Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Rajarajan Subramanian

the classroomsupplemented by site visits and guest lectures by field experienced personnel. First of all, atextbook was chosen that helps for classroom lectures preparation as well as doing a student’sconstruction project. Several methods of teaching the course CM has tried and tested over theyears by many teachers in college classrooms. The following activities are arranged for thestudents to get involved in classroom events and learn effectively the course content.Course Modules 1. Examinations: There are two examinations given in the whole semester time period. 2. Class works: There are about 20 classwork assignments are given. Each one is unique that involves lots of challenging activities including online exercises

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Sunil Dehipawala; Vazgen Shekoyan; Raul Armendariz; Chantale Damas; Todd Holden; David Lieberman; Tak Cheung

knowledge or experience learnedin the past 1. The role of physics department in a community college can be interpreted as auniversal donor to all engineering departments in terms of student transfer. The learning ofphysics problem solving in terms of fluid intelligence is an effective tool to strengthen thefoundation for technical flexibility to solve problems not learned before. And without fluidintelligence, a student would not even be interested in new horizons such as EntrepreneuriallyMinded Learning.It is important to understand the role of memory in learning when implementing a newpedagogy. Memory and learning are intricately related as revealed by psychology andneuroscience. The striatum and hippocampus are considered to be complementary

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Aparicio Carranza; Casimer DeCusatis

target machines to simulatevulnerabilities often found in real-world systems, using Windows 7, Windows 8, Ubuntu, Fedoraor CentOS.Following the initial setup period, teams of 2 - 4 students begin working their way through thesyllabus topics illustrated in Table 1. In a flipped classroom model, there are no formal lecturesand no exams, tests, or quizzes in this course. Instead, students are expected to complete weeklyreading assignments and submit completed lab projects. There are no fixed deadlines on labproject submission, although students are provided with a recommended timetable and arerequired to complete 9 labs during a 15 week semester (this accounts for 50% of their totalgrade). Class meetings are used to discuss the material and help

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Anita Singh; Dawn Ferry

course often poses several challenges, including the assessment of what wastaught and what student learned in the class. To overcome this challenge, we utilized a projectbased learning approach (Fig 1). The process started with exposing the students to clinicalsettings where they had an opportunity to make observations and explored the clinical setting.Students were taken to the Center for Simulation and Computerized Testing located in theSchool of Nursing within the University. They met with the Director of the center and wereexposed to the existing simulation mannequins including the SimMan, Noelle (a birthingsimulator), two baby Hal simulators, a pediatric simulator, and two iStan simulators that wereused for teaching nursing students (Fig 2

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

achievement level or a mentor)  Cross-level peer tutoring involving two institutions (e.g. an undergraduate tutoring in a grade school to enhance their own understanding of a subject). Implementing Peer tutoring in an online courseIt is important to note that differing outcomes have resulted with the peer tutoring model variationsTopping’s (1996) extensive literature review (summarized in Table 1), presented the manyvariations of peer tutoring implemented by researchers in which all applied a variation of one ofthe four categories described by Falchikov above: Table 1: Peer-tutoring Variations Peer tutoring Style Description Cross-year

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Sridhar Santhanam

, three tests and one final exam were administered just like in a traditionlecture class and these comprised 75% of the final grade.III. Student FeedbackA survey was conducted at the end of the course to obtain student feedback on their invertedclassroom experience. Students were asked to respond to five questions on a five point scale(1=strongly disagree, 3=neutral, 5=strongly agree). The questions and the mean student responseare shown in Table 1. Table 1. Student Feedback on Inverted Classroom Experience Question Mean student Standard response DeviationI feel the format of this

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Gang Feng

-study approaches would beproposed and discussed based on the students’ feedback.I. IntroductionStatics is foundational for most scientific and engineering disciplines, such as aerospaceengineering, civil engineering, electrical engineering, chemical engineering, mechanicalengineering, materials science, and biology.1 Many important engineering concepts and methodsare introduced in statics.1 Moreover, students will develop physical insights on engineeringproblems, which is important for understanding and designing engineering systems.Learning from problem-solving is the most critical step for students to master the fundamentalconcepts and methods of Statics.2, 3 Lecturing has been the standard approach for teachingstatics, while the problem

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Somer Chipperfield; Kelly Yoder; Sadan Kulturel-Konak; Abdullah Konak

effectiveness of the proposed interest assessment framework.Keywords– assessment, global awareness, interestI. IntroductionEngineering educators and practitioners have recognized the necessity of educating globallycompetent engineering graduates, who will be capable of working globally in collaborative andcross-cultural contexts. According to a National Science Foundation (NSF) article1 titled,“Investing in America’s Future: Strategic Plan”, it is reported that the new challenges for scienceand engineering are becoming global, and these members of the workforce are being asked tocollaborate across national boundaries and with different cultural backgrounds.1 However,limited research has been conducted on the interest of global awareness among the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Shawn Gross

thetopics of eleven of these periods. Specific learning outcomes are identified and an in-depthreview of one flex-period exercise is provided. Student feedback from two years of studentsurveys is presented. Administrative considerations such as faculty time requirements andcourse section sizes are also discussed.IntroductionThe Department of Civil and Environmental Engineering (CEE) at Villanova University beganoffering its required mechanics sequence in a new integrated format to sophomores beginningwith the Fall 2009 semester. As shown in Table 1, the classical sequence of coursework insubjects of Statics, Dynamics, Mechanics of Solids, Fluid Mechanics, and Civil EngineeringMaterials was replaced with a series of three four credit courses. An

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Vijay Kanabar; Carla Messikomer

or fail, representingmore than 90,000 completed IT projects. The Standish Group research shows a staggering 31.1%of projects will be canceled before they ever get completed. 7 The CHAOS report has acomprehensive analysis of many things that must be considered to optimize projects. It is a clearand easy document that outlines the most important areas projects can succeed or fail. Inevitablychanges during the project cause problems. And from our experience, one of the biggest risks inproject is a breakdown in technical and interpersonal communication. So the project managermust be an excellent communicator and must interact with many different constituenciesespecially stakeholders. Some examples of stakeholders are listed below: 1  Upper

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Matthew J. Traum; Christopher F. Anderson; Christopher M. Pastore; Michael J. Leonard

theinitial approaches to overcome them. Challenges and approaches to overcome them include 1)proceeding with projects where technical expectations exceed course content by applying Just-In-Time Learning, 2) overcoming apparent differences between design approaches inengineering and other academic fields by incorporating an interdisciplinary lexicon intoengineering courses, 3) using protocols for work presentation borrowed from other disciplinesthus allowing for effective team work, and 4) coordinating interdisciplinary team work sessionsand meetings with faculty and sponsors through deliberate course co-scheduling and classroomflipping.2014-2015 is the first academic year in which all these techniques have been analyzed inengineering courses on

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Arthur Rozario; Zhenkang Yang; Abe Yang; San Peng; Qing Guan; Ying Dong; Sunil Dehipawala; Andrew Nguyen; Alexei Kisselev; Todd Holden; David Lieberman; Tak Cheung

the various engineeringsubfields. An entrepreneurial mind would include concepts on customer needs, market trend,technical support, and product presentation; and the selected technology topic learning would befurther facilitated with electroencephalography EEG consumer technology. We found that theEEG technology is a good example for students to learn about the following standard issues in aconsumer based business that requires a solid engineering attitude on: (1) the needs of a client,(2) the technical feasibility, (3) the client’s confidence in the offered solution, and (4) thecompany’s product overview or summary. The utilization of EEG as a simulation of a company-client situation, with a student acting as a company and a professor acting

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Anurag Purwar; Pranav Korrapati; Q. J. Ge; Xin Ge

linkages for a givenmotion parameterized by a set of task positions. The app also provides a touch-based, GUI-driven,feature-rich intuitive environment for simulating existing and synthesized mechanisms, examinebranch-, circuit-, and order-defects, import images of existing machines to overlay a new mecha-nism, export types and dimensions, and reverse-engineer an existing mechanism. This app fills thecrucial void in the machine design and manufacturing pipeline by enabling students and industryprofessionals to innovate and invent machines that can carry out functional or artistic motions.1 IntroductionIn this paper, we are presenting MotionGen, a mech-anism design app for iOS and Android platforms forenabling machine design innovation among

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Jessica L. Isaacs; Anthony Bellezza; Vicki Brown

Sports Concept Design: An Entrepreneurial Co- and Extra- Curricular Activity 1 Jessica L. Isaacs, Ph.D.; 1Anthony Bellezza, Ph.D.; 2Vicki Brown Ph.D.;Widener University: 1Department of Mechanical Engineering, 2Department of Civil EngineeringAbstractA new special topic course and an extracellular activity were created in Spring 2014 within theDepartment of Mechanical Engineering at Widener University aiming to introduce students tothe process of designing and development of new technologies. Students were asked to develop anew sports-related application for an existing sensing system by Nike, Inc. (Beaverton, OR) andcreate an elevator pitch to sell their idea. Seven

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

David W. Dinehart; Warren Chan; Dorothy W. Skaf

used at each hostschool. Table 1 lists the current activity themes, however students and host schoolteacherscontinue to suggest new topics that can be developed. The activities are intended to highlightSpring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova Universityimportant concepts within engineering, such as material properties, structures and their stability,natural resources, energy, sustainability and chemical transformations. The presentations can begiven by one NovaCANE student or shared among the volunteer group. The critical requirementfor each activity is that it must be able to be performed safely within the host school environmentwith materials provided by NovaCANE. In addition to the activity itself, interactions

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Steven Magluilo; Abdullah Konak; Sadan Kulturel-Konak; Ivan Esparragoza; Gul E. Okudan Kremer

domain by goingthrough three progressive and incremental experience-based stages, i.e., acclimation, competencyand proficiency1. The MDL posits that the nature of domain knowledge, strategic processingabilities, interests, as well as their interactions, are different across the acclimation, competency,and proficiency stages. Within PEAR, evaluation items are categorized as knowledge, strategicprocessing, and interest, and are mapped against the MDL stages.III. Description of PEAR SystemIn this section, we explain the peer assessment process within PEAR.Instructor DashboardThe PEAR instructor dashboard (Figure 1) is the starting point that an instructor will work from.The dashboard has three main sections: Instructor Assessments, Peer Evaluation

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

Universitywithin time and budget constraints as some of the crucial skills that engineers must possess to besuccessful in the workforce.6The 21st century skills are a broad set of abilities that are essential for students to develop tosucceed in our current era7 and provide the nation with skilled STEM graduates. P21 frameworkfor 21st century learning is one of the models established to illustrate the adoption of 21st centuryskills in education.8 Within this framework for 21st century learning, there are four categories ofskills and knowledge that students should master in order to succeed in the workforce. These arecategorized as: 1) core subjects and themes, 2) learning and innovation skills, 3) technologyskills, and 4) life and career skills.8 Learning

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ralph C. Tillinghast; Amelia W. Wright; Leslie A. Stevens

. Further a thorough analysis ofthe stakeholders involved will be presented, outlining the obstacles and advantages that mayallow MOOCs or deny them from altering current educational models.Index Terms – MOOC, Online Courses, Education, Disruptive Innovation, Academic, STEM.I. IntroductionThe online world shifted between 2002 and 2008 from Web 1.0 to 2.0, moving from closed-content distribution for consumption to open-source collaboration; this has allowed for users’own educational creations through production of ideas.1 Through this growing increase ofeducational information via the internet, the emergence of Massive Open Online Courses(MOOC) is continuing to grow. These educational materials span from Pre-K through postdoctoral courses. As

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael Korostelev; Ning Gong; Ralph Oyini Mbouna

. Through two-way teachingand gamification, students converge on real aspects of digital communication while unwittinglydesigning an IP protocol frame. Student feedback shows that they are responsive to themethodology while work samples demonstrate a number of creative solutions that supportstudents' understanding of the subject.1. IntroductionPeople have become dependent on technology. Our standards for an educated individual have toadjust to our needs for technology and must include some form of study of technology orengineering. In today’s society, engineering skills are vital in professional life. Manyundergraduate engineering departments are now offering courses as part of the general educationcurriculum for non-majors to give students an

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ellyn A. Lester; Linda M. Thomas

excellence in 1) theprovision of engineering services as a business, or 2) in the “engineering” of one’s own career asan engineer.At our institution, the vast majority of Masters students in Construction Management (CM) enterwith Civil Engineering bachelors. Others are extending their undergraduate coursework to earnthe CM Masters degree. Our curriculum focuses on development of well-rounded graduates withnot only discipline-specific skills and knowledge, but soft skills that will fuel future success.Towards that end, the pilot course takes a two-pronged approach: 1) improve the value ofgraduates to their firms, and 2) improve the ability of graduates to manage their own careers.Both of these objectives are contextualized within the cyclical nature

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

, having effective teamwork skills inengineering contexts is important. Multi-disciplinary teams bring together a pool of talents,experiences, and knowledge base, which cannot be embodied in an individual. However, themulti-disciplinary nature of a team does not guarantee successful team performance. Theresearch shows that the success of a team depends on how effectively team members are able toshare information, assign tasks based on the strengths of team members, coordinate tasks, andprovide feedback to one another.1 It is essential that engineering graduates have teamwork KSAto function effectively in teams. Engineering programs have responded to this need byincorporating teamwork into all levels of academic curricula.Table 1 summarizes a set

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Russell Trafford; Linda Head

Clinic. When it comes to the labs, it is up to the instructor tocreate whatever project he/she would like to do, with the only stipulation that the project mustbe able to have concepts from multiple engineering disciplines. This leads to a large variety ofexperiences between classes, with semester long projects such as Facial Recognition, BiofuelSynthesis from Restaurant Oil, Coffee Maker Design Analysis, Flood Mitigation Simulations,and Wind Turbine Design [1]. A common problem arising from this style of collaborativeproject work is that students who are enrolled in an engineering discipline not directly relatedto the project (i.e. “Out-of-Discipline”) tend to lose interest and in turn not gain as muchexperience as those who feel they would use

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Doug Kim

. 𝑷𝑳 𝒅 = 𝟏𝟎 𝐥𝐨𝐠(𝑷𝑳 𝒅 𝟎 ) + 𝟐𝟎 𝐥𝐨𝐠(𝒅 𝒅 𝟎 ) (1)1where d0 is a reference distance that satisfies far-field condition.The next step is now to add more realistic view of the signal propagation by adding the path-lossexponent and some probability components to Eq. 1. The students generally have a difficult timeunderstanding statistical behavior of propagating signals. Randomness generated three basicpropagation mechanisms can be used for an explanation as the objects in the signal path candynamically change and produce different paths at a given time. Thus, the signal strength at agiven distance from the transmitter can only be described by its statistical parameters. The firstof the statistical model introduced is log

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Sunil Dehipawala; George Tremberger; Wenli Guo; Eva Hampton; Todd Holden; David Lieberman; Tak Cheung

opportunityto introduce our physics class students to humanitarian application as well. QueensboroughCommunity College introduced servicing learning via the quotation from US Government Learnand Serve America 1 "Service-Learning is a teaching and learning strategy that integratesmeaningful community service with instruction and reflection to enrich the learning experience,teach civic responsibility, and strengthen communities." Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityCollaboration between faculty and community partner in designing a project based on thepartner's specific goals and needs is an important aspect. The pedagogy in teaching servicelearning with the New York Public Interest Research Group

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Alex Antunes; Angela Walters; Amanda Raab

previous schooling) f. Shipping can be a significant component but usually factored in at the end g. Tedious to look up/translate lots of items among vendor, tendency to go for non- optimal solution just to be done with it h. Original parts list had errors/ambiguity that, if noticed, could only be resolved with schematic. i. Some parts realized as unsuitable only after they arrived i.e. wrong form factor or pinouts compared to the PCB itself. j. Re-orders resulted in those teams being behind schedule (intentional time built into course for this) and, in 1 case, unable to finish (2nd order also flawed) k. Outcome: hopefully students learned about sourcing and

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Orla Smyth LoPiccolo

same time durations. The results of this studywill provide faculty with an understanding of the relative benefit of providing guided notes or askeleton outline to their students. Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityIntroductionStudents succeed in learning when they are engaged and interested in a course, they have writtentheir own notes, and they have applied what they have recorded in an active manner.1 Activelearning has been proven to be a superior method of learning material instead of sitting still whilelistening to an instructor explain new information on a consistent basis. In order to applyconcepts to a project, problem or case study, students must first understand the basics of

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Paul B. Crilly; Richard Hartnett

are taught in most Electrical Engineering antenna courses.Phased arrays provide a practical method of achieving gain and directivity where ordinary directionalantennas would not be feasible [1]. However, it has been observed that many students may not fullyunderstand, or may not have a physical feel for this powerful concept. Building and characterizing a phasedarray system is relatively challenging for practical RF systems. It requires relatively costly instrumentationand an antenna range that is free of obstructions. These may not be readily available in many schools andthe required infrastructure may be cost prohibitive for some schools. Even more problematic, it may notgive the student the necessary insight into fully understanding the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Garrett M. Clayton; Allen Tan; Jordan Ermilio; Aaron Wemhoff

VU-GWHF Partnership for Humanitarian Engineering Garrett M. Clayton1, Allen Tan2, Jordan Ermilio3, and Aaron Wemhoff1 1 – Associate Professor, Department of Mechanical Engineering, Villanova University 2 – Director, Phnom Penh Design Lab, Golden West Humanitarian Foundation 3 – Director, Villanova Engineering Service Learning, Villanova UniversityOver the past three years, Villanova University (VU) and the Golden West HumanitarianFoundation (GWHF) have partnered to engage students in international engineering designprojects focused on unexploded ordnance (UXO) remediation. To date, senior design projectsstemming from this partnership have involved over 25 undergraduate and graduate

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Firdous Saleheen; Salvatore Giorgi; Zachary Smith; Joseph Picone; Chang-Hee Won

application to an entry-level circuits course.The paper is organized as follows: Section II is an overview of VOLTA design, Section IIIdescribes the assessment methods for VOLTA, and Section IV presents the assessment methodsand results. Finally, conclusions are presented in the last section.II. VOLTA Design OverviewThe Virtual Open Lab Teaching Assistant (VOLTA) is a virtual assistant that can guide a studentthrough hardware-based electrical engineering circuits laboratory. Fig. 1 provides an overview ofthe VOLTA architecture. The different modules of VOLTA, hosted in a server, are accessible viathe Internet for the instructors, developers, and students. The students use a portable compacthardware setup for circuit implementations. VOLTA is

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Jacob J. Elmer; Noelle Comolli

student survey, all of theproblems were rated highly (< 2.5) on a 3-point scale that indicated whether the problems wereineffective (1 pt), needed some improvement (2 pts), or were effective “as is” (3 pts). Due to thispositive feedback, we will be assigning this project again in future classes, perhaps with a fewadditional unit operations (e.g. a distillation step or refrigeration cycle).I. Introduction Project-based learning (PBL) is an intriguing approach to engineering education in whichstudents are assigned projects that require them to apply the concepts learned in class towardssolving relevant real world problems. PBL has been shown to have many significant benefitscompared to traditional sets of isolated or unrelated homework