Conference Session

Design throughout the Mechanical Engineering Curriculum I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mariappan Jawaharlal, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Mechanical Engineering

thousands of students each year. This is the largest event of its kind in the nation, and it culminates in an Annual Robot Rally. The REAL initiative has inspired thousands of young students to pursue STEM education. He is a pioneer in developing engaging, online tutorials. He founded APlusStudent, an online supplemental K-12 education company in 1998, and developed over 800 interactive, learning modules. More recently He has been involved in CSU course redesign initiative focused on redesigning bottleneck courses with technol- ogy. His interests are in the fields of education, entrepreneurship, product design and biomimicry. He has been instrumental in bringing many new products to the market from mere concepts, He is a

Conference Session

Mechanical Engineering Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza A. Banu, Auburn University; P.K. Raju, Auburn University

Tagged Divisions

Mechanical Engineering

game based assessment. The focus for theconcept tutor applications is to engage students in authentic intellectual work that facilitatesthe assimilation of knowledge in a disciplined manner that will have value beyondschoolwork.Two applications have been developed for a Mechanical Engineering class. For Kinematicsand Dynamics of Machines (MECH2120) course at a large south-eastern university thefollowing modules have been created: Cross-Product Tutor, Calculation of the Determinantof a 3 by 3 matrix Tutor. These applications were used with the purpose of refreshingstudents on how to calculate a cross-product and the determinant of a 3 by 3 matrix. Theseconcepts are prerequisite and vital for the engineering concepts learned in this class. The

Conference Session

Mechanical Engineering Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Randall D. Manteufel, University of Texas, San Antonio; Amir Karimi, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

tasks outside of meetings.Uniform SyllabiA uniform format for course syllabi has been used for many years. The assessment committeeperiodically reviews and updates the syllabus template. The syllabus is divided into two majorparts. The part A consist of a uniform format that contains the same major elements for allcourses, regardless of the instructor teaching the course. Part B varies based on who is teachingthe course. Part B is used for information on office hours, grading policy, or any otherinformation provided by the instructor. A sample of part A of a course syllabus is included in theAppendix.Uniform Course AssessmentA uniform format for course assessment of SOs has been used for many years. The assessmentcommittee periodically reviews

Conference Session

Design Throughout the Mechanical Engineering Curriculum II

Collection

2016 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University, San Luis Obispo; Peter Schuster, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

most content-heavy courses in a traditional Mechanical Engineeringcurriculum by including many Active Learning teaching and learning techniques. In this practice-based research project, the authors attempted to answer the following questions: 1) Could thestudents learn the breadth and depth of the content via Active Learning, 2) How do the studentsvalue the Active Learning experience as compared to a traditional approach and 3) Is the facultyexperience such that it would motivate them to use Active Learning techniques in the future? Inorder to answer these questions, the course was redesigned to eliminate traditional lecturing andthe solving of example problems by the instructor. Instead example problems are placed online tobe reviewed by the

Conference Session

Flipped Classrooms in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Francis Wessling, University of Alabama, Huntsville; Sarah A Roller, University of Alabama in Huntsville

Tagged Divisions

Mechanical Engineering

in-class quizzes before working together onassigned class problems.2 For other flipped classes, the students complete pre-class quizzes afterwatching the online lecture at home. This was followed by class activities.3 Another flippedclass adaptation has included adding an on-line discussion before class, which allowedinstructors to formatively assess student learning and to provide in-class review sessions beforethe other classroom activities. In this case, an online quiz was administered toward the end of theonline lecture, for which students earned participation points.4 In this study, the first author usedrecorded class lectures from a previous semester for course content and had students present theirindividual homework solutions in

Conference Session

Mechanical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul J. Van Susante, Michigan Technological University; Nancy B. Barr, Michigan Technological University; Jason Blough, Michigan Technological University; James P. De Clerck, Michigan Technological University; Michele Miller, Michigan Technological University; Ibrahim Miskioglu, Michigan Technological University; Gregory M. Odegard, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

solutions), analysis, software tools [CAD,MatLab, AmeSim, Altair Hyperworks (FEA)], and communication. The class is designed with aone-hour lecture and a two-hour practice session. The lecture takes place in a room called theActive Learning Center (ALC) where each student has access to a computer for use during thelecture. The practice sessions take place in four different rooms during the semester dependingon what equipment is needed for the session. The students work in teams of three during thepractice sessions. The resulting finalized course is structured as follows:One week of safety training, MatLab refresher and writing instructionThe first lecture starts with the syllabus, a MatLab refresher about importing data, plotting andcreating proper