Conference Session

Computers and Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mishael A. Clark, Indiana University Purdue University, Indianapolis; Eugenia Fernandez, Indiana University Purdue University, Indianapolis

Tagged Divisions

Computers in Education

treatment phases were compared using McNemar's chi-square test. Results of thistest indicated no overall significant difference in reading patterns between control (no podcast)and treatment (podcast) phases. Students who read during the control phase and listened to thepodcast supplement during the treatment phase had similar reading habits during the treatment(podcast) phase.IntroductionFaculty in higher education institutions frequently complain that college students are not doingthe assigned reading in a course. In a study of student use of textbooks at two universities,Sikorski et al.1 report that the majority of students spent less than 3 hours reading the textbookeven though only a small minority who reported that reading their texts was not

Conference Session

Computers in Education Division - General Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Raghu Echempati, Kettering University; Theodore Paul Dani; Ankita Sahu; Nathan Marshall LeBlanc

Tagged Divisions

Computers in Education

-DEAS, or SolidWorks. Other math tools such as MatLabSimulink, MapleSim, etc., are also available to study planar mechanism kinematics. Finally, thestudents in India used the available laboratory experimental apparatus to verify some of thetheoretical calculations. The performance metric is a final report that included the learningoutcomes and recommendations for further work.Introduction and literature reviewThe Course Learning Objectives (CLOs) of the course are: 1. Apply the integration of the fundamental concepts of rigid body kinematics in relative motion, solid mechanics and computer aided engineering through computational and design tools. 2. Apply fundamental mechanics principles to the kinematic, dynamic and fatigue

Conference Session

Computers and Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pramod Rajan, Laboratory for Innovative Technology & Engineering Education (LITEE); P.K. Raju, Auburn University; Chetan S Sankar, Auburn University College of Engineering

Tagged Divisions

Computers in Education

otherswithin the scenario. All information provided by the student in the assessment elements iscaptured and formatted for delivery to the course instructor for grading. A screen shot of a smartscenario is shown below in Figure 1. The STS-51L case study was chosen to be converted to anEngineering Design Smart Scenario.The learning objectives for the Engineering Design Smart Scenario were: • Understand the eight steps of engineering design: problem definition, concept formation, concept evaluation, concept evaluation, detailed design, prototyping, testing, and send to production. • Define each step. • Illustrate each step from the Challenger STS 51-L case study. • Analyze data presented that shows test results of all shuttle

Conference Session

Computers in Education Division - General Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven F Barrett, University of Wyoming; Ivo Wambeke

Tagged Divisions

Computers in Education

beused as a case study to illustrate service learning in action.OverviewEvery engineering program has some form of a senior, capstone design project course. Thepurpose of these courses is for student engineers to apply what they have learned in previouscoursework toward the design of a project within specified constraints. As ABET criterionstates, “Students must be prepared for engineering practice through a curriculum culminating in amajor design experience based on the knowledge and skills acquired in earlier course work andincorporating appropriate engineering standards and multiple realistic constraints [1].”We’ve had some success in incorporating service learning activities into our capstone designcourse [2]. Based on this success, we

Conference Session

Best of Computer in Education Division

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Christopher B. Williams, Virginia Tech

Tagged Divisions

Computers in Education

Theory12, 13 stipulates that there are nine instructionalevents that must occur for learning to take place, the first of which involves obtaining thelearner’s attention. The instructional events, shown in Figure 1, do not guarantee learning willoccur, but rather they support the learner’s internal mental processes. That is, each event is anecessary condition for learning to take place. Fleming14 put it best: “Quite simply, withoutattention [the first event] there can be no learning” (p. 236). Fleming goes on to propose thatcourse designers have control over attention, and recommend that they “seek both to obtain the Page 23.1093.3learner’s

Conference Session

Best of Computer in Education Division

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hatem M Wasfy, Advanced Science and Automation Corp.; Tamer M. Wasfy, Indiana University Purdue University, Indianapolis; Riham M Mahfouz, Thomas Nelson Community College; Jeanne Peters, Advanced Science and Automation Corp.

Tagged Divisions

Computers in Education

reducing costs and increasing efficiency, quality, and reliability. Revolutions generally happenin 3 stages; the stage before the revolution, the stage during the revolution and the stage after therevolution. The stages can be discerned by plotting the employment data as the percentage oftotal workers employed in a given sector versus time (Figure 1). In the pre revolution stage, thepercent of workers employed in the sector under investigation is stable and the curve is flat.During the revolution, the employment curve slopes downwards, as fewer workers are needed toperform the same functions. Finally post revolution, after the new technology matures in terms ofdevelopment and implementation, the downwards slope of the percentage of workers

Conference Session

Best of Computer in Education Division

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob Bishop, Utah State University; Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Computers in Education

mixed, but are generally positive overall. Students tendto prefer in-person lectures to video lectures, but prefer interactive classroom activities over lec-tures. Anecdotal evidence suggests that student learning is improved for the flipped comparedto traditional classroom. However, there is very little work investigating student learning out-comes objectively. We recommend for future work studies investigating of objective learningoutcomes using controlled experimental or quasi-experimental designs. We also recommend thatresearchers carefully consider the theoretical framework used to guide the design of in-class ac-tivities.1 The Rise of the Flipped ClassroomThere are two related movements that are combining to change the face of education

Conference Session

Development of Computational Tools

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregory K Watkins P.E., California State University, Chico

Tagged Divisions

Computers in Education

rigor,meaningless results, or indeed the inability to obtain a solution at all.In response, the FEA course has been modified to include some basic instruction in the properuse of commercial FEA software. Each segment of theory-based discussion and traditionalhomework assignments is followed by exploring the same concepts within the context ofcommercial software. Emphasis is placed on its proper use, underlying assumptions, limitations,and validity of results.A Brief History of FEA and CAD SoftwareDevelopment of the finite element method pre-dates computers by a wide margin, and its earlyformulations were to applied to engineering problems as early as the 1950s.1 But thecomputational rigor of the method prevented its widespread use until the

Conference Session

Computer Hardware and Simulation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krista M Hill, University of Hartford; Ying Yu, University of Hartford

Tagged Divisions

Computers in Education

class, we started the Fall2012 semester with several clearly defined, achievable goals. 1. Continue with most of the same laboratory content, as it was, but make changes where we could, to replace our use of TTL devices with the CPLD. The second laboratory which was previously TTL based is now CPLD based. In this lab our students first experience logic circuit design and observe propagation delay, in a hands-on fashion. 2. Retain the lab hands-on experience and improve students’ understanding of the simulation procedure. We focused on having students perform activities that eventually leads to a functional circuit. Rather than simply producing a final working circuit, our students investigate a circuit in

Conference Session

Tablets, Mobile and Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank V Kowalski, Colorado School of Mines; Susan E. Kowalski, Colorado School of Mines; Tracy Q Gardner, Colorado School of Mines

Tagged Divisions

Computers in Education

National Research Council tackled the task of compiling what we know about howpeople learn, their report in 2000 distilled findings arising from the recent explosion of multi-disciplinary scientific studies of the mind, the brain, the process of thinking and learning, and theassociated neural processes.1 They concluded that key research findings from the emergingscience of learning point to four attributes that need to be cultivated when designingenvironments for optimal learning; one of these is frequent formative assessments (p.24). Over adecade has passed. Recently, another National Research Council committee of experts Page

Conference Session

Tablets, Mobile and Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Chingnam Goh, University of Southern Queensland; Linda Ann Galligan, University of Southern Queensland; Harry Ku, University of Southern Queensland

Tagged Divisions

Computers in Education

the lack of tablet drawing function, which made itunsuitable for classroom teaching.Student Survey ResultsIn order to gauge students’ perception towards adopting Tablet PCs as an L&T tool, we haveundertaken a quantitative method to gather and present survey results below.A total 80 students were surveyed, 78 of which were distance learning students. Fig. 1 showsthe students’ responses regarding the question how written examples illustrated duringlectures may enhance their understanding of the course material. As can be seen from thefigure, 91% of students strongly agreed or agreed that illustrated written examples werehelpful. Page 23.1373.8

Conference Session

Computers in Education (CoED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Fred W DePiero, California Polytechnic State University

Tagged Divisions

Computers in Education

linear. The actual process includedthe usual twists and turns: eliminating options, considering nearest neighbors, clarifyingrequirements and discovering new perspectives. Nevertheless, we present the designfeatures in a systematic fashion including a series of Design Overviews that describestepwise refinements, as if part of a linear process. At each stage of the design process weconsider best practices and cite specific approaches for TLC. The design overviewspresent more general summaries of our approach at each stage. Our initial overview is Page 23.1398.3based solely on the goals for TLC.Design Overview 1 Hybrid, individualized contentAcross

Conference Session

Computers in Education (CoED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Neelam Soundarajan, Ohio State University

Tagged Divisions

Computers in Education

develop deeperunderstanding of important concepts and overcome common misconceptions. In this paper, wereport on our on-going work that integrates PI ideas with the approach of wikis to develoop an on-line collaborative learning approach designed for STEM courses. We elaborate on the conceptualbasis of the approach and situate it within the Community of Inquiry framework, detail our plansfor using it in a number of engineering courses, consider the prototype implementation of a toolbased on the approach, and our plans for assessing the approach.1. IntroductionThe importance of collaborative learning is widely recognized. Thus, for example, a central com-ponent of the how people learn 1 (HPL) framework is community. That is, according to the

Conference Session

Computers in Education (CoED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregory Augustus Krudysz, Georgia Institute of Technology

Tagged Divisions

Computers in Education

repeated concept selection and retrieval. ITS has beendeployed in the sophomore-level introductory DSP course in the School of ElectricalEngineering as a study aide and as an on-line supplement to the homework problems. ITS isessentially a question and answer system whose goal is to assist students in DSP conceptdiscovery, organization, and testing. The system consists of over 1500 multiple-choice,matching, and calculated questions, each targeting a specific concept referencing a topic from thecourse textbook. Figure 1. ITS student interface.The system consists of two interfaces, one for the students, and an expanded version for theinstructor. In the student view, there are two modal possibilities: the “Practice

Conference Session

Computers in Education (CoED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alexander Hans Nagl, Penn State Berks; Rungun Nathan, Penn State Berks

Tagged Divisions

Computers in Education

justification for eliminating laboratories. When the secondauthor compared several ABET approved programs in the country, he found thatthey have fewer laboratories in their recommended academic plans than they dida few years ago. The reduction or elimination of real touch, feel and seeexperiences of laboratories havecontributed to the loss of “gut instinct”for many engineers. Using the common smart phonewith cost effective hardware,experiments have been designed tobring back some of the touch, feel andsee experiences to the classroom. Figure 1. Trace of acceleration from theAlmost every smart phone on the accelerometer obtained from an iPodmarket has two sensors that can beused for creating in-class experiments:a

Conference Session

Computational Tools and Simulation III

Collection

2009 Annual Conference & Exposition

Authors

El-Sayed Aziz, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Computers in Education

use of common PCs as a low costreplacement to the expensive proprietary equipment used previously in such tactical simulations.Various computer game platforms20, 21 were used to develop virtual simulations of accidentscenarios in chemistry laboratories, stipulating that this approach is more effective thandistributing safety regulations to the students in the traditional paper form. For example, a videogame was developed by students at DHS’ CREATE Center to train fire fighters to efficiently usetrucks, equipment and personnel in fighting a fire (see Figure 1). It simulates an emergency indowntown Los Angeles and is being tested out by the city fire department.22

Conference Session

Course Development / Curriculum Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alisa Gilmore P.E., University of Nebraska, Lincoln

Tagged Divisions

Computers in Education

increase students’ success, persistence and engagement wasintroduced into our department with an NSF funded project to adapt and augment the TekBoT®mobile robot platform developed at Oregon State University to the undergraduate curriculumfrom freshman through senior year in a vertically integrated manner. 1 By the end of this verticalarticulation project spanning 2005 – 2008, the TekBot was completely integrated into thefreshman year sequence, in one sophomore lab, and in one junior level experiment. 2 In thisproject, it was discovered that the TekBot was not well suited for the department’s upper levelclasses.2 As a result of this discovery, in 2008, a team of students and faculty came up with anew design for a brand new robot learning platform

Conference Session

Modeling and Simulation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luis E Monterrubio, Robert Morris University

Tagged Divisions

Computers in Education

solve for the deflection andstress of a cantilever Euler-Bernoulli beam under a single point load as shown in Figure 1. Forthis problem, consider the following geometric properties: length 550 mm, height 12.7 mm (0.5in) and thickness 63.5 mm (2.5 in). A load equal to m=4.53 kg (10 lbs.) is applied 32.5 mm fromits free end as shown in Figure 1. Consider the Young Modulus E of the beam to be equal to 70GPa and gravity to be equal to g=9.81 m/s2. x Figure 1. Cantilever beam under a concentrated load.The approaches covered in this course to solve for the deflection and stress of the cantileverEuler-Bernoulli beam under a point load as shown

Conference Session

Computers in Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yang Hu, Washington State University ; Matthew E. Taylor, Washington State University

Tagged Divisions

Computers in Education

, participants in the second tutorial group were expected to independentlyexplore and were only provided feedback when the program determined he/she had deviated toofar from a potential solution. The three groups are compared by measuring the time needed to 1)successfully construct the same model in a testing phase, 2) use multiple methods to construct thesame model in a testing phase, and 3) construct a novel model.KeywordsMultiple solutions, Intelligent Tutoring System, Strategic Flexibility, Computer-Aided Design(CAD), Boolean OperationsIntroductionComputer-Aided-Design (CAD) software development was started by General Motors ResearchLaboratories in the early 1960s. Today, CAD software has become the most prevalent engineeringdesign approach used in

Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald J. Hayne, The Citadel; John I. Moore Jr., The Citadel

Tagged Divisions

Computers in Education

of the design are a subroutine STACK and a higher capacity, 4K word by16-bit, memory (MEM). The complete data path is shown in Figure 1. STACK BUS A BUS B BUS C 12 PC IR A1 A2 1 REGS 2 2 MUX

Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cameron H. G. Wright P.E., University of Wyoming; Thad B. Welch III P.E., Boise State University; Michael G. Morrow, University of Wisconsin, Madison

Tagged Divisions

Computers in Education

Abstract For students learning a new topic, being able to use existing knowledge and mental models in the context of the new topic leads to faster learning and a deeper understanding of the new concepts. This paper describes how teaching a graduate-level course providing an introduction to optical engineering for students from multiple engineering majors can be facilitated by using existing concepts and knowledge of linear systems theory, which are common to them all.1 IntroductionThis paper presents an effective and efficient method of teaching a subject (optical engineering)which is new to students from various engineering disciplines. In particular, this method lever-ages existing student knowledge of linear

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Gulf Coast University; Janusz Zalewski, Florida Gulf Coast University; Gerardo Javier Pinzon P.E., Texas A&M International University

Tagged Divisions

Computers in Education

Lines, and Hough transforms to detectcircles, random noise addition, image moment computations, and image negative generation.The engineering of the vision system is not performed by the tool, it is only assisting in theprocess.Keywords: Robotics education, robotic vision simulator, image processing.1. Introduction1.1. General BackgroundThis tool is specifically designed to teach the basic Introduction to Robotics course. Manyrobotics books such as1-8 over this material. The course generally covers roboticsfundamentals including history, robot types, and degrees of freedom, robot kinematicsincluding the transformation matrix, forward and inverse kinematics, and the Denavit-Hartenberg (D-H) parameters, differential motions, robot dynamics

Conference Session

Software and Programming

Collection

2016 ASEE Annual Conference & Exposition

Authors

Suxia Cui, Prairie View A&M University; Yonghui Wang, Prairie View A&M University; Lin Li, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

, computers with thousands processors were widely used for scientific research. Acomputer cluster consists of a number of computers to work as a system on computationalintensive tasks. Different processors are connected by network. Shared-memory or distributedmemory are dominate storage types for HPC cluster [1]. The advent of commodity highperformance processors, low-latency/high-bandwidth networks, software infrastructure anddevelopment tools facilitate the cluster to be widely used for climate modeling, disasterprediction, protein folding, oil and gas industry, and energy research [1, 2]. Currently China’sTianhe-2 is ranking No. 1 among all the super computers based on TOP500 project. Titan (OakRidge National Lab) and Sequoia (Lawrence Livermore

Conference Session

Virtual Instruction and Collaboration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shahnam Navaee, Georgia Southern University

Tagged Divisions

Computers in Education

LabVIEW Virtual Instrument into a HTMLfile are shown in Figure 1. These stages are briefly outlined below. (1) Initiating the publishing process by selecting the Web Publishing Tool from the Tools menus. (2) Indicating the location of the “VI” residing on the server in the Web Publishing Tool dialog Page 26.5.3 box as shown, so that this program can be accessed over the web. (3) Selecting an optional title, header, and footer for the HTML files to be generated. At this stage, the author is provided with an opportunity to view the HTML file before actually publishing it. (4) Indicating the location of the LabVIEW

Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva , University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

process is illustrated in Figure 1.Each exam is identified by a unique exam key, such as ACAEDD, which is printed on the front ofthe exam paper. Students copy this code onto the Scantron forms by using each letter in the key asthe answer to one question on the Scantron form (typically the final questions). The keygeneration algorithm (see Appendix A) produces keys which differ in at least 3 letters from allother exam keys (that is, keys have Hamming distance of at least 3 from each other). This meansthe set of exam keys forms an error-correcting code, which is able to detect and correctsingle-letter errors and to detect, but not correct, double-letter errors. In the use of randexamover several years and thousands of students, we have never

Conference Session

Simulation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gonca Altuger-Genc, State University of New York, Farmingdale

Tagged Divisions

Computers in Education

programmingstructure”, were “usually not compatible with the existing experimental systems”, the “hardwaregenerally contained small-scale testing devices”, and “usually housed behind a panel thatprevented the students experiencing the real-life devices and the visual benefits of directexperimentation”1. As the capability of the computers, hardware-wise and software-wise,increased, engineering educators were able develop better-integrated and interactive visualizationcomponents to support the theory in their courses. Educators developed and adoptedtechnologies to create remote laboratories, and virtual platforms to provide students with theapplication experience. Although some of these set-ups were developed to support the onlinecourses, many of the set-ups

Conference Session

Modeling and Simulation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel K. Howe, George Mason University; Oscar Barton Jr., George Mason University

Tagged Divisions

Computers in Education

complexsystems that bring the solution of real world problems to the desktop. Universities maintain thelatest of these systems, recognizing the direct benefit towards the attainment of studentoutcomes, especially in the engineering disciplines which need to comply with EAC-ABETcriteria. Johannesen suggests that “When understood, more interesting and complicatedsituations can be explored with the help of computational tools”[1].Tajvidi et al note that“Particularly in engineering dynamics, Computer Simulation and Animation [CSA ] modules candemonstrate motion of particles and rigid bodies through computer animations, helping studentspicture the concepts taught in the course”[2].Computers have their greatest impact not bydisplacing the entire course, but

Conference Session

Innovative Use of Technology in K-12 Outreach

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven F Barrett, University of Wyoming; Jeffrey R Anderson, University of Wyoming; Matthew Young Lionel Love, University of Wyoming

Tagged Divisions

Computers in Education

intensive, hands-on, motivationalexperience where each student would build, program, and develop the interface between theprogramming board and the robot hardware. We hoped that along the way the students wouldlearn about different engineering fields, computer science, and also the basics of computerprogramming and interfacing. The course concluded with a robot competition. Studentscompeted to see which robot could go through an unknown maze without bumping into mazewalls in the shortest time. The course objectives included: 1) Take the mystery out ofengineering and computing, 2) Show that engineering and computer science is fun and exciting,3) Demonstrate that engineering is for both women and men, 4) Emphasize hands-on, learn bydoing exercises

Conference Session

Computers in Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua Levi Weese, Kansas State University; William H. Hsu, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

comparisonacross multiple years. These visualizations include tracking of student performance on a range ofstandardized assessments including the Force Concept Inventory (FCI).1 the Force and MotionConceptual Evaluation (FMCE) of Thornton and Sokoloff (1998)2, and the Brief Electricity andMagnetism Assessment (BEMA).3 Assessments can be viewed as pre- and post-tests withcomparative statistics (e.g., normalized gain), decomposed by answer in the case of multiple-choice questions, and manipulated using prespecified data transformations such as aggregationand refinement (drill down and roll up). The system is designed to support inclusion of a rangeof supervised inductive learning methods for schema inference, unsupervised learning algorithmsfor similarity

Conference Session

Best of Computers in Education Division

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam Thomas Koehler, University of California - Riverside

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

 various examples and implementations through several one­on­one interactions. One­on­one interactions help facilitate a great teaching environment, and are often utilized to teach students about programming misconceptions and errors in an introductory programming course. The repetitive nature of a substantial portion of these interactions makes them a prime candidate for improving scalability through automation.  Automated assessment of programming exercises is often utilized to bridge the scalability gap. However, the open­ended nature of programming assignments can lead to (1) misguided automatic feedback, (2) a disconnection between an errant student solution and proper advice, (3) a complete lack of advice due to the student not understanding