Collection

2009 Northeast Section Meeting

Authors

Kanti Prasad

Preparing Students with Industrial Collaboration in Meeting the Challenges in Engineering Design with Consummate VLSI Education Kanti Prasad Ph.D.; P.E. Professor/Founding Director Microelectronics/VLSI Technology Electrical and Computer Engineering Department University of Massachusetts Lowell Kanti_Prasad@uml.eduAbstract:For in-depth Microelectronics education, state-of-the-art laboratory facilities are requiredto complement theoretical instructions in order to validate the modeled microelectronicdesign from its conception to the finished chip along with its

Collection

2009 Northeast Section Meeting

Authors

Frank Lanzer

Attracting Girls to Engineering & Technology: Reach them before they're turned off Frank Lanzer Anne Arundel Community CollegeAbstractThe low percentage of woman and minorities in engineering, and other technical fields, iswell-documented. While one cannot force persons into a given field, we ought to ensurethat students are exposed to these disciplines and provided with both basic skills and avision of what they can become. Research generally shows attitudes and perceptions ofwhat individuals want to become being developed early in the secondary educationprocess. Community colleges, in particular, are uniquely positioned close to

Collection

2009 Northeast Section Meeting

Authors

Luanna S. Gomez

Research on student understanding of engineering statics: The development of instructional materials to improve student understanding of center of mass AbstractUniversity students who have studied physics at the introductory level and beyond are oftenunable to apply basic concepts from mechanics to account for the motion of an extended object.Findings from an in-depth, systematic investigation were used to guide the design of curriculumto address the underlying conceptual and reasoning difficulties. Ongoing assessment was anintegral part of the development cycle. The instructional sequence that evolved from thisiterative process has proved effective in helping students learn to

Collection

2009 Northeast Section Meeting

Authors

Raluca I. Rosca

. Introductory courses provide important opportunities for encouraging this diverse group of students to pursue further studies in engineering. I was taught during the ETPP program, that the main goal is to ensure that students develop a solid knowledge base of fundamental engineering topics and mathematical methods.Keeping in mind that the diversity statement had been developed as part of an engineeringteaching portfolio, we can conclude that it has be used for its purpose by all the program’sparticipants who are presently teaching or are still interested in an engineering faculty career.This conclusion is moderated by the small number of respondents to the survey and needs to beintegrated in a larger survey for all ETPP

Collection

2009 Northeast Section Meeting

Authors

W. Riddell; S. Bakrania; K. Bhatia; J. Courtney; K. Dahm; R. Harvey; L. Weiss

Putting the horse before the cart – Fitting a new project into established design and writing pedagogy W. Riddell†, S. Bakrania†, K., Bhatia†, J. Courtney, K. Dahm†, R. Harvey‡, L. Weiss†† College of Engineering† College of Communication‡ College of Liberal Arts and Sciences†† Rowan UniversityProject-based learning has been an important aspect of the Rowan University College ofEngineering curriculum since its inception in 19961. In the fall of the sophomore year,engineering students take a multidisciplinary, integrated, project-based course that is designed toteach both

Collection

2009 Northeast Section Meeting

Authors

Josh Coffman; Jiancheng Liu; Ashland O. Brown; Sachin S. Terdalkar; Joseph J. Rencis

transitional questions will tend to arise, as a natural curiosity develops in the minds of astudent.Application of Kolb Cycle to Fatigue FE Learning ModuleIn a paper written by Brown8, Teaching Finite Elements using the Kolb Learning Cycle, a globalanalysis of a FE course is made in regard to stages of the Kolb Cycle that are experienced in thatcourse. Brown states that, “ Students are provided Abstract Hypothesis/Conceptual Modulesthat begin with the background of the FE method, fundamental mathematics of FE, movethrough the concept of “stiffness-analysis”, one-dimensional direct stiffness analysis of variousstructures, the topology of the various finite elements, error analysis of FE results, and concludeswith how to model engineering problems using