learning Experiences in Engineering Education II

Room: 160C
Chair: Joan Banks-Hunt (Virginia Tech, USA)
A multidimensional data model for the analysis of learning management systems under different perspectives
Vanessa Araujo Borges (University of Sao Paulo, Brazil); Bruno Nogueira (Federal University of Mato Grosso do Sul, Brazil); Ellen Barbosa (University of São Paulo, Brazil)
Modeling Real-World Objects: Connecting SolidWorks to Toy Adaptation
Olga Stavridis, Rachel L. Kajfez, Elizabeth Riter and Molly Mollica (The Ohio State University, USA)
Integrating Complex Aviation Science Projects into Undergraduate Engineering Education with Dialectic Design Approach and Comparative Performance Analysis for Innovative Practices
I Dabipi, Willie L. Brown, Jr, Lei Zhang and Christopher Hartman (University of Maryland Eastern Shore, USA)
Fully Integrating Remote Students into a Traditional Classroom using Live-Streaming and TeachBack
TImothy Hickey and William Tarimo (Brandeis University, USA)
The University of Michigan's M-STEM Academies Program: Examining the Social Community of Future Engineers
Joi-Lynn Mondisa, Joanna Millunchick, Cinda Davis and Darryl Koch (University of Michigan, USA)