Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interest include faculty development, the peer review process, the doctoral experience, and the adoption of evidence-based teaching strategies. American c Society for Engineering Education, 2022 From Remote to Flipped: Increasing Student Engagement through the Classroom FlipOne of the most

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Kathleen M. Hill, Pennsylvania State University; Somayeh Asadi, Penn State ; Matthew M Johnson, Pennsylvania State University; Tiffany M. Lewis

:  Practices1 – List and describe:  Practices1 – List and describe:                Assessment Strategies: Describe the ways in which students will express, clarify, justify, interpret, and represent (text, drawing, diagrams,  presentations, etc…) their ideas and respond to peer and teacher feedback.       Research Question 1.2 ‐  Approach 1.2.1 ‐   Approach 1.2.2 ‐  Approach 1.2.3 ‐          Materials:  Materials:  Materials

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Ronald H Rockland, New Jersey Institute of Technology; Mark R O’Shea, California State University Monterey Bay

Tagged Topics

Diversity

to ensure that their contentknowledge and instructional practices keeps up with the changing base of knowledge andpractices needed for effective classroom instruction. Our experience with providing web-basedprofessional development programs for teachers can serve as a model for distance learningprograms for teachers, where they can enhance their content knowledge and instructionalpractices, and also network with others.Two professional development programs are described that are responsive to teacher isolationfrom peers during a pandemic. Lessons learned from these programs can serve as a frameworkfor the implementation of teacher professional programs during a pandemic or even after apandemic.IntroductionBy its very definition, a

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Gennady Gor, New Jersey Institute of Technology

Paper ID #36227Python for chemical engineers: an efficient approach to teachnon-programmers to programProf. Gennady Gor, New Jersey Institute of Technology Dr. Gennady Gor received Ph.D. in theoretical physics from St. Petersburg State University, Russia in 2009. He continued his postdoctoral research in the United States, at Rutgers University, Princeton University and Naval Research Laboratory. In 2016 he joined the Chemical and Materials Engineering department at NJIT as an assistant professor. He authored more than 60 peer-reviewed publications, and is the recipient of the National Research Council Associateship (2014) and

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Cesar Bandera, NJIT MTSM; Regina S. Collins, New Jersey Institute of Technology

Human Subjects Protection, Export Control, Regulatory Considerations Intellectual Property Protection and Licensing Accounting SBIR Budget, Direct and Indirect Costs Peer Review Evaluation CriteriaIn some respects, it is easier to write an SBIR proposal than business plan (a commonassignment in traditional entrepreneurship courses). Both require a description of the offering,target market, value proposition, and milestones leading to the deployment of a minimum viableproduct or service. However, federal agencies explain in detail the rubric with which SBIRproposals are evaluated; this guides the student’s writing and makes grading less subjective

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Tina Powell, The Orange Public Schools; Devonii L Reid

Tagged Topics

Diversity

. Guided App Projects help students build an app in Xcode with step-by-step instructions whileallowing students try out parts of code with without having to build an entire app from the beginning toaccelerate their coding Swift skills. Xcode Playgrounds helps students learn key programming concepts asthey write Swift code in playgrounds—an interactive coding environment that lets them experiment withcode and see the results immediately.Unit Summary:  Unit 1: Getting Started with App Development  Unit 2: Introduction to UIKit  Unit 3: Navigation and Workflows  Unit 4: Tables and Persistence  Unit 5: Working with the Web  Unit 6: Prototyping and Project Planning

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Amy Voss Farris, Pennsylvania State University; Anna Eunji Kim, Pennsylvania State University

Tagged Topics

Diversity

these sessions and instructor andresearcher fieldnotes. The first author of this manuscript was the primary instructor, the secondauthor was a teaching and research assistant. Written artifacts from the TCs include theexplanations of Quick, Draw! [13] and a conceptual draft of one lesson plan using one of fourAI-related resources that we had introduced during the workshops. The TCs were also asked torespond to short reflective writing prompts regarding the reason why they chose a specificactivity in the lesson plan, how the activity they described in the lesson plan allows students toaccess the learning goals, and how TCs perceive applications of science and technology asimportant or relevant to students’ lives or to TCs’ work as

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

James Lipuma, NJIT; Cristo Leon, NJIT

. [Online].Available: https://www.learntechlib.org/primary/p/211184/[30] S. van Ginkel, J. Gulikers, H. Biemans, and M. Mulder, “Fostering oral presentationperformance: does the quality of feedback differ when provided by the teacher, peers or peersguided by tutor?,” Assessment and evaluation in higher education, vol. 42, no. 6, pp. 953–966,2017, doi: 10.1080/02602938.2016.1212984.[31] S. F. Peregoy, Reading, writing, and learning in ESL: a resource book for teaching K-12English learners, Seventh edition. Boston: Pearson, 2017.