Collection

2021 ASEE St. Lawrence Section Conference

Authors

Paul Benjamin Crilly, United States Coast Guard Academy

will demonstrate this phenomenon using signals ofopportunity such as NIST’s 5 and 10 MHz time/frequency broadcasts. We also discussed howthe D-layer absorbs signals below 8 MHz and thus inhibits long distance transcontinental sky-wave radio propagation during the daylight hours.IntroductionRadio waves, like light waves normally travel in a straight lines. However, they can traverse theearth’s curve by means of diffraction, reflection, refraction or reflection. Signals that propagatebelow 10 km from the earth’s surface, are referred to as ground-waves, and those that propagatevia refraction or reflection off the ionosphere are referred to as sky-waves. These two means areillustrated in Figure 1. Ground wave propagation occurs over relatively

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Alison Wood , Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Program (GCSP) and the Director of the Babson-Olin-Wellesley Sustainability Certificate program, in addition to teaching courses on Modeling and Simulation, decision-making for sustainable systems, and a GCSP course using critical reflection for development of community-oriented identity, which she co-created with Dr. Robert Martello. After graduating from Harvard University with a B.A. in Dramatic Literature, Dr. Wood worked pro- fessionally in theater and wrote and recorded two musical albums. She then returned to school to study engineering, earning a B.S. in Civil Engineering from Rutgers University. Dr. Wood then went on to earn a Master of Science in Engineering in Environmental and Water Resources Engineering

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Gerald Tembrevilla, McMaster University; Andre Phillion P.Eng., McMaster University; Thomas E. Doyle, McMaster University; Shelir Ebrahimi, McMaster University; Colin McDonald P.Eng., McMaster University; Melec Zeadin, McMaster University; Bosco Yu, McMaster University

bestpractices of combining TAs and IAIs in a course. A mixed methodology [2, 3] was employed. Itconsisted of a self-assessment survey regarding TAs (N=50) and IAIs’ (N=5) roles, preparation,and experiences, and a follow-up semi-structured interview with TAs (N=15) and IAIs (N=5).Findings showed that synergy between TAs and IAIs revolved around five themes, whichinclude: (i) complementarity of roles, (ii) practical issues, (iii) reflective practices, (iv)professional development, and (v) perceived student engagement. The TAs and IAIs perceivedthat first-year students’ overall learning experience in the course was enhanced.To further promote such synergy, this study’s findings suggested the following: (1) establishconsistency and coherence with all

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Richard L Wilson, Towson University

betweentechnologies, the users of these technologies, and those upon whom technological artifacts haveinfluence. Technologies and technological artifacts have an influence upon the lived experience ofthose who employ them and upon the lived experience of those upon whom the artifacts are used.According to Rosenberger all postphenomenological studies share three main components:understanding the roles of technologies in the human technology-world experience, usingexperimental cases to reflect this experience, and the construction of an analysis of the co-shapingor co-constitution of human and technology to create the human-technology connection.”[25] Thecase based method developed here employs the postphenomenological framework and style ofanalysis to bring

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Basile Panoutsopoulos, Community College of Rhode Island

. presentation of the material before the experiment. Mathematical description ofsignals or functions.Figure 07. Measurement of the resistance of a resistor using a multimeter.The Face-to-Face Laboratory:The face-to-face experiments part of the laboratory course, consists of fully contactedexperiments by the students at the College’s laboratory under the direction and supervision of theinstructor.The students work individually and in teams. This approach fully reflects the industrial approachwhere engineers work either on a specialized part of a project, alone or on a part of a big projectalong with other engineers. The approach prepares them for industrial employment. Thelaboratory consists of one experiment in a three-hour time once a week. The

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Sreeram Kashyap, University at Buffalo, State University of New York

Tagged Topics

Diversity

-aligned practices in another, and effective communication andconsideration of social and cultural context in the third. The structure and activity of each club wasfundamental to the learning that occurred [10]. Another study focused on the co-curricularexperiences of African-American students reported gains in teamwork and reflective behaviorthrough involvement in engineering clubs compared with their non-participating peers [11]. Theyalso found that more engagement led to higher gains [11].Other co-curriculars that are not necessarily limited to engineering, like makerspaces, have beenshown to provide important educational benefits. Co-curricular activities, including non-engineering activities, that involve multidisciplinary design elements can

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Belinda B. Wang P. Eng., University of Toronto

. Students could ask questions during a lecture and get instant feedback. Inearly 2020, the COVID-19 pandemic smashed through the traditional educational model that wehave known since 1635 – the creation of the first public school in America. The physicaldistancing requirement erected an unimaginable barrier between the educators and the learnersovernight. Educators had to rethink and make huge adjustments to adapt to teaching in a virtualenvironment. In this paper, I share my personal experience developing an integrated onlinecourse from inception to implementation, and reflect on online education for the future.Mode of DeliveryFirst and foremost, when building an online course, the mode of delivery needs to be determined– whether to give lectures

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Michael Shenoda, State University of New York, College of Technology at Farmingdale

availability of the cost data provided by theinstructor in Fall 2020 was reflected in lower spending on course materials; and (c) there isconsistency in usage of the OER materials across the offerings, although it is noted that greaterusage of the material could have been fostered (the instructor’s notes are also comprehensive,though, and were likely not considered among the OER materials by the students).The responses to Questions 8 and 9 are presented in Figures 9 and 10. These two questions maybe considered to surmise the overall attitudes of the students about OER implementation in theCON 357 course. Coming after the previous questions, and not before or in the absence of thosequestions, they should have given the students the opportunity to

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Bosco Yu, McMaster University; Liza-anastasia Dicecco, McMaster University; Dakota M Binkley, McMaster University, Hamilton ON, Canada and Université de Grenoble Alpes, Grenoble, France; Hatem S. Zurob

. We are takingadvantage of social media by creating novel science-related posts every few weeks, to encouragelearners to engage with the subject and conduct further research about various scientific conceptsthat are related to the course content but are outside the syllabus. The goal of these social mediaposts is to make students excited about learning and guide their self-directed studies in materialsscience (see Instagram posts in Fig. A6). It is also worth mentioning that some learners haveprivately mentioned to the instructor that they appreciate the additional content, which provides apersonal touch and demonstrates a sense of caring for the students during the global pandemic.6. Student Evaluations and Teaching Reflections In

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Eric Anderson R.A., Farmingdale State College

to on-line student services created to provide a seamless transition from in-person to remote learning. While many of the links were not specifically related to deploying course resources, they became a convenient access point for students to seek help with many student related services, thus increasing the value of the site to the students.• A wayfinding strategy to organize pertinent information provide feedback into restructuring the organization of the course materials into themes vs. modules• The journal section of the site became the focus for tracking group progress, conflict, and reflection. Instructor feedback for weekly reports and expanding on requests for information were provided weekly.• Using Google