Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

James G. O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J. Rueckert, Wentworth Institute of Technology; Derek Cascio, Wentworth Institute of Technology

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Diversity

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Engineering Physics & Physics

. The teamworkfostered by the competitive atmosphere encouraged peer-learning so that everyone couldcontribute. Before the conclusion of the first game, most students were able to grasp the overalllesson and contribute to the advancement of the team’s objectives.Although in general the students had a grasp of the topic from lecture, as in any new assignment,students are often initially hesitant. Groups would at first labor over the initial placement ofcards. As the game evolved, they were able to make quicker and more informed decisions. Oftenthey had to reconcile their initial moves with the changing board, making decisions later in thegame to create new parallel or series combinations and offset earlier errors. In lecture, studentsoften

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Elby, University of Maryland, College Park; Eric Kuo, Stanford University; Ayush Gupta, University of Maryland, College Park; Michael M. Hull, Wayne State College

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Diversity

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Engineering Physics & Physics

’ traditional problem-solving.8 But instructor effects might account forsome of these results, since more dedicated instructors are perhaps more likely to attemptreforms. Mazur’s study at Harvard8 avoided this issue, since he gave the same exam to his ownstudents 6 years apart; but the small gains in problem-solving performance he documented (from63% to 69% correct) could have arisen from his improved skill, developed over six years, atteaching problem-solving efficiently, enabling him to spend some class time on Peer Instructionwithout a trade-off. Furthermore, the lack of any published PER results (that we know of)highlighting a trade-off, such as higher conceptual gains at the expense of lower performance ontraditional problems, could result from

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Subramania Iyer Sritharan, Central State University; Gorgui S. Ndao, Central State University

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Diversity

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Engineering Physics & Physics

activities.Recruitment processThe recruitment is mainly done through the STI program director’s annual letter on announcingSTI Program to the guidance counselors of the feeder high schools. This is done in the first weekof March. Additionally, it is also informed through the local science fairs such as Miami ValleyScience and Engineering Fair-West District Science Day and Dayton TechFest, and through theCSU students and the STI alumni who may know suitable applicants among their peers andjuniors in their high schools.The letter to the high school counselors summarizes the requirements and the details of thescholarships. The typical scholarship package includes tuition, workshops and handouts, roomand board, facility usage, equipment and supplies, travel (field