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- Innovations in Teaching Physics or Engineering Physics II
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Yumin Zhang, Southeast Missouri State University
- Tagged Divisions
- Engineering Physics & Physics
states. Typically oneproperty is left unchanged, as in the cases of isochoric, isobaric, isothermal or isentropic process.Therefore, if the initial state is specified, the final state can be determined with an additionalproperty. Using the first law of thermodynamics, heat exchange and work can be calculated. Forexample, as no work is done in an isochoric process, the amount of heat exchange can be figuredout from the difference in internal energy. On the other hand, an adiabatic process allows work tobe calculated from this difference in internal energy.During the investigation of internal combustion engines, a P-v diagram is very helpful, as thework can be intuitively shown as the integral of pressure over volume. In addition, it is a
- Conference Session
- Engineering Physics Technical Session 1
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Robert A Ross, University of Detroit Mercy; Katherine Snyder, University of Detroit Mercy
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
the next term something like “Whichobject (or objects) never speed up?”We believe that the time and effort spent on analyzing these graphs has significant value becauseas students’ progress though the curriculum, the graphical representations become morecomplex. For example the spectral radiance involves a variable like wavelength on the horizontalaxis but the vertical axis is a derivative with unfamiliar units and interpretation. In an upper levelmodern physics course we introduce the idea of a cumulative distribution functions in thefollowing manner. Suppose we have a large population of people and need to determine somestatistics of a particular physical feature such as height in cm, h. We imagine setting up a polewith a bar at height h
- Conference Session
- Programmatic Issues in Physics or Engineering Phys
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Chih-Hsiung Ku, National Dong-Hwa University, Taiwan(R.O.C.); Wen-Cheng Chen, National Dong-Hwa University, Taiwan(R.O.C.)
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- Engineering Physics & Physics
students.Table3: the performance of students’ self-efficacy toward physics learning group Mean SD F p-value Scheffe EMG 2.60 .334 IEG 2.56 .349 3.742 .01** (EMG, IEG) OEG 2.58 .354 total 2.57 .346Conclusion and SuggestionIn this study, we presented the reality of physics curriculum/learning in the universities oftechnology in Taiwan. Based on our finding, four of these finding and one potential researchissue are depicted bellow:Physics course should be integrated with life world and practical affairsThe students in universities of technology
- Conference Session
- Innovations in Teaching Physics or Engineering Physics I
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Sudipa Mitra-Kirtley, Rose-Hulman Institute of Technology; Rana Mitra, Southeastern Louisiana University; Maarij M Syed, Rose-Hulman Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
world. Wireless technology will be an integral part of this. Introduce many additional stimulating and challenging activities or student projects that will Page 22.1658.3 modeled after real-world situations in the laboratory 2 Initiate interactive pedagogical methods to increase class participation, and effective student- teacher communication.Implementation of new ideasThe concept of centripetal acceleration is often not understood properly, and students often confusethe pseudo centrifugal force as being a
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Taylor Sharpe, Portland State University; Geng Qin, Portland State University; Gerald W. Recktenwald, Portland State University
- Tagged Divisions
- Engineering Physics & Physics
-term General Physics in an iterative manner. Thedevice is a combination of classic physics models: a pendulum of adjustable length, a rail system including anincline plane, a rolling ball/weight, and a ball launcher. An integrated microcontroller combines these conceptualmodels, and allows the difficulty of the problem to be adjusted by including or excluding new physics concepts intandem with the lecture curriculum. The design is informed by a pedagogical model based on giving students open-ended problems that require a network of conceptual knowledge. This hybrid hands-on and inductive model couldincrease student motivation to more deeply understand concepts that have often been difficult to learn. A prototypedevice has been partially
- Conference Session
- Programmatic Issues in Physics or Engineering Physics Programs
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Jeff Jalkio, University of St. Thomas; Arnold Weimerskirch, University of St. Thomas
- Tagged Divisions
- Engineering Physics & Physics
course learning outcomes is a key part of assigning student grades.Second, accomplishment of course learning outcomes is used as an assessment tool for assessingthe curriculum. Third, assessment of how well students have accomplished the course learningoutcomes is used to improve the course in future offerings. It is the use of course data in this lastform as feedback for course improvement that is addressed in the fourth, course level, Demingcycle.Since each instructor is responsible for assessment of course learning outcomes, various methodsare used including portfolios, reflection papers, feedback from follow-on courses, pre and posttests or concept inventories, and grading systems that tie grades directly to accomplishment
- Conference Session
- Innovations in Teaching Introductory Physics
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- 2006 Annual Conference & Exposition
- Authors
- Gary Turner, Morningside College
- Tagged Divisions
- Engineering Physics & Physics
integrals are also applied to topics from energy/, and momentum/impulse.• Vector Calculus and Vector Products By this point in the course, students have already been exposed to vectors and the dot product in physics, and to dot and cross products in calculus. This section works with vector notation and introduces integration of vectors. The section wraps up by revisiting rotational motion, torques, and angular momentum as examples of applications of the cross product.• Simple Differential Equations Differential equations are handled throughout the calculus sequence; they are introduced at the very beginning, and solution of simple separation of variables problems is an element of the first semester. In this section, the differential
- Conference Session
- Engineering Physics Technical Session 4
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Teresa L. Larkin, American University
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- Engineering Physics & Physics
Paper ID #15547Writing in STEM: A Synthesis of Two Adaptive ApproachesDr. Teresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Faculty Liaison to the Pre-engineering Program at American University. She received her Ph.D. in Curriculum and Instruction with emphasis in Physics and Science Education from Kansas State University. Dr. Larkin is involved with Physics Education Research (PER) and has published widely on topics related to the assessment of student learn- ing in introductory physics and engineering courses. Noteworthy is her work with student writing as a
- Conference Session
- Innovations in Teaching Physics
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- 2007 Annual Conference & Exposition
- Authors
- Radian Belu, Wayne State University; Alexandru Catalin Belu, Wayne State University
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- Engineering Physics & Physics
)Equations (28), (31), and (32) define the discrete electromagnetic system. This is not onlythe simplest discretization but also has some very nice properties. All the integralrelations and other theorems that are true of the continuum electric and magnetic fieldsare exactly true of this discretization, and can be proved using simple algebra. Forexample, adding up Equation (28) over a set of cells comprising a region of space givesthe integral form of the continuity equation, relating the sum of the charges in a region tothe sum of the discrete currents at its surface.The discrete electrodynamic system described above can be easily simulated on acomputer. The computation of electromagnetic fields is needed for an abundance ofeveryday applications
- Conference Session
- Innovations in Teaching Physics or Engineering Phy
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Adrian Ieta, Murray State University; Arthur Pallone
- Tagged Divisions
- Engineering Physics & Physics
is now an Assistant Professor at Murray State University in the Department of Engineering and Physics. Page 13.988.1© American Society for Engineering Education, 2008 PRACTICAL APPROACHES TO PROJECT-BASED LEARNING INCORPORATING PEER FEEDBACK IN ORDER TO ENHANCE CREATIVITY IN ENGINEERING COURSESWe report on innovative approaches to integrating student feedback into teachingengineering physics courses. Project-based learning, presentations, and peer-feedbackcontributed to an enhanced class experience. This interactive method was applied inOptics and Engineering Measurements courses. The Optics course was mainly focused
- Conference Session
- Innovations in Teaching Physics or Engineering Physics
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Jian Peng, Southeast Missouri State University
- Tagged Divisions
- Engineering Physics & Physics
microcontroller course has a broad rangeof sophomore-level prerequisites, it can serve as an integration point of these prerequisites andshow students how these prerequisites are inter-related so that students will hopefully organizetheir previous compartmentalized knowledge into a coherent structure. This course alsoimproves the progression of the students’ laboratory experiences. In particular, theprogramming, instrumentation, component, and circuit experiments of their sophomore andfreshmen years are now followed by the system- and design-oriented experiments. We also hopethat, by engaging students from distinctive backgrounds, students will communicate with eachother and appreciate the diversity and merits of each other’s disciplines.IV
- Conference Session
- Innovations in Teaching Physics or Engineering Physics
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Jennifer Franck, California Institute of Technology; Ted Yu, California Institute of Technology; Juan Pedro Ochoa-Ricoux, California Institute of Technology; James Maloney, California Institute of Technology; Angela Capece, California Institute of Technology; Luz Rivas, California Institute of Technology
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- Engineering Physics & Physics
in any state or U.S. territory. In 2008 the program received391 applications but narrowed it down to 30 students, with an 8% acceptance rate. Thiscompares with a 17% acceptance rate of freshmen into Caltech. Selection criteria includeSAT/PSAT scores, high school transcript, student essay, and letters of recommendation fromteachers. Students are expected to have completed pre-calculus, excelled in their science andmathematics courses, and show interest and aptitude in science and engineering.The instructors are selected in February and meet regularly in the preceding months to create achallenging and engaging curriculum personalized to the team’s expertise. Caltechundergraduate students serve as residential counselors and are in charge of non
- Conference Session
- Innovations in Teaching Upper-Level Physics
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Greg Mowry, University of St. Thomas-St. Paul
- Tagged Divisions
- Engineering Physics & Physics
softwaresuch as ANSYS® and FEMLAB® for solving practical E&M problems. Preliminary results fromusing this pedagogy will be presented along with implementation attractors and detractors.IntroductionThe motivation for offering an integrated, inter-departmental applied undergraduate physics-engineering curriculum at UST is shaped by the goal of providing graduates with a practical skillset that is attractive and useful to prospective employers. Experience has shown that excellencein mastering E&M theory does not directly translate into competence with E&M metrology orlaboratory practices. Since a majority of the UST engineering and physics students that graduatego directly into the work force, these observations motivate several questions
- Conference Session
- Innovations in Teaching Physics or Engineering Phy
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Matthew Kohlmyer, Georgia Institute of Technology; Michael Schatz, Georgia Institute of Technology; Richard Catrambone, Georgia Institute of Technology; Marcus Marr, Georgia Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
(e.g.nanotechnology, material science) and that will require computer modeling as well as analysisfor solving complex problems.As a result, faculty in the School of Physics at Georgia Tech became interested in modernizingboth the content and pedagogy of the introductory physics course. Beginning in Summer 2006,the School has been offering sections of its introductory physics course for scientists andengineers using the Matter & Interactions1,2 curriculum. Matter & Interactions (or M&I),developed by R. Chabay and B. Sherwood at North Carolina State University, is an innovative Page 13.707.2introductory calculus-based physics curriculum. It has
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Jian Peng, Southeast Missouri State University; Santaneel Ghosh, Southeast Missouri State University; Ken Surendran, Southeast Missouri State University
- Tagged Divisions
- Engineering Physics & Physics
AC 2012-5262: REFLECTIONS ON TEACHING A CONSOLIDATED CAP-STONE DESIGN COURSE TO A MIXED STUDENT BODYDr. Jian Peng, Southeast Missouri State University Jian Peng is currently an Associate Professor in the Department of Physics and Engineering Physics at Southeast Missouri State University. He received his B.E. degree from Zhejiang University, Hangzhou, China, in 1992, his M.S. degree from Hangzhou Institute of Electronic Engineering, Hangzhou, China in 1995, and his Ph.D. degree in electrical engineering from Vanderbilt University in 2004. His research focuses on intelligent robotics, computer vision, and characterization of nano-material. He is a member of ASEE and IEEE.Prof. Santaneel Ghosh, Southeast Missouri
- Conference Session
- Programmatic Issues in Physics or Engineering Phys
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Evan Lemley, University of Central Oklahoma; Baha Jassemnejad, University of Central Oklahoma; Matthew Mounce, US Navy; Jamie Weber, Parsons; Sudarshan Rai, Unknown; Willy Duffle, University of Central Oklahoma; Jesse Haubrich, University of Central Oklahoma
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- Engineering Physics & Physics
, John Jonides, and Biren A. Nagda. “Undergraduate Student-Faculty Research Partnerships Affect Student Retention.” The Review of Higher Education, 22(1), 1998, pp. 55-72.7. Mahbub Uddin and A. Raj Chowdhury. “Integration of Nanotechnology into the Undergraduate Engineering Curriculum.” International Conference on Engineering Education, August 6-10, 2001, Oslo Norway, Session 8B2.8. Beena Sukumaran, Kauser Jahan, Dianne Dorland, Jess Everett, Jennifer Kadlowec, Zenaida Gephardt and Steven Chin. “Engineering Clinics: An Integration of Research into the Undergraduate Engineering Curriculum Rowan University.” Council on Undergraduate Research Quarterly, March 2006, 26(3), pp. 115-121.9. Cristina Gonzalez
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Teresa L. Larkin, American University
- Tagged Divisions
- Engineering Physics & Physics
Paper ID #12577Teaching Outside the Discipline: A STEM-Related Course in a Non-STEMCurricular AreaDr. Teresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Faculty Liaison to the Pre-engineering Program at American University. She received her Ph.D. in Curriculum and Instruction with emphasis in Physics and Science Education from Kansas State University. Dr. Larkin is involved with Physics Education Research (PER) and has published widely on topics related to the assessment of student learn- ing in introductory physics and engineering courses. Noteworthy is her work with
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics III
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Baha Jassemnejad, University of Central Oklahoma; Wei Siang Pee, University of Central Oklahoma; Kevin Rada, University of Central Oklahoma; Devon Kelley Keith, University of Central Oklahoma; Dylan Bradley Miller; Evan C. Lemley, University of Central Oklahoma; Adam Dorety, University of Central Oklahoma
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- Engineering Physics & Physics
Engineering Group in the Summer Bridge 2011Program designed and built an underwater ROV (remotely-operated vehicle) to performunderwater exploration of, for example, local ponds and lakes. The duration for the project wasfour weeks in July and the first part of the Fall semester. The students were given instruction in thebasic electrical and mechanical principles associated with the project, and introduced to a set ofcomponents that would be available in the completion of the project, through a sequence learningactivities that included lectures and laboratory exercises. Students were also given instruction onthe engineering design process paradigm. The separate elements of the course were integrated asthe students designed, constructed, tested, and
- Conference Session
- Innovations in Teaching Physics or Engineering Physics
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Radian Belu, Drexel University; Alexandru Belu, Case Western Research University
- Tagged Divisions
- Engineering Physics & Physics
. 127 (1), 6 (2000).5. H. Gould, J. Tobochnik, and W. Christian, An Introduction to Computer Simulation:Applications to Physical Systems, third edition, Addison-Wesley (2006).6. J. Tobochnik and H. Gould, “Teaching computational physics to undergraduates," inAnnual Reviews of Computational Physics IX, edited by D. Stau_er, World-Scienti_c(2001), p. 275.7. H. Gould and J. Tobochnik, “Integrating computational science into the physicscurriculum," in Lecture Notes in Computer Science Vol. 2074, Part I, 1031, Springer(2001).8. H. Gould and J. Tobochnik, “Using simulations to teach statistical physics," inComputer Simulation Studies in Condensed Matter Physics XVI, edited by D. Landau,Steven P Lewis, and Heinz-Bernd Schuttler, Springer (2004).9
- Conference Session
- Innovations in Teaching Physics or Engineering Physics
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Radian Belu, Drexel University; Alexandru Belu, Case Western Reserve University
- Tagged Divisions
- Engineering Physics & Physics
potentials with given boundaries conditions, dielectrics andpolarization.Figure 1: The straight filamentary conductor with the finite length crossed by the electric current (leftpanel), 3D image the magnetic field in the case of the straight filamentary conductor with the finitelength (right panel).The fundamental concern of electromagnetism is to solve Maxwell’s equations, and much of the courseon this subject is devoted to vector calculus. To calculate an electric field and/or a magnetic field, wecan perform integration directly from Coulomb’s law and Biot-Savart Law, using the functions of theCAS mathematical library. For example with Maple, we can concentrate on physics, such asdistinguishing the coordinates of the source point and the field
- Conference Session
- Innovations in Teaching Upper-Level Physics
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Gerald Rothberg, Stevens Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
Computer ScienceDepartment, University of Washington7-10. The course itself might be unique in that it carries only two credits, is scheduled to meet onlytwice per week in fifty minute sessions, and still is expected to educate students to a depthcomparable to the typical preceding courses in mechanics, electricity and magnetism. Toprovide additional opportunities for problem solving, I hold an additional, strictly voluntary,recitation session each week. The course was created by me in response to curriculum changes in the School ofEngineering and taught for the first time in the fall 2004 semester. The population is about 180sophomores in the fall and about 100 sophomores in the spring. The spring class consists ofcoop students who have
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Jia-Ling Lin, University of Minnesota, Twin Cities; Manuela Romero, University of Wisconsin, Madison; Jennifer Binzley, University of Wisconsin, Madison; Eman A. Zaki, University of Wisconsin, Madison
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- Engineering Physics & Physics
knowledge through solving problem processes onlyinvolved matching problems and facts, and problems and equations. They failed to understandthat every learning task requires the advancement of cognitive thinking skills so that the Page 25.1474.13knowledge learned in intro or lower level courses can be transferred and applied to moresophisticated courses and situations. The misconception is replicated in “undesirable responses”to questions of CP2, CP12 and CP14. Table (IV): Survey results represented by an alternative taxonomy model13-15 Cognitive Remembering Understanding Applying Analyzing Constructing Integrating
- Conference Session
- Engineering Physics Technical Session 1
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Courtney Hadsell, Cañada College
- Tagged Topics
- Diversity
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- Engineering Physics & Physics
skills, and an introduction to the content theywill see in their course. A majority of the program is self-paced allowing students to spend moretime on concepts they are struggling with. A cornerstone of the program is the intense study-skills workshops which teach students how to approach their upcoming course. Included in thesestudy skills are certain aspects of Reading Apprenticeship to show students how to not onlyapproach their text but the problems they will face during the semester. The goal of the programis to give students a toolbox to use during the semester and the confidence that they can succeedin the course. Continued academic support is also offered during the semester to keep students ontrack. Preliminary data shows that students
- Conference Session
- Programmatic Issues in Physics or Engineering Physics
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Teresa Larkin, American University
- Tagged Divisions
- Engineering Physics & Physics
AC 2009-1689: PEER REVIEW FROM A STUDENT PERSPECTIVETeresa Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education in the Department of Physics at American University. She also serves as Faculty Liaison to the Pre-engineering Program. Dr. Larkin received her B.S. and M.S. degrees in Engineering Physics from South Dakota State University in Brookings, SD in 1982 and 1985, respectively. She received her Ph.D. in Curriculum and Instruction with special emphasis in Physics and Science Education from Kansas State University in Manhattan, KS in 1997. Dr. Larkin’s research interests primarily involve the assessment of student learning in introductory
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Wenli Guo, Queensborough Community College; Vazgen Shekoyan, Queensborough Community College
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- Engineering Physics & Physics
, particularly on low-achievement students, who are led to believe that they lack ability and so are not able to learn.Therefore, it is urgent and important to find practical ways to improve assessment methods andutilize them to better serve students’ needs. The integration of instruction, learning andassessment should be emphasized.Fortunately there has been some active research regarding how formative assessments cansupport learning, improve outcomes and actualize the drive for lifelong learning. (Clark, 2012)These research are mainly carried out in disciplines such as English (Wei, 2010), Criminology(Gijbels, 2006), Medical curriculum (Weurlander 2012) or conducted with Primary andSecondary learners (McLaren 2012). Some inside classroom formative
- Conference Session
- Innovations in Teaching Physics or Engineering Physics
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Warren Turner, Westfield State College; Glenn Ellis, Smith College
- Tagged Divisions
- Engineering Physics & Physics
evaluations were positive. “I was surprised by how much Ilike physics” was an often-repeated student comment. One enthusiastic student remarked, “Ifound this course extremely valuable. I am a very visual learner so the hands-on project andgraphical focus of the course was exactly what I needed. I really think this course wasexcellent.” The Test of Understanding Graphs in Kinematics Test12was administered to arandom sample of students before and after their exposure to the kinematics curriculum. Theaverage possible gain was 43% of the total score. The average gain for the sampled students was Page 14.657.917% of the total score—thus they had achieved
- Conference Session
- Technology in the Physics or Engineering Physics C
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Baha Jassemnejad, University of Central Oklahoma; Wei Pee, University of Central Oklahoma; Mathew Mounce, University of Central Oklhoma
- Tagged Divisions
- Engineering Physics & Physics
science, technology, engineering, and mathematics (STEM ) among the incomingfreshmen so that they will be encouraged to pursue a degree in Engineering, Physics, orcomputer science. The duration of this research activity was four weeks, during which time thesestudents become familiar with research, teamwork, problem based learning, and the proceduresinvolved in engineering design and building. The first phase of the activity, lasting for one week,involved an introduction to basic theory focusing on electronics, mechanics, programming, andengineering design processes. The second phase of the activity, lasting the remaining threeweeks, involved researching, designing, and building a conceptual model and prototype of aminesweeper robot. With the
- Conference Session
- Technology in the Physics or Engineering Physics C
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Nataliia Perova, Tufts University; Walter H. Johnson, Suffolk University; Chris Rogers, Tufts University
- Tagged Divisions
- Engineering Physics & Physics
principles through inquiry,collaboration and hands-on learning. We developed several LEGO-based activities to beimplemented in the secondary schools and first year college science curriculum. LEGO andROBOLAB are an effective set of tools for learning physics with this hands-on approach. LEGObricks, wheels, and other parts make it possible for students to make their own simpleexperimental apparatus, and LEGO robotics microprocessor (RCX) and associated sensors,together with the ROBOLAB software, create an environment for data collection and analysis.We have found that the LEGO workbench provides enough flexibility that the students can becreative in their engineering solutions, yet advanced enough that they can get quantitative datafrom their
- Conference Session
- Innovations in Teaching Physics or Engineering Physics II
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Baha Jassemnejad, University of Central Oklahoma; Wei Siang Pee, University of Central Oklahoma; Kevin Rada; Montell Jermaine Wright, University of Central Oklahoma, Robotics Research; Kaitlin Rose Foran, University of Central Oklahoma; Evan C. Lemley, University of Central Oklahoma
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- Engineering Physics & Physics
Engineering Education, 2011 Transformative Learning Experience for Incoming Freshmen Engineering Students through Robotics ResearchAbstract – An intensive four-week 2010 Summer Bridge The Summer Bridge program is distinguished frompilot program introducing four incoming freshmen to other project-based, hands-on engineering courses inrobotics research is presented in this paper. Through that, rather than using a project as a teaching tool in athis program, students acquire the necessary knowledge course whose primary objective is to prepare studentsand skills to become active participants in an ongoing for future coursework, it is designed
- Conference Session
- Innovations in Teaching Physics or Engineering Physics I
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University
- Tagged Divisions
- Engineering Physics & Physics
institutionalized their undergraduate engineering curricula, and extensively shared their results with the engineering education community. He co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He has authored or co-authored over 70 papers on engineering education in areas ranging from curricular change to faculty development. He is collaborating on NSF-supported projects for (i) renewal of the mechanics of materials course, (ii) improving preparation of students for Calculus I, (iii) systemic application of concept inventories. He is currently an ABET Program Evaluator and a
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