Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Shawn P. Gross; David W. Dinehart; Aleksandra Radlinska; Joseph Robert Yost

) integrates elements of Statics and Mechanics of Solidsalong with a few topics from Civil Engineering Materials. The second course (Mechanics II)integrates the remaining elements of Mechanics of Solids with the majority of Civil EngineeringMaterials.A key pedagogical component in this curricular restructuring is the use of “overarchingproblems”. The integrated content delivery allows for the full development of commonlyencountered problems in civil engineering within mechanics courses at the sophomore year. Forexample, students are able to use the Statics concepts of equilibrium and truss analysis, alongwith the Mechanics of Solids concepts of stress, axial deformation, and factor of safety, and theCivil Engineering Materials concepts of steel

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Amy Fleischer; Aaron Wemhoff; James O'Brien; Ani Ural; LeRoy Alaways

graduate studies in biomedicalengineering. A biomedical activity was thus chosen to promote this emphasis within mechanicalengineering. Dr. Ani Ural developed an activity focused on prosthetic lower leg design toillustrate how traditional mechanical engineering principles can be interfaced with biologicalsciences.The prosthetic leg activity began with a five minute presentation on biomedical engineering andwhat biomedical engineers do. In addition, the presentation introduced the desired engineeringqualities of a prosthetic leg (strength, stability and comfort) and contained an overview of manysuccessful prosthetic leg designs.Following the presentation, the girls were divided into five groups of four. Each group wasprovided with the materials to

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Rosalind Wynne

teaching methods and unconventional reflectiontechniques were employed in a mathematically rigorous engineering course. Survey resultsindicating which reflective and/or traditional learning activities were most helpful to the learningprocess from the perspective of the student will be presented. The featured student group wasenrolled in a required engineering course that addressed modern physics concepts andsemiconductor material topics.Examples of journaling exercises that required students to re-work any exam problems that thestudent incorrectly answered and to provide a brief statement that explains the thought process ofthe student that led to the incorrect solution in the preliminary computational answers to theexam will be provided. Although

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Jaime D. Alava; Keith M. Gardiner

available, the introduction to engineering concepts, and informs them ofthe attractive opportunities available at Lehigh University. The goals are accomplished throughpresentations from each engineering department, two projects in specific departments, andlectures from various experts. The course is lead by Professor Keith Gardiner who organizes thelecture sessions, while the projects are overseen by key faculty members from each of the sevendepartments in the P.C. Rossin College of Engineering & Applied Science: ChemicalEngineering (CE), Civil and Environmental Engineering (CEE), Computer Science andEngineering (CSE), Electrical and Computer Engineering (ECE), Industrial and SystemsEngineering (ISE), Materials Science and Engineering (MSE

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

David W. Dinehart; Timothy Harrington; Matthew Bandelt; Adam Beckmann

inthe fields of engineering and science. To this end a group of 14 active members and the facultyadvisor initiated and ran an engineering club for sixth grade students at an inner city, Catholic,elementary school. The club met on a monthly basis at their school. The engineering topicscovered included stability, brittle and ductile behavior, connections, earthquakes and energy,bridges, foundations, and structural materials. Activities included a newspaper cross, gum-dropdome, popsicle stick bridge, ginger bread house subjected to an earthquake simulation, egg-dropcompetition, timber bridge construction, concrete batching, and testing of concrete and steelspecimens. The year ended with a field trip to Villanova University’s campus and

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Eunice E. Yang; Beverly W. Withiam

learned in Calculus I andPhysics I and uses it to analyze forces in 2D and 3D mechanical structures such as in trusses andmachines. Statics lectures inherently require extensive 2D and 3D images/schematics to bedrawn by the students and the instructor. Transcribing such schematics is time consuming andmay even distract the student from what is trying to be taught during lecture. To address thisconcern, lecture worksheets can be utilized. It can be used to minimize transcribing time andmaximize student learning. Redish9 indicates the importance of facilitating note taking forstudents towards improved student learning. Danielson and Mehta2 established complete lecturematerials for instruction in engineering mechanics incorporating Kolb learning

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Ani Ural; Joseph Yost

Integration of Finite Element Modeling and Experimental Evaluation in a Freshman Project Ani Ural1 and Joseph Yost2 1 Department of Mechanical Engineering, Villanova University, Villanova, PA 2 Department of Civil and Environmental Engineering, Villanova University, Villanova, PAAbstract Engineering analysis, design and research rely on computational and experimentalevaluation. In order to prepare undergraduate students for engineering practice and graduateschool, it is necessary to build knowledge in both areas throughout the engineering curriculumstarting from the first year. The engineering curriculum mostly focuses on laboratory courses

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Gary P. Halada

Teaching by Disaster: The Ethical, Legal and Societal Implications of Engineering Disaster Gary P. Halada Department of Materials Science and Engineering Stony Brook University Stony Brook, New York 11794-2275In a new course developed in the College of Engineering and Applied Sciences atStony Brook University, we are exploring the use of engineering disasters as ateaching tool to enhance student learning of the ethical, legal and societalimplications (ELSI) of engineering and technology. ELSI instruction oftenpresents a difficult challenge for engineering programs, but is one that

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Carol Siri Johnson

The Advantages of Literacy in Engineering Education: a Case Study from Lukens Steel 1910-1940 Carol Siri Johnson Humanities Department New Jersey Institute of Technology, Newark, NJ 07102This paper presents the emergence of the “stenographer typist” at Lukens Steel in the 1930s as asocial force that set high standards for written communication. Additional education wasrequired to gain the literacy and mechanical expertise to be able to create reams of flawlesslytyped text. Gradually, these new workers took nearly complete responsibility for producingwritten documents in the workplace. Concurrently, men could make more than double

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Erick Froede; David Saint John; Richard Devon

Understanding Open Source Design: A White Paper In the Beginning Was the Noösphere: Community and Collaboration in Open Source Evolution of Technology Richard Doyle Professor of English and STS Erick Froede Senior in Mechanical Engineering David Saint John Ph D Candidate in Material Science and Engineering Richard Devon Professor of Engineering Design The Pennsylvania State UniversityAbstractThis paper seeks to

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

amounts of materials used and mixing sequence theyfollowed. During the next class meeting, students will be able to test their cubes undercompression and determine strength of the concrete they designed. The class discussion willfollow comparing different results obtained.3.3 Example 3 – Chemical Engineering 5534: Biomaterials: Biomaterials is a junior/senior levelelective course open to all engineering students. It is largely filled with chemical and some                                                            2 For example see the ASCE report card at www.infrastructurereportcard.org/mechanical engineering students with enrollment capped at 25 students. The course descriptionfrom the Villanova course catalogue is as follows

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Frank T. Fisher; Hong Man

other academic settings is envisioned. The goals of this effort include: 1) invigoratingthe first year engineering curriculum with dynamic and engaging real-world examples of cuttingedge research in the area of nanotechnology; 2) introducing undergraduates at the earliest stagesto the enthusiasm, creativity, and excitement of the academic research environment; and 3)developing a methodology and mechanism with which faculty can utilize multimedia technologyto further integrate their research and teaching efforts. The modules under development will formthe basis of a sustainable and scalable library of materials documenting undergraduatenanotechnology research and readily available to all students. It is hoped that exposure toacademic research at

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Edward F. Glynn; Frank E. Falcone

selection of material to beincluded in Fundamentals.The authors, in collaboration with Frank Hampton, another member of the CEE faculty,used the Body of Knowledge (BoK) approach in developing the Fundamentals course. The BoKapproach had been used in previous years to restructure the Engineering Mechanics sequence inthe curriculum1. The authors prepared a list of possible Fundamentals topics that was largelybased on the material that had been presented in the four CEE courses that were to be eithereliminated or extensively modified. The items on the list were written as learning outcomes andencompassed many areas of study including surveying practice, map reading skills, probabilityconcepts, numerical methods, oral and written communications

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Orla S. LoPiccolo

of spatial material is symbolic representation,5 which includes graphs, drawings anddiagrams from a variety of sources such as classroom presentations, textbooks and onlineresearch. According to Newcombe, “spatial training has been found to improve educationaloutcomes, such as helping college students complete engineering degrees.”6Today, students are less likely to reproduce graphs, details and diagrams that were once drawnby their instructor on the blackboard. Diagrams and drawings are now often referred to out oftextbooks, placed on handouts, PowerPoint slides and audiovisuals, uploaded to the Internet assets of lecture notes for students to refer to after their lecture, or the course is offered completelyonline. (As an aside, a 1981

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

M. Nazrul Islam

Student Involvement in the Class M. azrul Islam Email: islamn@farmingdale.edu Security Systems, State University of New York at Farmingdale, 2350 Broad Hollow Road, Farmingdale, New YorkAbstract: The main objective of teaching is to get the students learn the topic and train them for real life.Different Professors employ different techniques and methods to teach a class. Most of their focus is tomake the lecture interesting, illustrative and elaborate. But it actually does not matter how much effort aProfessor puts to developing the lecture materials if the audience is not paying attention to the lecture.The

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Allison L. Felix; Joel Z. Bandstra; William H.J. Strosnider

themotivation students have for problem solving.To facilitate the integration of design-based learning in schools, an educational model calledIntegrative STEM (ISTEM) provides a mechanism to work with currently establishededucational systems and content-area silos while providing the potential to effect systemic schoolchanges. As engineering design projects are integrated, they become the unifier for content inscience, math and other content areas while addressing and improving students’ technologicalliteracy. "ISTEM education refers to technological/engineering design-based learningapproaches that intentionally integrate content and process of science and/or mathematicseducation with content and process of technology and/or engineering education” (M

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Kevin Dahm

fashion” and “Students will design and conduct appropriate experiments that effectively use limited resources to obtain the necessary information.” 3) The Chemical Engineering Program at Rowan University will produce graduates who possess a working knowledge of organic, inorganic, materials, and physical chemistry and a background in other advanced chemistry topics as selected by the individual student (AIChE Professional Component). 4) The Chemical Engineering Program at Rowan University will produce graduates who possess a working knowledge of chemical engineering principles including balances, fluid mechanics, transport phenomena, separations, kinetics and reaction engineering, unit

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Leslie Guadron; Alen M. Sajan; Olivia Plante; Stanley George; Yuying Gosser

education. The class allows a student to participate in research and learn about a newsubject. Many engineering students seldom take a biology course while in college simplybecause it is not a requirement. Nevertheless, having knowledge of biology is important and canopen new doors for a person’s career. Mechanical, electrical, and chemical engineers can allbenefit from taking a course that teaches them about protein structure and gene annotation. Theymay even discover a new interest or career path.The gene annotation project requires that the student identify the coordinates of all the exons intheir assigned genes. By doing so, the students learn a great deal about genetics and becomefamiliar with genomics vocabulary. They also learn how to use

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Andrea L. Welker; Leslie McCarthy; John Komlos; Alfred Fry

Knowledge4: • an ability to communicate effectively (ABET g, BOK 16) and • a recognition of the need for, and an ability to engage in life-long learning (ABET i, BOK 23).Outcomes by yearTo guide our instruction, 26 outcomes, which were based on those developed by ACRL1, werecreated for each year of study within our curriculum.By the end of the sophomore year, the students should be able to:1. explore general information sources to increase familiarity with a topic2. identify key concepts and terms that describe the information need3. define a realistic overall plan and timeline to acquire the needed information4. read text, select main ideas, and restate textual concepts in their own words5. identify verbatim material that can then be

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Richard Devon; Kathryn Jablokow

is produced and used, by extrapolating fromexisting trends. An analysis of the current constraints on the product and its development areincluded.Quantification and Specifications of NeedsFinally, with all of these perspectives, materials, and information gathered, students develop amission statement for their design effort, as well as quantifiable target product specifications.This output serves as the input for Solution Development, which follows the Early DesignReview (see Figure 2). Fall 2010 Mid-Atlantic ASEE Conference, October 15-16, 2020, Villanova UniversityWe follow Ulrich and Eppinger for this stage of the design process. They state that fortechnology intensive products, the specifications should be established at least twice