Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Howard Eisner

The Second Paradigm Shift-Emerging Graduate Engineering Education HOWARD EISNER Distinguished Research Professor and Professor Engineering Management and Systems Engineering Department School of Engineering and Applied Science The George Washington University 1776 G Street NW, Washington, DC 226 THE SECOND PARADIGM SHIFT - EMERGING GRADUATE ENGINEERING EDUCATIONAbstract Today’s modern University education system can be construed to have begun in the 1600s.With relatively minor perturbations, that system has survived, mostly intact, into the 20th century.In the latter part of the last

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

PAUL FAGETTE; SHIH-JIUN CHEN; GEORGE R. BARAN; SOLOMON P. SAMUEL; MOHAMMAD F. KIANI

their understanding of the world. This effort included a wider rangeof classes that would count for general science credit. In the promulgation it was stated “faculty in all schools and colleges are encouragedto think across disciplinary lines about the best ways to convey the kinds of sophisticatedknowledge that will produce Temple graduates able to see connections in seeminglydisparate information.” This new program summed these efforts with the motto "Dare toknow!" In a descending order, a series of general to specific skills and requirements wereoutlined. Accordingly, each course had to accomplish the following required goalsassociated with the general education program: 1. Develop students’ thinking and communication

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Keith M. Gardiner

today are ratherdifferent animals than those of just a few decades ago.It is time to re-assess what is required of the engineering education community. Industrygroups are continually lamenting “critical skills shortages” and it is obvious from the levelsof rhetoric in Washington and our media that there are major and persisting deficiencies inour broader education systems. Current topical debates reveal woeful levels of scientificand technological illiteracy leading to the conclusion that a high priority is not necessarilythe improvement of ‘engineering education’ but a major overhaul of the entire system tomatch productivity demands that will be placed on our future workforce. The need fordramatic change is explored.IntroductionAerospace

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Rasha Morsi; Terin Reed

tools that visually engage the player as he/she learns. I&A can be used in subject areas ranging from basic shape identification to complex symbol association. By presenting ‘Identification’ and ‘Association’ concepts in a fun user friendly environment, students can be more engaged and minimize any feelings of frustration that would be encountered while practicing fundamental skills associated with any subject area. This paper will present CGS Brain Busters (an educational boxing game). CGS Brain Busters is intended for high school to college level educational content; however, it can be used for content ranging from pre K – 16.BackgroundVideo games are generally thought of as leisure activities used to entertain. They use

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Bhavna Sharma; Birdy Reynolds

of Pittsburgh, Swanson School of Engineering, Pittsburgh,PA, 15261, bhs7@pitt.edu.BIRDY REYNOLDSResearch Associate, University of Pittsburgh, Learning Research and Development Center,Pittsburgh, PA, 15261, birdy@pitt.edu. 613 Student as Developer: An Alternative Approach to Sustainability and Green Building High School Education ModulesAbstractAn increasing focus in K-12 educational outreach is on science, technology, engineering, and mathematics(STEM) fields. A challenge in educating students about STEM topics is the ability to communicate the keyconcepts on a level that engages the students. Common approaches to K-12 students’ experience withengineering education

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

KENNETH WADE JACKSON

authors and leaders haveseen a slow drift in engineering education away from its traditional moorings indesign, inventiveness and innovation [Simon, 1996, Tribus, 1999]. Specifically, therehas been concern about the increasing emphasis on mathematical analysis andabstractions to the detriment of concrete design, synthesis and the multidisciplinaryperspectives needed in practice. This concern is not a totally new concern, but theintensity of the concern seems to have increased substantially. The reasons thoughtto be responsible for the evolution of engineering towards evermoremathematically-based science involve complex interactions between engineeringresearch and the general culture of research. Other contributing factors include the1955 Grinter

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Radian Belu

, theimportance of the subject is still not fully understood by the industries and the design firms as avital content for maintaining the quality aspects and competitive edge in the context of theirproducts. It is still heartening to note that EMC problems are tacked generally in our context as“after thought” by the professional electronics designers and not by trained EMC experts. Thedesign of high-speed digital systems, wireless devices, mixed signal systems, and handhelddevices each point to the need for more graduates who are familiar with EMC practice. However,despite of the increasing importance of the EMC, many programs do not offer a course in EMCor include relevant EMC topics into their curriculum. Those that are interested in teaching such

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

DAVID B. SAINT JOHN; ERIC M. FURJANIC; Richard Doyle; Richard Devon

RepRap in the classroom, one can imagine discipline-specificcourses which cover topics in addition to the general assembly, operation, troubleshooting,and maintenance which comes with the territory. Some suggested topics are listed below: a. Physics: heat dynamics, electronics, static forces, friction, etc. b. Engineering Design: Solidworks/Sketchup/Blender/Openscad - (re)design and print c. Materials Science: Discussions of relevant polymers, metals, insulators, etc. d. Art/Sculpture: Reprap as a Medium e. Electrical Engineering: RepRap-created electronics for RepRaps f. Computer Programming: Firmware, software, G-Code refinement g. Mechanical Engineering: Building

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Tony Kerzmann; Gavin Buxton; Maria V. Kalevitch

classroom learning, laboratory experiences and cooperative education alliances withindustry.”The school offers graduate and undergraduate degrees showcasing the best of RobertMorris University’s practical, real-world philosophy of engaged and applied learning. Inbiology, environmental science, pre-medical, mechanical engineering, and mathematics,our faculty are experts in their fields.Close ties to the business world allow our students to tackle real problems under theguidance of their professors. Internships and research are key to our curriculum, helpingour graduates gain subsequent employment. Students work with sophisticated labequipment, such as our 7,500-square-foot Engineering Learning Factory and dedicatedscience laboratories in physics

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Radian Belu

conferenceproceedings in his areas of the research interests. He has also been PI or co-PI for variousresearch projects United States and abroad in power systems analysis and protection, loadand energy demand forecasting and analysis, renewable energy analysis, assessment anddesign, turbulence and wave propagation, radar and remote sensing, instrumentation,atmosphere physics, electromagnetic compatibility, and engineering education. 126 Embedding Renewable Energy into the Engineering Technology CurriculaAbstractThe demand for electrical power is increasing and the conventional energy resources are fastdepleting, making the exploitation of renewable energy sources for electricity generation theonly alternative

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2011 Fall ASEE Middle Atlantic Section Conference

Authors

Orla Smyth LoPiccolo

York - Farmingdale State CollegeAbstract:Oppenheimer said “The best way to learn is to teach."1 Mazur found that “Nothing clarifiesideas better than explaining them to others.”2 Using this philosophy, Jigsaw Learning,3 is a peer-to-peer teaching method developed by Elliot Aronson in which every student teaches somethingthat they have learned from one study group to another group of students. During class, thefaculty breaks a course topic into different assignments and the class into the same number ofstudy groups. The study groups each contain an equal number of students. Each group is givenan assignment to read, discuss and finally decide how they will serve as instructors on their topic.The faculty visits each group to discuss the topic and

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Pawan Tyagi; Christine Newman

programs in engineering, have the following shortcomings. (1) Highly specific to an engineering topic, or too generic to give a critical level of understanding about engineering basics. (2) Less emphasis on engineering fundamentals, more emphasis on demonstrations (3) Instructors are generally skilled in one engineering branch and do not have sufficiently clear understanding about other engineering disciplines, to incite genuine interest in other areas. For instance an instructor with electrical engineering background is highly unlikely to teach the concepts of civil engineering. 643 To overcome the above stated shortcomings, the Center for Educational

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Fani Zlatarova; Pavel Azalov

in their professional career along withsolid knowledge and skills in pursuing graduate degrees.Foremost, engineers are people of action. Engineering students deserve to be prepared for the challengesof their profession. They should be able to implement their creativity and make their dreams come trueby also relying on the computing power.References[1] Bäcker, A. Computational Physics Education with Python. IEEE Computer Society, Computing in Science and Engineering, May 2007, pp. 30-33.[2] Glotzer, S. C., B. Panoff & S. Lathrop. Challenges and Opportunities in Preparing Students for Petascale Computational Science and Engineering. IEEE Computer Society, Computing in Science and Engineering, September 2009, pp. 22-27.[3

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Hossein Rahemi; Shouling He

intensify their skills of critical thinkingand problem solving and they are organized to work on course projects in a team. Furthermore, with thehelp of faculty members, they develop their course projects or innovative ideas into conference papers ortutorial/postal topics and present them in educational and technical conferences. Their performancesworking in a team and dialogue with professionals in the field, will build up their confidence and skillsfor their future jobs in the area of mechatronic engineering.OVERVIEWTo enhance students’ communication capabilities through mechatronic engineering program, this paperwill specifically address the following topics 1. Implementing teamwork and classroom presentation in core computational project

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

PATRICK BOBBIE; Sheryl Duggins; VENU DASIGI

Teaching Software Engineering and Computer Science Online Using Recent Instructional TechnologyPATRICK BOBBIEPATRICK BOBBIE is currently professor in the Department of Computer Science andSoftware Engineering at Southern Polytechnic State University (SPSU) in Marietta, Georgia.He has a Ph.D. in Computer Science from the University of Louisiana, Lafayette. Email himat: pbobbie@spsu.edu.SHERYL DUGGINSSHERYL DUGGINS is currently professor and graduate coordinator for the MSSWE programin the Department of Computer Science and Software Engineering at Southern PolytechnicState University (SPSU) in Marietta, Georgia. She has a Ph.D. in Computer Science from theUniversity of Florida and an M.S. degree in computer

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Daniel Schmalzel

themost part work independently. Meetings are kept to a minimum, in order to preserve as much ofthe scheduled Clinic time (3 hour blocks, twice weekly) for project work. At the end of thesemester, all the teams that have worked and met independently, will come back together for afinal required presentation of their work to a collection of their peers, graduate students andfaculty.When compared to traditional educational approaches, students have significant autonomy, yetteams still receive guidance from a professor and often a graduate student as well. For the secondsemester in a row, the CSD has four funded graduate students to oversee four different projects.The primary role of the Graduate Student is to help with the day-to-day project

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Paul G. Ranky

engineering, qualitycontrol, biomedical engineering, computer systems, networking subjects, and others, with the aidof a generic architecture. In terms of our basic methods, we deploy web-browser readablemultimedia, text, images, interactive videos, 2D and 3D animations, active code for calculations,simulation programs, and even self-assessment tools.Our educational and computational methods introduce a novel approach to developing andrunning undergraduate and graduate courses for face-to-face, hybrid (or blended), on-siteprofessional, and distance learning (i.e. eLearning) modes.In this paper we introduce the principles of our educational methods and some recent solutions,and explain and demonstrate (during our live presentation) a series of case

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Edward M. Land; Michael Marcus; Aaron Abugaber; Rohit Dayal; Noah Greenbaum; Sally Hong; Jon Hunt; Joseph Saltzman

plan for (and demonstrate) at least 40 total hours of dedicated work persemester to achieve consideration for each credit hour attempted.Your performance will be evaluated on: Computer Aided Design (CAD) renderings (requires peer review) @15 – 20% Class participation and relevancy @15 – 20% One general subject quiz [for new RAs only] (pre-announced) @05 – 15% Lab participation and project leadership/ project volunteerism @15 – 25% Research paper on a pre-approved topic* (related to our enterprise) @25 – 30% Weekly WEB informal research assignments (w/in-class presentations) @10 – 20% 1 – 2 presentations per person, per semester