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

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

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