Collection

2014 ASEE Zone 4 Conference

Authors

Agustin Robles; David Alvarez; Jasmine Flores; Cham Htun; Cheng Chen; James Enright; Amelito Enrique; Wenshen Pong; Hamid Shahnasser; Hao Jiang; Hamid Mahmoodi

were selected from the Pacific EarthquakeEngineering Research Center (PEER) Ground Motion Database based on their location,intensity, and the duration5. The selected ground movements were imported into SAP2000 wherea time-history analysis of the frame will be performed in order to review the buildings response.These ground motions will act as a seismic load on the structure in the east-west direction andwill provide an accurate representation of how well the structure performs under high seismicactivity. As seen in Figure 3, the ASCE 7-10 approximate fundamental period of thestructure, .29 seconds, is 41% shorter than that of the model. This discrepancy in the ASCE 7-10calculation of the fundamental period presents a highly conservative

Collection

2014 ASEE Zone 4 Conference

Authors

Mohammad Amin; Gordon Romney; Pradip Dey; Bhaskar Sinha; Debra Bowen

sensories and brain pathways.Literature reports that people can understand something better, and retain it longer in memory, when theylearn the content in different ways. In the traditional educational system, students learn only by hearing,seeing, reading, writing and doing. Figure 1 shows a histogram of memory retention rates when studentslearn in this traditional way7. With the advancement of technologies students can now learn in many newand innovative ways. The following, Table-1, lists important examples of additional modes of learning.Table 1. List of some additional popular modes of teaching and learning • Mode-1: Teaching in lecture mode: Individual students learn individually (without group work) • Mode-2: Project based teaching mode

Collection

2014 ASEE Zone 4 Conference

Authors

Loukas Lazos; Elmer Grubbs

and then help the other students to finish the problems. So the lab is really a hands-on work session with peer-learning experiences built-in. We believe this laboratory helps thestudents out by engaging them more in the process than the typical lab experience mightaccomplish. Figure 6. Online book question setResultsThe objectives of the course redesign were: 1. To increase student learning 2. To enhance student involvement 3. To increase retention 4. To ensure students were doing their own work and fully understand their solutionsThe goals of enhancing student involvement and making sure that students were doing their ownwork were accomplished directly by the changes in the class structure

Collection

2014 ASEE Zone 4 Conference

Authors

Gino Galvez; Eric Marinez; Alvaro Monge

increase academic performanceand retention of Latino students. While the grant has several components, this paper will presentthe two programs that engage Latino students in research: the Winter Research Experience andthe Summer Bridge to the Beach.BackgroundThe two programs described in this paper place students in an active research project with afaculty mentor and ideally other peers. Such strategy is one that has been shown to be effectivein improving students’ sense of belonging and in increasing the relevance of the knowledgeacquired in STEM courses. Hurtado et al.1 report on the significant impact that the relevance ofsuch knowledge has on a student’s life on campus. Both programs provide such relevance byimmersing the students in a

Collection

2014 ASEE Zone 4 Conference

Authors

Selyna Perez Beverly

years later, the GPA of students who took the course was 8 GPA points higher on averagethan those that did not take the course. Overall campus data has revealed that first year experiencecourses, including the College of Engineering’s FYE course, affect student’s GPA and retention in apositive way. Within both the lecture and the lab, student learning outcomes are assessed on a variety ofprojects and coursework including writing assignments about engineering and the campus community,interactions with engineering faculty, and group-level presentations. Student surveys are disseminatedfor both the lecture and the lab and results of both surveys consistently indicate that the learningoutcomes of the course have been successfully met. Students cite

Collection

2014 ASEE Zone 4 Conference

Authors

Jared Tuberty; Thalia Anagnos; Emily Allen

existing programming in otheracademic and student services divisions so that we are not squandering resources to duplicatewhat already is happening on campus. We refer students to the multitude of resources on campussuch as the Counseling Center, Peer Connections (a tutoring and supplemental instructionresource), and Writing Center.Gaining Additional Financial SupportHaving such a robust and well-managed scholarship program has allowed us to leverageadditional support from a range of donors including corporate, individual donors, and familyfoundations. Being in the heart of Silicon Valley, SJSU and the College of Engineering havebeen fortunate to receive support from industry. We have designed the program so that insteadof a company being matched

Collection

2014 ASEE Zone 4 Conference

Authors

Brian Arnold; Jodi Reeves

not encouragestudent retention or persistence in either classroom mode. Newer teaching models like the flippedclassroom, peer engagement, and student-led engagement are finding favorable results and increasedengagement both onsite and online.According to Dr. Ben Habib in his paper, Breaking the Ritual,7 effective classroom participation requiresthat students be familiar with key concepts from the topic reading material. His suggestion is thateffective classroom engagement works on the flipped classroom model, wherein the majority of factualcontent in ingested outside the class meeting and the class itself is a place to review, reinforce,troubleshoot and workshop key course concepts. The paper urges instructors to resist the sage on stagemodel

Collection

2014 ASEE Zone 4 Conference

Authors

.................................................................................................................................................................................. 240Machine Vision, PLCs and Motion Control for Manufacturing Engineering Undergraduate Students.................................................................................................................................................................................................. 247Research and Practice Group Methodology: A Case Study in Student Success ......................................... 255The Design and Construction of a Tiny House: Small Is Beautiful ................................................................. 268An Outline for a Practical Course in Computer-Aided Design and Analysis in Civil Engineering...... 283A Service-Learning Collaborative Project in a Mechanical Engineering Technical Writing Class ..... 289Increasing

Collection

2014 ASEE Zone 4 Conference

Authors

Armineh Noravian; Patricia Irvine

underrepresented students are less likely than their white male peers to have beensocialized to do hands-on activities or encouraged to use toys, tools, or gadgets that mightpromote their interest in engineering. The research question for this study is: What is the role ofproblem-oriented pedagogical strategies in increasing the diversity of students in technicaleducation among community college students? In this paper, we argue that success intechnology and engineering education requires technical capital, which is experience with“tinkering,” manipulating tools, doing hands-on work, and knowing the process of solvingproblems that require technical solutions. Thus, to increase diversity in technology andengineering education and careers, programs should

Collection

2014 ASEE Zone 4 Conference

Authors

Shervin Zoghi; Eric Liguori; Manoochehr Zoghi; Fariborz Tehrani; The Nguyen

marketable products. In order to make sure the products are new and/orinnovative, students are required to research the existing products through market, Internet andpatents. Students are also encouraged to apply for seed funding to commercialize their products. Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 505After completing this course, the students are able to develop products from the concept todelivery stage. They also know where and how to attract funding by writing effective businessproposals. If starting the

Collection

2014 ASEE Zone 4 Conference

Authors

Edward Smaglik; Terry Baxter; John Tingerthal P.E.; Chun-Hsing Ho; Mark Lamer

workstations that are updated on a two to three year cycle. New topics in the classes weretypically introduced every one to two weeks via a traditional lecture in which the instructor walksthe students through the rudimentary steps required to complete a particular task. Each topicconcluded with a lab assignment aimed at providing the students with practice and providinginstructors with a way to assess if students are meeting intended learning outcomes. Class timeduring the balance of the week was allocated to guided work sessions in which the instructor anda peer TA helped students work through the assignments. Thus, the courses followed the time-honored approach of delivering content to student followed by an immediate expectation for themto