Paper ID #16612Can We Teach a Programming Language as a Second Language?Dr. Lulu Sun, Embry-Riddle Aeronautical University - Daytona Beach Lulu Sun is an associate professor in the Engineering Fundamentals Department at Embry-Riddle Aero- nautical University, where she has taught since 2006. She received her B.S. degree in Mechanical En- gineering from Harbin Engineering University (China), in 1999, and her Ph.D. degree in Mechanical Engineering from University of California, Riverside, in 2006. Before joining Embry-riddle, she worked in the consulting firm of Arup at Los Angeles office as a fire engineer. Her research
Paper ID #15542A Smart Fluid Level Instrument in a Sports Drink BottleDr. Dale H. Litwhiler P.E., Pennsylvania State University - Berks Dale H. Litwhiler is an Associate Professor at Penn State, Berks Campus in Reading, PA. He received his B.S. from Penn State University, M.S. from Syracuse University, and Ph.D. from Lehigh University all in electrical engineering. Prior to beginning his academic career, he worked with IBM Federal Systems and Lockheed Martin Commercial Space Systems as a hardware and software design engineer. c American Society for Engineering Education, 2016 A Smart Fluid
-form solution, the students were told to solve the initial valueproblem numerically. In our case, most of the students were not familiar with numerical methods,so we had them implement a simple, forward time marching scheme in Microsoft Excel® . Asample spreadsheet, and a plot of the corresponding solution, are shown in Figure 1. (a) (b) Figure 1. (a) Sample spreadsheet for Part 1 of the project, illustrating a numerical solution to the initial value problem of a projectile in the presence of both gravity and drag. (b) Corresponding plot of the projectile’s trajectory (solid line), along with what the trajectory would have been in the absence of drag
40 20 0 A B C D Answer choices C Figure 6: Comparison of students’ responses to conceptual clicker question example 1 100 Semester I Semester II Correct answer: B 80
Paper ID #14948Introducing Stress Transformation and Mohr’s CircleMr. Philip A Jones P.E., Pennsylvania State University, Erie Mr. Philip Jones is a lecturer in engineering in the School of Engineering at Penn State Erie, The Behrend College. He received the B.S. in Mechanical Engineering from West Virginia University in 1986. Mr. Jones also earned the M.S. in Mechanical Engineering from Case Western Reserve University in 1990. In addition, Mr. Jones graduated from the General Electric Advanced Course (A, B, and C courses) in Engineering as part of the Edison Engineering Program in 1989. Mr. Jones is a Licensed
Paper ID #17030Growing Experimental Centric Learning: The Role of Setting and Instruc-tional Use in Building Student OutcomesDr. Yacob Astatke, Morgan State University Dr. Yacob Astatke completed both his Doctor of Engineering and B.S.E.E. degrees from Morgan State University (MSU) and his M.S.E.E. from Johns Hopkins University. He has been a full time faculty mem- ber in the Electrical and Computer Engineering (ECE) department at MSU since August 1994 and cur- rently serves as the Associate Dean for Undergraduate Studies in the School of Engineering. Dr. Astatke is the winner of the 2013 American Society for Engineering
𝑅𝑠ℎWhere, 𝐼 is the output current of the solar cell, 𝑉 is the output voltage of the cell, 𝐼𝑝ℎ is thephotogenerated current, 𝐼0 is the reverse saturation current, 𝑞 is the electronic charge (1.602 ×10−19 C), 𝑛 is the diode ideality factor, 𝑘 is the Boltzmann constant (1.38 × 10−23 J. K −1 ), and 𝑇is the temperature in Kelvin. (a) (b) (c)Figure 1. (a) Circuit diagram of the experimental setup for solar cell I-V measurement under illumination considering the single diode solar cell model, (b) typical I-V, and (c) P-V curve of a solar cell showing important data points on the curve.Typical I-V and P-V curves of a solar cell/module are shown in Fig. 1(b) and 1(c
Iended up. . .I just kind of got tired of the back and forth. I personally made the plan …, saidalright what do you guys think about this, and everybody said all right it's good. So that waswhat ended up get put up in the Google drive or out in the Google team site.” (Team Member5CS15)In summary, the scaffolds largely supported transition processes including planning, goal androle setting. A very small number of teams reported not benefiting from the tools to supporttransition process due to intervening factors such as lack of writing skills and lack of initiativefrom team members. B. Interpersonal ProcessesOur analysis suggests that a variety of tools, activities and artifacts supported interpersonalprocesses. The percentages of teams (shown
relationship betweenan input position 𝑋" (𝑠) and the output position 𝑋& (𝑠) can be found by considering first therelationship between an input force 𝐹(𝑠) applied on the mass and 𝑋& (𝑠). For a simple onedegree of freedom spring mass damper system, this relationship is found to be 𝑋( 𝑠 1/𝑀 = - ,(Eq. 1) 𝐹 𝑠 𝑠 + (𝐵/𝑀)𝑠 + (2𝑘/𝑀)where M is the mass, B is the friction or viscous damping, and k is the spring constant. Therelated input position of the block can be mapped to an input force by understanding that apositional step is governed both be the spring constant and the friction using the
Competition for the team’s innovation: Assurefit- a chest tube stabilization device. Breanne found her drive for innovation and fascination with design during the development of this technology and seeks to equip students with this same drive through experiential learning.Dr. John D DesJardins, Clemson University Dr. John DesJardins is the Robert B. and Susan B. Hambright Leadership Associate professor in Bioengi- neering at Clemson University and the director of the Frank H. Stelling and C. Dayton Riddle Orthopaedic Education and Research Laboratory at CUBEInC. He received his BS in Mechanical Engineering from Carnegie Mellon University, his MS in Mechanical Engineering from the University of Pittsburgh, and his Ph.D. in
) Theoretical calculations generated and (b) experimental results. Note that thesewere generated in a logbook and thus not intended for final publication. The axes are differentscales on both the x and the y-axes.Interconnections are forged not only from similar subject matter but also from co-teaching asinstructors build off of each other’s lectures. As one instructor would provide instruction for acertain set of subject matter, the other instructors could reinforce this subject with examples intheir own discipline of similar/connected topics. For example, when the technicalcommunication professor discussed rhetorical situations and analyzing the audience, theengineering instructor would provide examples from her experience in the workforce
and individual and interactive engagement? a. What is the engagement profile related to active learning? What are the strengths and directions of the relationships between active learning and different forms of engagement? b. What is the engagement profile related to interactive learning? What are the strengths and directions of the relationships between inactive learning and different forms of engagement? MethodProcedures and ParticipantsParticipants were undergraduate engineering students from two participating researchuniversities. Student were enrolled in engineering science courses focused on energy. Examplecourses include fluid mechanics, thermodynamics, heat
non-engineers from different countries”.b) “will demonstrate and ability to analyze how people’s lives and experiences in other countries may shape of affect what they consider to be at stake in engineering work”.c) “will display a predisposition to treat co-workers form other countries as people who have both knowledge and value, may be likely to hold different perspectives than they do, and may be likely to bring these different perspectives to be a in processes of problem definition and problem solution”4.Participation in international experiences to foster global competencies as required by isimportant part of becoming a world-class engineer. Nevertheless, those experiences that requiretravel abroad are expensive and not always
. Engineering design thinking, teaching, and learning. Journal of Engineering Education 94, 103-120 (2005).5 Gainsburg, J. The mathematical modeling of structural engineers. Mathematical Thinking and Learning 8, 3-36 (2006).6 Jonassen, D. H., Strobel, J. & Lee, C. B. Everyday problem solving in engineering: Lessons for engineering educators. Journal of engineering education 95, 139-151 (2006).7 Mann, C. R. A study of engineering education. Bulletin 11 (1918).8 National Academy of Engineering. Educating the engineer of 2020: Adapting engineering education to the new century. (National Academy Press, 2005).9 Mourtos, N. J. Challenges students face when solving open-ended problems. International Journal
how to translatewritten material into a visual document. Engineers often have to ‘make visible’ complexdescriptions of projects.Figure 5: Rover drawings by students A. J. and M. B.2.9 Week 10The chapters that students read during week 10 were perfect for multiple-choice questions sostudents answered a Q & A module during the course of the week. The main charactercommunicates with Earth via Morse code and one of the module questions had 4 answers inMorse code (Fig. 6), which students had to translate before answering.Figure 6: Q & A module Morse code question2.10 Week 11Mark, the astronaut stranded on Mars is packing his rovers for the big trip to the meeting point.Students were asked to use the data from the book chapters and generate
- Veterans.” NASPA Journal 45, no. 1 (2008): 73-102. [10] DiRamio, David., and Kathryn Jarvis. “Veterans in higher education: When Johnny and Jane Come Marching to Campus.” ASHE Higher Education Report 37, no. 3 (2011): 1-144. [11] Livingston, Wade G., Pamela A. Havice, Tony W. Cawthon, and David S. Fleming. “Coming Home: Student Veterans’ Articulation of College Re-Enrollment.” Journal of Student Affairs Research and Practice 48, no. 3 (2011): 315-311. [12] Rumann, Corey B., and Florence A. Hamrick. “Student Veterans in Transition: Re-enrolling after War Zone Deployments.” The Journal of Higher Education 81, no. 4 (2010): 431-458. [13] Vacchi, David T., and Joseph B. Berger. “Student Veterans in Higher Education
into groups. In Proceedings of Frontiers in Education Conference. Tempe, AZ, USA.4. Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.5. Marra, R.M., Rodgers, K.A., Shen, D., Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 98, 27-38.6. Hutchison, M. A., Follman, D. K., Sumpter, M., Bodner, G. M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of Engineering Education, 95, 39-47.7. Okudan, G.E., Horner, D., Bogue, B., & Devon, D. (2002). An
contingency tracking and resolution.The main objectives of risk monitoring and control phase are to: (a) systematically track theidentified risks and the effectiveness of their associated response and mitigation plan, (b) identifyany new risks, and (c) capture lessons learned for future risk assessment efforts.13It is noteworthy that risk management is not a process that we go through only once, rather it is astructured, consistent, and continuous process across the whole organization studied.14 Suchcontinuation has been illustrated in Figure 1 by using a feedback loop from the risk monitoringand control phase to the risk identification phase.The dynamic society in which we live is full of uncertainties. The component of risk is present inall systems
addition, the demographicportion is being revised to include questions that identify participants’ past experiences in CS.Finally, the research team is researching the administration of the survey at the first-year levelfor undergraduates versus the end of 12th grade.References 1. Brown, P.R. & Matusovich, H.M. (2013). Unlocking student motivation: Development of an engineering motivation survey. In the Proceedings of the 120th Annual Conference and Exposition of the American Society for Engineering Education. 2. Dorn, B. & Tew, A. E. (2015). Empirical validation and application of the Computing Attitudes Survey. Computer Science Education, 25(1):1-36. 3. Faber, M., Unfried, A., Wiebe, E.N., Corn, J. &
problem really existed. We asked the question: "Do youfind that there is a problem with communication between students in college?" i.e. class assignmentcollaborations, group projects, and etc. The survey results can be seen as shown in 0(a). Our next question asked the following question: "Would you use a mobile application that wouldcreate a central place for better communication between students?" This was a possible solution weposed to the respondents. The survey results can be seen as shown in 0(b). We also asked the following question: "If you would not use the mobile application, do you thinkother students would benefit from this mobile application?" This is to ensure that our design ideawould still solve the problem. Those who
surveys consisted of 5-choice Likert-scale questions that promptedstudents to rate their current level of knowledge/ability regarding: (a) opportunity recognition;(b) creating a preliminary model; (c) communicating solutions in terms of societal benefits; (d)examining technical feasibility, economic drivers, and societal and individual needs; and (e) thequantified self (QS) movement. The Likert-scale survey questions were analyzed using a one-tailed, paired t-test with a significance level of 0.05. The post-module survey also contained freeresponse questions that allowed students to provide qualitative feedback on their overalldevelopment in the module and comment for improvements and modification. Of the 35students in the course, 34 completed
students feel that theyneed to make a decision quickly or that they have a lot of time to decide? Do students understandthe that there may be some unintended wasted credit hours by switching their major, which iswhy it may be important to make an informed decision within the first year? Additional researchinto these areas may help faculty tailor the first-year curriculum to provide the most benefit tostudents and improve retention efforts.References1. Argrow, B. M., Louie, B., Knight, D. W., Canney, N. E., Brown, S., Blanford, A. J., Gibson, C. L., & Kenney, E. D. (2012). Introduction to Engineering: Preparing First-Year Students for an Informed Major Choice. American Society for Engineering Education Annual Conference. San
3.3 3 Criterion B (an ability to design and conduct experiments, as well as to analyze and interpret data) Demonstrate a clear understanding of the Scientific Method and how to test hypotheses
choice to use theaforementioned equipment or their own, with the stipulation that the final product be in highdefinition. At [B], the faculty member made a number of iPads available to the students, alongwith tripods and microphones. Students who used the iPads were able to edit video directly onthe device using iMovie. A number of other apps, including TouchCast, Explain Everything, andStop Motion Studio were also made available but used less frequently that iMovie. At [C],students were given access to semiprofessional cameras and editing software on dedicatedmachines with either iMovie or Adobe Premiere installed, though most students used theirpersonal devices and editing software which came with their device or was provided byUniversity site
improve undergraduate engineering education. Prior to his academic career, Dr. Connolly worked as a systems integration engineer on the Space Station and Space Shuttle programs at the NASA Johnson Space Center, and as a reliability engineer on the B-2 Stealth Bomber program for the Depart- ment of Defense. Dr. Connolly earned a B.E. in Mechanical Engineering from the State University of New York at Stony Brook, an M.S.E. in Aerospace Engineering, and Ph.D. in Mechanical Engineering, both from UT Austin. He served as a graduate teaching assistant for six years during his graduate studies. c American Society for Engineering Education, 2016 Graduate Teaching Assistant Certification as a
other activity such as “project” or “reading.” Thisindependent variable construction is convenient as its values are bound between +1 (aclass, in which “discussion” is the most frequent activity, no “lecture”) and -1 (a class, inwhich “lecture” is the most frequent activity, no “discussion”). Zero-values thencorrespond to a class in which either (a) students did not cite neither “lecture” nor“discussion” as activities or (b) students cited both “lecture” and “discussion” evenly.We used ordinary least squares regression and two-tailed hypothesis testing, implementedin the R statistical computing language, to check for correlations across our datasetbetween the Discussion / Lecture Metric and each of the four types of motivationmeasured by the
related to their research and thecross-cultural experiences in their laboratories and receive feedback from their U.S.research advisors and education program staff [17].The learning objectives for the NanoJapan IREU were: a) to cultivate an interest innanoscience as a field of study among college students, b) to cultivate the next generationof graduate students in nanoscience, c) to add to the skill set of active nanoscienceresearchers, d) to create students who are internationally savvy and have a specificinterest in and knowledge of Japan, and e) to educate students in culture, language, andtechnology, in order that they will be more effective when addressing global scientificproblems. The program has been nationally recognized by both the
14 N 14 u S 12 m t 10 b u 8 7 e d 6 4 3 r i 2 2 e 2 0 o s 1995-1999 2000-2004 2005-2009 2010-2014 2015-Present f Timeline Figure 1: Trends for Primary Framework Development.The histogram indicates that more than 80% of primary framework development has beenperformed before 2010. There is a very limited primary framework development effort in
., and Lee, H., 2009, “’Flipping’ the Classroom to Explore ActiveLearning in a Large Undergraduate Course,” Proceedings of the ASEE Annual Conference and Exposition, Austin,TX.4. Aliaga, M., Cobb, G., Cuff, C., Garfield, J., Gould, R., Lock, R., Moore, T., Rossman, A., Stephenson, B., Utts,J., Velleman, P., & Witmer, J. (2005). Guidelines for Assessment and Instruction in Statistics Education (GAISE):College Report. San Francisco, CA: American Statistical Association.5. Wilson, S. (2013). The Flipped Class: A Method to Address the Challenges of an Undergraduate StatisticsCourse. Teaching of Psychology, 40(3), 193-199.6.Hussey, H., Fleck, B., & Richmond, A. (2014). Promoting Active Learning through a Flipped Course Design. InJ. Keengwe, G
% bisexual; 24% queer)References1. Brawner, C. B., Camacho, M. M., Lord, S. M., Long, R. A., & Ohland, M. W. (2012). Women in industrial engineering: Stereotypes, persistence, and perspectives. Journal of Engineering Education, 101(2), 288- 318.2. Buck, H. J., & Gammon, A. R., & Preston, C. J. (2014). Gender and geoengineering. Hypatia, 29(3), 651-669.3. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London, UK: Routledge.4. Cech, E. A. (2013). Ideological wage inequalities? The technical/social dualism and the gender wage gap in engineering. Social Forces, 1-36.5. Cech, E. A., Rubineau, B., Silbey, S., & Seron, C. (2011