Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

Tagged Topics

NSF Grantees Poster Session

simulations ofperformance. The initial course plan is shown in Table 4.. Lectures Simulation Labs Syllabus & Introduction to EE concepts Introduction to EE concepts (cont’d) Nanoparticles 1. Introduction to LT-SPICE Electron tunneling 2. Coulomb blockade Carbon Nanotubes (CNTs) 3. Quantum Cellular Automata (QCA) Resonant Tunnel Diode (RTD) 4. CNT composites NanoCMOS (NanoHUB) 5. RTD & circuits Single Electron Transistor (SET) 6. SET & circuits Memristor 7. Memristor &

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robin F Hopkins, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A Ralston, University of Louisville; Keith Brandon Lyle, University of Louisville

Tagged Topics

NSF Grantees Poster Session

conditions, the number of quizzes was 12, althoughonly the first 11 contained questions covering target objectives. All quizzes and study plan assignments were administered via an online system calledMyMathLab®, which is an interactive learning system developed and maintained by the Pearsontextbook publishing company. MyMathLab® includes an electronic copy of the coursetextbook, and additional types of media that provide course content such as videos, animations,presentation slides, and projects. MyMathLab® also includes the MathXL® engine which canpresent students with a problem similar to those in the exercise sets at the end of each section inthe textbook. Most problems are algorithmic, meaning that each time the question is presented

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claire Louise Antaya Dancz, Arizona State University; Kevin J. Ketchman, University of Pittsburgh; Rebekah Burke P.E., Arizona State University; Melissa M. Bilec, University of Pittsburgh; Elizabeth A Adams, Chandler-Gilbert Community College; brad allenby, Arizona State University; Mikhail Chester, Arizona State University; Vikas Khanna, University of Pittsburgh; Kristen Parrish, Arizona State University; Thomas P Seager, Arizona State University; Amy E. Landis, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Course and Module DevelopmentIn Years 1 and 2, we developed three stand-alone sustainability courses that can be adapted fordifferent levels of undergraduate curriculum: a course on green buildings and sustainableconstruction practices (GB), a course on life cycle assessment (LCA), and a SustainabilityTopics course (Topics). Development of these courses included design of instructor materials forquick adoption and implementation, including: syllabus with ABET outcomes, sample courseschedule, description and instructions for conducting experiential learning activities, lectureslides, homework assignments, sample course projects, exams, and pre- and post- courseassessments. The courses and sample experiential learning activities conducted in each

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C Morales, Universidad del Turabo; Yacob Astatke, Morgan State University; Kenneth A Connor, Rensselaer Polytechnic Institute; Michael J. Prince, Bucknell University; Idalides Vergara-Laurens, Universidad del Turabo; Mary Cristina Ruales Ortega, Universidad del Turabo

Tagged Topics

NSF Grantees Poster Session

show that the program has been well received by the faculty; that the faculty members areenjoying the experiences with innovative teaching methodologies in the classroom; that thestudents are more engaged in the classroom; that diffusion of the methodology is taking place asevidenced by the use of the innovations in 60% of the lectures; and that additional diffusion istaking place as evidenced by the fact that faculty members are beginning to transform, on theirown time, courses other than those transformed during the SFIP summer (40% of the lectures).The most challenging issue for implementing these innovations is “time to cover the syllabus”.Better time management is required in the classroom that is still yet to be resolved. A

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Q. Peter He, Tuskegee University; Jin Wang, Auburn University

Tagged Topics

NSF Grantees Poster Session

course syllabus change oraddition needed, making adoption extremely easy – the instructor can straightforwardly replace orsupplement some of the textbook examples and homework problems with the examples andproblems provided by the classroom module. Page 26.986.5 4(continued on next page) Page 26.986.6 5 Figure 1 A classroom module on Raoult’s law.3.2 Web modulesFor the web modules, we have been developing a glossary, collections of commonly usedequipments, different biofuel processes, animated video clips, and a reference