Collection

2014 ASEE Zone 4 Conference

Authors

Carlye Lauff; Joanna Weilder-Lewis; Kevin O'Connor; Daria Kotys-Schwartz; Mark Rentschler

team. By capturing theseinner layers of the trajectory, even closer comparisons can be made between different design Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 230trajectories for engineers. An analysis of the differences in the design trajectories can be viewedin the Overall Findings section. Figure. 1. Design team trajectory where the more obvious (outer) and less obvious (inner) parts of project #1 directly impacts a person’s trajectory to project #2.Research SettingThis exploratory study took place in

Collection

2014 ASEE Zone 4 Conference

Authors

Moe Tajvidi P.E.

the form of anengineering design package, including design drawing, booklets and data sheets. Engineeringstudents have the opportunity to apply the concepts they learn in the classroom to hands-onprojects similar to real-world applications. Students from all engineering majors enjoy theteamwork, meaningful problem-solving and hands-on design that accompanies projects of thecourse. Projects can focus on creating innovative solutions to real-world problems although thismethod can be difficult for a novice practicing designer. In that case, more structured projectscan be developed which can be conducted usual routines.Project-based learning in engineering education, specifically in teaching design practice is acommon feature, six project types

Collection

2014 ASEE Zone 4 Conference

Authors

Thomas Korman; Hal Johnston; Kay Gore

one labexperience that focuses on the engineering fundamentals for project controls and projecttracking. We propose to evaluate the impact on student learning by incorporating COINS intothe lab portion of the introductory engineering course.By embedding the use of COINS in introductory courses, we anticipate that the research willshow that core engineering fundamentals that students need in order to be successful insubsequent courses are reinforced. In a typical introductory course, fundamentals are oftenintroduced without students being able to understand how these concepts can and will be appliedin practice. Many students lose interest early on in their engineering education due to this fact.By having COINS embedded in introductory courses

Collection

2014 ASEE Zone 4 Conference

Authors

Manoochehr Zoghi; Hernan Maldonado; Syreeta Martinez

, andsystems; and (3) have an understanding of the significance and strategic impact of research andtechnological development on society.12 It is beyond the scope of this manuscript to presentdetails of curricula innovation for the aforementioned programs in LCOE. Specifics of curricularevisions aligned with CDIO initiative can be found in Sanchez et al.13 and Zoghi et al.14Another feature of LCOE that has improved the student success is in relation to the supplementalinstruction (SI) for several courses. The basis of SI is to supplement existing lecture series by theinstructor with additional SI-led sessions, typically by a senior student in an interactive recitationvenue. The SI leader works closely with the course instructor and is a facilitator

Collection

2014 ASEE Zone 4 Conference

Authors

.................................................................................................................................................................................... 10High Impact Learning Practice through Group Research on Thermoelectric Energy ConversionNanomaterials ....................................................................................................................................................................... 11Improving Student Learning of Basic Electric Circuits Concepts Using Current Technology ................ 17Teaching and Learning of Database Concepts Using Multimode Teaching Methodologies .................... 24Translating Best Practices for Student Engagement to Online STEAM Courses ......................................... 32Teaching Pattern Recognition: A Multidisciplinary Experience ........................................................................ 44Research and

Collection

2014 ASEE Zone 4 Conference

Authors

Selyna Perez Beverly

‘learn by doing’ philosophy. Students in the Cal Poly Pomonaengineering program receive both technical and practical skills to prepare them for the engineeringworkforce. Small class sizes and the integration of a multitude of labs in the engineering curriculumprovide for a robust experience for the student in preparation for a career as an engineer. The student-centered philosophy of the institution supports student involvement and programmatic efforts thatincrease student success and learning. The College of Engineering is the largest college at Cal PolyPomona serving approximately 5,000 undergraduate and graduate students. The student populationconsists of a large number of first-generation, low-income, and underrepresented racial minorities