Collection

2019 ASEE Zone I Conference & Workshop

Authors

Matthew Rhudy

Education,26(2), 49-51.2 Feisel, L. D., & Rosa, A. J. (2005). The role of the laboratory in undergraduate engineering education. Journal ofEngineering Education, 94(1), 121-130.3 Riemer, M. J. (2007). Communication skills for the 21st century engineer. Global J. of Engng. Educ, 11(1), 89-100.4 Condon, W., & Kelly-Riley, D. (2004). Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities. Assessing Writing, 9(1), 56-75.5 Troy, C., Jesiek, B. K., Boyd, J., Trellinger, N. M., & Essig, R. R. (2016, June). Writing to learn engineering:Identifying effective techniques for the integration of written communication into engineering classes and curricula(NSF RIGEE project). In 2016 ASEE

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Salah Badjou; Pierre-Richard Cornely; Richid Dahmani

developed an innovative pilot course delivered in a hybrid format. All lectures andrecitations were delivered online, using the Moodle Course Management System (CMS). Lec-tures were available as pdf and PowerPoint files, recorded videos, and live videoconferences.The laboratory component involved onsite experiments proctored by a Teaching Assistant (a se-nior physics student). Three student surveys were completed, providing feedback one, two, andthree months into the semester. At the end of the semester a thorough assessment of the experi-ence was conducted, including feedback from all stakeholders; students, teaching assistant, in-structor, department chair, and CMS administrator and consultant. This assessment concludedthat the experience was

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Lisa Greenwood; Mark Indelicato; Miguel Bazdresch; Mike Eastman

changingdemographics in the United States point to the need for revolutionary changes in thepreparation of engineers (Jamieson & Lohmann, 2012; McGee & Bentley, 2017; NationalScience Foundation, 2014). Engineering education researchers have argued the educationalbenefits of deductive or student centered learning strategies (Felder, Brent, & Prince, 2011;Prince & Felder, 2006). In this paper, we describe one college’s attempts to enhance facultypreparation and pedagogical practices with the goals of improving student engagement andpromoting deeper learning. We offer three specific examples of alternative teaching strategiesas evidence for those who wish to consider moving away from the traditional technical lecture.Problem-Based Learning in

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Seth W. Percy; Joshua E Perry; Carlos L Lück

Multimeter Design Kit for Circuit Theory Education Seth W. Percy, Joshua E. Perry, Carlos L. Lück Electrical Engineering, University of Southern MaineAbstract— One of the most common tools faculty guidance throughoutfor the practicing electrical engineer is the implementation.multimeter. This paper describes a kit thatwas fabricated for use in laboratory Index Terms— Multimeter, Galvanometer,experiments to explore concepts of circuit D'Arsonval meter movement, Voltmeter,design and implementation of a simple Ammeter, AC, DC, PCB, 3-D printing,analog multimeter. The commercial Laboratory, Electromechanical, Multi-scale

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Shuvra Das

this problem. A fairly well-known approach, first proposed by faculty from Wright StateUniversity, involves teaching an Engineering Mathematics class to freshmen engineeringstudents. This class, typically taught by engineers (and not mathematicians), covers only thosetopics from the entire Calculus curriculum that are actually used in early engineering courses suchas Physics, Statics, Dynamics, Circuit Theory, etc. Passing this course allows students to continueinto freshmen and sophomore level engineering classes while they are still continuing to finishthe traditional sequence of Calculus courses. This class was recently added to the engineeringcurriculum at University of Detroit Mercy. In this paper the author will present the course

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Leonard Anderson; Aslah K Alshaiea

sub-disciplines (Intradisciplinary) as well as with professionals from other fields(Interdisciplinary). One of the learning outcomes of the two-course capstone design sequence atWentworth Institute of Technology in Boston, Massachusetts is an intradisciplinary team designexperience.In the first course of the capstone design sequence (CIVE4000), teams of five students developand initiate the design of their original project with each project covering five different civilengineering sub-disciplines. Each student on the team is responsible for one of the technicalareas of their project. During the laboratory sessions, the students must work together with thedifferent civil engineering disciplines on their team as well as meeting with the

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Salah Badjou

conditioning and real-timeinterfacing. The traditional control theory was reviewed and state-space control theory wasintroduced. Laboratory experimentation included Matlab and Simulink simulations. Lessonslearned and the relevance for introducing mechatronics programs are discussed.!!!!!————————————————————————————————————-1 - Department of Electrical Engineering, Merrimack College, Andover, Massachusetts2- American Polytechnic Institute. Contact: sbadjou@ampolytech.com !11. IntroductionThis paper discusses the development and implementation of a mechatronics course in atraditional electrical engineering program in an undergraduate college. This four-credit course isat the senior and first-year graduate

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Mana Seifaei; Salah Badjou

all aspects the design over its lifecycle. The context and the general methodology followed, the challenges encountered, and thelessons learned in teaching electrical engineering capstone design in Academic year 2018-2019,using a multidisciplinary mechatronics systems approach, are discussed. This is followed by thepresentation of a successful case study involving the design of a solar-powered tennis-ball-fetching robot and the demonstration of the prototype that was developed. This experience couldbe used as a model for introducing a mechatronics systems design approach in traditionalcapstone design courses. !1. IntroductionThis paper discusses the implementation of a multidisciplinary

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Jikai Du; Chad M Walber; Shawn E Thompson; David J Kukulka; Edward Purizhansky

, inwhich students were provided the on-site guidance on the instrumentation used in industry andhow to interpret such instrumentation. Requirements on how to write a professional lab reportwere also explained. Through such collaboration, not only students are able to experience a realindustrial measurement, but also industrial partner can be exposed to and recognized byacademia and has possible future employees better trained. In this paper, activities to improvesuch collaboration and expand it to other classes in the future are also discussed.Introduction High impact and innovative teaching practices have been extensively studied inengineering undergraduate education [1-8]. Traditionally, such practices may include relatingclassroom

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Nashwa Elaraby; A. B Shafaye; Steven Grosse

logic circuit design lab. We are planning toincorporate a Digilent Analog Discovery 2 USB Oscilloscope and Multi-function Instrumentshown in Figure 4.Fig.4 Digilent Analog Discovery 2 USB Oscilloscope and Multi-function Instrument.References: 1. P. Cheung, “Digital System Design” www.ee.ic.ac.uk/pcheung/teaching/ee3_DSD/index, Imperial College London, 2008 2. P. Chayratsami, "Supplementary laboratory in digital circuit and logic design course for pre-service vocational teacher in Thailand," 2013 IEEE Global Engineering Education Conference (EDUCON), Berlin, 2013, pp. 612-617. 3. Bachnak, B., Elaraby, N.; "Developing Lab Exercises for Logic Circuit Design using FPGAs." 2018 ASEE Mid-Atlantic Section Spring

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Jiayue Shen; Weiru Chen

limitation of conventional clicker-based PRS, a web-based online PRS, Poll everywhere, provides a simple, cheap solution. PollEverywhere allows all the students to respond simultaneously to the questions by using tablet,smartphone, or computers with no cost. Based on the real-time response, the instructor can accessstudent engagement and performance more accurately and adjust the teaching style and contentaccordingly. This paper proposes a case-based study of using Poll everywhere to overcome thedrawbacks of typical clicking system, help with catching students’ misconceptions, fostering theirengagement and improving their academic performance at a medium size classroom for afreshman-level electrical engineering technology course, “electronic

Collection

2019 ASEE Zone I Conference & Workshop

Authors

Christian E Lopez; Conrad S Tucker

Conference & Exposition. ; 2018:1-13.59. Freeman S, Eddy SL, McDonough M, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci. 2014. doi:10.1073/pnas.1319030111.60. Lund TJ, Stains M. The importance of context: an exploration of factors influencing the adoption of student- centered teaching among chemistry, biology, and physics faculty. Int J STEM Educ. 2015. doi:10.1186/s40594-015-0026-8.61. Tharayil S, Borrego M, Prince M, et al. Strategies to mitigate student resistance to active learning. Int J STEM Educ. 2018. doi:10.1186/s40594-018-0102-y.62. Shekhar P, Demonbrun M, Borrego MJ, et al. Development of an Observation Protocol to Study Undergraduate