Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kenneth E. Dudeck; Joseph A. Ranalli

math, science and engineering fundamentals. The programprovides opportunities for team-based, industry supported research and design projects,thus preparing graduates for careers in for-profit or nonprofit organizations, or to furthertheir education in graduate school.The educational objectives of the General Engineering program are to produce graduateswho, during the first few years of professional practice will:  Be employed by industry or government in the fields, such as, design, research and development, experimentation and testing, manufacturing, and technical sales.  Assume an increasing level of responsibility and leadership within their respective organizations.  Communicate effectively and work

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Clement Ekaputra; Zuyi Huang

assumptions”. If theUSA is to remain at the forefront of innovation, the quality of education at the high school stagemust rise. Whether it is a substandard STEM teaching force or a general disinterest in the STEMfields, it is unclear, but a way to attract more students’ attention to these topics is through earlyresearch experience and projects. Such experiences should boost the interest and confidence ofstudents in STEM related areas, and encourage them to pursue higher education and degrees inthem, while giving them an introduction to such topics. The goal of this work is to demonstratethat education in engineering, such as process simulation and control, at a high-school level canbe effective in garnering interest and knowledge, with a project in

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Aparicio Carranza; Casimer DeCusatis

opportunity to collaborate with the CCAC and take advantage of their facilitiesto further their interest in cloud security. Marist is also developing a series of courses which willlead to a degree specialization in cybersecurity, leveraging the capabilities of the CCAC lab andits academic partners. This nontraditional, federated approach to technical education has yieldedmany benefits for the institutions involved, and provided students with a richer undergraduateexperience. Students at each of the participating schools can take advantage of the test bed atMarist College to conduct undergraduate research projects or independent study, as well asdeveloping a bridge to graduate studies. Remote access to the Marist test bed is being enabled for

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

of how other people take [the] lead.”Some exhibited a lack of confidence as keystone. Lucy felt conflicted about the role, stating, shewas “…not sure that we’ll lead a discussion that we may not fully understand ourselves…we don’tknow that what we’re presenting we understand any better that our teammates as keystone…we’renot any more qualified to be an expert than anyone else in that subject…” Mike concurred, “Youhad to have a really in depth knowledge of the topic for the week.” Implementing Peer tutoring in an online courseThere were some issues with peer interaction. Lucy complained about getting their peers toparticipate in the team. “It took a lot to start drawing them out” said Lucy. General frustration wasfelt

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kevin Scoles

Project Week 3 10 Wrap-up Economics in HOMER Project Work Project Week 4The course has gone through a transition in its method of delivery from face-to-face, to flippedclassroom, to fully online. The first offering was in fall of 2011-12 as a special topics course. Itwas taught as a flipped class in winter quarter 2012-13, entered the course catalog in 2013-14,and has been taught online three times since winter 2013-14. Putting the course online servesseveral needs. First, it provides the means to combine students from Drexel’s main campus withthose on a satellite campus in New Jersey, and have these students actively interact. Secondly, itgives students in a two-quarter co-operative education cycle a chance

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

://www.edpsycinteractive.org/topics/cognition/bloom.html7. Hunter, B. (2006) “What Does It Mean to Be Globally Competent?” Journal of Studies in International Education 10(3), 267-285.8. Lohmann, J. R., Howard A. Rollins Jr., and Hoey, J.J. (2006) “Defining, Developing and Assessing Global Competence in Engineers.” European Journal of Engineering Education 31(1), 119-131.9. Morrison, T., and Wayne A. (2006) Conaway. Kiss, Bow, or Shake Hands: The Bestselling Guide to Doing Business in More than 60 Countries. 2nd ed. Avon, MA: Adams Media,10. Deardorff, D. K., and Hunter, W. (2006) “Educating Global-Ready Graduates.” International Educator 15(3), 72-83.11. McGraw, D. (2004) “Putting it into perspective.” PRISM, 13(5), 24-29.12. Partnership for 21st Century

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Anita Singh; Dawn Ferry

. IntroductionThe ultimate goal of engineering education is to graduate engineers who can design andimplement solution to existing societal problems. To accomplish this goal, meaningfulengineering design experiences are integrated into the curriculum as early as during the firstyear. In addition to the cornerstone project course such as introduction to engineering design, thefirst two years of the curriculum are devoted primarily to the basic sciences, followed byadvanced courses in the last two years that familiarize the students with discipline specifictechnical contents. To conclude the engineering design learning experience, engineeringundergraduate education has a capstone senior design project course that allow students toimplement design process

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

but also to ensurethat these graduates are prepared to be leaders and innovators in emerging STEM fields. A partof this reform depends on the quality of undergraduate engineering education experience. Inaddition to providing strong analytical skills, undergraduate engineering education needs tostrengthen skills that prepare graduates to work within rapidly diversifying STEM fields. Futureinnovators need to be prepared to adapt to modern technology, collaborate with people fromoutside their discipline, and be able to apply their skills to solving new problems. Anderson et.al.cite attributes such as problem-solving, team work, clear communication, effectively working Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Russell Trafford; Linda Head

year, when they take Sophomore Clinic I alongside College Composition II. As forthe impact (or lack there-of) of the absence of lab-specific homework, the lab instructor feelsthat the reinforcement is built into his instructional lectures before students began the labs. Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova UniversityIII. Using Smart Devices in the Classroom for In-Class EvaluationsThe lab instructor, a recent graduate of the BSECE program at Rowan University, is in-tunewith the current generation and extremely comfortable with using technology in the classroom.As an avid purveyor of the newest devices and software, one of the more memorable points inthe lab instructor’s freshman experience was the use

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

William E Kelly

 Criterion 3(c).  A wide range of resources are included on the OEC that cover these topics in many although not all engineering fields.    III. The Expanded Online Ethics Center   The goal of the OEC expansion project is to become  the “go to” place for ethics in engineering and science.  The OEC will continue to support traditional engineering ethics education but with its expanded content it will  address  issues across science and engineering at the undergraduate and graduate levels.  The expanded OEC will also provide coverage of the global aspects of ethics.    The expanded OEC content areas are:   ● Research Ethics  ● Engineering  ● Life and Environmental Sciences  ● Computer, Mathematics, and Physical Sciences  ● Social

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ellyn A. Lester; Linda M. Thomas

describing new home starts over the same time period, at thesame scale. Key transitions such as educational program completion, changes in employment,key honors or milestones, and other factors specific to each professional were included. Anyapparent correspondences were identified and discussed further with the interviewee in search ofinsights. These were then presented in class using student generated graphics of their owndesign.In another example, a Senior Vice President of Construction/Development at a New York-basedequity firm with more than 40 years of experience was interviewed. After asking the keyquestions, and specifically addressing major “external forces,” the student created severalgraphics to capture the Senior Vice President’s entire

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

programestablished within Villanova University’s College of Engineering in 2009. The group aims todevelop excitement and interest towards engineering careers, especially among under-represented groups, by offering hands-on educational activities in engineering and science at hostschools. The initial group membership was primarily focused on graduate students and upper-class undergraduates1 but has transitioned to more significant undergraduate membership. This isconsistent with a strong service-learning commitment among Villanova undergraduates and thefaculty.The founding group was comprised of primarily civil engineers who created activities associatedwith structural engineering for sixth grade students. Due to interest expressed by the hostschools, the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Eric Musselman P.E.; Shawn Gross

structures is presented through the use of an extensive student survey, as well as theperformance of the students on the quizzes. The students’ attitude towards the quizzes as well asthe entire course was improved though optimizing the format of the quizzes. The most recentiteration of the course resulted in very strong student buy in to the inverted structure, with thevast majority of students coming to class having watched the videos and prepared to engage inthe active learning activities that are the focus of the inverted classroom structure.IntroductionThe inverted classroom format is a topic that has received a great deal of attention recently,particularly in the area of engineering higher education. The inverted or “flipped” classroomtypically

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

) Professional skills assessment: Is a model of domain learning framework appropriate? International Journal of Quality Assurance in Engineering and Technology Education, 4(4), forthcoming.4. Baker, D. P. & Salas, E. (1992) Principles for measuring teamwork skills. Human Factors: The Journal of the Human Factors and Ergonomics Society 34(4), 469-475.5. Ellis, A., Bell, B., Ployhart, R., et al. (2005) An evaluation of generic teamwork skills training with action teams: effects on cognitive and skill-based outcomes. Personnel Psychology 58(3), 641-672.6. Koski, E. L. & Tubbs, S. L. (2010) Utilization and implementation of the predictive index ® (PI) for global leadership development. The Business Review 15(2), 74

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Joseph Tranquillo; Keith Buffinton

 down­turns (Stiglitz, 1993). After the recession of 2008, students who previously viewed their prospects after graduation as being hired by established companies, are now more hungry than ever to create their own opportunities (Byers et al., 2013). We have seen this trend very clearly at Bucknell. In our Higher Education Research Institute (HERI) survey of students entering Bucknell in the fall of 2011, 35% of incoming Bucknell students indicated that “becoming successful in a business of my own” was either ​ essential ​or ​ very important​ . Regardless of what are likely to be a series of complex causes, our ecosystem, like other university ecosystems, has grown

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

. L. Karackattu, D. Houston Jackson, J. D. McNutt, “Organization to Fast-Track UndergraduateStudents Into Engineering Research via Just-In-Time Learning,” Proceedings of the Conference On Being anEngineer: Cognitive Underpinnings of Engineering Education, Lubbock, TX, February 1-2, 2008.22 M. J. Traum, S. L. Karackattu, “The Researcher Incubator: Fast-tracking Undergraduate Engineering Studentsinto Research via Just-in-Time Learning,” ASEE GSW Paper Number 09-33, Proceedings of the 2009 ASEE Gulf-Southwestern Section Annual Conference, Waco, TX, March 18 – 20, 2009.23 M. T. Islam, N. Rodrıguez-Hornedo, S. Ciotti, C. Ackermann, “Rheological Characterization of Topical CarbomerGels Neutralized to Different pH,” Pharmaceutical Research, Vol

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

-paced learning environment with an increased level ofengagement. VOLTA provides short explanations on selected topics, video instructions aboutinstrument operation and safety, and archives of frequently asked questions. Furthermore, it canassist students in assembling, verifying, and troubleshooting circuit simulations through a circuitpattern recognition algorithm. A preliminary version of VOLTA was assessed using a focusgroup of 34 electrical engineering students enrolled in their second basic circuit analysis course.The ANOVA test on pre-test and post-test scores showed a p-value of 0.171 indicating a modestimprovement in performance compared to students who took the same course taught using atraditional closed laboratory approach. This