Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Sunil Dehipawala; George Tremberger; Wenli Guo; Eva Hampton; Todd Holden; David Lieberman; Tak Cheung

opportunityto introduce our physics class students to humanitarian application as well. QueensboroughCommunity College introduced servicing learning via the quotation from US Government Learnand Serve America 1 "Service-Learning is a teaching and learning strategy that integratesmeaningful community service with instruction and reflection to enrich the learning experience,teach civic responsibility, and strengthen communities." Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityCollaboration between faculty and community partner in designing a project based on thepartner's specific goals and needs is an important aspect. The pedagogy in teaching servicelearning with the New York Public Interest Research Group

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ryan Richards; Abdullah Konak; Michael R. Bartolacci; Mahdi Nasereddin

method of Promax withKaiser Normalization. We did not use the questionnaire items if they had a coefficient lowerSpring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova Universitythan 0.5. The pattern matrix of the seven extracted latent variables and the correspondingquestionnaire items are given in Table 3. The meanings of the extracted latent variables are asfollows: ● Motivation (MOT): The motivation latent variable measures overall student motivation to complete the activity. ● Interaction (ACT): The interaction latent variable is a measure of the extent to which students interacted with one another during the activity. Note that the students in the IW group were also allowed to interact. ● Reflection

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Sunil Dehipawala; Vazgen Shekoyan; Raul Armendariz; Chantale Damas; Todd Holden; David Lieberman; Tak Cheung

mirroring, horizontal mirroring, mirroring on the diagonal tiltedleft, and mirroring on the diagonal tilted right as the hardest. Participants received extensivetraining on the task 4 weeks prior to the experimental session. The experimental session finishedwith an anatomical scan of the brain using fMRI. The data showed a negative brain activation–intelligence relationship in frontal brain regions in the high fluid intelligence group, in contraryto the average fluid intelligence IQ group. The study concluded that better behavioralperformance in the geometric analogies task would reflect a lower demand for executivemonitoring in the high fluid intelligence IQ individuals. The study also concluded that flexiblymodulating the extent of regional

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Joseph Tranquillo; Keith Buffinton

 story for the type of student who would take full advantage of the ecosystem. ​ Kayla’s Story​ is not true but is meant to be aspirational (see Appendix A). In the story, Kayla only takes part in some fraction of the ecosystem, but she exemplifies the qualities that make our university unique. The entire ecosystem helps her grow through ​entoring, alumni support, themed housing, curricular​ m  and extracurricular ​ opportunities that all reflect a concerted and intentional effort, at all levels of the University level.   Additions to the Ecosystem Post­2008 The vision statement and report served the purpose of providing direction. It

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Stephen N. Kuchnicki

) using a predetermined set of stresses.Later in the term, a different problem that also requires evaluation of stresses from loads beforeapplication of a stress transformation or principal stress relation could be given. In this way, theact of evaluating stresses can be assessed separately and in contrast with the application ofstandard principal stress relations.Performance on both the midterm and final examinations using each schedule is compared,testing both for students’ ability to demonstrate knowledge of new concepts as they are taught,reflected in midterm performance, and their ability to retain these concepts on a cumulative finalexam. It is found that student performance on the midterms is improved when there are moremidterms rather

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Aparicio Carranza; Casimer DeCusatis

advisors, encouraging students to individuallypursue their interests and collaborate on class projects. This approach draws from othereducational concepts such as active learning, student engagement, and hybrid course design9,10.Fully realized, this approach can provide a radical change in the class room dynamic. A numberof higher education institutions have recently begun experimenting with the flipped classroomapproach, including Harvard, Penn State, and Algonquin College10.In a traditional lecture, students often try to capture what is being said at the same instant thespeaker makes a comment. Students can’t stop to reflect on what’s being said, and may misssignificant points in their haste to transcribe the instructor’s words. In a flipped

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kenneth E. Dudeck; Joseph A. Ranalli

by each option.Several example issues addressed by the curriculum committee may best aidunderstanding of its role in program-wide coordination: 1. The committee identified more stringent enforcement of course prerequisites as a needed area for improvement based on ABET criteria. Course chairs investigated the common option courses in which prerequisites were most often violated. The committee as a whole considered the listed prerequisites agreed that in some of the cases the prerequisites were unnecessarily restrictive relative to student progress. The university course change process was initiated to adjust these prerequisites to more accurately reflect the prior knowledge needed for the course

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Wenli Guo; Weier Ye

subsequent analysis by quantitative methods, so the above summary features areused as a framework to quantify summary writing quality as part of an ongoing effort. Types ofsummary features24-26 coded include 1) the author and the title of the physics text, 2) a clear topicsentence that states the main idea of the original text, 3) all other major supporting points thatstate economically and are 4) arranged in logical order, 5) a concluding sentence that effectivelybrings the summary to a close, but 6) no unnecessary minor details or 7) reflections added; 8)paraphrase, 9) the writing is unified and coherent throughout, 10) word choice, 11) grammar,mechanics, and spelling.To avoid scoring bias, as pointed out earlier, the project uses two trained

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

. IntroductionThe complexity of engineering problems tend to require a team approach in order to solve them.Thus, team projects are often part of the engineering curriculum. In addition, teamwork is oftenused as a learning mechanism and means for assessment. The intention is that students help oneanother through social construction so that they can tackle problems and projects of greater scalesand complexities than achievable individually, and that the team setting reflects the real context ofworking in industry. However, there are numerous questions and challenges to student teams. Inaddition to the usual challenges of student dissatisfaction with teams due to unfair distribution ofworkload and responsibilities, we have found that effective teamwork does

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Orla Smyth LoPiccolo

in their minds from their courses and research, studying for exams,reflecting on content, improving writing skills, and as practice for future career meetings andreports. Taking notes during a live lecture or online asynchronous lecture, such as in the‘Flipped Classroom’ not only helps students learn content and concepts, but it also boostsWriting Across the Curriculum efforts. With the advances in technology and teachingtechniques, student note taking has changed, if not totally become neglected by students.Besides writing and/or diagraming with traditional paper and pen, newer methods includewriting on a laptop or tablet or using digital recording devices. But students are rarely taughthow to take notes during their educational experience

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Doug Kim

achieved throughincorporating both basic theories, path-loss observation, and model fitting with the measureddata.III. Approach – Theoretical BackgroundsIn the first part of approach, the fundamental theories of RF propagation are taught so that thestudents can have basic understanding under ideal conditions. Three different basic mechanismsof RF propagation, Reflection, Refraction, and Scattering can also be explained in this stage asthey are related to physical phenomena and can be understood without much mathematics.The first part of the course introduces the free space path-loss model theoretically as the basis forall other path-loss models. The path-loss in decibel from a distance, d under free spaceassumption is given by Eq. 11

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Rachel A. Brennan

materials to traverse the estuary, an educationalsign to describe the water treatment system, and an oyster aquaculture system at the mouth of theestuary to provide additional water quality polishing, as well as a protein and income source forthe community. This leading design now serves as a template for EWB to remediate this andother estuaries with similar detrimental impacts in Roatán. Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityAssessmentIn an optional online survey conducted at the end of the semester, students in the new EcologicalEngineering class were asked to reflect on their learning experiences in the course compared toother courses taken throughout their time at university. The survey consisted

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael S. Lehman

/services and associated business models, across a variety of industries, the“dedicated model” provides a common platform. Through the dedicated curriculum, the theorycourses were specifically designed to accommodate students from different undergraduatedegrees and real-world experiences. The project courses, tightly integrated with the theorycourses, accommodate the variety of directions the students may take. The dedicated space andassociated 3D printing technologies were designed and continue to evolve to support thecurriculum. And the dedicated faculty are aware of the many moving parts of the program,allowing for “real time” adjustments to reflect what is happening in technical and businessarenas.The result of this dedicated approach includes

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

William E Kelly

 include ethics in undergraduate courses  is probably reflective of engineering today.  Across the board the most valuable teaching resource for faculty are case histories.    In terms of where faculty find ethics resources the OEC is an important source but discipline specific repositories and colleagues are rated the most important sources.    OEC researchers are currently developing a template for presenting materials. One possibility would be a module on a topic e.g sustainability that would include an introduction to the topic, a link to specific case on the OEC and links to supporting materials including pedagogical approaches and tools.   Sustainability ­ The proposed ABET program criteria for civil engineering if they are approved in the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Gary A. Gabriele; Edmond Dougherty

concise narrative. Judges were recruited to serve as the ‘Sharks’. Eachteam prepared either a physical model or an illustration that effectively conveyed theirconcepts. The opportunities presented were SCUBA goggles with built-in LED displaysto indicate depth; a scuba facility for malls, and a scuba training area for water parks. Theremainder of the morning was spent in review and reflection of their work.The final major project was started on Wednesday afternoon and continued through toFriday morning. This project was to provide the faculty an opportunity to develop ideasrelated to their own areas of research. This project allowed them a greater amount of timeto exercise the elements of opportunity finding, market investigation, and

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Nisha Kondrath; Mark A. Jupina

-11,2015 Villanova University   their work more reliably and with fewer distractions. In the responses to question 12, a few students commented that they were able to learn much more about the course topics by building and investigating the circuits by themselves. They also enjoyed learning the course material through a multi-faceted approach, where in-class lectures and the textbook readings supplemented the hands-on learning approach. However, students’ comments for question 13 reflected the time commitment issue that was noted previously in the response of question 2. One student’s comments summarized the general concensus of many students in the following way, “I think the course format has a lot of potential

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Linda Laird; Ye Yang

. US News and World Report. (2013). The 100 Best Jobs. Retrieved August 8, 2014: http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs 9. Bull, C., & Whittle, J. (2014). Observations of a Software Engineering Studio: Reflecting with the Studio Framework. CSEE&T (pp. 74-83). Klagenfurt: IEEE. 10. Miller, C. (2014). Technology’s Man Problem. New York Times. 11. Fox, M.F., Sonnert, g., & Nikiforova, I. (2009). Successful Programs for Undergraduate Woman in Science and Engineering: Adapting vs. Adopting the Institutional Environment. Research in Higher Education. 50(4), 333-353. 12. Chung Min-uck. (2014). Daosim: the philosophy for future. National: http

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Thomas Ask

concept of ‘bounded rationality.’ This conceptasserts that decisions need to be made with partial, sometimes fragmentary, information, wherefeedback is achieved only in the future. Therefore, value has to be attributed to decisionsimmediately. This concept further recognizes that not all alternatives are considered before adecision is proffered. In practical design one must sacrifice the optimum for the sufficient,perhaps stimulating reflection on Heidegger’s form of the dialectic in which one continually re-asks the same question in a never ending encirclement of the answer.Bounded rationality relates to the design process because it requires rapid distillation ofnumerous ideas and this process can discard or fail to consider good design

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Somer Chipperfield; Kelly Yoder; Sadan Kulturel-Konak; Abdullah Konak

awareness for their career. We also observed, thatstudents’ interest in global awareness increased with class standing as the MDL predicts.VI. AcknowledgmentThis work is partially supported by the National Science Foundation (NSF) under Award NumbersDUE-1141001 and DUE-1044800. Any opinions, findings, conclusions, and/or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the views of the NSF.VII. References1. National Science Foundation (2006). Investing in America’s Future: Strategic Plan, FY 2006-2011. Arlington, VA.2. Reimers, F. (2009). Leading for Global Competency, ASCD 67(1). .3. Doscher, S., (2012) “The Development of Rubrics to Measure Undergraduate Students' Global Awareness and Global

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Steven Magluilo; Abdullah Konak; Sadan Kulturel-Konak; Ivan Esparragoza; Gul E. Okudan Kremer

collected to evaluate the reliability of PEARinstruments.AcknowledgmentThis work is partially supported by the National Science Foundation (NSF) under Award NumbersDUE-1141001. Any opinions, findings, conclusions, and/or recommendations expressed in thispaper are those of the authors and do not necessarily reflect the views of the NSF.References: 1. Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14. 2. Boud, D. and Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term, Routledge 3. Boyd, H. and Cowan, J., 1985, "A case for self‐assessment based on recent studies of student learning," Assessment and

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ellyn A. Lester; Linda M. Thomas

Assignment, which:  Allowed students to assess their own progress over the semester,   Challenged students to analyze their own strengths, weaknesses, opportunities and threats on a broad scale,   Motivated students to conduct a thorough, detailed reflection on what they had learned throughout the semester, and how they might apply that knowledge in the future, and   Asked students for feedback on the course and suggestions for further improvementVII. AssessmentGiven class size, the n > 30 sample size needed for statistically-significant analysis was notpossible. Formal assessment will be pursued in the long-term. Two outcomes will be analyzed:  Practicing

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Shawn Gross

– Spreadsheet-Based Table Used to Show Answers During Calculation PeriodThe joist geometry and numerical parameters used by students in the analysis were chosen by theinstructors to provide specific results that maximize educational benefits. Material failurestresses are established to be different values for tension and compression members, though theyare not varied as a function of member length for compression members. This simple approachallows for a brief qualitative discussion about the differences between tension- and compression-related member behaviors, since students have not yet learned about Euler buckling.Furthermore, a higher factory of safety is used for compression members than for tensionmembers to reflect the higher potential

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Eric Musselman P.E.; Shawn Gross

. 2.9 4.0 4.9 4.2 The quizzes count as an appropriate part of my overall 2.3 3.4 4.2 4.2 course grade. My quiz grades reflect my general understanding of what I get out of 2.5 2.2 3.4 3.7 watching the lecture videos.The manner in which lecture quizzes have been implemented, and the defined purposes forwhich they are used, have evolved over the different inverted class offerings since 2012. In theoriginal inverted course in Spring 2012 and then in the following Spring 2013 offering, quizzeswere given at the beginning of the class meeting that followed the lecture viewing period.Quizzes could only be taken once, they

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Matthew J. Traum; Christopher F. Anderson; Christopher M. Pastore; Michael J. Leonard

. Budget reflects materials, COTS parts, and custom parts described in the oral presentation Score Definition: 0.0: Nonexistent 0.5: Inadequate 1.0: Developing 1.5: Adequate 2.0: Good 9. Quality and readability of the overhead slides 10. Quality of oral presentation delivery (each team member must speak at least once) TOTAL SCORE (sum of all scores):

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

identifying solutions and troubleshootingproblems, (c) Self-monitor skills and reflect upon self-progress, (d) Focus on accuracy and needsinstead of speed, (e) Be organized and systematic while working and communicating, (f) Be Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova Universityflexible and adaptable to changes and challenges, (g) Draw on existing solutions, and (h) Drawon self-knowledge and objectively assess the quality and accuracy of work.Communication and collaboration skillsFor the purpose of this paper, the communication and collaboration were defined within twocategories; collaboration with customers outside the engineering field and collaboration withinteam members. These skills, extracted from the P21

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

, findings, conclusions, and/or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the NSF’s views.Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityVI. References1. Driskell, J. E. & Salas, E. (1992) Collective behavior and team performance. Human Factors: The Journal of the Human Factors and Ergonomics Society, 34(3), 277-288.2. Alexander, P. A., Murphy, K. P., Woods, B. S., et al. (1997) College instruction and concomitant change in students’ knowledge, interest, and strategy use: A study of domain learning. Contemporary Educational Psychology 22, 125-146.3. Kulturel-Konak, S., Konak, A., Okudan Kremer, G., & Esparragoza, I. (2014

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael Korostelev; Ning Gong; Ralph Oyini Mbouna

. We are currently further testing ourhypothesis that gamification and two-way teaching should not simply be the addition of gamerules to course content but to replicate the intrinsic motivation that comes from playing a game.In the near future we plan to further improve our lesson plans to better fit the student’s interestsand background. We also recognize that the scenarios should reflect the current culture and beupdated continually.7. Bibliography1. Temple University General Education Program (2015), http://Gen-Ed.temple.edu2. Wieman C. E. (2014) Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences (111), 8319-8320.3. Freeman S, et al. (2014) Active learning increases