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Creating Laboratories to Aid Student Modeling Ability in Calculus I

Conference Session
Mathematics Division Technical Session 2
Collection
2018 ASEE Annual Conference & Exposition
Authors
Ashley Bernal, Rose-Hulman Institute of Technology; Jeffery J. Leader, Rose-Hulman Institute of Technology; Jessa B. Ward, Rose-Hulman Institute of Technology
Tagged Divisions
Mathematics
Paper ID #23553Creating Laboratories to Aid Student Modeling Ability in Calculus IDr. Ashley Bernal, Rose-Hulman Institute of Technology Ashley Bernal is an Assistant Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. She received her PhD from Georgia Institute of Technology in 2011. She was an American Society of Mechanical Engineers (ASME) teaching fellow and Student Teaching Enhancement Partnership (STEP) Fellow. Prior to receiving her PhD, she worked as a subsystems engineer at Boeing on the Joint Un- manned Combat Air Systems (JUCAS) program. Her research areas of interest include
Relevance Score: 1.047659

The Benefit of Training Undergraduate Teaching Assistants

Conference Session
Mathematics Division Technical Session 4
Collection
2018 ASEE Annual Conference & Exposition
Authors
Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia; Lindsay Wheeler, University of Virginia
Tagged Topics
Diversity
Tagged Divisions
Mathematics
Paper ID #23848The Benefit of Training Undergraduate Teaching AssistantsDr. Gianluca Guadagni, University of Virginia PhD in Mathematics University of Virginia Assistant Professor, Applied Mathematics, Department of Engineering and Society, School of Engineer- ing and Applied Sciences, University of Virginia.Dr. Hui Ma, University of Virginia Hui Ma received her Ph.D. in applied mathematics from the University of Alabama at Birmingham in 2012. Her current research focuses on the Errors-In-Variables (EIV) model and fitting geometric curves and surfaces to observed data points. Before joining the University of Virginia
Relevance Score: 0.9373671

Technology’s Role in Student Understanding of Mathematics in Modern Undergraduate Engineering Courses

Conference Session
Mathematics Division Technical Session 4
Collection
2018 ASEE Annual Conference & Exposition
Authors
Andrew H. Phillips, Ohio State University
Tagged Divisions
Mathematics
Graduate Teaching Associate for the Fundamentals of Engineering for Honors program, he is heavily involved with developing and teaching laboratory content, leading the maintenance of the in-house robotics controller, and managing the devel- opment of the robotics project. c American Society for Engineering Education, 2018 Technology’s Role in Student Understanding of Mathematics in Modern Undergraduate Engineering CoursesAbstractThis paper seeks to identify important implications on the use of technology in the teaching ofmathematics in modern undergraduate engineering courses. These are used to create a big pictureof the current situation of engineering mathematics teaching
Relevance Score: 0.019107273

Motivation Building Strategies of Mathematics Instruction for Undergraduate Students in Mechanical Engineering

Conference Session
Mathematics Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Amitabha Ghosh, Rochester Institute of Technology (COE)
Tagged Topics
Diversity
Tagged Divisions
Mathematics
students fromfreshman through junior levels using a carefully redesigned curriculum of engineering sciencecore courses (ESCC) and a blended set of applied laboratories. ESCC consists of six core coursestaught by teams of ME faculty with clearly set educational objectives and managed by acoordinator and trained teaching assistants. Though essay type examination questions candemonstrate positive learning outcomes, multiple choice questions are better to pinpoint areas ofconceptual difficulties. After designing and adopting ESCC in 2006, faculty agreed that carefullydesigned multiple choice questions should form an integral part for all examinations in coreclasses. We frequently discuss performance data on conceptual questions and archive them
Relevance Score: 0.01772049

Using Concept Maps to Assess Student Learning in a Multi-Section Introduction to Engineering Course

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
Paper ID #22569Using Concept Maps to Assess Student Learning in a Multi-Section Introduc-tion to Engineering CourseDr. Kristen L. Sanford Bernhardt P.E., Lafayette College Dr. Kristen Sanford Bernhardt is chair of the Engineering Studies program and associate professor of Civil and Environmental Engineering at Lafayette College. Her expertise is in sustainable civil infrastructure management and transportation systems. She teaches a variety of courses including sustainability of built systems, transportation systems, transportation planning, civil infrastructure management, engineering economics, and Lafayette’s
Relevance Score: 0.013999235

Implementing the Wright State Model First-Year Engineering Mathematics Course in a Startup School of Engineering

Conference Session
Mathematics Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Lynn Albers, Campbell University
Tagged Divisions
Mathematics
Paper ID #23669Implementing the Wright State Model First-Year Engineering MathematicsCourse in a Startup School of EngineeringDr. Lynn A Albers, Campbell University Dr. Lynn Albers is an Assistant Professor in the newly formed School of Engineering at Campbell Uni- versity. A proponent of Hands-On Activities in the classroom and during out-of-school time programs, she believes that they complement any teaching style thereby reaching all learning styles. She earned her doctorate in Mechanical Engineering from North Carolina State University specializing in thermal sci- ences where her dissertation research spanned three
Relevance Score: 0.012808766

Prevalent Mathematical Pathways to Engineering in South Carolina

Conference Session
Mathematics Division Technical Session 4
Collection
2018 ASEE Annual Conference & Exposition
Authors
Eliza Gallagher, Clemson University; Christy Brown; D. Andrew Brown, Clemson University; Kristin Kelly Frady, Clemson University; Patrick Bass, The Citadel; Michael A. Matthews P.E., University of South Carolina; Thomas T Peters, South Carolina's Coalition for Mathematics & Science; Robert J. Rabb P.E., The Citadel; Ikhalfani Solan; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Mathematics
Paper ID #23231Prevalent Mathematical Pathways to Engineering in South CarolinaDr. Eliza Gallagher, Clemson University Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University, with joint appointments to Mathematical Sciences and Education & Human Development. Her research inter- ests include student cognition in mathematics, development of teacher identity among graduate teaching assistants, curricular reform to foster diversity and inclusion in STEM fields, and development of mathe- matical knowledge for teaching.Dr. Christy BrownDr. D. Andrew Brown, Clemson UniversityDr
Relevance Score: 0.009606575