Collection

2013 GSW

Authors

Bonnie Boardman

applications developed for teaching purposes. It also describesthe author’s experiences in developing one such application.  Engineers are, at the core, problem solvers. Engineering educators spend a lot of time in theengineering curriculum teaching aspiring engineers the algorithms, heuristics, and methods tosolve problems for a given set of data. We typically give them a problem in a nice, tightparagraph which has all of the variables needed to solve the problem. Their goal is usually tofind the right method, plug in the given variables and get an answer that matches the one in theback of the book.  If only the real world were so easy!  Real world problems don’t come with aparagraph summarizing the problem and the few variables required to solve it

Collection

2013 GSW

Authors

Danielle Reynolds; Nur Yazdani; Tanvir Manzur

Experience for Teachers (RET) project on Hazard Mitigation at UT Arlingtonwas funded by the National Science Foundation (NSF). The project had the importantintellectual focus of educating high school STEM teachers in inquiry-based research learning,research design, execution and implementation, and in solving real-world hazard-relatedengineering problems with open-ended solutions. The RET program brought together 27 highschool STEM teachers from 10 high schools in the Arlington, Texas, and five other schooldistricts from surrounding areas. A total of seven summer research projects with the commontheme of hazard mitigation were identified and conducted. In the six week summer extremewind RET project, the STEM teachers were provided with hands on

Collection

2013 GSW

Authors

Melanie Sattler

apply this information effectively to real-world problems.One pedagogy that allows faculty members to develop critical thinking skills in their students,including application skills, is service learning. Service learning is “a teaching method which combines community service with academic instruction as it focuses on critical, reflectivethinking and civic responsibility.”1 Another well-known definition of service learning states: Service learning is a credit-bearing educational experience in which students participate in an organized service activity that meets community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced

Collection

2013 GSW

Authors

Camille A. Issa

physicaladvances and is as much – if not more – of an intellectual challenge as the sciences and othersubjects that advance human standards. History has many examples where the decline ofcivilizations paralleled the lack of importance given to engineering. The Greeks, Romans,Chinese, and others built their civilizations largely on the foundations of engineering competenceand advances. Their power, status, and standards of living rapidly declined as soon as they failedto maintain their superior engineering competence and developments. The hope is that U.S. willlearn from history, and not repeat it.Engineering education should teach the effective application and use of scientific principles tothe solution of real-world problems and the development of

Collection

2013 GSW

Authors

Mohammed Zubair; Cherif Aissi

21 – 23, 2013. Copyright ©2013, American Society for Engineering Educationthe user in the design, development, and control of complex systems in a much shorter time [2-10]. As a result, STEM fields are under pressure to incorporate the use of advanced tools intotheir curriculum so their graduates can be well trained in the use and application development toserve the needs of the industrial community.In a typical Engineering curriculum, hands-on and real world problem-solving approaches are anintegral part of the design learning process. Such a process can be broadly described andcategorized into defining a need, background research, design criteria and constraints, buildingand testing a prototype, redesign and retest if

Collection

2013 GSW

Authors

Waqas Ali; Samir M. Iqbal

researchers to explore further the real life problems inmore detail. Interestingly, the solutions to these problems demand expertise in more than onediscipline. This has necessitated various skills to come together. In engineering, a new disciplinehas emerged which we call nanotechnology. Nanotechnology is purely interdisciplinary in itsnature. This is the need of the hour that we amend our conventional ways of dealing with thecontemporary problems and start thinking beyond the conventional ways. Nanotechnology is onesuch example where we have extended the boundaries of various engineering disciplines. This isreally important that the next generations of students are familiar with this revolutionary fieldand are motivated to pursue their education in

Collection

2013 GSW

Authors

Matthew Rivera; Vladimir Santalov; Andres Delagarza; Randall Manteufel

possibility of working a job canbecome taxing on a student. The survey shows that 46% of the students work on or off campusto help pay their tuition, so if proper co-requisites were in place and material in the majority ofthe students classes overlapped, studying time would be reduced1. Something interesting to take away from the surveys was that 50% of the studentsunderstand the applications of the material taught in engineering classes after they have finishedthe course. With half of the students not recognizing the real world engineering applications ofsome of these mathematical concepts, that is half of every class just memorizing, regurgitation,and forgetting while they are taking the class to attempt to pass it. An added benefit of

Collection

2013 GSW

Authors

Xiao Peng; Lex Gonzalez; Eric Haney; Amen Omoragbon; Bernd Chudoba

designknowledge to current aerospace design problems, the key requirements on which a modernknowledge-based system (KBS) have to be based reads as follows: (i) accumulate and maintainaggregate knowledge; (ii) supply information relevant to any particular design effort; (iii) predictunavailable information based on trends from available knowledge.To this end, a first of its kind aerospace conceptual design knowledge based system, AVDKBS, isintroduced in this paper. It provides researchers with a convenient way of storing, applying andpredicting knowledge in a total systems approach. The categories of the system are differentiatedby knowledge collection, exhibition, application, innovation and update. The structure ofAVDKBS is constructed according to the

Collection

2013 GSW

Authors

Andy Walker; Bernd Chudoba

fields. All of these fields have been endorsed by a surveyof industrial professionals. Bibliography (qualitative) Discipline (qualitative) Design Phase (qualitative) Title (Design section) (qualitative) Categorization (Method math) (qualitative*) Assumptions (qualitative*) Experience with method (qualitative*) Documented configuration applicability (quantitative) Accuracy of calculation (quantitative) Input Variables, Independent (quantitative) Equations, Algorithms (quantitative) Output Variables, Dependent (quantitative) Time to calculate (quantitative) * Indicates a field may be encoded as a real number.There are, however, design elements that go undocumented

Collection

2013 GSW

Authors

Oscar N. Garcia; Garima Bajwa; Cynthia L. Claiborne; Shanti R. Thiyagaraja; Mohamed Fazeen; Eric H. Pruett

aspects of the three topics mentioned. The efforts of writing apaper about this course will be rewarded if it stimulates thought and critical discussion on acentral stem treatment on the topics. It may have appropriate specialized branches but a small,more efficient and fundamental set of common concepts explicitly applicable and interconnectedthroughout the three subjects. Proceedings of the 2013 ASEE Gulf-Southwest Annual Conference, The University of Texas at Arlington, March 21 – 23, 2013. Copyright 2013, American Society for Engineering Education IntroductionIssues associated with the modern aspects of the three topics

Collection

2013 GSW

Authors

Christina K. White; Richard H. Crawford

the five GCSPcomponents. To provide a breadth and depth, the quantitative data is complemented byqualitative data for this mixed methods study. The last section helps provide qualitative insightabout what inspired these GC Scholars and how they are inspiring actions to improve the worldthrough innovative, international, interdisciplinary engineering. Listen to the GCSP pillars inaction. Inspir(ed)(ing) I-Engineers“The experience gained from stepping out of the classroom and into the real world wasinvaluable. To be given the opportunity to get hands on and see the results were more than anytextbook or lecture could ever teach me.” Design-based, rigorous research“This international development project expanded

Collection

2013 GSW

Authors

Priscila Martinez-Avila; Emmanuel Varona; Doug D. Carlton; Abegayl Thomas; Kevin A. Schug

instructors (formativeassessment). TAs developed lesson plans with integrated activities, such as Process OrientedGuided Inquiry Learning (POGIL) real world problems to foster collaborative learning, whileemphasizing challenging concepts. PAL students tutored individual students or groups, based ontheir discretion, and regularly updated TAs to ensure ESP lessons transitioned at the same paceas that of the course. It was hypothesized learning would increase over time, which would in turnresult in a continuous increase of class mastery from test to test.On average, students had a mastery of 59.1% (SD = 14.0) when the outcome was originallytested in AURAS (pre-test). Mastery of chemistry content increased to 78.6% (SD = 7.8) on theformal examination