Conference Session

Capstone Courses and Project Based-Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

David R. Sawyers Jr., Ohio Northern University

Tagged Divisions

Mechanical Engineering

required reorganization of thecontent (including a primer on Matlab programming, for example) and has limited the potentialpool of analysis problems. Beginning in the fall of 2014, the calendar transition will be completeand all students will have taken all of the desired prerequisites, including a structuredprogramming course.The course outcomes stated on the syllabus include the following: Upon completion of the course, students will be able to: 1. solve engineering problems using a variety of analysis methods and software tools. Page 24.18.3 2. apply numerical techniques such as Runge-Kutta methods and finite-difference methods to

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Trivett P.Eng., University of Waterloo

Tagged Divisions

Mechanical Engineering

ThermodynamicsAbstractThe first course in thermodynamics has traditionally been a challenge for students inengineering programs. The course typically introduces students to concepts of energy andcontinuum mechanics, both of which are novel to the students. Often, the theory reliesupon still-new calculus concepts for the students. With such a dense topic, this course ismost often delivered in a traditional lecture-based structure. In a program throughout 7partner universities, this first course in thermodynamics has a reputation for being the“weed-out” course for students.In the fall of 2013, the author took an established course having 6 lab experiments, apopular textbook, a well-evolved syllabus, and overturned the motivational structure tocreate a new delivery

Conference Session

Programming, Simulation, and Dynamic Modeling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Fairfield University; Scott James Reckinger, Brown University

Tagged Divisions

Mechanical Engineering

topics relevant to the course outcomes. [III] (g, i) {knowledge}5. Employ the ability to learn independently or to know when to ask for help, to most efficiently and successfully acquire knowledge. [III] (d, g) {application}6. Comprehend the ethics of programming. [I] (f) {comprehension}7. Identify how programming and mathematical content applies to the field of engineering. [I,II] (h) {knowledge}[ ] course outcome link to course goal( ) lower case letters (a-k) link to ABET student outcomes{ } Bloom’s taxonomy’s cognitive level of learning (knowledge, comprehension, application, analysis, synthesis,evaluation)Figure 1 – An excerpt from the syllabus showing the course goals and outcomes mapped to each other, ABET

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan B. Swithenbank, US Coast Guard Academy; Thomas William DeNucci, U.S. Coast Guard Academy

Tagged Divisions

Mechanical Engineering, Mechanics

Lon- don, CT. He holds a PhD in Ship Design from the Technical Univeristy of Delft, Delft, the Netherlands. He is an active duty member of the U.S. Coast Guard and has previously served aboard a USCG HEALY (Polar Icebreaker) and has also served as port engineer for USCG suface assets in the Pacific Northwest. He holds a tenured military faculty position at the Coast Guard Academy and teaches courses in Ship Design, Marine Engineering, Dynamics and Statics. Page 24.1319.1 c American Society for Engineering Education, 2014 Flipping a Newtonian Dynamics Classroom

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Hamworthy Combustion; Lynna J. Ausburn, Oklahoma State University

Tagged Divisions

Mechanical Engineering

course and in advance ofactivities, such as in an explicit and detailed syllabus. Problem Solvers are critical thinkers wholike to explore multiple alternatives. For them, the process is important so they need flexibility incompleting learning activities. They may have difficulty making decisions because they have tomake a choice among multiple alternatives and because the exploration process which they enjoymust come to an end. This may cause them to appear to procrastinate in making decisionsbecause they do not want the process to end. Engagers are more affective learners who enjoylearning they perceive to be fun or personally beneficial. They are interested in buildingrelationships with both teachers and fellow students during learning, which