Collection

2015 Northeast Section Meeting

Authors

Elizabeth MH Garcia

2015 ASEE Northeast Section Conference Instructor-Developed Course Concept Maps Used to Contextualize Material Elizabeth MH Garcia U.S. Coast Guard AcademyAbstractDuring a semester, students often focus on the individual class lectures and topics, failing to seethe global picture of the course material. However, with the aid of a concept map provided bythe instructors on the first day of classes, and referred to throughout the semester, students mayimprove their “big picture” understanding of the course. For example, in the Ship Structurescourse taught at the U.S. Coast Guard Academy, nearly

Collection

2015 Northeast Section Meeting

Authors

Yu Wang; Farrukh Zia; Ohbong Kwon; Xiaohai Li

2015 ASEE Northeast Section Conference Collaborative Instruction and Team Based Project Learning - An Effective Strategy to Conduct Technology Education Yu Wang, Farrukh Zia, Ohbong Kwon, Xiaohai Li Dept. of Computer Engineering Technology New York City College of Technology The City University of New YorkAbstractCollaborative instruction is a teaching model that involves multiple instructors for a common setof educational goals, which can integrate the strengths and shared interests of faculty memberswith different expertise and research focuses. Just in time teaching for

Collection

2015 Northeast Section Meeting

Authors

Michael J. Davidson

2015 ASEE Northeast Section Conference Integration of Software in Structural Engineering Education Michael J. Davidson1, P.E Wentworth Institute of TechnologyAbstractIn the work place today, software is typically used by the structural engineer to analyze anddesign most elements of a structure. There is a wide variety of software available to thestructural engineer, allowing the engineer to analyze and design micro, macro and even allelements of a structure. In fact, it is common today for consulting firms and contractors to usemulti-discipline software that inputs the project, including

Collection

2015 Northeast Section Meeting

Authors

Leonard Anderson; Michael Davidson

External Collaborator/ Mentor Requirement for Senior Capstone Engineering Design Courses Leonard Anderson, Ph.D., C.P.C., Michael Davidson, P.E.AbstractTo meet the Engineering Accreditation Commission of the Accreditation Board for Engineering andTechnology (EAC of ABET) curriculum requirement of a “major design experience” Civil EngineeringStudents at Wentworth Institute of Technology are required to successfully complete a Civil EngineeringCapstone Design Course during the final semester (summer) of their senior year. In groups of four to sixstudents, students develop, implement, and present a comprehensive, intra-discipline civil engineerdesign project. In the summer of 2014, the Faculty of the Civil

Collection

2015 Northeast Section Meeting

Authors

Michael Geselowitz; John Vardalas

2015 ASEE Northeast Section Conference The Role of Undergraduate History of Engineering in the Formation of Engineers: A New Interdisciplinary, Experiential Approach Michael Geselowitz and John Vardalas IEEE History Center at Stevens Institute of TechnologyAbstractIn the fall of 2014, the authors offered a new course on the pre-modern history of engineeringand technology that integrated traditional lectures in history with hands-on engineering labs.From writing on clay tablets, Roman arches, sundials, sand clocks, the students were given anopportunity to appreciate the challenges of problem solving in

Collection

2015 Northeast Section Meeting

Authors

Anne L. van de Ven; Mary H. Shann; Srinivas Sridhar

2015 ASEE Northeast Section Conference Outcomes of an interdisciplinary, dual-mentor doctoral training program in Nanomedicine Anne L van de Ven1,2 , Mary H Shann3, Srinivas Sridhar1,2 1 Nanomedicine Science and Technology Center, Northeastern University 2 Department of Physics, Northeastern University 3 School of Education, Boston UniversityAbstractThe Nanomedicine program at Northeastern University is a multi-year specialization programdesigned to supplement traditional graduate education