Conference Session

Integrating Math, Science, and Engineering

Collection

2009 Annual Conference & Exposition

Authors

Eduardo Chappa, Texas A&M International University; Terutake Abe, Texas A&M International University; Fethi Belkhouche, Texas A&M International University; Rohitha Goonatilake, Texas A&M International University; Qingwen Ni, Texas A&M International University; Rafic Bachnak, Texas A&M International University

Tagged Divisions

Mathematics

wasexplained that the main consideration was not what the department could do at the time, but if facultyagreed that this was an important outcome for a program. If faculty agreed, then the department wouldfind a way to implement it, which includes redesigning courses, training faculty or adding supplies to acomputer lab.The adopted common outcomes were Outcome 1: Students will be able to communicate effectively in written and oral forms, work successfully in teams, and understand ethical responsibilities. Outcome 2: Students will be able to think critically and be prepared for life-long learning. Outcome 3: Students will be able to continue graduate studies in their current major or related

Conference Session

Bridging and Freshman Programs

Collection

2008 Annual Conference & Exposition

Authors

Christopher Papadopoulos; John Reisel, University of Wisconsin - Milwaukee

Tagged Divisions

Mathematics

AC 2008-1623: DO STUDENTS IN SUMMER BRIDGE PROGRAMSSUCCESSFULLY IMPROVE MATH PLACEMENT AND PERSIST? AMETA-ANALYSIS.Chris Papadopoulos, University of Wisconsin - Milwaukee Chris Papadopoulos earned BS degrees in Civil Engineering and Mathematics from Carnegie Mellon University, and a PhD in Theoretical and Applied Mechanics, Cornell University. He previously served on the faculty of Engineering at the University of Wisconsin-Milwaukee, where he is currently a research associate, grant writer, lecturer, and director of educational programs. His research interests include biomechanics, nonlinear structural mechanics, computational mechanics, engineering education, and engineering ethics. He is

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

module descriptions.Table 1. Course ModulesModule Title Department Learning OutcomesPowering the Chemical and • Demonstrate the use of the engineering design process as it relates toWorld: Engineering Biomolecular energy technologies,Design & Energy Engineering • Discuss the need for innovative solutions to the global energy challenge,(Instructor 1) • Analyze the trade-offs between economic and regulatory constraints as well as societal and ethical considerations for energy production, and • Communicate technical ideas about energy production to a general

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sasha Gollish, University of Toronto; Bryan Karney, University of Toronto

Tagged Divisions

Mathematics

education and ethics. He was Associate Editor for the ASCE’s Journal of Hydraulic Engineering from 1993 to 2005. He has written or co-written numerous journal papers and articles, including the book titled ”Comprehensive Water Dis- tribution Systems Analysis Handbooks for Engineers and Planners, published by MWH Soft. Bryan has won a number of teaching awards and recognitions including being a finalist in the TVO’s best lecturer competition and received the American Water Works Association’s (AWWA) award for the Best Engi- neering and Construction Publication Article for 2008. Dr. Karney was awarded the Northrop Frye award for excellence in teaching and research in 2009. c American Society

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Paul Wlodkowski, Maine Maritime Academy

Tagged Divisions

Mathematics

. This addresses ethical, analyticaland legal concerns. As the intellectual property portfolio now defines – to a great extent– the value of many technology companies, it behooves the engineer to simultaneouslydesign and document one’s work. Moreover, this documentation approach is furtherenhanced by MATHCAD’s visual interface of mathematical formulae in their standard(textbook) form. As other authors1 have dutifully noted, programming languages andother software packages unfortunately still require a substantial translation or encryption– even for the most basic of mathematical expressions. Lastly, MATHCAD was alsoselected for its nimble facility in displaying and converting all types of engineering unitsand dimensions. From a pedagogical

Conference Session

Engineering and Mathematics Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Murray Teitell, DeVry University, Long Beach

Tagged Divisions

Mathematics

, increasing renewable sources, promoting conservation, and makingenergy conversion more efficient. To muster political support, there has to be an emphasis onsafety, ethics, and maximizing domestic resources. New energy technology is continually beingintroduced: e. g. ultracapacitors, efficient batteries, solar cells, fusion reactors.1,2,3 Energy plansneed to take countenance of these new technologies on the horizon. In order to prepare engineering students to develop energy plans, they should be exposed tomethods in their educational programs. How do you find the best solutions for complex energysystems? What kinds of algorithms are appropriate for this type of problem? These are thequestions the author posed to his mechatronics class

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer P.Eng., Grant MacEwan University

Tagged Divisions

First-Year Programs, Mathematics

needed to account for factors of students’ efficacy in problem solving.This should shed some light on why certain concepts cause some students to have errors in theirequations but not for others. Finally, studies focusing on the results of different teachingapproaches and exercises aimed at improving student’s FBD drawing skills are needed.AcknowledgmentsThis work was carried out under the approval of the Research Ethics Board at the authors’University under the project number 16-17-076.References[1] A. Maries and C. Singh, “To Use or Not to Use Diagrams,” AIP Conf. Proc., 1513, 281, DOI10.1063/1.4789707, arXiv:1601.05467, 2013.[2] P. Kohl, D. Rosengrant, and N. Finkelstein, “Strongly and weakly directed approaches toteaching multiple

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Jayathi Raghavan, Embry-Riddle Aeronautical University, Daytona Beach; Hong Liu, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Mathematics

develop abilities in critical thinking, problem solving, written and oral communication, quantitative analysis, leadership and teamwork, ethics and values awareness, and information technology b. The student will acquire a strong background in applied mathematics with an emphasis on computational methods c. The student will acquire a foundation in physics, computing tools and engineering science necessary to understand how each relates to realistic applications in at least one science application area d. The student will be exposed to computational applications in the sciences and engineering. The student will learn how to synthesize the mathematics, computing, physics, and engineering to

Conference Session

Innovative Instructional Strategies and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Bill Blank, University of South Florida; Victor Hernandez-Gantes, University of South Florida; Maniphone Dickerson, University of South Florida

Tagged Divisions

Mathematics

as teamwork, ethics,and the benefits of diversity, and capstone courses that seek to integrate work through teamprojects, many of the mathematics based courses still teach in a passive manner. Formulas arepresented to students, a few example problems are solved, and students practice by doinghomework. An assessment of student learning is to solve similar problems on an exam.However, what is generally not assessed is a student’s understanding of the very formulas thatare employed. In fact, students can perform quite well on such exams with very littleunderstanding at all.At its core, engineering is the application of mathematics and science to solve practical problemsof the human race. That is, at its core, engineering is not just problem

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zeynep Akcay Ozkan, City University of New York, Queensborough Community College; Dona Boccio, City University of New York, Queensborough Community College ; Dugwon Seo, City University of New York, Queensborough Community College ; Sirin Budak, Univeristy of Wisconsin-Stevens Point

Tagged Divisions

Mathematics

. Emerg. Technol. Learn., 2020, doi: 10.3991/ijet.v15i16.14179.[20] I. Hamadneh and A. Al-Masaeed, “Math teachers’ attittudes towards photo math application in solving mathematical problem using mobile camera,” Educ. Res. Rev., 2015.[21] K. A. A. Gamage, E. K. de Silva, and N. Gunawardhana, “Online delivery and assessment during COVID-19: Safeguarding academic integrity,” Educ. Sci., 2020, doi: 10.3390/educsci10110301.[22] Z. R. Khan and S. Balasubramanian, “Students go click, flick and cheat... e-cheating, technologies and more,” J. Acad. Bus. Ethics, 2012.[23] C. Webel and S. Otten, “Teaching in a World with PhotoMath,” Math. Teach., 2015, doi: 10.5951/mathteacher.109.5.0368.[24] N. Cox

Conference Session

First-Year Programs: Mathematics in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis J. Everett, University of Texas, El Paso; Phillip Cornwell, Rose-Hulman Institute of Technology; Yirong Lin, The University of Texas, El Paso; Norman Love, University of Texas, El Paso

Tagged Divisions

First-Year Programs, Mathematics

all the traditional MechanicalEngineering domains (statics, dynamics, strength, fluids, circuits and thermodynamics) [2]. Byusing the algebraic formulation of CAP, students can begin and advance in engineering studywhile they work toward learning Calculus. This will allow students to progress toward theirdegree while strengthening their mathematics abilities.In contrast, advancing in a typical Engineering curriculum requires the student to enroll inCalculus, because MOST Engineering courses contain SOME content that uses Calculus [3].Some courses require no calculus like Graphics and Professionalism Ethics courses butexceptions are few. This means a matriculate ill prepared to study Calculus must catch up onmathematics BEFORE starting

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adetoun Oludara Yeaman, Virginia Tech; Diana Bairaktarova, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs, Mathematics

interests include multimedia learning, design education and empathic design. Address: Virginia Tech Engineering Education (MC 0218) 345 Goodwin Hall, 635 Prices Fork Rd, Blacksburg, VA 24061.Dr. Diana Bairaktarova, Virginia Tech Diana Bairaktarova is an Assistant Professor in the Department of Engineering Education at Virginia Tech and the Director of the Abilities, Creativity, and Ethics in Design [ACE(D)] Lab.Prof. Tamara Knott, Virginia Tech Tamara Knott is Associate Professor of Engineering Education at Virginia Tech. Her primary responsibil- ity centers on teaching in the First Year Program. Her interests include assessment and pedagogy. Within ASEE, she is a member of the First-year Programs Division, the Women

Conference Session

Mathematics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gavin Duffy, Ohio State University; Sheryl A. Sorby, Ohio State University; Austin Mack, Ohio State University; Brian Bowe, Dublin Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mathematics

in this range.When compared to the men, women begin the first semester at OSU with a large deficit inspatial skills, SAT Math and ACT Math and a slightly lower MPT score but finish thesemester with equal grades. Assuming GPA draws on verbal, mathematical and visuospatialabilities, at a cognitive level, and on several emotional and affective aspects such asmotivation, work ethic and so on, there are at least two possible explanations for thisobservation: (i) the male and female suite of cognitive abilities remain unchanged relative toeach other but females compensate for other reasons or (ii) females improve their math andverbal abilities to reach parity with men and all other things are equal. Since our data set islimited to the cognitive

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Divisions

Mathematics

what they are doing and are very energetic.  It really helped me to stay focused on my math skills and helped to prepare me for my Fall class.  There is a lack of distraction here and I feel motivated to study, rather than do something else. Math Jam provided me with a stronger work ethic, and I got to review a lot of what I might have forgotten over summer. I really liked the "4.0 guaranteed" workshop. It gave me a lot of good ideas.  The commitment and support given by program and tutors alike.  Coming in, I didn't know what to expect but I was very impressed with the program, mymathtest.com, that we used. I liked how it customized your study plan to target your weak points

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul Chanley, North Essex Community College; Michael E. Pelletier, Northern Essex Community College; Linda A. Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Mathematics

Page 22.1377.16towards achieving that goal.Difficulties with a particular assignment should be taken care of before the next scheduled classsession (Drop by the Math Department area, the Math Resource Center (C300), or the MathCenter (C201) with your questions).ACADEMIC ETHICS AND PLAGIARISM:The college expects all students to maintain high standards of academic honesty and integrity.Plagiarism in any form is not to be tolerated. Plagiarism is defined by the college to be the use ofany person's work or ideas as though the work or ideas were your own, without giving theappropriate credit (Please consult the Academic Advising Handbook). Any student found inviolation of this policy may be given an F for the course.METHODS OF INSTRUCTION:Methods

Conference Session

Mathematics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norha M. Villegas, Universidad Icesi, Colombia - University of Victoria, Canada; Stephanie Celis Gallego, Universidad Icesi; Ivonne María Suárez, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Angelica Burbano, Universidad Icesi; Alvaro Pachon, Universidad Icesi; Diego Antonio Bohorquez, Universidad Icesi; Lina Marcela Quintero P.E., Universidad Icesi; Isabel Echeverri, Universidad Icesi; Lady K. Castillo; Cesár Augusto Cuartas Rodríguez, Universidad Icesi

Tagged Divisions

Mathematics

involves the consciousconsideration of the moral as well as ethical implications and consequences of classroompractices on students [2, p. 294]. On the other hand, self-reflection goes beyond critical inquiryby adding to conscious consideration the dimension of deep examination of personal values andbeliefs, embodied in the assumptions professors make and the expectations they have forstudents [2, p. 294]. This suggests that professors in general, and in particular mathematicsprofessors, must engage in some aspects of critical reflection that are needed for playing theeffective reflective practitioner role [1, p. 27] that is required for guiding students in theirlearning processes. 2.2 Reflective practice and professional developmentReflective

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ruth Rodríguez-Gallegos, Tecnologico de Monterrey (ITESM); Rafael Ernesto Bourguet-Diaz, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

see the variables that you haveto use and with that you remember better. Besides, the arrows and the squares adapted in a good way for the mix problems, since you could see them with the tanks and the flows.The problem presented is not an easy task to solve it in class, since it is presented as a case. Thismakes that the different teams rethink their answers and although the problem seems easy, it is notpossible to give a unique answer, and also the students have difficulties to establish a conclusionwithout the help of the software. We assume that incorporating a systemic viewpoint in order tounderstand the complete setting of the problem is helpful. Some matters of social, ethical andsustainable development interest appear within the

Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

N. Jean Hodges, Virginia Commonwealth University, Qatar

Tagged Divisions

Mathematics

question and the minormodifications we made were approved by ACT and used with their permission (seeAppendix C). The pre-test consisted of eight multiple-choice questions related to a printeddiscussion about three ethical viewpoints regarding spending one‟s earnings by giving to charity.It required students to compare and contrast both actual and implied statements to determine thebest of four possible answers for each question. Since the writing instructor monitored the test-taking, students could ask questions about words and phrases they did not understand. Page 25.815.13Consequently, this scenario