Collection

2015 ASEE Zone 3 Conference

Authors

Jing Pang

design concepts from formal lectures, students are generally required toattend the laboratory to acquire hands-on design skills2. Through the laboratory work, studentsare expected to develop design experience and problem-solving skills which are important forthe engineering profession3. However, after coming out of high school, most undergraduatestudents may have got used to passively accepting facts provided by instructors. They have notgained skills for analyzing design problems, synthesizing and evaluating design information.Moreover, many lower division undergraduate students have little or no exposure to digital logiccircuit design in high school. Therefore, it is very important for the instructor to developeffective teaching pedagogy to

Collection

2015 ASEE Zone 3 Conference

Authors

Sreelatha A. Subramanyam; David Beams; James K. Nelson

aimed atundergraduate electrical engineering education.Requirements of a virtual laboratory To be effective in undergraduate education, a virtual laboratory must provide at least the samelevel of learning as does a physical laboratory. That raises a very important question: in engineeringeducation, is the goal to teach design and applications, or is it to teach the techniques of physicalconstruction such as soldering or welding? In the context of current engineering education, the answerappears to be the former: teaching design principles and application of those principles, including system 1 © American

Collection

2015 ASEE Zone 3 Conference

Authors

Puteri Megat Hamari

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Incorporating Synopsys CAD Tools In Teaching VLSI Design Puteri Megat Hamari Minnesota State University MankatoAbstractVLSI Design is a course for graduate and undergraduate students at the Minnesota StateUniversity, Mankato to introduce students to the theory, concepts and practice of VLSI design.For Spring 2015, the course syllabus was changed with the integration of industrial grade VLSICAD using Synopsys. Previously, simulations were limited and performed with open sourcesoftware. With Synopsys, students used

Collection

2015 ASEE Zone 3 Conference

Authors

Mahbub Ahmed; Lionel Hewavitharana; Scott McKay; Kendra Ahmed; Mamunur Rashid

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Development of Low-Cost Laboratory Experiments for Southern Arkansas University’s Engineering Program Mahbub Ahmed1, Lionel Hewavitharana1, Scott McKay1, Kendra Ahmed1, and Mamunur Rashid2 Southern Arkansas University1/ University of Massachusetts at Lowell2AbstractThe purpose of this paper is to present the preliminary work and plans related to the developmentof several low cost laboratory experiments in the newly established engineering program atSouthern Arkansas University (SAU). SAU was recently approved to initiate a

Collection

2015 ASEE Zone 3 Conference

Authors

Susan C. Schneider

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Work in Progress: Use of Calibrated Peer Review to Improve Report Quality in an Electrical Engineering Laboratory Susan C. Schneider Department of Electrical and Computer Engineering, Marquette University, Milwaukee, WI, 53201AbstractThis paper discusses the use of a writing exercise in an electrical engineering undergraduatelaboratory class in which some of the attributes of the Calibrated Peer Review (CPR) process arepracticed. An example of a CPR assignment for an electrical engineering undergraduatelaboratory is provided to show

Collection

2015 ASEE Zone 3 Conference

Authors

Brian Sandford

Teaching Construction Spanish in the Context of Construction Rather Than in the Context of a Foreign Language Brian Sandford Pittsburg State University AbstractThe Hispanic portion of America's population has grown by 26% from 1990 to 2010 and isprojected to increase to 29% of the total U.S. population by 20505. In 2003, Hispanics becamethe largest minority population in the U.S. and construction and its related supply and supportindustries is a major employer of Hispanics8. It has and will continue to be more and morerelevant in the construction industry to be able to communicate with the

Collection

2015 ASEE Zone 3 Conference

Authors

Daniel Bullock; Edward Carl Greco; Jim D. Reasoner

. 7 © American Society for Engineering Education, 2015 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)References 1. S.A. Ambrose, M.W. Bridges, M. DiPietro, M.C. Lovett, M.K. Norman. How Learning Works: Seven Research 2. Based Principles for Smart Teaching. Jossey-Bass, (John Wiley & Sons), 2010. 3. Clough, Michael, Using the Laboratory to Enhance Student Learning, NSTA Press, Arlington, VA, 2002. 4. Sheri D. Sheppard, Kelly Macatangay, Anne Colby and William M. Sullivan, Educating Engineers: Designing for the Future of the Field

Collection

2015 ASEE Zone 3 Conference

Authors

Norman D. Dennis; Edgar C. Clausen

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Clinical Faculty Development Program Norman D. Dennis, Jr. and Edgar C. Clausen College of Engineering University of ArkansasAbstractWith the significant increase in engineering student enrollment over the last ten years and therelatively flat number of tenure/tenure track faculty positions in engineering, a significant portionof the undergraduate teaching load has shifted to non-tenure track faculty. As a result ofincreased involvement of non-tenured faculty in teaching in

Collection

2015 ASEE Zone 3 Conference

Authors

Jordan N. Foley; John W. Thompson; Meaghan M. Williams; W. Roy Penney; Edgar C. Clausen

� 2𝑔𝑔References 1. Feisel, L.D., and A.J. Rosa, “The Role of the Laboratory in Undergraduate Engineering Education,” Journal of Engineering Education, Vol. 94, No. 1, 2005, pp. 121-130. 2. Abdulwahed, M., and Z.K. Nagy, “Applying Kolb’s Experiential Learning Cycle for Laboratory Education,” Journal of Engineering Education, Vol. 98, No. 3, 2009, pp. 283-294. 3. Cyr, M., V. Miragila, T. Nocera, and C. Rogers, “A Low-Cost, Innovative Methodology for Teaching Engineering Through Experimentation,” Journal of Engineering Education, Vol. 86, No. 2, 1997, pp. 167- 171. 4. Kresta, S.M., “Hands-on Demonstrations: An Alternative to Full Scale Lab Experiments,” Journal of Engineering

Collection

2015 ASEE Zone 3 Conference

Authors

Aleksandr Sergeyev; Nasser Alaraje; Scott Kuhl; Michael Meyer; Mark Kinney; Mark Highum

tracking. The Robotics Vision Systems course willbe designed as a 4 credit hour course (3 hours of recitation and 3 hours of weekly lab). Thecourse will introduce topics on: 1) safety, including laser safety; 2) basics of optics and imageprocessing; 3) setting up lightning conditions required for the successful vision error proofingand camera calibration; 4) teaching tool, application, and calibration frames; 5) performing 2Dcalibration and 2D single and multiview robotic processes; 6) performing 3D calibration and 3Dsingle view robotic vision processes. The course will include 12 laboratory exercises, totaling 36hours, with the goal of providing students the opportunity to configure and execute real-life,industry comparable, robotic vision

Collection

2015 ASEE Zone 3 Conference

Authors

Integration of Experiential Learning Modules in Sophomore and Junior Courses: A Pilot StudyAbstract Evidence from past literature suggests that experiential learning activities can be highlybeneficial to undergraduate engineering students when introduced early in their undergraduatestudies. Learning modules based on experiential learning model have been developed andintegrated into two core undergraduate courses (one sophomore and one junior) of mechanicalengineering. Using the experiential learning model of Kolb, each learning module containsconcrete engineering experience, theory, computer-based modeling and simulations, and hands-on laboratory exercises. The main goal is to provide experiential

Collection

2015 ASEE Zone 3 Conference

Authors

Robert M. O'Connell

summative final assessment or exam, which is usedto help determine a grade. It is not used for feedback to improve student learning. Although themost common form of summative assessment is the final examination, some instructors structuretheir courses in units, and do a summative assessment after each unit. In that model, each unit ofthe course is essentially a self-contained mini-course.Midterm exams are frequently used for both summative and formative purposes. For example, ina course having two midterm exams and a final exam, the midterms may each be used todetermine ten to twenty percent of the final grade (while the final exam, laboratory scores,homework, and other items determine the remainder of the grade). This is the summativecomponent of

Collection

2015 ASEE Zone 3 Conference

Authors

Charles E. Baukal

astudent is whether or not the final solution is correct or incorrect by checking the answer in theback of the book.An effective technique for teaching students how to learn to solve problems is for the instructorto demonstrate the technique first and then to have students gradually replicate the process step-by-step. 15 This is referred to as a worked-out example which consists of problem formulation, the Proceedings of the 2015 Zone III Conference of the American Society for Engineering Educationsteps to the solution, and the final solution. 16,17 Some research has shown appropriatelystructured and worked-out examples can sometimes actually be more effective for learning thanhaving students solve problems on their own. 18 Guided discovery is

Collection

2015 ASEE Zone 3 Conference

Authors

Sarah Jurak; Emil Jurak; Ramazan Asmatulu

or remove and replace segments through controlling the process. In 2011, biologist J.Craig Venter created the first viable bacterial cell that was designed in a lab by digitally writingits genetic code and synthesizing it in a laboratory.25 Science is advancing with the goal of beingthe first, for instance, to engineer skeletal muscle that can be used to repair damaged humanlimbs 26 or develop a new strain of fungus resistant corn.27 The behavior of a synthetic programcannot be completely and reliably predicted. Therefore, in designing a synthetic genetic programthere is the possibility of unintended consequences. This causes concerns about the creation oforganisms that may be harmful for humans and the environment and could potentially

Collection

2015 ASEE Zone 3 Conference

Authors

R. Joe Stanley; Stuart W. Baur

% 0Semi-StateConstruction Professionals 10.8% 13(architecture, surveying, etc.)Education Teaching and 5.0% 8LecturingEngineering/Technology/Industry 72.5% 87Health & Safety 1.7% 2Human Resources and 0% 0RecruitmentHumanities 0.8% 1Hotel, Catering 0% 0Insurance and Pensions and 0% 0Actuarial workLanguages (teacher, interpreter, 1.7

Collection

2015 ASEE Zone 3 Conference

Authors

Timothy Burg; Pamela Mack; Ian Walker; Richard Groff

used at Clemson University and that we will usethroughout this proposal), it refers to the attempt to motivate students to be inquisitive about the 1 © American Society for Engineering Education, 2015 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)broader implications of science and technology and give them tools to analyze the potential prosand cons of emerging ideas. The need for such learning is widely recognized; however, theapproach to teach the tools and the means to evaluate the level of competency is still evolving.In spite of