Collection

2019 ASEE Zone I Conference & Workshop

Authors

Kyle Murray P.E.; Nathaniel Sheehan P.E.

on defining the “best” method to instruct students to achieve course objectives andoutcomes. Many institutions require their instructors to provide tangible evidence that showsstudents are achieving these course objectives [1]. Detailed course assessments are becoming more 2019 ASEE Zone 1 Conference, April 11-13, 2019 – Niagara Falls, New Yorkand more common, hoping to illuminate areas for improvement to make courses more effective ateducating students. Scores of educational studies coupled with a plethora of books and papersattempt to identify ideal educational practices which enable students to better retain material taughtin the classroom. Numerous conclusions found in these works further support a range of

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Brandiff R Caron

research and design phases of their projects.Following the literature on social construction of technology (in particular Guston and Sarewitz, 2002), we callthis pedagogical approach “Real-Time Technology Assessment.” The aim of this approach is to provide anexplicit mechanism for observing, critiquing, and influencing social values as they become embedded ininnovations. This approach to technology assessment differs from traditional models that typically focus on“impact assessments” of what the effects of a new technology are on society after the technology has beenintroduced. Real-time technology assessment attempts to incorporate potential societal implications into theactual “real-time” design processes that go into the construction of a new

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Lisa Greenwood; Mark Indelicato; Miguel Bazdresch; Mike Eastman

Courses 8the effort. In the following paragraphs we describe our current approach and our ongoingefforts to improve the efficacy of the proposed activities using research-based PBL techniques.The learning outcomes for this graduate course are described as: 1. Model and predict the capacity of the Rayleigh fading channel. 2. Model, simulate, implement and evaluate the performance of a digital communications system over the wireless channel. 3. Design, simulate and evaluate communications systems that use coding, spatial diversity, and transmit diversity. 4. Design, simulate and evaluate systems that use space-time coding.This research project is focused on a PBL approach to

Collection

2019 ASEE Zone I Conference & Workshop

Authors

A. Richard Vannozzi; Leonard Anderson

the lecture series needed somestructure.The authors were also desirous of challenging the historical mental model of a lecture series as apassive experience, (Markman and Gentner 2001) (Eckert and Bell 2005). In assessing thevarious educational models best suited to employ, the authors settled on what is currently beingstyled as “active learning” which is defined as “an instructional method that engages students todo meaningful learning activities and think about what they are doing” (Prince 2004). Active1 Ultimately, Professor Anderson was not scheduled to teach the Capstone lecture in the Summer of 2018 after thisinstructional design process was started, however, as the senior capstone faculty responsible for coordinating thelab sections

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Stephen Wilkerson; Joe Cerreta; Andrew D Gadsden

crop cycles currently dominatingMaryland and Pennsylvania farms. This program is formulated as a project-based learning(PBL) initiative. In particular, the program is a Capstone Design 2-semester course thatadditionally has design and build criteria as a requirement. Completion of this project is arequirement for graduation, and students usually take the capstone design course in their senioryear. Because this course is within the Engineering and Computer Science curriculum of thecollege, however, many of the topics that the students are required to learn are well outside oftheir typical course requirements. In this paper, we detail the approach to having undergraduatestudents research and master multiple technology areas and then apply them

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Jikai Du; Chad M Walber; Shawn E Thompson; David J Kukulka; Edward Purizhansky

learning, and how tobetter infuse 21st century skills into the classroom. As a result, new teaching strategies arenecessary so that faculty can have deeper understanding of students and can develop moreconfidence in working with today’s students. Such new strategies will help the transformationand adoption of high impact educational technology, and deepen faculty’s passion for teachingand the process of learning. Collaborations between faculty and industrial partners can be an efficient approach toimprove engineering technology education [16-20]. Such collaborations may includecollaborative lab delivery, student research mentorship, senior design project supervision, etc.Such collaborations can not only get faculty familiar with resources