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Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Testing Jigsaw Learning In a Freshman Laboratory Course Orla LoPiccolo, M Arch, RA, Assistant Professor Department of Architecture and Construction Management State University of New York - Farmingdale State CollegeAbstract:In Jigsaw Learning,1 a peer-to-peer teaching method developed by Elliot Aronson and hiscolleagues, every student in the class is placed in 2 sequential groups – an “expert” group tolearn a section of a course topic (a jigsaw puzzle piece) and a jigsaw puzzle group where theyjoin with different course topic “experts” to share and learn from each other,– thus completingthe course topic as a whole in a group (the completed jigsaw
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
A New Old Approach to Teaching Microprocessors: Update and Lessons LearnedAbstractIn 2009 we described a hands-on approach to teaching microprocessors in which students hand-wired a Z80-based microprocessor system and programmed it in machine code. The constructionof the microprocessor system was accompanied by lectures in a variety of topics includingcomputer organization, instruction set architectures, the Intel family of microprocessors, andhigh-speed techniques such as pipelining and superscalar processing. The course has now beentaught twice and undergone a number of modifications to both the content and the Z80 systembuilt by the students. In this paper we report on those modifications and
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Yacob Astatke; Craig Scott; Kemi Ladeji-Osias; Petronella James
the Bachelors of Science degree in electricalengineering. The current undergraduate program in electrical engineering being offered atMorgan State University is accredited by the Accreditation Board for Engineering andTechnology (ABET). This paper presents the steps taken by our department to provide studentsin the Harford county area with the ability to complete the second half of an ElectricalEngineering program at their respective two year institution.Key words: Online Electrical Engineering courses, Engineering for Community College StudentsTeaching Online ECE laboratory courses I. Introduction The implementation of the federal government’s Base Realignment and Closure Act (BRAC)of 2005 will result in the relocation of
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Laura-Ann S. Chin; Kenneth A. Kroos; Justinus A. Satrio
  scope   through   scale-­‐up   of   laboratory   work   to   a   biodiesel   processing  plant  while  incorporating  whole  systems  thinking  of  sustainability.     2. Introduction:   Well-­‐designed   first   year   experience   courses   are   mainstays   in   the   curriculum   for   freshman   engineering   students,  as  well  as  for  freshmen  in  other  fields.  First  year  courses  are  building  blocks  in  helping   freshmen   navigate   through
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Todd Holden; Vazgen Shekoyan; Sunil Dehipawala; George Tremberger Jr; David Lieberman; Tak Cheung
) is illustrated with a representative model that shows a latent variable“Hands-on Aptitude” having manifestations in kinematics and laboratory grades, and hasa 100% loading on another latent variable “Concept Theory Aptitude”. Extension toother pre-engineering course grades is discussed briefly.Keywords: structural equation model, LISREL software, educational researchIntroductionStructural equation models (SEM) have been used to probe the aspects that concerncausative hypotheses/elements contained in engineering and technology educationalresearch datasets 1. The causative hypotheses/elements would convey causal assumptions,but not necessarily a model that would generate validated causal conclusions. Structuralequation model analysis is an
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Robert T. Bailey
students take notes. Perhaps because the subject is taken by so many engineeringstudents across multiple disciplines, a number of investigators have developed and examinedinnovative teaching strategies for improving student learning in Statics. (See, for example, [2-4].)There are several well-established textbooks for Statics, one of which is Engineering Mechanics:Statics by R.C. Hibbeler [1]. To assist the instructor, a set of PowerPoint® slides that are linkedto the textbook can be downloaded from the publisher’s website. These slides were originallycreated by Danielson and Mehta as part of a National Science Foundation (NSF) CourseCurriculum and Laboratory Improvement (CCLI) Program grant to develop resource materialsthat leveraged relatively
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Wenli Guo; Vazgen Shekoyan
students to join the physics and mathematics has shown the importance ofSTEM disciplines. Improving the scientific self-reflective activities in science courses [e. g., 2-3].knowledge, attitude toward science and teaching skills One way of engaging in reflective activities is throughof prospective teachers must be critical goals for self-corrections of homework and exams [4-5].Conceptual Physics course. In [4], Henderson and Harper described a few In spite of using active-engagement pedagogical physics classroom experiments where self-correctionstechniques in our classes, we still find a big percentage have been
Collection
2012 Spring ASEE Middle Atlantic Section Conference
Authors
Lunal Khuon; Timothy Camise; Clayton Bannan; Kevin Buckley
twice a week for 1.5 hours for half a semester – nominally each sectionmeets 14 times. Additionally, a common extra hour in the students’ weekly schedule is blockedoff to provide a time slot for quizzes and open lab. Two instructors and a Teaching Assistantare assigned to each section, providing sufficient opportunities for Instructors/TAs to interactwith individual students and teams throughout lab sessions. Labs 1 through 4 are the focus of this project course. The lectures introduce and sup-port these labs. For each lab, students are required to submit a Report Form which requiresan Instructor/TA signiture for each significant step. This serves to require students to dis-cuss/question their understanding, and to interact with an instructor or