Collection

2019 ASEE Zone I Conference & Workshop

Authors

Joseph Benin P.E.; Avinash Srinivasan

, it had28 students and two instructors which reflects the high student:teacher ratio reflective ofUSCGA and the hands-on nature of this course. Thus is was somewhat of a hybrid lec-ture/lab (active learning) configuration. The first 15 − 20 minutes were often devoted to abrief lecture to introduce that day’s topic and then the students were provided an in-classexercise to complete for the remainder of the period. Once completed, students were encouraged to help others but were able to leave if theyneeded/chose to. The students were required to bring their own laptops to class each meeting(fully charged). A preference for open-source resources existed as outlined below. At theend of each class, students were required to submit evidence of

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Matthew Rhudy

force students to thinkcarefully about their words and effectively improve their learning within the course. This ismotivated by the idea that if students have less to write, they will have more time to think abouttheir writing, as well as to reflect and revise, which is a critical component of improvingcomposition as well as developing self-criticism skills7. Since most engineering students plan towork in industry, real-world context is useful for giving them an idea of the types of writing theymay encounter in their future career.ImplementationTo satisfy the proposed objectives, five unique assignments were designed for the course whichinvolves the completion of five multi-week laboratory projects. By considering differentassignments for each

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Brittany Anderson; Rafic Bachnak

insmall groups to prepare a presentation for their families, their peers, and the faculty/staff of theprogram. The goal of the short presentations (3-5 minutes) was to have the students reflect onthe program as a whole, emphasize their favorite learning experience, and address how theprogram could help shape their futures. The eight STEM disciplines covered during theworkshop are summarized below.Chemistry: The chemistry session taught students the basicproperties of chemicals and how to quantitatively analyzesubstances. To accomplish this, students were led to believe therewas an outbreak of a new strain of flu and they needed to usechemical means to determine who was infected and the properantidote. Techniques used were gas chromatography

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Pong P Chu

software development environment can be created in advance and students just need toderive the C code to access the I/O registers and recompile the main program.3. Detailed Case Study: Ultrasonic Distance Sensor Overview of HC-SR04 The HC-SR04 module is an inexpensive (about US $3) ultrasonic distance sensor, as shownin Figure 2 [5]. It measures the elapsed time of a reflected ultrasonic pulse. The distance thencan be calculated by a simple formula: distance = elapsed_time * speed_of_sound / 2The measurement range of the module is between 2 cm to 400 cm and the resolution is 3 mm(which corresponds to the17-s elapsed time). Its main application is to help the roboticnavigation by detecting the obstacles in the path

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Ugur Zel

. 2 A skill is a developed proficiency or dexterity in mental operations or physical processes thatare often acquired through specialized training; the execution of these skills results in successfulperformance. Ability is the power or aptitude to perform physical or mental activities that are often affiliatedwith a particular profession or trade such as computer programming, plumbing, calculus, and soforth. Although organizations may be adept at measuring results, skills and knowledge regardingone's performance, they are often remiss in recognizing employees' abilities or aptitudes, especiallythose outside of the traditional job design. Individual attributes are properties, qualities or characteristics of individuals that reflect

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Brandiff R Caron

involved. It is my hope that this piece will provoke thoughtful comparisons and contrastsbetween the US and Canadian engineering education experiences; especially with regard to those engineeringeducators interested in the incorporation of “professional skills” into undergraduate engineering curriculum.Licensure and AccreditationThe engineer of 2020 is currently working her way through her degree. Having reached this much anticipatedmoment, we find ourselves, as engineering educators, obliged to reflect on how well we have lived up to thepromises of the “engineer of 2020.”12 In this paper I reflect on the work left unfinished and explore ways tothink about what comes next. I seek to look beyond this moment and to imagine how the engineer of 2050

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Lisa Greenwood; Mark Indelicato; Miguel Bazdresch; Mike Eastman

the world outside of the classroom, and reflection on this for higherorder learning and development of new skills and capabilities. Problem-based Learning (PBL) isan inductive, active learning approach that connects learning to real world problems, andprovides a context in which students can tether their knowledge and internalize courseconcepts. Students are thus motivated to seek out a deeper understanding of the conceptsthey need to address the problems presented in a course.This research focuses on going beyond the technical lecture to enhance the student experiencethrough PBL and experiential education techniques, based on implementation in the RochesterInstitute of Technology’s (RIT) College of Engineering Technology, in courses

Collection

2019 ASEE Zone I Conference & Workshop

Authors

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

new productdevelopment teams,” International Journal of Engineering Education, Vol. 24, no. 2, pp. 420-433, 2008.[13] B. Thrilling and C. Fadel, 21st Century Skills: Learning for Life in Our Times, Jossey-Bass,2012.[14] Goleman, Emotional Intelligence: Why It Can Matter More Than IQ, Bantam Books, 2005[15] National Academy of Engineering, The Engineer of 2020: Visions of Engineering in theNew Century, Washington, DC: The National Academies Press, 2004.[16] A. F. McKenna et al., “The role of Collaborative reflection on shaping engineering facultyteaching approaches,” Journal of Engineering Education, Vol. 98, no.1, pp17-26, Jan. 2009.[17] J. Knight, Instructional Coaching: A Partnership Approach to Improving Instruction,Corwin, 2007.[18] M

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Pong P Chu

labs/projects in this course make the content more 4.20 0.84 understandable Understanding the content of this course will benefit 4.10 0.75 me in my career Doing the labs/projects shows me real-life applications 4.10 0.75 of the information Table 1. Survey question result .7. Acknowledgments Part of the material is based upon work supported by the National Science Foundation underGrant No. 504030. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author and do not necessarily reflect the views of the NationalScience Foundation. The diagram in Figure 2 is courtesy of Xilinx

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Mohammad Taslim; Kai-tak Wan

feature statues and relief depictions Fig. 24 Mỹ Sơn temples, second view.of religious scenes carved out of the marble. 8 Fig. 25 Displayed artwork in Mỹ Sơn temples. About 30 kilometers south of Da Nang isthe UNESCO World Heritage ancient city of HộiAn. Cut through with canals, Hội An’s melting-pothistory is reflected in its classic architecture, a mixof eras and styles from wooden Chinese shophouses and temples to colorful French colonialbuildings, ornate Vietnamese tube houses and theiconic Japanese Covered Bridge with its pagoda(Figs. 26 and 27). Of particular interest is the Fig. 27 Old town

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Thomas Ask

materials, 3) thermodynamics, 4) fluiddynamics, and 5) heat transfer.Examples of student work are shown in Figures 1 and 2.Figure 1 –Student painting representing mechanistic and non-mechanistic insights, sentient andtranscendent knowledge.Figure 2 – Student drawings representing tension, compression, shear, flexure, torsion, stressconcentrations, fatigue, buckling, impact, and corrosion.OutcomesThe results of five years of conducting these creativity exercises in an introductory mechanicalengineering class are anecdotal and are based on less than one hundred students. When askedabout the abstract image project in which they were required to draw an abstract image of anassigned abstract noun, students reflected on their work in three ways: 1

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Diana S Dabby

school can represent. The orchestra has been avehicle for talented students studying engineering since 2002, and shows the Renaissance sideof their education. Its concerts often take place in front of sizable groups of people (e.g., OCO’s2017 Great Hall concert at Cooper Union in New York City), thus reflecting positively on thecollege’s multidisciplinary approach to educating engineers. OCO’s performances continue toattract prospective students, thereby contributing to the institution’s admission process inbuilding the student body, which in turn helps build the college.External Impact As an initial step towards external impact, a book chapter, “The Engineers’ Orchestra: aconductorless orchestra for our time” was published by Springer Nature

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Stephen Wilkerson; Joe Cerreta; Andrew D Gadsden

method thatrequires students to gain knowledge to solve real world problems. Ram et. al. 2007 points outthat student lack of interest is often attributable to the lack of real-world relevance found in atypical course. Ram further points out that using PBL successfully helps develop skills inlifelong learning that are not always present in the classroom. PBL helps students develop self-assessment independent of a teacher directing them. Mills et. al. 2003 poses the question “doesproblem-based learning work in engineering?” Mills concludes that “chalk and talk” pedagogyalone, is not the answer to teaching. Rather a mixture of traditional coursework and PBL islikely to be more successful. This is true here too, and after some reflection, some

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Salah Badjou

FIGURE 8-23 FRONT PANEL FOR TEMPERATURE IN GREENHOUSE FIGURE 8-24 BLOCK DIAGRAM FOR GREENHOUSE The thermocouple was plugged into the system and calibrated. The thermocouple used is a K-type, and the tip of the thermocouple is the part that actually detects the heat. The tip of the thermocouple needs to be oriented in such a way that it gets direct heat from the light bulb and not reflections. The light bulb and fan are part of the experiment. The fan gets actuated so that when the

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Christian E Lopez; Conrad S Tucker

serving as a practical, low-cost StudentResponse System for educators.Acknowledgment This research is funded by the National Science Foundation NSF NRI #1527148 and NSFDUE #1525367. Any opinions, findings, or conclusions found in this paper are those of theauthors and do not necessarily reflect the views of the sponsors.References1. Nacke LE, Deterding S. The maturing of gamification research. Comput Human Behav. 2017;71:450-454. doi:10.1016/j.chb.2016.11.062.2. Baptista G, Oliveira T. Gamification and serious games: A literature meta-analysis and integrative model. Comput Human Behav. 2019;92(1):306-315. doi:10.1021/ja01313a503.3. Rapp A, Hopfgartner F, Hamari J, Linehan C, Cena F. Strengthening gamification studies

Collection

2019 ASEE Zone I Conference & Workshop

Authors

A. Richard Vannozzi; Leonard Anderson

reflection it seemed thatreinforcing the oral explanation with a brief written synopsis might aid in student understandingand improving the statement agreement scores for Statements 1, 4, 5, 6 & 8.The third recommendation relates to how team members collaborated (or didn’t) on this groupresponsibility. It was observed that some teams shared the work evenly, while in others oneindividual took care of the entire set of guest lecturer responsibilities. To provide someaccountability and as a reminder to the teams that this aspect of their capstone experience isgoverned by the same rules relative to team work and shared responsibility as their design workand presentations, a few sentences articulating some basic expectations for task distribution