students to model only the middle portion of their design. This results in whatMAESTRO terms a cut model, and it provides for weights and end moments to be added. Thisapproach makes it possible for the students to create and evaluate a structural model withreasonable effort. This approach also facilitates student comparison of manually computed mid-ship section stresses with the MAESTRO computed stresses. An example of a student cut modelis shown in figure 7. Figure 7. Student Cut ModelGraduate school use of MAESTROAt MIT, students in the graduate ship design curriculum take courses in naval architecture,marine engineering and ship structures as well as hydrodynamics, acoustics, materialsengineering, and design
atstake, engineering education should place more value and emphasis on the garnering ofprofessional communication skills within the discipline. This paper presents a detailed account of how one large mid-Atlantic university designeda targeted communication course, which focuses on meeting the communication demands placedon engineers. The course, currently taken by about 350 engineering students per semester (14sections with no more than 26 students per section), is the collaboration of the College ofEngineering and the Department of Communication Arts and Sciences. This partnership, referredto as integrated instruction, is defined as a collaboration between communication experts in theliberal arts and a college of engineering. By offering
of this concept in a HolisticEngineering Project Course (HEPC) that was designed as a part of a National ScienceFoundation (NSF) grant (Award Number: 1927232) and was implemented at West VirginiaUniversity (WVU). WVU HEPC is developed in such a way that engineering students work withsocial science students on a complex and open-ended engineering grand challenge problem.The organization of this paper is as follows. Section 2 discusses the concept of the holisticengineering approach and its key principles. Section 3 presents the structure of the HEPC courseand Section 4 presents the implementation of the course in the spring 2020 semester. Finally,Section 5 concludes with key lessons learned and an overview of future teaching and
#28352Dr. John J. Lesko, Virginia Polytechnic Institute and State University Jack serves as the Associate Dean for Research & Graduate Studies in VT’s College of Engineering, Professor of Engineering Mechanics, and is a cofounder of PowerHub Systems. Through this startup experience, Jack has initiated problem based learning pilot programs enabled through interdisciplinary experiences, in engineering education and entrepreneurial training (e.g. The StartUp Class). Jack is also a Co-PI for the NSF I-Corps Mid Atlantic Regional Node (DC I-Corps) and is an instructor for both the Na- tional and Regional training programs guiding technical professionals through the Lean Startup approach. Jack serves on the Executive
andtechnical papers which not only inform their research11,12 but provide high quality examples ofvarious types of technical communication13.The first engineering problem solving course that first-year students take at West VirginiaUniversity, a large land-grant university in the mid-Atlantic region, requires students to write atleast two technical reports. Students, typically, have difficulty with the following: (1)understanding the parts of a technical report; (2) defining and avoiding plagiarism; (3) evaluatingtheir online sources; and (4) finding appropriate sources from which to perform a literaturesearch for background information on their assigned topic.To address these issues, engineering faculty collaborated with campus librarians14,15 to: (1
, missing opportunities, implementing new routines,experiencing changes in their learning environment, and adapting to changing projectexpectations. Student accounts allow educators to understand the ways in which studentsunderstood their experiences during the pandemic and how students adapted.At this mid-Atlantic university, the engineering department offers a single B.S. in Engineeringdegree. The students’ studies revolve around the concept of engineering as a design disciplinewith students’ course and project work involving engineering design, analysis, projectmanagement, and making. Engineering students begin team-based engineering work during theirfirst semester, and the students continue to complete project work with their peers up
color image fusion and real-time implementation of algorithms, she is the immediate past chair of the Middle Atlantic Section of the American Society for Engineering Education and a member of the Institute of Electrical and Electronics Engineers. She enjoys observing the intellectual and professional growth in students as they prepare for engineering careers.Dr. Craig J. Scott, Morgan State University Dr. Craig Scott received his Ph.D. and B.S. in Electrical Engineering from Howard University and a M.S. in Electrical Engineering from Cornell University. Dr. Scott currently serves as Professor and Chairperson for the Electrical and Computer Engineering Department at the Clarence Mitchell Jr. School of Engineering
Search Engine research. He is also a recipient of the Math Olympiad Award, and is currently serving as Chair of the ASEE (American Society of Engineering Education) Mid-Atlantic Conference. He also serves as an NSF (National Science Foundation) panelist.Miss Sawdiatou Samb, New York City College of Technology Undergraduate Student Computer Engineering Technology c American Society for Engineering Education, 2019 A Writing Tool that Provides Real-Time Translation and Grammar Feedback to Students Using Deep LearningAbstractTeaching English writing skills to students from non-English backgrounds is a formidable taskin undergraduate colleges. Grammar teaching is centered on accuracy of
curriculum using impromptu design projects.” Fall 2010 Mid-Atlantic ASEE Conference. Page 25.741.11[6] T. G. Wojcik, G. M. Clayton, A. Radlinska, N. K. Comolli. “The Promise of Impromptu Design Exercises as a Pedagogical Tool in Engineering Design Education.” 2011 ASEE Congress and Exposition.[7] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorenson. “A review of literature on teaching engineering design through project oriented capstone courses.” Journal of Engineering Education, 86, pp.17-28, 1997.[8] P. Little and M. Cardenas. “Use of ‘Studio’ Methods in the Introductory Engineering Design Curriculum
AC 2011-2592: CORRELATION BETWEEN HOMEWORK SOLUTIONWEBSITE USE AND COURSE PERFORMANCESophia T Santillan, Sidwell Friends School Page 22.386.1 c American Society for Engineering Education, 2011 Correlation Between Homework Solution Website Use and Course PerformanceIntroductionEarly in a Dynamics course at a Mid-Atlantic college in the Spring semester of 2010,students were submitting correct and thorough solutions to very challenging text-book homework problems. The solutions were unlike any that appeared in the solu-tion manual that is published with the textbook and also unlike solutions posted byinstructors at the
International Conference on Multimedia in Physics Teaching and Learning,Wroclaw, Poland, Sept. 2007.13. Escalada, L., Grabhorn, R., and Zollman, D., “Applications of Interactive Digital Video in a Physics Classroom.” Journal of Educational Multimedia and Hypermedia, 5(1), 1996, 73-97.14. Palazzo, D., and Schools, C., “Video Analysis: The Next Physics Laboratory?”ASEE Mid-Atlantic, West Point, March 2008.15. Beichner, R. “Impact of Video Motion Analysis on Kinematics Graph Interpretation Skills.” American Journal of Physics, 1996. Page 22.1117.13
. 3320408). Available from Education Database. (304372371). Retrieved from http://ulib.iupui.edu/cgi- bin/proxy.pl?url=http://search.proquest.com/docview/304372371?accountid=7398[5] KIDD, D. B. (2016). Instructors' perceptions of learning communities at one mid-atlantic community college (Order No. 10103258). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1787830643). Retrieved from http://ulib.iupui.edu/cgi- bin/proxy.pl?url=http://search.proquest.com/docview/1787830643?accountid=7398[6] PIKE, G. R., HANSEN, M. J., & LIN, C.-H. (2010). Using Instrumental Variables to Account for Selection Effects in Research on First-Year Programs. Research in Higher Education, 52(2), 194
represented a case. We analyzed datawithin cases and then looked across cases for patterns to better understand patterns andrelationships between learning approaches, participation in a CBI workshop, and conceptualunderstanding.Settings and participantsWe conducted this study at a large, public university in the mid-Atlantic region. We focused ontwo sections of a heat transfer course. Both sections were taught by the same instructor and bothsections met three times a week for 50 minutes. However, students in the experimental sectionparticipated in six CBI workshops throughout the semester (Table 2). Each workshop lastedapproximately one hour. Students in the experimental section were assigned one less textbookhomework problem during the weeks when
year (AY2021-2022), our targeted student outcomes, and, lastly, a formativeevaluation of the impact of the course redesign on student outcomes related specifically to theteam-based design project. The setting for this study is an ABET accredited MechanicalEngineering program [24] at a public land and sea grant university in the Mid-Atlantic US with amid-sized course enrollment (ca. 140 students per year).Identification of Learning ObjectivesThe main objective of this junior-level course sequence redesign is to bridge the gap betweenfundamental mechanical engineering coursework, with its accompanying highly structuredprojects, and open-ended, sponsor-driven capstone design experiences. With this in mind, weexamined the level of preparation of
with Interpretation Thematic Qualitative data Descriptive Statistics Analysis collection Open-ended questions on students’ view of Engineering and DesignData CollectionData for this study was collected from a large R1 university in the Mid-Atlantic region. Theparticipants were primarily first-year engineering students in their second semester who werepart of the general first-year engineering program at the university. Our study sample involvesstudents who enrolled in the ENGE 1216 class during Spring 2021. Data was collected from 11course sections with a maximum of 72 students each, taught by three
; Exposition, San Antonio, Texas. https://peer.asee.org/214148. Bachnak, R., & Attaluri, A., & Abu-Ayyad, M. (2020, March), Promoting Multidisciplinary Industry-SponsoredCapstone Projects Paper presented at 2020 Mid-Atlantic Spring Conference, Baltimore, Maryland.https://peer.asee.org/33940https://peer.asee.org/339409. Amin, A., & Jaafar, I., & Seibi, A., & Tolman, S., & Ballard, M. (2023, December), The Path to Improving theCapstone Course Paper presented at 2023 Rocky Mountain Section Conference , Golden, CO.https://peer.asee.org/4497010. Kurtanich, D., & Wood, W., & Garchar, E. (2008, June), Engineering Technology's Design Across TheDisciplines Paper presented at 2008 Annual Conference & Exposition, Pittsburgh
, "Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers," Distance Education, vol. 32, no. 3, pp. 421-439, 2011.8. E. Haase, "Moving a team-based freshmen biomedical engineering and design course online," Teaching Tips - Special Issue (COVID), vol. 1, no. 1, pp. 31-36, 2021.9. E. Haase, "Enhancing the freshman experience with upperclassmen lab managers: a win-win situation," Spring 2017 Mid-Atlantic ASEE Conference, 2017.10. Kutner, M.H., Nachtsheim, C.J., Neter, J., & Li, W. Applied Linear Statistical Models. Boston: McGraw-Hill Irwin, pp. 641-1208 (2005).
: a plan for developing, launching, and managing on-campus MakerSpaces,” ASEE Fall 2015 Mid-Atlantic Section Conference, Lewisburg, PA, September 18-19, 2015.26. Tan, E., Calabrese Barton, A., Kang, H., & O'Neill, T. (2013), “Desiring a career in stem-related fields: How middle school girls articulate and negotiate identities-in-practice in science,” Journal of Research in Science Teaching, 50(10), 1143- 1179.27. Calabrese Barton, A. & Tan. E. (2010), “We be burnin: Agency, identity and learning in a green energy program,” Journal of the Learning Sciences, 19(2): 187-229.28. Bevan, B., Gutwill, J. P., Petrich, M., & Wilkinson, K. (2015), “Learning through stem-rich tinkering: Findings from a jointly
, simulations refer to using software to solve problems where the real-life process isdifficult to recreate in a classroom.The studied classes are from two small private universities, one in the mid-atlantic and the otherin the west. At both institutions, the examined courses are required junior-level engineeringclasses that incorporate simulations into the classroom. The class from the mid-atlanticuniversity was a chemical engineering course on separations with a total of 21 students, and thecourse from the western university was an aerospace engineering course on orbital mechanicswith 31 students. We chose required junior-level courses because at this stage students havebasic disciplinary knowledge and have had a few opportunities to work on open
-CYCLE) (AFTER) 5. DOPPLER RADAR STUDY PROJECTThe purpose of this project was to take the preliminary steps needed to assess thebenefits, limitations, acquisition options and requirements for adding a state-of-the-artDoppler Radar to support launch operations and research, and how such a system mightaugment launch ranges at the NASA Wallops Flight Facility. In addition, the studyevaluated opportunities for the development of educational products and studentparticipation in radar technology and operations. The project was conducted as acooperative effort between National Aeronautics and Space Administration (NASA),Mid-Atlantic Institute for Space and Technology (MIST) and University of MarylandEastern Shore (UMES). Two engineering students and
. Sukumaran and R. Harvey, ``Multidisciplinary Design and Communication: A Pedagogical Vision'', International Journal of Engineering Education, Vol. 15, No. 5, pp. 376--382, 1999.4. J. Mariappan and A. J. Marchese, “TQM Approach to Design in the Sophomore Engineering Clinic”, Proceedings of the 1998 International Mechanical Engineering Congress, November 1998.5. R. Harvey, F. Johnson, A. J. Marchese, J. Mariappan, R. P. Ramachandran, B. Sukumaran and J. A. Newell “Teaching Quality: An Integrated Total Quality Management Approach to Page 5.48.9 Technical Communication and Engineering Design”, ASEE Middle Atlantic Section Regional
’ intrapersonal and interpersonal skills [6]. Integrating mindfulness-based practices intofirst-year engineering courses is likely to benefit students in many ways.In this work, brief mindfulness-based meditation practices were incorporated into a requiredfirst-year engineering design course. This paper will detail students’ perceptions on includingthese practices into their course and the authors will share their insights on incorporating thesepractices into the course.MethodsBrief mindfulness-based meditation practices were incorporated into multiple sections of arequired first-year engineering design course at a large mid-Atlantic university as part of twolarger institutional review board approved research studies. Each meditation practice
; McLain, K. (2022, April). Through the looking glass: STEM students’ changing relationships with time across the COVID-19 pandemic. Paper presented at the Spring 2022 ASEE Mid-Atlantic Section Conference, New Jersey Institute of Technology, Newark, NJ. https://peer.asee.org/40075Stokel-Walker, C. (2023). ChatGPT listed as author on research papers: Many scientists disapprove of articles crediting the AI tool as a co-author. Nature, 613, 620-621. https://doi.org/10.1038/d41586-023-00107-zThorp, H. H. (2023). ChatGPT is fun, but not an author. Science, 379(6630), 313. https://doi.org/ 10.1126/science.adg7879VanDeGrift, T., Dillon, H., & Camp, L. (2017). Changing the engineering student culture with
/ciese/pisa5. McGrath, E., Schultz, D., ”Engineering our Future New Jersey: Partnerships, the Critical Element” presented at ASEE Mid-Atlantic Conference, NJIT, April 13-14, 20076. American Diploma Project. Achieve.org. (n.d.). [Online]. Available: http://www.achieve.org/7. Kimmel, H., Carpinelli, J., Rockland, R., “Bringing Engineering into K-12 Schools: A Problem Looking for Solutions?” in Proceedings of the International Conference on Engineering Education, Coimbra, Portugal, September 3-7, 2007.8. Technology Educators Association of New Jersey. (2007). Teach technology education in NJ. [Online]. Available at: http://www.teanj.org/teachtechnj/TechTech-update.pdf
., Imbrie,P., Morgan, J, “ Integrated Curricula: Purpose and design”, Journal of Engineering Education, April 2000, pp. 167-175.3. Carroll, D., “ Integrating design into the sophomore and junior level mechanics course”, Journal of Engineering Education, July 1997, pp. 227-231.4. Pendergrass, N.A. and et al, “ Improving first year engineering education”, 29th ASEE/IEEE Frontiers in Education committee, Nov’1999.5. Smith, L. and Shetty, D., “ Principles of Engineering and Design: a Multidisciplinary First Year Course”. ASEE Zone I meeting – Spring 1997 Middle Atlantic Section, New England Section, St.Lawrence Section, West point, New York 1997.6. NSF Grant Award Number 9872433, “ Integrating Engineering Design with the
Jeremy C. Schwartz1 Rebecca A. Atadero2Note: 1West Virginia University, 2Colorado State UniversityThis material is based upon work supported by the National Science Foundation under theawards # 1726268, #1726088, and #1725880. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. Examining the Effects of Equity, Inclusion, and Diversity Activities in First-Year Engineering CoursesThis completed research paper describes the research-based activities [1], [2] that wereintegrated into a first-year engineering course at a large mid-Atlantic
. This is particularly relevant when students are working adults and rely onemployer tuition reimbursement to fund their education, as employers often pro-rate the amount ofreimbursement based on the student’s course grade.Despite the large body of work in this area, most of the studies were conducted with undergraduatestudents. This study investigates use of PA and SA as an assessment tool for a graduate-level softwareengineering course.III. Course DescriptionThe course used in this study is a graduate level software engineering course in software constructiontaught at a large public research university in the Mid-Atlantic. The course is intended to help studentslearn and apply software engineering principles through developing a large-scale
. Additionally, the curriculum that supports the horizontally andvertically integrated STEM educational approach will be described in light of the positive resultsof this research. The specific pre-engineering program design in a mid-Atlantic-region schooland the methods of assessment may benefit other educators develop high school pre-engineeringprograms and develop instructional objectives to support students in developing authenticproblem-solving skills. Such programs may help better prepare students to orient themselves forpost-secondary engineering education and careers.BackgroundThe shortfall in the intended outcomes for students’ achievement of the implied higher orderthinking skills, characterized by one of the five C’s of the 21st century
. 674-681.[3] Mosier, R.D., Charter, V., Ramming, C.H., Reck, J. R., & H.N. Yates. (2017). “Architecture,Architectural Engineering and Engineering Technology Student Learning Styles as Compared toEngineering Science Grades.” Conference Proceedings, American Society for EngineeringEducation Midwest Section Conference.[4] Holt, E. A., Shaurette, M., and Chasek, C. L. (2016), “A Comparison of ConstructionManagement and Engineering Student Learning Styles” Paper presented at 2016 ASEE AnnualConference & Exposition, New Orleans, Louisiana. 10.18260/p.26283[5] Bandyopadhyay, A. (2020). “Educating Civil Engineering Technologist.” Paper presented at2020 Fall ASEE Mid-Atlantic Section Meeting, Virtual (hosted by Stevens Institute ofTechnology
, web-conferencing, message board, automatic reminders, project repository, task progresstracking, etc. The instructional scaffolds were developed during Spring 2014 and baseline datawas collected during four consecutive semesters from 278 undergraduate and graduate studentsfrom the College of Engineering at a mid-Atlantic public university. Students were recruitedfrom courses with a hybrid instructional delivery with some students present on campus andothers attending live via web-based technology. All the participating students were part of avirtual team with at least two remote members.The implementation of the web-based tool and associated scaffolds required some course-specific customization because the nature of the class project, the