Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Wenli Guo; Weier Ye

Collaborations to Promote Critical Thinking through Summary Writing in the Physics Classroom Wenli Guo and Weier YeCity University Of New York/Queensborough Community College, 222-05 56th Avenue, Bayside, NY 11364 AbstractThis co-teaching research project is an innovative and interdisciplinary collaboration between theDepartment of Physics and the Department of Academic Literacy. Since the study involves theintegration of physics learning and summary writing, the content-area teacher and the languageinstructor closely worked together in the same classroom to meet the needs of individual

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

Orla Smyth LoPiccolo

understand course material, how this material can be used, and to teach students how tolearn. Many faculty see the first two points as obvious and the third is often neglected. Oneproven method of retaining course content that is taken for granted by teachers and students isnote-taking. It has always been a fundamental activity of academic life, yet students are seldomtaught how to write their own notes. One method to aid students in retaining knowledge is theuse of skeleton notes (outlines) or guided notes (partial notes). In a previous paper2 the authorfound that students who were given guided notes scored 25.71% higher in retaining knowledgeagainst their peers who wrote their own notes. To further this research, this paper is apreliminary study

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Paul B. Crilly; Richard Hartnett

-speakers separated bysome wavelength such when a student walks around the array, the student experiences the nullpoints as well as major and minor lobes of sound intensity. It is extremely profound to the student toexperience the relatively loud tone, and then by moving just a few inches, the student observes thecomplete absence of the tone. Thus this experiment provides a sensory experience of the beamforming equation (i.e. sinc(x) function). The apparatus is relatively easy to construct and implementand the concepts learned can be applied to other areas of engineering such as beamforming, acousticsand other signal processing applications. I. INTRODUCTION The fundamentals of phased array systems

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

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

rationalinvestments are made into MOOCs, they are steadily moving along a sustained technologydevelopment path. As the MOOC delivery system and number of available offerings increases,this fringe group is bound to expand into mainstream student populations.There are many fundamental similarities and differences between the MOOC system and theclassic university model of education. To muddy the distance between the two further, many Spring 2015 Mid-Atlantic ASEE Conference, April 10-11, 2015 Villanova Universitycolleges are adopting hybrid teaching methods through online and off campus classes whichresemble MOOC very closely. A very long list of differences between these two systems can bedeveloped, including availability, cost, quality, cognitive

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Jacob J. Elmer; Noelle Comolli

the material is important.Indeed, Felder et al note that students are motivated to study harder when they believe that theywill actually need to use the course concepts later in their careers.6 While the benefits of PBL are easy to see, it is usually hard to find effective projects toimplement PBL in engineering courses. There are some online resources with examples ofproject-based or problem-based learning assignments that focus on one or a few concepts7,8, butit is much harder to find projects that utilize a majority of the concepts taught throughout aspecific course. The purpose of this paper is to introduce a novel brewery design project for PBLin a heat transfer course. Each of the fundamental heat transfer concepts are addressed

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Aparicio Carranza; Casimer DeCusatis

exposure to writing a technical paper, using proper citations for their work, etc.Each case study is worth 10% of the student’s final grade. The first case study is due roughly 7weeks into a 15 week semester, while the second is due roughly 13 weeks into the semester.While students are encouraged to pursue case studies and research projects that hold theirinterest, the instructor (acting in the role of a coach or mentor) provides suggested topics andapproves student proposals. Students must submit a 300 word abstract of their proposed topics atleast a week before beginning project development. Table 1 – Syllabus for Flipped Class Cybersecurity Course Topics Assignments

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Vijay Kanabar; Carla Messikomer

of Project Management Course[PM-1]. This volume describes the content of a foundational course in project management,along with relevant resources for teaching it. The fundamentals exemplar course was designedand vetted by an international group of scholars and practitioners. It provides several educationalactivities, case studies and term projects that can be integrated into an engineering curriculum.The primary author played a key role in leading the global effort to design and implement thecurriculum guidelines—and he would like to note that this an ongoing project. Case in point,there is significant interest to develop a Volume III that would describe the design andimplementation of the PM-2 course dealing with Project Communications

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael Korostelev; Ning Gong; Ralph Oyini Mbouna

focus of thispaper is teaching methodologies employed in Digital World 20/20, an interdisciplinary Gen-Edtechnology course offered at Temple University’s ECE (Electrical and Computer Engineering)department. The course covers the fundamental principles of digital information capture,compression, storage, transmission, and management. The course intends to provide an overallview of the information infrastructure both at the implementation hardware and applicationsoftware level suitable for non-engineering majors.It is obvious that when selecting appropriate course material and designing a well-structuredsyllabus, students’ background should be considered. Subsequently, courses such as this areusually not intensive in mathematics. As shown by

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Joseph Tranquillo; Keith Buffinton

 span across traditional disciplines and academic settings.         ​●​ An empowered and cohesive student­led community that is connected to seasoned        ​ entrepreneurs. ●​ A robust external network (often geographically localized) that is built upon trust and mutual         ​ benefit . ●​ Financial support from alumni, regional, state and federal agencies, as well as foundations        ​ and corporations.     Like Henderson, Graham found that a healthy ecosystem must have both top­down and  bottom­up champions, but that in any given ecosystem one may lead while the other lags  slightly behind. Furthermore, Graham identified two fundamental barriers that inhibit growth