Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Samuel C Lieber PE, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Topics

Diversity

the Spring 2020 semester. Lab Title Overview Students write a documented program that will implement a Utilizing Door Simulator hardwired reciprocating motion machine. Simulation is done with a door simulator. Students write a documented program for traffic flow on a one-way street, which is to be controlled by means of a Utilizing Traffic Simulator pedestrian pushbutton. Simulation is done with a traffic simulator. Students write a

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Johannes Weickenmeier, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

our own research work. - Hypothesis: Research work should aim at gathering repeatable and reliable data to either accept or reject your underlying hypothesis. We reviewed several examples to practice writing a good hypothesis. - Planning: The development of a research plan is another fundamental step in designing research work. Defining specific aims, milestones, and control points that guide the development of experiments, simulations, literature searches, reviews, and product design require practice and are key to successful project completion. Unguided research work leads to long project times, dissatisfaction with project outcomes, and unintended use of resources. In the workshop, we discuss how to define project goals that

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Dov B Kruger, Stevens Institute of Technology (School of Engineering and Science); Gail P Baxter, Stevens Institute of Technology

claim is that Parsons problems are a more efficient way tolearn than either writing full programs, completing programs, or finding errors in code. In thispaper, we try to modify this claim because it seems overly broad. The kind of problems whereParsons is equivalent to fill in the missing code are short sequence of logic where the student isbeing taught the fundamentals of structured programming (i.e loops, conditions, and functioncalls). Fig. 1 shows a sample Parsons problem for a loop in C++.Fig. 1 - Sample Parsons Problem for C++ For the case above of counting from 0 to 9, it is easy enough for students to memorize thecorrect answer, and thus the puzzle works well. The next level is to provide choices (typicallytwo) for specific

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Jeremy David Paquin, United States Military Academy; Matthew Louis Miller, United States Military Academy; Jes Barron, U.S. Military Academy

access and use that knowledge” [9,15] Theresearch seems to suggest a trade-off or some balance that exists between memorization, course-provided references, and the goal of expertise. However, the argument against using course-provided references seems to go at oddswith what students will experience in engineering practice once they graduate. As Raadtacknowledges, “[w]hile expert programmers possess a wealth of tacit solutions to problems(Soloway, 1986), they are not expected to memorize specific information, so it is unrealistic toexpect students to do so for an examination” [4]. However, engineers are also not generallyexpected to write their own reference manuals, so student-provided note sheet pedagogy seemsto fail this test as

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Vazgen Shekoyan; sunil Dehipawala, City University of New York, Queensborough Community College; Dimitrios S. Kokkinos, City University of New York, Queensborough Community College; Rex Taibu; George Tremberger Jr; Tak Cheung

asynchronous delivery of astronomy, showed similarresponse rate. About half of the assessed astronomy students (N = 60) are still in the process ofcompleting the third-week assignment during the writing of the present paper, that is, in theseventh week of Fall 2020. While more data would be collected next semester, it is important toaddress some remaining open questions.The assessment of tacit knowledge posts a fundamental question, namely, can tacit knowledge bemade explicit? A quantitative assessment would use a rubric to generate scores and repeatedtraining could mimic tacit knowledge improvement. On the one hand, the riding of a bicycle isusually accepted as an example of tacit (or implicit) knowledge. On the other hand, theassociated physics