Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

/knowledge in real world data application with application with data real world settings simulated data given in class (50%)Figure 1: The Service Learning assessment rubric with the participant being the student. Scoringcould be performed when assigning High Impact = 1, Average Impact = 0.8 and Minimal Impact= 0.6. The student learning has been assessed as good (> 85%) for those students showinginterest.IV. ConclusionsThe inclusion of servicing learning in a pre-engineering community college setting has beeninvestigated with three popular social issues with NYPIRG as a client for our students. As weare located in a

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Alex Antunes; Angela Walters; Amanda Raab

The Neglected Art of Sourcing in Engineering Education Alex Antunes, Angela Walters & Amanda Raab, Capitol Technology UniversityWe present methods for teaching schedule and cost delays in engineering projects as experientialteam learning within a classroom, without incurring unscripted schedule or cost delay to thecourse. Matching design and schematic specifications to a single vendor solution is a necessarybut rarely taught step in engineering. Engineers need parts, but most courses magically provideeither kits, chosen parts, or single-sourced components to speed student focus on the coreengineering topics. Sourcing of parts, however, involves real world process- and people-relatedissues that can add schedule and

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

, and (b) assess the creativity andinnovation of the students’ ideas and projects. The customers’ assessment was conducted in aface-to-face meeting after the completion of the course. The creativity of the projects wasmeasured by adopting a simple version of Peter Nilsson’s taxonomy of creative design. Nilsson’swork illustrates the evolution of a design from imitation to original measured in terms of formand content.9 The readers are suggested to refer to [9] for further details. The museums educatorswere asked to place the student ideas and projects within Nilsson’s framework of creativity andnovelty.ResultsThe project-based course coupled with a real-world application and with customers to providefeedback enhanced the students’ creative

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Gang Feng

with the material from class.” • “A few good cases will be enough, not too much.” • “Provide more detail regarding the actual development process, not just the product. Perhaps focusing on one product would be more efficient.” • “Having a variety of different examples would help people really see the real world applications of what we are learning”; Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova University(2) integrate the case study to homework practice • “I think it would be fun to actually solve the forces at each part on the Steadicam so we can really see the real life application for it and actually compute the numbers.” • “Perhaps have some problem solving aspect involved in the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael S. Lehman

real-world engineering education program in 2012.Based on the years of experience developing these recognized programs at the undergraduatelevel, Lehigh Professor John Ochs and his colleague Lisa Getzler realized a gap existed in theeducation space - combining graduate engineering education with real life application…in thecontext of entrepreneurship.In 2012, the Master's of Engineering in Technical Entrepreneurship (TE) was born, offeredthrough the Department of Mechanical Engineering and Mechanics in the P.C. Rossin College ofEngineering and Applied Science, and in collaboration with the Baker Institute forEntrepreneurship, Innovation and Entrepreneurship. Of note, Professor Ochs now serves asProgram Director of TE and Lisa Getzler serves as

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Rachel A. Brennan

strategically designed as a training and recruitment tool to help identifyand prepare student leaders in Engineers Without Borders (EWB) for the project.In an optional online survey conducted at the end of the semester, students were asked to reflecton their learning experiences in the course compared to other courses taken throughout their timeat university. The survey consisted of 50 randomized multiple choice questions, provided inboth positive and negative voice, with five possible answers to select from: strongly disagree(SD), disagree (D), neutral (N), agree (A), and strongly agree (SA). Survey participants (n = 21out of 23 enrolled) overwhelmingly liked the real-world application of the design project (76%SA; 24% A), felt that it enhanced their

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

Initial Lessons from Nexus Learning for Engineering Students Achieved Via Interdisciplinary Projects for Outside Clients Matthew J. Traum, Christopher F. Anderson, Christopher M. Pastore, Michael J. Leonard School of Design & Engineering Philadelphia UniversityAbstractPhiladelphia University’s approach to education is called Nexus Learning. It emphasizes active,engaged learning; collaborative and interdisciplinary team work; and experiential real-worldlearning. Emulating professional practice, students participate in curriculum-integrated projectsfor external clients. These real-world projects are intentionally organized with a broad andchanging

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Russell Trafford; Linda Head

designed toprovide students, from day one, a resource to experience what working on real world problemswith team members from other disciplines is like and how they can work together and bringexpertise from their specific subset of skills to the project at hand. At the freshman level theclass is held twice a week, one 55 minute lecture, and one 165 minute lab. In the lectures, eachinstructor covers a core set of topics which focus on Engineering Fundamentals such asProduct Development, Reverse Engineering, Design Tools, Ethics, Team Development,Problem Solving, and many more1. These lectures are fairly uniform across each section of theclass to help provide all freshman students with the same set of skills when enteringSophomore year and Sophomore

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Jacob J. Elmer; Noelle Comolli

transfercoefficient (U), depending on the type of heat exchanger that the students choose to use (shelland tube, plate and frame, double-pipe, etc.). They should be able to predict that a plate andframe heat exchanger is the best choice for this application, since it provides a relatively highsurface area for heat transfer, but we let them pick whichever design they wish. Either way, oncethe coolant and heat exchanger have been chosen, students are also required to select pumps thatcan provide the required mass flow rates for the coolant and wort streams and to estimate annualoperating costs (e.g. water and electricity fees). Overall, this section of the project is meant togive students the opportunity to select a real-world device for our hypothetical

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael Korostelev; Ning Gong; Ralph Oyini Mbouna

toactivities that facilitate the processing of information for some application. This can be done in avariety of ways including the use of clickers, group exercises, class discussion or worksheets.The main idea is to engage students in applying information as they learn it in real time ratherthan storing it via taking notes and recalling it at a later date. The two main contributions of thispaper are 1) how to efficiently use gamification and two-way teaching in a general educationclassroom and 2) course structure that accompanies the two strategies.Gamification is an example of such experience that can motivate and influence participation4.Gamification, although a novel concept with the term originating in 2002, particular has provento be an

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Shawn Gross

Improved Learning Experiences in Introductory Mechanics Course by Using Flexible Periods - Analysis and Testing of a TrussAbstractIn 2009, the Department of Civil & Environmental Engineering at Villanova Universityreinvented its course sequence in undergraduate mechanics. Classic courses in Statics,Mechanics of Solids, and Civil Engineering Materials were restructured into a two-coursesophomore-level sequence (Mechanics I and Mechanics II), and elements of Dynamics wereintegrated with Fluid Mechanics and the associated laboratory to form the junior-level courseMechanics III. These courses emphasize real-world applications and are taught using anintegrated approach. For example, the first course intersperses topics

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Danai Chasaki

in thebeginning of the freshman year, where students get real world experience on cyber-security,computer networks, programming and math. The theme of the mini-project is CSI (Crime SceneInvestigation); students form two groups, the “hackers” and the “defenders” and rotate roleswhile trying to solve various tasks. The teams learn the basics of password cracking, attack trace-back, network monitoring, phishing attacks etc.By the end of the seven-week period students are able to understand how popular operatingsystems are organized, how computer networks are formed, and the format in which informationis exchanged. They are also able to identify the traces computer users leave behind andprograming vulnerabilities that attackers can exploit

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Anita Singh; Dawn Ferry

follows:  “I have never gained more from a single course in my entire life. I feel pulled towards biomedical engineering as my future for graduate studies.”  “I really enjoyed the class! The instructor really used the resources on campus well (our final project proposal with the Nursing department, class in the PT department) and really tried to get us engaged in class and helped us understand how important biomechanics is and how it is applied in the real world.”  “This class was my favorite class this semester. The course material was fascinating and was presented in a clear, concise manner. The class was challenging in a fun way. I felt inclined to study more, and do

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ellyn A. Lester; Linda M. Thomas

operationalizable, despite the morass they findthemselves in.Over the course of the term, students engage in qualitative research, analyze case studies ofspecific “real world” built environment situations, consider various alternatives, and modelsuccessful outcomes. The course involves self-evaluation, exploration of various career options,and the development of a keen understanding of the cyclical nature of the built environment.These allow one to remain nimble in today’s fast-paced arena.By developing an understanding of the importance of adaptation, defining what personal successmeans, and creating unique competitive advantages for themselves and their companies, studentsposition themselves for, and foster, opportunities throughout their careers

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Peter Mark Jansson; Amal Kabalan

presentations, poster session and written interim and final reports, etc. meeting ABET outcome g.  demonstrate the ability to identify, formulate and solve 3 engineering design challenges meeting ABET outcome e.  develop a solution to a real-world need taking into account social, environmental and economic factors meeting ABET outcome h.The course schedule was developed to interleave communications exercises with projectexercises beginning with a very simple project to introduce the students to 3-D printing. Theyhad to design (in SolidworksTM) and then print (on the 3-D printer) a BNC ‘dust cap’ that theyhad designed to meet specifications (i.e., it had to fit the BNC connector). Support

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Nisha Kondrath; Mark A. Jupina

Combining Individual Lab Work Outside Of Class With Group Peer-To-Peer Learning In Class To Increase Student Ability In Electronics Design Nisha Kondrath and Mark A. Jupina Department of Electrical & Computer Engineering Villanova University, Villanova, PA 19085 While no single pedagogy will work best all of the time when instructing students, we seek to create a learning environment to educate students to become erudite self-learners in our rapidly changing world. Active learning strategies were employed both inside and outside of the lab environment in a two-course electronics sequence at the