Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Sheikh Ghafoor; Stephen Canfield; Michael Kelley; Tristan Hill

Assessment of Student Attitudes and its Impact in a Hands-On Programming Model for the Introductory Programming Course Sheikh Ghafoor, Stephen Canfield, Michael Kelley, Tristan Hill Tennessee Technological University, Cookeville, TennesseeSTEPHEN CANFIELDStephen Canfield is a professor in the Department of Mechanical Engineering at TennesseeTechnological University. He received his Ph.D. in mechanical engineering at Virginia Techin the field of parallel architecture robotics. His research interests include robotkinematics and dynamics, topological optimization of compliant manipulators and in-spacemechanisms active student learning and undergraduate student researchSHEIKH GHAFOORSheikh

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

Pawan Tyagi; Christine Newman

,generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closelywork with students to pedagogically inculcate basics of core engineering disciplines such as civil,mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skillsand simultaneously promotes team spirit among students. A number of crucial engineering aspects suchas professional ethics, communication, technical writing, and understanding of common engineeringprinciples are instilled in high school students via well-designed individual and group activities. Thispaper discusses the model of the EI program and its impact on students learning and their preparation forthe engineering career.Introduction: Shortage

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Ramesh K . Agarwal

than QuadrupledChallengesfor Sustained Improved Quality of Life on PlanetU.N. Millennium Goals for Humanity • Water • Food • Health • Education • Poverty • Environment 12 • Energy • Democracy, Freedom and Security “All above require Science and engineering solutions”Role of Engineer in Achieving Sustainable Development • In all disciplines of engineering, engineers are engaged in development and creation of products and services for consumers. • The creation of products requires material, energy, water and other resources and results in hazardous and non-hazardous waste and emissions, which have adverse impact on environment. • The resources are finite and their demand is

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Richard Devon; Richard Schuhmann

to succeed in his aim. And individuals may come to a reasoned philosophy about theproducts in their lives, but municipal waste is only about 2% of all PLC induced waste and oneperson simply will not affect the big picture directly. However, students who become designerscreate the PLCs for the many and can have considerable impact on the TFT of energy andmaterials, and on the social transformations created.The WorldviewsObviously these six model categories are underwritten by very different world views. Thedominant business model is usually capitalist in nature, and occasionally state capitalist – as insocialist states and socialist sectors of capitalist states such as defense. The diffusionist modeldocuments the results of the business model

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Tony Kerzmann; Gavin Buxton; Maria V. Kalevitch

our future sustainability, while discussing the role of technology inaddressing these issues. The final core class is a capstone class in which expert speakersare invited from the campus community and the Pittsburgh region to address topicsfollowing a particular alternative energy course theme. The students are required tocomplete an undergraduate research project that is related to this theme.The remaining 6 credits that students are required to complete as part of the minor arechosen from a number of upper-level courses focusing on specific areas of expertise in bothscience and business disciplines. This increases the accessibility of the minor to the widerRMU community and introduces alternative energy and sustainability to non

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

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

, laboratory experiences,research based upon appropriate professional literature, and communication skilldevelopment (both written and oral). Teams within the Department configured unique courses to fit the guidelines. Bothcourses have evolved through time with feedback from both instructors and students.Accordingly, more discrete skills sets were refined and delivered. The net result is atandem of courses that engage and expand student awareness about the engineeringaspects of their world.Call to ArmsIn 2005, the General Education Program at Temple University challenged the many collegeson campus to create a new series of general education courses to expand the offerings for 91students and enhance

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Andy S. Zhang; Farrukh Zia; Iem Heng

approach and life cycle management engineering software, to help students to master the arts andscience on how to engage in the product design and development in the 21st century; to help the students toform new perspectives in solving engineering problems and dealing with issues associated with productdesign and development such as team work, time management, and balance between people skills andtechnical skills.Because of the time constraints in the classroom setting, this paper addresses two important componentsrelated to product design: engineering design components and project management components. Theengineering design component consists of mechanical design, electrical and electronic design, and softwaredesign. The project management

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Paul G. Ranky

asupportive and complementary on-the-job environment, where management, businessprocesses and supporting tools all permit the learner to apply new knowledge and skillsimmediately upon return to work.Case in Point: Measuring Business ImpactA large investment and insurance company wanted to develop a program that would result in“High Performing Teams.” It was essential that any further training would demonstrate areturn on investment and tangible evidence of a positive impact back in the workplace.The client’s use of a systematic approach to measure the job impact of learning programsprovided the statistical evidence needed to show the management team that the students whohad undertaken learning not only learned new skills, but they could also quantify

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Jessica L. Buck; Bertiel Harris; Elizabeth Y. McInnis

potent with the presence oftechnology. Implementing technology into service learning is a major asset. Kurt (2001)asserted that service learning can be a meaningful way to combine service with academiclearning in a variety of technology courses. Technology savvy students are eager to take onnew roles in service learning. Service learning provides this change, because studentsbecome more aware of their positive impact to the community while working on technicalprojects. “Integrating technology with service learning catches and holds the attention ofstudents who have grown up in the digital age and rely on computers, video games, cellphones and digital music players for their information and entertainment” (Bradford, 2005,p.1). Students are

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Carl A. Erikson

, providing both academic credit for studentsand load credit for faculty. Real world constraints and issues, both technical and non-technical,allow future engineers to know what to expect as they enter the job market, taking classroomtheory into actual practice.Time management skills, cost and resource allocations, client interface/communications,leadership development, and effective documentation are but a few learning/growing experiencesthat the students develop by working on these real world projects.Even though IPC is still evolving, it is an innovative curriculum that integrates engineeringknowledge, project engagement, and meaningful reflection on how and why one uses his/hertalents for the “benefit of humankind”.Bibliography1]”Integrated

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Gaffar Gailani; Sidi Berri; NIEVES ANGULO

the department faculty members who collaborated withLouis Stokes for Minority Participation in STEM, LSAMP, to implement research activities infreshman and sophomore classes. The work went further when the department obtained two majorgrants, NSF ATE and NASA CIPAIR. The NASA CIPAIR project is focusing in involving studentsin NASA and aerospace research in their early stages in college through building partnership withNASA. The project allows students to work in NASA active projects and faculty to collaborate withNASA scientists. Curriculum enhancement to include aerospace relevant material is a part of theproject. A new course in Remote Sensing has been introduced as well. On the other hand,collaboration is built with Hostos Community

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

PATRICA A. S. RALSTON; JEFFREY L. HIEB

engineering school is partnering with BMOS to spread the use of EiE. Forselected middle schools, the “In the Middle of Engineering” (IME) program was developed incollaboration with interested middle school science teachers. The EiE and IME programs are in theirfourth year, with nineteen participating schools. A comprehensive plan is in place to expand theseinitiatives throughout the county and state. Analysis of initial assessment data, collected from secondand third graders and in partnership with BMOS, indicates positive impacts by the EiE program. EiEstudents showed a statistically significant improvement on science and engineering understanding. Also,students are filling the pipelines as indicated by recent increases in students who request

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Daniel Schmalzel

. Students work on projects that address engineering measurement and reverseengineering. An exemplar task would be to perform systematic testing of existing products withthe goal of possibly illuminating areas for improvement [3]. During this year students are alsolectured on professionalism and engineering ethics [4]Sophomore Engineering Clinics (SEC I and SEC II)By the second year students have an understanding of the basic composition of an engineer; theirnext area of development is communication. The first semester focuses on written communication,while the second emphasizes oral communication. During both of these clinics the engineeringstudent takes a separate course that teaches the fundamentals of each communication type, awriting/literature

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Orla Smyth LoPiccolo

to do as well as the good students in traditional classes.”13Per Robert Half, ‘When one teaches, two learn.” With Jigsaw Learning, every student teachessomething14 (their assigned topic – a.k.a. their ‘jigsaw piece’) to their jigsaw team after they 457have read, questioned and discussed their topic in an “expert group” of different classmates. TheJigsaw Learning procedure is explained in the Methodology section below.Reasons for Choosing Jigsaw Learning for this Study:The author is a recipient of a Title III Students First Grant for engaging pedagogy and first-yearprograms, and this is their first time using and testing the Jigsaw Learning technique. Thislearning technique was chosen for

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

PATRICK BOBBIE; Sheryl Duggins; VENU DASIGI

serverswherever they may be sited in a network of campuses or locations.Sakai is a collaborative learning tool which has been deployed by hundreds of institutionsand thousands of instructors, and millions of students have benefitted from it. One of thestrengths of Sakai is the ability to incorporate and deliver real-world simulations inlectures to stimulate student interest and learning. The desire to develop a rich and strongcourse management system (CMS) for content sharing and engaging students promptedIBM and Sakai Foundation to sponsor the Teaching with Sakai Innovation Award Program(TSAIP). TSIAP is aimed at identifying and recognizing users of Sakai in inventive andexemplary ways [17].While Sakai provides a rich environment for inventive learning