designinstructor had assigned the problem the student worked on, design artifacts (e.g., design brief,final report, etc.) were only collected from the student.ParticipantsParticipants for this study came from a Mid-Atlantic University with a large engineering college.Both participants were from chemical engineering. The first participant was a senior student whohad recently completed a one semester capstone design course offered by the chemicalengineering department. The second participant was the design instructor for the chemicalengineering capstone course. The design instructor has a B.S., M.S., and PhD in chemicalengineering and twenty years of industry experience before teaching at the university.Problem ContextThe problem both participants mapped
multidisciplinarity of a team drives communication andargumentation decisions. This study investigated how team multidisciplinary (denoted“disciplinary diversity” of the design team) affects the communication strategies employed bysenior-level engineering design students at a large, public university.MethodsContext and Data Collection. This study was conducted on transcripts of student presentationsgiven for the Fall 2019 Senior Design Showcase at a large R1 university in the Mid-Atlantic UnitedStates. The Senior Design Showcase projects were scoped to solve real-world engineeringproblems experienced by industry sponsors. One of the core components of the Senior Designcurriculum is that teams are multidisciplinary (i.e., the teams include students from
instrument which has already been cross-validated with numerous data fromcollege-students [2], [3]. In this study paired t-tests and repeated measures ANOVA wasimplemented to compare students’ scores at three different points in time: pre-course,post-course and post-trip. Details of the data collection, survey and data analysis are provided inthe following sections.SamplingThe RSAP program in this study is located at a large R1 university in the Mid-Atlantic region.The participants are first year engineering students in their second semester and are part of thegeneral first-year engineering program in the university. The RSAP program includes asemester-long on campus-course followed by a two-week module in different internationaltracks. The
). Biology teachers’ perceptions of subject matter structureand its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301-325.17 Sanders, L.R., Borko, H., & Lockard, J.D. (1993). Secondary Science Teachers’ Knowledge Base WhenTeaching Science Courses in and out of Their Area of Certification. Journal of Research in ScienceTeaching, 30(7), 723-736.18 Macalalag. Jr, A., Brockway, D., McKay, M., McGrath, E.. (2008). Partnership to Improve StudentAchievement in Engineering and Science Education: Lessons Learned in Year One.. Paper Presented at theAmerican Society for Engineering Education (ASEE) Mid-Atlantic Section Conference, October 2008,Hoboken, N.J.19 Hotaling, L., McGrath, B., McKay, M., Shields, C
Outstanding Teaching Award,” and the 2012 ASEE Mid-Atlantic Region ”Distinguished Teacher” Award. He teaches courses in both analog and digital electronic circuit design and instrumentation, with a fo- cus on wireless communication. He has more than 15 years experience in the development and delivery of synchronous and asynchronous web-based course supplements for electrical engineering courses. Dr. Astatke played a leading role in the development and implementation of the first completely online un- dergraduate ECE program in the State of Maryland. He has published over 50 papers and presented his research work at regional, national and international conferences. He also runs several exciting summer camps geared towards
of the US involvement.MethodsParticipantsThe students that participated in this study were all interviewed in the second semester of theirfirst year at the aforementioned Mid-Atlantic university. The study institution is a primarilySTEM focused university. The participants were from three disciplines: three from Biochemistryand six each from Chemistry and Chemical Engineering for a total of fifteen students. All self-reported demographic information can be found in Table 1 below, along with the pseudonymsassigned to each participant. Pseudonym Discipline Race Sex Seojun Biochemistry Asian Male Catalina
. Customizable slides, maps and data downloads to assist in visualizing sea level rise are also available. o Sea, Lake, and Overland Surges from Hurricanes (SLOSH) model – a numerical model sponsored by the National Weather Service that can estimate storm surge heights. o USGS Coastal Storm Modeling System (CoSMos) – a tool “developed for hindcast studies, operational applications and future climate scenarios to provide emergency responders and coastal planners with critical storm-hazard information to improve public safety, mitigate damages and more effectively manage and allocate resources.” [4] o U.S. Army Corps of Engineers (USACE) North Atlantic Coast
provide value to the engineering innovation andentrepreneurship education fields.ConclusionThe development of the entrepreneurial mindset in both engineering and business undergraduatesis beneficial for their future career prospects. Entrepreneurial mindset can provide students withthe necessary knowledge and skills that will help them in their professional careers including theability to recognize opportunity, manage ambiguity, and persist through failure. To measureundergraduate students’ knowledge and perception of entrepreneurial mindset, a concept mapstudy was performed at a mid-size Atlantic University. The maps were graded independently byresearchers using both the holistic and traditional scoring methods.When the grading methods were
leadership, the Women in Engineering Pro- gram received the 2008 National Engineers Week Introduce a Girl to Engineering Day Award. She is the principal investigator for a National Science Foundation’s Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) grant called the Successful Engineering Education and Development Support (SEEDS) Program. SEEDS extends successful women in engineering retention programs to all first-year and new external transfer students in the Clark School. Paige is the co-lead for the Mid-Atlantic Girls Collaborative (MAGiC), a regional collaborative within the NSF-funded National Girls Collaborative Project which brings together girl-serving organizations across
Critical Thinking in Engineering Undergraduates. Creat Educ. 2017;08(09):1495-1522. doi:10.4236/ce.2017.891057. Liu Z, Schönwetter DJ. Teaching creativity in engineering. Int J Eng Educ. 2004;20(5):801-808.8. Robinson K. Out of Our Minds: The Power of Being Creative. 3rd ed. Chichester, West Sussex, UK: John Wiley & Sons, Inc; 2017.9. Bruhl J, Klosky JL. Inclusive Teaching: A Call for Creativity (WIP: Work in Progress). In: ASEE Mid-Atlantic Regional Conference. New York, NY: American Society for Engineering Education; 2019.10. Walesh SG. Introduction to Creativity and Innovation for Engineers. Hoboken, NJ: Pearson Education, Inc.; 2017.11. Dieter GE, Schmidt LC. Engineering Design. 5th ed. New York
particularly useful prompting question was: “Why?”Research QuestionsWe investigated three research questions for this study: 1. How do kindergartners engaged in an engineering design challenge analyze (i.e., diagnose and/or explain) their design failure experiences? 2. Do kindergartners whose designs fail choose to persist by trying again? 3. How do kindergartners whose designs fail apply testing results and failure analysis when creating their next design attempt?ContextParticipants and SchoolsWe recruited participants from five kindergarten classrooms across three schools within a schoolsystem in the mid-Atlantic region of the United States. Adamsville Elementary is a Title I schoolin an urban area with about 500 students. Blakely
operations.An initial assumption was that interested students might already have some extent of spaceoperations knowledge taken from a U.S. perspective, so looking at the industry from theEuropean side of the Atlantic, seemed to be a good way to provide additional perspective.The use of the Handbook of Space Technology proved to be both bad and good. It was bad fromthe perspective that since the sections of the book were provided by so many differentcontributing authors, the focus, continuity of level of detail, and style were not sufficientlyconstant for the interested neophyte beginning study in this discipline. Additionally, manycontributing authors provided an inconsistent of presentation of formula variables and theirdefinitions. The book was good
. The plan lists the project activities planned for the semester within aperiod of 15 weeks. Each activity is assigned to particular members of the group to be completedwithin a time limit. This way a work plan is developed and tasks are distributed among groupmembers. Each student takes responsibility in team efforts to complete the assigned tasks. Figure2 shows an example of the Management Plan.The Management Plan describes and specifies the activities, procedures, and resources requiredto build the overall system prototype. It includes the group information such as the groupmembers, student IDs, initials, project title, group advisor, semester and academic year, andprogress report number. At the same time, it involves two sections titled
. Instructional Methods,” J Eng Educ. 84(4), 361-367,1995. https://doi.org/10.1002/j.2168- 9830.1995.tb00191.x[3] J.E. Caldwell, “Clickers in the large classroom: current research and best-practice tips,” CBE Life Sci Educ, vol. 6, no. 1, pp. 9–20, 2007. https://doi.org/10.1187/cbe.06-12-0205[4] A. Kabalan, “Think–Pair–Share: A Case Study in an Electrical Engineering Class,” In Proceedings of the 2014 ASEE Mid-Atlantic Section Fall Conference 2014 (p. 3) https://www.asee.org/documents/sections/middle-atlantic/fall- 2014/Think_Pair_Share_A_Case_Study_in_an_Electrical_Engineering_Class.pdf[5] L.K. Michaelsen, W. Watson, J.P. Cragin, L. Dee Fink, “Team Learning: A Potential Solution to the Problems of Large Classes
,through, and beyond their undergraduate institutions. Data were collected from students at eachof four institutions (pseudonyms are used here): Technical Public Institution (TPUB), a publicuniversity specializing in teaching engineering and technology; Urban Private University(UPRI), a private historically black mid-Atlantic institution; Large Public University (LPUB), alarge public university in the northwest U.S.; and Suburban Private University (SPRI), amedium-sized private university on the west coast of the United States.The APS uses a concurrent triangulation mixed-methods design, in which both qualitative andquantitative methods are employed to collect and analyze data. The integration of results occursduring the interpretation phase
assess student performance in a chemical engineering curriculum,” in Proceedings of the Fall 2016 ASEE Mid-Atlantic Regional Conference, 2016. [6] J. C. Guarino, J. R. Ferguson, and V. K. C. Pakala, “Quantitative assessment of program outcomes using longitudinal data from the FE exam,” Proceedings of the 2013 ASEE Annual Conference & Exposition, vol. 23, p. 1, 2013. [7] R. Helgeson and E. Wheeler, “Passing the Fundamentals of Engineering examination as a graduation requirement in a general engineering program: Lessons learned,” Proceedings of the 2005 ASEE Annual Conference & Exposition, 2006. [8] O. Pierrakos and H. Watson, “A comprehensive ABET-focused assessment plan designed to involve all program faculty
students atthe 31 institutions were invited to participate in web-based surveys. The student survey includedquestions regarding respondents’ background and demographic characteristics, future careerplans, perceptions of classroom practices, out-of-class interactions with faculty, andextracurricular experiences. The survey also queried students’ self-assessments of selectedlearning outcomes, including contextual competency. [Copies of these instruments are availableat: http://www.ed.psu.edu/educ/e2020/surveys-1/E20204yrStudentSurvey.pdf.] The survey instrument was first pilot tested on a sample of 478 engineering students fromtwo four-year public institutions in the Mid-Atlantic region of the United States. The finalversion of the survey
discussed in a separate section below).Overall, half of the 34 teachers who responded to the survey implemented ten or more of the 27activities that they learned during the summer 2008 workshop. Twenty-five percent did 15 or moreactivities. All but one of the activities introduced in the workshops was used by over half of theteachers. These were two model-based inquiry lessons (phases of the Moon and Earth’s seasons) andtwo engineering lessons (designing walls and creating windmills). Almost all of the teachers who hadused an activity reported successful implementation. Moreover, almost all of the teachers who used anactivity reported that they would use it again next year. Finally, almost all teachers felt that the PISAactivities had helped them
operator of the airplaneMontieth went on to point out that “it is the airplane designer for whom the course inAeronautical Engineering must be prepared. First of all, he must know enough of the work ofthe research man to be able to summarize this work and convert the results to terms which can beused directly in practical airplane design. He must know enough of the shop methods tounderstand how his designs are to be built. He should, if possible, get as much time in the air ashe can, either as a pilot or as an intelligent passenger. The lack of any of these bits of experienceis something of a handicap.” 21The Wind Tunnel Years The years from the mid-1930s until 1960 can best be characterized as the Kirsten WindTunnel years. Although the
improvement in outcomes for AfricanAmerican women in particular.The setting for this evidence-based practiceThe institution. Our public, mid-Atlantic institution enrolls approximately 16,000 undergraduatestudents and is classified as “highly selective” in undergraduate admission. The university offersa comprehensive set of academic majors for undergraduates, as well as a rich and variedselection of co- and extra-curricular activities. The undergraduate population is about 54%female, 6% African-American, 5.6% Hispanic, and 6% international students. Students aredrawn from all 50 states and over 100 countries. The four-year graduation rate from theinstitution is over 85%, while the six-year graduation rate is over 90%.The institution organizes its
and cover letters in the language of the targetcountry. In addition, some students also enroll for three or six weeks of the DeutscheSommerschule am Atlantik, an intensive German Summer School Program to enhance theirexposure to the target language. Participation in the German Summer School, where students canearn up to eight credits, is highly recommended, but optional. Upon arrival in Braunschweig allstudents take an additional Intensive German Summer course (4 credits) from mid September tomid October. During their semester of study abroad at Technische Universität Braunschweigthey all enroll in “Advanced Technical German” which also counts as an engineering elective (3credits), the “Intercultural Partnership Course” (IPP) which transfers
approach in their projects and promot-ing it to smaller entities [5] [3]. On the other hand, academic institutions and researchers, mostoften in collaboration with industries, investigate new paths to teaching SE. They are typicallyinterested in defining competencies which best characterize a system engineer, in order to de-sign an efficient pedagogical model and an appropriate learning environment. In addition tothese questions, the present paper particulary focuses on SE standards and on how they can andshould be used for SE learning purposes.The next section of this paper presents a state of the art introducing a number of significantworks related to SE education. The following sections convey our own vision of teaching SE,together with a
: Matrix of technology courses at Cal Poly Pomona vs. ET2K educational outcomes. The cells of the matrix are either blank, which means that the instructor does not intend todevelop the associated outcome in the associate course, or else 100 percent, which means that allof the students in the associated course have an instructor intending to develop the associatedoutcome.Discussion. EnableOA uses percentages instead of the more common X’s because some coursesare not uniform across all sections and instructors. For example, one section may have aninstructor who uses project teams, thus developing Teamwork, while another section of the samecourse may have an instructor who does not. If there are 60 students in the former
best paper in Theoretical Kinematics at the 2017 ASME Mechanisms and Robotics Conference and the MSC Software Simulation award for the best paper at the 2009 ASME International Design Engineering Technical Conferences (IDETC) . He is the recipient of the Presidential Award for Excellence in Teaching by Stony Brook University and the winner of the 2018 FACT2 award for Excellence in Instruction given to one professor from the entire SUNY system. He also received the 2021 Distinguished Teaching Award from the American Society of Engineering Education (ASEE) Mid-Atlantic Division. He has been twice elected as a member of the ASME Mechanisms and Robotics committee and served as the Program Chair for the 2014 ASME Mechanisms and
diversity At first, the assessment showed a disproportionate number of projects were located inurban areas and connected to specific school districts and city administrations, see Figure 2.There were only seven projects that focused on rural school districts, while 21 projects wereconnected to urban school districts. The projects grouped as both urban and rural were all state-wide initiatives where the project outcomes affected both large cities and rural regions. Taken atface value, this depicts a higher concentration of projects located in urban areas where internetconnectivity is generally more accessible. The financial geography shows that these projectstarget major US cities with concentrations in the Northeast and Mid-Atlantic, as well
Engineering Education is a multi-institution, mixed-method, longitudinal study whichexamines engineering students’ learning and development as they move into, through, andbeyond their undergraduate institutions. Data were collected from students at each of four Page 12.321.11institutions: Mountain Technical Institute (MT), a public university specializing in teachingengineering and technology; Oliver University, a private historically black mid-Atlantic 10institution; University of West State, a state university in the Northwest U.S.; and University ofColeman
domain,ME offers a useful study focus. The sites range in size from a small program graduating 30-50students annually to larger programs with over 350 graduates per year. All include at least a full-year of senior design; one has a four-semester design sequence that begins in students’ junioryear. All include industry-sponsored projects, with some having options that include faculty-sponsored projects, competition teams, and service projects. Finally, all use a course coordinatorcoupled with individual faculty and/or industry mentors for each team. Team sizes are generally4-6 students. The sites are also geographically diverse (northeast, mid-Atlantic, mountain west,and southwest).SamplingBeginning in late spring 2017, we recruited participants
AC 2011-202: STUDENTS LEARN FUNDAMENTALS OF ENGINEERINGDESIGN WHILE PURSUING THEIR OWN ENTREPRENEURIAL IDEASKevin D. Dahm, Rowan University Kevin Dahm is an Associate Professor of Chemical Engineering at Rowan University. He received his B.S. from WPI in 1992 and his Ph.D. from MIT in 1998. He has published on teaching engineering design, assessment of student learning, and use of process simulation in undergraduate education. He is the recipient of the 2004 Fahien Award and the 2010 Mid-Atlantic Section Outstanding Teaching Award from ASEE.William Riddell, Rowan University William Riddell is an Associate Professor in the Civil and Engineering Department at Rowan University. His research interests include design
HurricaneKatrina and (3) the student selected research project on an engineered system that negativelyimpacted their local community. For each case, we discuss the learning goals of the givenactivity, how the activity was enacted for the class, and finally draw connections between theactivity and the theories of power it emphasized. After presenting the details of each case weshare our reflections on each of them as instructors. Our reflections explore what went well witheach activity, what challenges it had, and what we might change for future implementations.Study ContextThe three cases reported here all happened in a year-long senior capstone course for a multipledisciplinary engineering degree at a Mid Atlantic University with a large engineering
explaining this topic “Something she did well was “If possible, I think moreanalogies, and to a child, Samy Kamkar used making good comparisons for relatable connections could Metaphors, examples the metaphor of breaking into fourth graders to give context benefit this section. For a lock to help give a physical and help them understand instance, using analogies to example that relates to concepts.” something that a child may hacking.” encounter in everyday life