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2018 St.Lawrence Section Meeting

Authors

Joseph Stanislow; Wendy A. Dannels; Mel Chua

work.Authors: Stanislow, Dannels, and Chua Page 5 of 7 ASEE St. Lawrence Section Conference, 2018 Cornell University April 20-21, 2018References[1] M. A. Jones, “Deafness as culture: A psychosocial perspective,” Disability StudiesQuarterly, vol. 22, no. 2, pp. 51–60, Spring 2002.[2] M. Erard, “Why sign-language gloves don’t help deaf people,” The Atlantic, 09-Nov-2017.[3] D. E. Krutz, S. A. Malachowsky, S. D. Jones, and J. A. Kaplan, “Enhancing the educationalexperience for deaf and hard of hearing students in software engineering,” 2015, pp. 1–9.[4] C. Padden and T. Humphries, Inside Deaf Culture. Cambridge, Mass.: Harvard UniversityPress, 2005.[5] E. Dolnick, “Deafness as

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2018 St.Lawrence Section Meeting

Authors

Dariush H. Zadeh; Shohreh Moini

baccalaureates in Science andEngineering (S&E) attend a community college at some point in their education” [2]. Theybelieve that our young men and women, 18-24, across the United States can contribute tofinding scientific and technological solutions to societal challenges. They suggest that “Wecan enlist them to combat diseases and addictions, to find alternative energy solutions, tocreate new materials for new industries, or to address the scientific and technologicalchallenges of, for example, urbanization, healthcare, security, privacy, resource scarcity,and climate change” [2]. They believe that these students will rise to, and even exceed,our expectations if we imagine research differently: early, often, and universal. And theyhope that

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2018 St.Lawrence Section Meeting

Authors

Tabitha L. Sprau Coulter

and E. Peterson, "Learning styles and approaches to study," Encyclopedia of Applied Psychology, vol. 2, pp. 537-542, Nov. 2004.[4] M. S. A. Mansor and A. Ismail, "Learning styles and perception of engineering students towards online learning," Procedia - Social and Behavioral Sciences , vol. 69, pp. 669-674, Dec. 2012.[5] D. P. Diaz and R. B. Cartnal, "Students' learning styles in two classes: Online distance learning and equivalent on-campus.," College Teaching, vol. 47, no. 4, pp. 130-135, 1999.[6] R. Bass, "Disrupting ourselves: The problem of learning in higher education," Educause Review, pp. 23-33, 21 March 2012.[7] S. E. Bradforth, E. R. Miller, W. R. Dichtel, A. K. Leibovich, A. L. Feig, J. D. Martin, K. S. Bjorkman, Z

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2018 St.Lawrence Section Meeting

Authors

Jikai Du

Buffalo.References[1] S. H. Russell et al., “Benefits of undergraduate research experiences,” Science, vol. 316, no.5824, pp. 548-549, Apr., 2007.[2] M. C. Linn et al., “Undergraduate research experiences: Impacts and opportunities,” Science,vol. 347, no. 6222, pp. 1-6, Feb., 2015.[3] M. K. Eagan Jr., et al., “Making a difference in science education: the impact ofundergraduate research programs,” Am Educ Res J., vol. 50, no. 4, pp. 683–713. Aug., 2013.[4] W. Zhan and A. Lam, “Benefits of research experience for undergraduate students,” inProceedings of American Society of Engineering Education Annual Conference, 2011.[5] D. Lopatto, “Undergraduate research as a high-impact student experience,” Peer Review, vol.12, no.2, pp. 27-30, Mar., 2010.[6] M

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2018 St.Lawrence Section Meeting

Authors

Mohamed Alshaer; Paul Cotae

Data, vol. 12, pp. 75- 89, 2010.[4] D. Helbing, “Globally networked risks and how to respond,” Nature, vol. 497, pp. 51–59 (doi:10.1038/nature 12047), May 2013[5] E.H. Chi et al., “Visualizing the evolution of web ecologies,” Proceedings of SIGCHI Conference on Human Factors in Computing Systems, ACM Press/Addison-Wesley, pp. 400– 407, New York,1998.[6] S. Wen et al., “Modeling propagation dynamics of social network worms,” Parallel and Distributed Systems, IEEE Transactions on, vol. 24, no. 8, pp. 1633– 1643, Aug 2013.[7] C.L. Hwang et al., “Multiple attribute decision making,” Methods and Applications, Springer-Verlag, New York, 1981.[8] P. Gloor, “Capturing team dynamics through temporal social surfaces,” Proceedings of 9th