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2015 Pacific Southwest Section Meeting

Authors

Susan Wainscott; Julie Longo

Technical Writing Intensive, during which they brought their own papers, reports,theses, and dissertations, among other projects. This three-hour training session was broken upinto five segments, each with a 10-minute refresher on a key point, and then 20 minutes in whichthe students work on their own material and receive individual coaching.Evolving Structure of the Technical Writing Workshop SeriesOver time, the Technical Writing series evolved based on feedback from the engineeringgraduate students as well as their faculty advisors, as shown in Table 1. All the workshops takeplace on Friday mornings, in an effort to avoid conflict with required courses the graduatestudents may be taking. The workshops range in duration from one to three hours

Collection

2015 Pacific Southwest Section Meeting

Authors

Estelle M. Eke

to the toolbox.Course StructureThe syllabus covers all items listed in the learning outcomes which state that the student shouldbe able to: 1. Use scalar and matrix operations and linear algebra techniques to solve engineering problems. 2. Generate a Graphical User Interface (GUI) to effectively present solutions in an interactive MATLAB environment. 3. Solve systems of linear ordinary equations using Gauss’ method and, for the special case of a 3x3 system, generate solutions via a graphical method. 4. Read and write MATLAB data files and import data into MATLAB from an Excel spreadsheet. 5. Write programs that involve user-defined functions, loops, and conditional statements. 6. Solve initial value problems using the

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2015 Pacific Southwest Section Meeting

Authors

aseducators prepare the next generation of engineers.There were over 90 submissions which resulted in many excellent papers and posters. As you readthese proceedings, you will see a roadmap marked by breadth, depth and innovation that will beused to navigate engineering education. Educators constantly hear that our students are changing.These proceedings demonstrate that our educators are more than prepared for this change.This conference included educators, researchers and practitioners from industry, academia andgovernment. We were fortunate to have several keynote speakers including: Dr. Don Czechowicz,Project Leader at General Atomics, San Diego, CA; Dr. Muzibul Khan, Corporate Planner,Kyocera Communications, Inc. San Diego, CA; Dr. Justin

Collection

2015 Pacific Southwest Section Meeting

Authors

Thais da C. L. Alves

interdisciplinary teams sessions and field trips Engage in community Participate in training Participate in general Manage the chapter

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2015 Pacific Southwest Section Meeting

Authors

Baird W. Brueseke; Gordon W. Romney

the survey were active instructors with direct knowledge of theirschool’s computer laboratory resources. The project objective was to gather information on a Proceedings of the 2015 American Society for Engineering Education/Pacific South West Conference Copyright © 2015, American Society for Engineering Education 484large variety of topics which affect the provisioning of computer science labs used in highereducation degree programs.This paper categorizes the survey responses into the following topical groups: Group Number Description 1 General

Collection

2015 Pacific Southwest Section Meeting

Authors

David J. Dimas; Faryar Jabbari; John Billimek

led by a teaching assistant. Due to the relatively small size of the summer offering, lessthan 50, the discussion session was combined with the regular lectures. Given the nature oflecture time in the flipped format (which is closer to a discussion hour than a traditional lecture),this simply added to the instructor contact hour and thus may have reinforced the notion of `extrawork’ often associated with the flipped class room (extra work for students and instructor).The key component of the flipped format is that the class time is turned into 1/3 review of themost difficult to comprehend lecture segments, 1/3 question and answer, and 1/3 setting up andbreaking down of the homework assignments. While the online material was common betweenthe

Collection

2015 Pacific Southwest Section Meeting

Authors

Thomas M. Korman

superintendent. 4. The company usually puts a 5 – 7% total margin on all projects.Throughout the term, the teams are provided with answers to questions on their bids. Typicalresponses to questions that are fielded throughout the term include: 1. Bid price is for the base bid only; Student groups are not considering the pricing of the alternates unless specifically stated. 2. The evaluation of separate divisions should have a bid amount 3. A performance and payment bond is required for this project.The first step in the Mock Bid is to prepare cost estimates for general conditions. Students thenneed to note that the quantity take offs and installation costs for other self-performed work thathas been completed. These costs and take off

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2015 Pacific Southwest Section Meeting

Authors

Amelito Enriquez; Nicholas Langhoff; Wenshen Pong; Nilgun Ozer; Hamid Shanasser; Cheng Chen; Hamid Mahmoodi; Ed Cheng; Kwok-Siong Teh; Xiaorong Zhang

activities representative of the major fieldsof engineering.Profile of SEI Students: In selecting participants for the SEI, the project team has made aconscious effort to give special consideration to minority, female, and first-generation collegestudents, and those from underrepresented minority groups. Table 1 shows a summary of thedemographics of students selected to participate in the program. The percentage of students fromunderrepresented minority groups is 81.9%, with Hispanics constituting the largest ethnic groupat 64.5%. The percentage of students who are the first in their families to go to college is 58.1%.More than half of the participants are female students.Table 1. Demographics of Summer Engineering Institute participants for 2009 to

Collection

2015 Pacific Southwest Section Meeting

Authors

Bari Ma Siddique

techniques to protect internet servers and provide security toonline education from such threats.1. IntroductionFor a millennium, universities have been considered the main societal hub for knowledge andlearning. However, over the last several decades, the basic structures of how universities produceand disseminate knowledge and evaluate students have shifted in a new direction due to societalchanges created by technology—computers, internet, instant messaging, e-mail, Facebook, andtweeter. The transmission of knowledge need no longer be tethered to a college campus. Thetechnical affordances of cloud-based computing, digital textbooks, mobile connectivity, high-quality streaming video, and “just-in-time” information gathering have pushed vast