Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Benito Mendoza, New York City College of Technology; Pamela Ann Brown, New York City College of Technology, CUNY

Tagged Topics

Diversity

internal components.  Install and configure a Small-Office/Home-Office (SOHO) wireless/wired router and apply appropriate settings.The course learning outcomes reflect critical workforce skills needed for positions in the field ofcomputer support. An entry-level position in the area of information technology (IT) supportrequires working knowledge of computers and mobile devices repair and maintenance, and basicprinciples of computer networks. A computer technician should be able to setup and configure anew computer and, given a scenario, select the appropriate components and peripherals for acustom PC configuration, to meet customer specifications or needs [7]. The technician shouldhave the skills to troubleshoot common problems

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Oludare Adegbola Owolabi P.E., Morgan State University

an online environment; teaching techniques and tools must becarefully selected. This paper describes how construction site tour was adopted as a high impactpedagogical technique to actively engage and enhance students’ performance in an online Staticsclass during a short mini-winter semester. It has been noted that students become more engagedwhen learning experiential, hands-on, inquiry–based and project oriented. The paper furtherreveals how this technique fosters direct hands-on experience where students are given theopportunity to learn in real-world settings (construction site) and reflect in a classroom setting.The online environment gave the students the opportunities to achieve the course objectives whileresiding in their home

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Jose M Reyes Alamo, CUNY - New York City College of Technology; Yu Wang, The New York City College of Technology; Renata Budny, New York City College of Technology

Tagged Topics

Diversity

accreditation purposessince Course Coordination effort has not started yet. During the Spring 2014 semester the CourseCoordination effort was being implemented and collected data reflected the ABET criteria aswell as the GenEd SLGs. During the Fall 2015, the Course Coordination effort was on-going andcollected data once again reflected ABET and GenEd criteria. This allowed us to compare theresults between previous semesters.As shown in Fig. 4, during the Spring 2013 semester 61% of students answered the questionscorrectly. The number of correct answers increased in Spring 2014 to 74%, an increase of 13percentage points. During that semester the Course Coordination was being implemented, facultyengagement increased and efforts were made to teach the

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Peter Raymond Stupak, Raritan Valley Community College

Tagged Topics

Diversity

optical receiver and speaker location. Since six speakers were required,each of the two lasers would point at three receivers and speakers. While the movement of thelaser would be accomplished by the rotation of a servo-motor, the Engineering Team wasconcerned that too much time would be required to move the laser light-beam from one speakerto another resulting in brief but uncomfortable periods of silence during a performance of theproduct (e.g., 60 degrees in 0.23s).The Team brainstormed that mirrors could be employed to take advantage of the reflection of thelaser light-beam to reduce the laser rotation angle and time. It was originally thought that thebest option was to direct the laser light-beam to mirrors positioned on the performance

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Kenneth E. Dudeck P.E., Pennsylvania State University, Hazleton Campus

Tagged Topics

Diversity

engineering problem. Can partially verify whether a solution meets the given requirements of the problem. Satisfactory: Student can implement a basic solution to a given engineering problem. Can verify whether a solution meets the given requirements of the problem at a basic level. Exemplary: Student can fully implement an advanced solution to a given engineering problem. Can fully verify whether a solution meets the given requirements of the problem at an advanced level.It is important to realize that the Program Outcomes and corresponding performanceindicators are general in nature and not course specific. This requires that each instructorusing the rubric to reflect seriously on the choice of appropriate course

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Trent J. Williams; Kyle Shuman E. Shuman; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus

in the other majors. Spring 2017 Mid-Atlantic ASEE Conference, April 7-8, 2017 MSUAcknowledgmentThis work is partially supported by the National Science Foundation (NSF) and under AwardNumber DUE-1141001. Any opinions, findings, conclusions, and/or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the views of theNSF.References1. The American Society of Safety Engineers (ASSE) (2015). “Going Global.” http://www.asse.org/going-global/.2. Karim, J.N. (2014). “Towards a Converged and Global Set of Competencies for Graduates of Engineering Programs in a Globalization-Governed World.” Impact of Globalization on Engineering Education, edited by Abdul Menhem, WFEO Committee on

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Vazgen Shekoyan; sunil Dehipawala, Queensborough Community College; Raul Armendariz, Queensborough Community College; George Tremberger Jr, CUNY-Queensborough Community College; Tak Cheung, CUNY Queensborough Community College

acceleration would reflect rote learning of theramp problem algebra equation in its math form but not its physics essence, and would suggest aminimal understanding of spatial reasoning in an open book/material quiz. Such an assessmentof crystallized intelligence in solving the ramp problem would rely much on the spatial reasoningof the free body diagram with various sketched vector lengths. It is interesting to note that thedecision of taking a short cut and bypassing the free body diagram reasoning could be relatedmore to default behaviors (and the absence of executive control) than with emotion; as shown bya recent decision science report in which the conclusion of “The enemy of reasoning is notemotion, but a lack of mental effort” was supported by

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

sunil Dehipawala, Queensborough Community College; Vazgen Shekoyan; Rex Taibu, Queensborough Community College-CUNY; George Tremberger Jr, CUNY-Queensborough Community College; Tak Cheung, CUNY Queensborough Community College

Tagged Topics

Diversity

literature survey. A paragraph using a student’s own writing,instead of “copy and paste” from a textbook, would reflect the understanding. An extension ofthe assessment rubrics listed in Table 1 would be useful for a student to do self-assessment onhis/her undergraduate research project and paper writing. Such an assessment rubrics forundergraduate research paper writing has been used by us. The research paper writingassessment rubrics, Table 2, provides the criterion used in each deliverable. Assessment of theimprovement in research paper writing, which is part of the course outcomes in our independentstudy research course, showed a relative gain of about 50% with a small database (N = 5). Thecontinued implementation of the writing strategy in

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Oludare Adegbola Owolabi P.E., Morgan State University

infrastructure is given similar to the ones they will see in the field are given tothe students. Also the design and construction of foundation of different infrastructure rangingfrom earth dams, power plant, tunnels, high rise buildings and embankments are presented.Students are also provided with the report of the geotechnical investigation of the site, architecturaland structural drawings of the infrastructure before the visit.Students are instructed to wear appropriate attire during the visit: thick sole shoes (boots withtreads), pants, shirts with sleeves. No tennis shoes, open toe shoes or heels.Students are briefed on safety issues before entering the construction site and they are providedwith reflective vest, googles and hard hats as safety