Collection

2015 ASEE Zone 3 Conference

Authors

Daniel Bullock; Edward Carl Greco; Jim D. Reasoner

activities. With the exception of the students who havepreviously taken General Physics 2 there has been little to no formal exposure to electricalcircuits. Most of the courses in the students’ curriculum have, at this point, been heavilytheoretical in nature. A major shortcoming identified with the Electric Circuits 1 course is thatupon completion, the majority of students lack a thorough knowledge of the concepts beingtaught. It is believed that this is a result of the students’ failure to effectively make connectionsbetween theoretical concepts and practical applications. This conceptual gap in student’s electriccircuits knowledge remains until after completion of several lab classes and has the effect ofincreasing the difficulty in grasping more

Collection

2015 ASEE Zone 3 Conference

Authors

James R. Rowland

values framework” Journal of Engineering Education, 2009, 98(3), pp. 273-282.[8] J. R. Rowland, “A fine-grid ABET model for evaluating multidisciplinary teaming experiences”, Proc., 31st FIE Conference, Reno, NV, Oct 10-13, 2001.[9] J. R. Rowland, “Multidisciplinary teaming model sensitivity to curriculum revisions”, Proc., 32nd FIE Conf, Boston, MA, Nov 6-9, 2002.[10] P. Lewis, D. Aldridge, and P. Swamidass, “Assessing teaming skills acquisition on undergraduate project teams”, Journal of Engineering Education, April 1998, 87(4), pp. 149-155.[11] W. K. N. Anakwa, et al., “Development and control of a prototype active suspension system”, IEEE Trans on Education, Feb 2002, pp 43-49.[12] B. A. Oakley, D. M. Hanna, Z. Kuzmyn,, and R

Collection

2015 ASEE Zone 3 Conference

Authors

Timothy Burg; Pamela Mack; Ian Walker; Richard Groff

swarms. How will such new technologies change the impact of robots on society?7. Design Project After gaining a firm understanding of' the fundamentals of design and the use of the Mindstorms, the student teams will complete a design challenge by designing, building, and programming their own robot. Final report will include an analysis of the ethical and social impacts of deploying their device.8. Assessment (2 hrs) A pre- and post- class VOSTS test will be administeredDevelopment and Demonstration of VOSTS Assessment ToolThe original Views on Science-Technology-Society (VOSTS) survey5 contained 114 multiple-choice questions spanning seven categories and was described by Aikenhead6. Mack et al.described refinement of the

Collection

2015 ASEE Zone 3 Conference

Authors

Charles E. Baukal

learn and called for more research into engineering education. Thisincludes how to determine pedagogical approaches that excite them. Duderstad recommended(2008, p. v) “a systematic, research-based approach to innovation and continuous improvementof engineering education.” 2 Goldberg and Somerville (2014) advocated for a completetransformation of the engineering curriculum to meet the needs of today’s engineeringprofessionals. 3The ABET requirements for the 2015-2016 accreditation cycle 4 include several StudentOutcomes related to problem solving. Outcome (a) includes “an ability to apply knowledge ofmathematics, science, and engineering.” That knowledge is typically used to solve problems.Outcome (e) includes “an ability to identify, formulate