Collection

2010 ASEE Zone 1 Conference

Authors

Lisa Shatz

Incorporating design into a class teaching technical communication skills Lisa Shatz Suffolk University Session 8: Other topics relevant to engineering education AbstractA technical writing class is a perfect vehicle for giving students the opportunity to be creativedesigners and to learn more about the engineering profession as well.In order for our students to have more experience in brainstorming, teamwork, and productdevelopment, we have incorporated into our technical communication class participation inSuffolk University’s Business School’s New Product

Collection

2010 ASEE Zone 1 Conference

Authors

Suxia Cui; John Fuller; Pamela Holland-Obiomon; Warsame H. Ali

Educate New Generation on Nuclear Technology through Collaborating Engineering Project Suxia Cui, John Fuller, Pamela Holland-Obiomon, and Warsame H. Ali Electrical and Computer Engineering Department Prairie View A&M University Session: Interdisciplinary programs, sustainability and alternative energy as related to engineering educationAbstractFor the past several decades, nuclear technology has remained as one of the top interested issuesdue to its application as a new energy resource as well as a threaten weapon of massivedestruction. In the United States, the National Nuclear Security Administration

Collection

2010 ASEE Zone 1 Conference

Authors

Antonio F. Mondragon-Torres

The Millennium Generation: Are they ready for the Ultra-Low Power challenge? Antonio F Mondragon-Torres Electrical, Computing and Telecommunications Engineering Technology Rochester Institute of Technology Rochester, NY, USA afmiee@rit.edu Session: Tools, techniques, and best practices of engineering education for the digital generation Abstract— Millennials are a generation of smart young people currently in development at universities and colleges, and entering the workforce. They have several characteristics that could potentially make them the

Collection

2010 ASEE Zone 1 Conference

Authors

Chiara Silvestri; Adriana Hera; Malcolm H. Ray; Siamak Najafi

these training sessions increased overyears, as summarized in Table 1, and a clear shift of the interest from general sessions to morespecialized sessions, customized according to class curriculum can be observed.Table 1. Distribution of SESA training sessions over years. # Training Sessions Average # of Customized General # Attendees training hours Total per student sessions sessionsMar 06-Aug 06 56 3 53 255 4.2Aug 06 - Aug 07 97 40

Collection

2010 ASEE Zone 1 Conference

Authors

Junichi Kanai; Jeff P. Morris; Mark Anderson

Project-Based Engineering Design Courses and Computer Literacy Junichi Kanai, Jeff Morris, and Mark Anderson O.T. Swanson Multidisciplinary Design Laboratory Rensselaer Polytechnic Institute Session: Tools, techniques, and best practices of engineering education for digital generation AbstractThe current generation of college students grew up with personal computers, the Internet, andother digital “gadgets”. Despite their confidence, typical students in sophomore and senior levelengineering design courses utilize only the basic features of software tools, such as wordprocessing, graph generation, information sharing

Collection

2010 ASEE Zone 1 Conference

Authors

Ali Moazed; Richard L Roberts; Xiaobin Le P.E.; Anthony William Duva P.E.

topics arecovered. Week 1- Introduction to CosmosWorks- Plate in tension, plate in bending • Topics such as mesh generation, boundary conditions and loads as well as post processing are covered. Week 2- Static Analysis & Convergence • The H method, convergence threshold, and mesh refinement are discussed. It is greatly emphasized that a single run is FEA is not meaningful and multiple runs are required to achieve acceptable results. Week 3- Shell elements vs. Solid elements • The advantages of using shell elements in thin structures are explained. Week 4- Displacement Loads, Symmetry, Cyclic Symmetry • The concept of applied non-zero boundary conditions

Collection

2010 ASEE Zone 1 Conference

Authors

Hudson V. Jackson P.E.; Kassim M. Tarhini P.E.; Corinna Marie Fleischmann P.E.; Nathan Rumsey; Sharon Zelmanowitz P.E.

divided into tasks, including a preliminary sitevisit to investigate the project, mandatory discussions with stakeholders, development of anacceptable solution, and a cost analysis. As deliverables, cadets give several oral presentations,three progress reports, and a final technical report. Guidance is provided in several forms,including (1) guidelines about technical reports and presentations, (2) lectures by the coursecoordinator or outside speakers, (3) weekly team meeting with project advisor, (4) feedback fromfaculty after two oral progress presentations, and (5) technical comments on two or threeprogress draft reports. 6At the completion of the projects, cadets would have generated several

Collection

2010 ASEE Zone 1 Conference

Authors

Nathan Podoll; Kassim M. Tarhini P.E.; Hudson Jackson

MODEL ACTIVITIES FOR COORDINATING CORE ENGINEERING COURSES Nathan Podoll, Kassim Tarhini, and Hudson Jackson United States Coast Guard Academy, New London, CTSession: Tools, techniques and best practices of engineering education for the digital generation Alternate Session: All other topicsAbstractThe United States Coast Guard Academy (USCGA) is a small undergraduate institution ofapproximately 1000 cadets with eight majors. The four engineering majors require students totake basic engineering courses such as Statics, Mechanics of Materials, and Dynamics. Thesecourses are offered in multiple sections in a given semester and serve as the

Collection

2010 ASEE Zone 1 Conference

Authors

Andrea Baruzzi; Theresa M Calcagno

Using Electronic Resource Guides to Enhance Information Literacy Skills Andrea Baruzzi, George Mason University Theresa Calcagno, George Mason University Session 2: Tools, techniques, and best practices of engineering education for the digital generationAbstractThe importance of teaching information literacy skills to college students cannot beoverstressed. Due to the explosion of electronic information resources, it is critical thatengineering and science students learn key research skills that help them locate, evaluate andutilize information effectively, efficiently and ethically. Such skills will help them becomeinformed students and

Collection

2010 ASEE Zone 1 Conference

Authors

Tom Goulding

faculty use GM-Games and GM-Method their ‘expertise in teaching lies not so much in … subjectEven though GM-method projects can be very knowledge …as in her/his focus on studentdemanding (Figure 5), the Socratic GM-method is, learning’ [1] We believe that instructors shouldthus, based upon a large body of academic research participate in technical discussions with students,which supports the notion that non-traditional but almost never propose solutions. So we alsoclassroom methods can radically improve student have adopted R.L Moore perspective that “theperformance and result in spectacular performance. instructor plays the role of coach, mentor,[9, 11

Collection

2010 ASEE Zone 1 Conference

Authors

Vijay Kanabar; Robert Schudy

international students. This model permits students tocomplete their education at a time that is most convenient to them. The model also benefits workingstudents who generally devote late evenings or weekend hours to coursework. There are no requirementsfor participating in “same time” sessions—even though many professors offer recorded video or audiosessions that are attended by as much as 20% of the students. However, one important aspect thatremains missing in our pure online model is the immediacy and dynamics of live communication. Figure 1: Blended ModelBlended Format Boston University has used a blended format which we term eLive to teach courses. AsFigure 1 illustrates, this model is a blend of Pure

Collection

2010 ASEE Zone 1 Conference

Authors

David H. Plantz; William M Simpson Jr. P.E.

effectiveness of case study use [2]. Educators in the Department of Metallurgy and Materialsat the University of Birmingham have been using case studies for years. They stress theimportance of assessing the impact of case studies on the overall learning experience beyondsimply assessing the technical competency of their students’ deliverables. They suggest thatboth formal and informal assessment tools be used and they discuss several methods they haveused to assess the impact of case studies on learning [1].At the United States Coast Guard Academy (USCGA), students in the Mechanical Engineeringand Naval Architecture and Marine Engineering majors are required to take an introductorymaterial science course in the spring of their sophomore year. The

Collection

2010 ASEE Zone 1 Conference

Authors

Anne E. Mohan; Enrique Sola; James Patrick Abulencia

point in time. This modulation has been defined by thetug-of-war between practical training and academic training. Terry Reynolds provides acomprehensive view of the American engineer throughout history in his book, “The Engineer inAmerica: A Historical Anthology from Technology and Culture.” [1] The appearance of engineering in America is associated with the emergence of themilitary during the American Revolution. The large-scale projects necessary during this timesuch as conducting sieges, constructing fortifications, and building bridges, required theknowledge of technical military engineers. Prior to the Revolution, the level of capitalinvestment and risk in American society was never high enough to justify the expense of full-time

Collection

2010 ASEE Zone 1 Conference

Authors

Ronald C. Lasky

Mathematics Learning Outcomes for Engineers in an Age of Excel®, MATLAB®, etc: Some Observations and Thoughts By Ronald C. Lasky, Ph.D., PE Instructional Professor, Thayer School of Engineering Dartmouth College Session: Tools, techniques and best practices of engineering education for the digital generationAbstractHaving spent a career in industry, about a decade ago, I looked forward to the prospect ofteaching courses on Design of Experiments, Statistical Process Control, and statistics. I was thenand still am impressed with the enthusiasm, aptitude and accomplishments of the students

Collection

2010 ASEE Zone 1 Conference

Authors

GLENN E. VALLEE; RICHARD P. BENIOT

crowngeometry and bonding area were most critical in improving durability. Finally, these mechanicalparameters needed to be translated into an action plan which could be implemented by thedentist. Suggestions for modifying crown geometry and bond area were then made.REFERENCES[1] Hickey, T., “Determination of the Dynamic Mechanical Properties of Dental Porcelains and Adhesives”, Senior Capstone Design Project, Western New England College, 2007.[2] 3M Paradigm™ MZ100 Block Technical Product Profile, 3M Dental Products, St. Paul, MN, 2000.[3] Houston, T. E., “ Bite Force and Bite Pressure: Comparisons of Humans and Dogs”, www.glapbta.com/BFBP.pdf, 2003.[4] Hibbeler, R. C., Mechanics of Materials, 6th ed., Prentice Hall, NJ

Collection

2010 ASEE Zone 1 Conference

Authors

David Potter

A context for unstructured experimentation: What resources are available to the student tinkerer? David Potter Northeastern University College of Engineering Session 2: Tools, techniques, and best practices of engineering education for the digital generation “What I hear, I forget; What I see, I remember; What I do, I understand.” – Old Chinese proverb Abstract: Education for the digital generation can be thought of as a process of classroom and laboratory learning

Collection

2010 ASEE Zone 1 Conference

Authors

Charles R. Sullivan; Mark J. Franklin

consumption in real vehicles,popularly termed “hypermiling,” has spawned enthusiast web sites [2], [3] and competitions inwhich contestants often top 100 mpg [4]. This framework was used to engage students’ attentionas they strive to improve their own driving performance and compete with each other, and togive them an incentive to consider subtleties of vehicle power requirements, engine efficiencymaps, and their interactions. In this paper, we describe the technical development of thesimulator, the activities developed making use of it, and the class in which we used it.Technical Development of the Simulator We were very fortunate to be able to start this project with a highly developed open-source driving simulator, TORCS version 1.3.1 [1

Collection

2010 ASEE Zone 1 Conference

Authors

Chitra N. Javdekar

Designing Freshman Engineering Experiences Author name(s) and Affiliation(s): Chitra N. Javdekar, Ph.D., MassBay Community College, MA Session: First Year Experience AbstractFreshman engineering experiences are critical from the perspective of overall development of studentsand student retention. These experiences can be particularly challenging to design owing to thedifferences in student backgrounds, and in levels of prior knowledge/preparation in fundamentalscientific concepts. This paper presents an approach for redesigning a freshman engineering designcourse to introduce students to the fundamentals of the engineering design

Collection

2010 ASEE Zone 1 Conference

Authors

Chiara Silvestri; Suzanne LePage; Paul P. Mathisen

used to produce interactive training and support videos byrecording interaction with software applications and websites or capturing power pointpresentations as videos and audio as depicted in Fig. 1 [2]. Especially in the educational field,pre-recorded videos can be employed for demonstrating visual and technical subjects. Instructorscan record live presentations and make content accessible as popular video format, enabling thestudents to learn according their own pace, or to simply to make-up absence in class. Also, theserecorded videos allow the students to follow step-by-step operations during softwaredemonstrations, which is sometimes hectic with use of paper tutorials. The Camtasia tutorialswere used in a set of undergraduate courses in

Collection

2010 ASEE Zone 1 Conference

Authors

Andrzej Zarzycki

First Year Experience for Digital-native Students Andrzej Zarzycki New Jersey Institute of Technology Session: First year experienceThis paper discusses undergraduate freshmen experience in the core studio design course in theprofessionally accredited architectural program. The studio curriculum focuses on teachingdigital and traditional tools in the design context while considering the level of knowledge andthe nature of a student body. Design studio curriculum introduces students to traditional modesof creativity such as sketching and physical models. This preliminary stage is paralleled by anintroduction of digital skills