Collection

2017 St.Lawrence Section Meeting

Authors

Klaus Wuersig, University of Pittsburgh at Bradford

using input statements. When R Sresistors are used, the quadratic equation is involved and verification of calculator valuesor using numerous design values can be done with ease. A similar procedure can be usedfor BJT’s.2. Examples and Applications Figure 1 Figure 2In the above case the cosine waveform is chosen and the illustration shows the effect ofan ideal diode and the forward drop of 0.7 volt.As was pointed out before, just about any waveform could be used for illustrationpurposes. When an exponential and a sinewave are chosen then it not only can show thediode effect but without the diode, can show the oscillations in electrical circuits andmechanical machinery.The Program for Figure 2

Collection

2017 St.Lawrence Section Meeting

Authors

Edward T. Davis, Queensborough Community College, CUNY; Tony Monahan, Queensborough Community College, CUNY

collaboration sought to contribute each subject’s vital expertise toward a largerproject serving the common need. Specifically, the following three objectives were targeted forthe project: 1. To enhance student learning through work beyond the classroom in real-world situations through participation in a service-learning project. 2. To increase collaboration of engineering with other academic fields and disciplines. 3. To increase knowledge and awareness of physical activity and caloric expenditure within the QCC campus.Addressing the need Recent research demonstrates a nationwide decline in physical activity (CDC, 2015). Collegestudents in particular exhibit a prevalence of inactivity despite the fact that colleges may providethe

Collection

2017 St.Lawrence Section Meeting

Authors

Steven M. Ciccarelli, Rochester Institute of Technology

contradiction to the traditional view of knowledge orpositivism which holds that “objective reality exists and is knowable through scientificexamination of evidence of the senses” 1 . While many engineering faculty value constructivistpedagogical approaches, the traditional view dominates the engineering education field2 , andstudents are often viewed as independent vessels that need to be filled with appropriate facts andfigures.A constructivist educator does not take an authoritarian role in the classroom, as a traditionalteacher might. Instead the constructivist educator assumes the role of a facilitator who guides © American Society for Engineering Educati on, 2017 2017 ASEE St. Lawrence Section