Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kanti Prasad, University of Massachusetts, Lowell

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Diversity

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Engineering Physics & Physics

- ing 2012. He is also coordinator for Graduate Studies in VLSI and Semiconductors certificate program. Professor Prasad already offered Online 16.517 MMIC Design and Fabrication during Spring 2009 and also developing MEMS Design and Fabrication to be offered Online starting from Spring 2013. He is the author of over 150 theses, dissertations and papers published and presented in journals/conferences of national and international repute. In 2013 Professor Prasad was awarded Fellow from the ASEE. c American Society for Engineering Education, 2017 Physics is the soul of Engineering in General and Electrical Engineering in Particular

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Teresa Larkin, American University; Dan Budny, University of Pittsburgh

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Engineering Physics & Physics

be followed by a summary of the conferences in which studentsparticipated. Feedback from student participants will also be shared. Finally, a summary of thistechnique will be presented in light of its relevance to science, mathematics, engineering, andtechnology (SMET) education.II. THE PHYSICS FOR A NEW MILLENNIUM COURSE AT AMERICAN UNIVERSITYPhysics for a New Millennium (PNM) is a second-tier course in the Natural Sciences portion ofthe General Education core at American University. All students at American University arerequired to take two courses within the same curricular area in the Natural Sciences. Thus,students can choose to take two courses in either biology, chemistry, physics, or psychology.Prior to enrolling in PNM, students

Conference Session

Programmatic Issues in Physics or Engineering Physics Programs

Collection

2008 Annual Conference & Exposition

Authors

Jeff Jalkio, University of St. Thomas; Arnold Weimerskirch, University of St. Thomas

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Engineering Physics & Physics

point for broader acceptance.Multi-Level Continuous Improvement Process ModelWhile ABET (The Accreditation Board for Engineering and Technology) has described a twoloop process for assessment and continuous improvement5, we have found it useful to thinkabout our continuous improvement process as containing four loops with different goals andtimeframes. Each of these loops is envisioned as a Deming cycle as shown in figure 2. Our toplevel loop attempts to ensure that we have the right educational programs to accomplish ourschool’s mission and to satisfy our various stakeholders. The second level loop ensures thatsuccessful completion of these programs results in the desired attributes in our graduates. Thenext level verifies that the program

Conference Session

Technology in the Physics or Engineering Physics C

Collection

2008 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Patricia Hogan, Suffolk University; Walter H. Johnson, Suffolk University

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Engineering Physics & Physics

AC 2008-2143: USING WIRELESS SENSOR NETWORK AS AN EDUCATIONALTOOL FOR LEARNING SCIENCE CONCEPTSNataliia Perova, Tufts University Natasha is currently a graduate students at Tufts University majoring in Mathematics, Science, Technology and Engineering education. She previously earned her M.S. in Electrical Engineering from Tufts University in 2005 and B.S. in Electrical Engineering from Suffolk University. Natasha is currently a research assistant at the Center for Engineering Outreach where she is involved in using engineering approaches to teach high school students science and mathematics.Patricia Hogan, Suffolk University Patricia Hogan, Ph.D. is an Associate Professor of Physics and

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. McKnight, Northeastern University; Christos Zahopoulos, Northeastern University

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Engineering Physics & Physics

: A New Curricular Model for Engineering EducationIntroductionTraditional physics undergraduate education has used a “spiral curriculum” method1: mechanics,waves, statistical and thermal physics, electromagnetics, and quantum physics are introduced in afreshman-level survey course; each of these subjects is covered again at a higher level insophomore and junior level courses; and selected topics are revisited in senior-level “specialtopic” or advanced study courses. This model allows for deepening understanding of each topicand the application of more sophisticated mathematical methods – such as complex analysis,differential equations, integral transforms, matrix methods, and linear algebra – as the students’mathematics preparation progresses

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Evan C. Lemley, University of Central Oklahoma; Aric Martin Gillispie, University of Central Oklahoma; Adam Dorety, University of Central Oklahoma; Andrew Meier, The University of Central Oklahoma; Shahram Riahinezhad

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Engineering Physics & Physics

 conclusions can be made regarding the effectiveness of embedding an HPC project into a traditional engineering course:   1. Overall the graduate students outperformed the undergraduates​ , even when  accounting for the instructor holding the graduate students to higher standards on the  Project Poster Technical Review​ . Speculatively, this is probably attributable to  multiple factors such as more academic experience and interest in solving open­ended  problems.  2. More training is needed to to ensure both undergraduates and graduates can produce  and interpret quantitative results​ . Despite discussing the need to get quantitative  results not just visual results, there was generally a lack

Conference Session

Engineering Physics & Physics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hamid Mohajeri, DeVry University, Pomona

Tagged Divisions

Engineering Physics & Physics

layers are explained. Lastly the latest developments andprogresses are summarized. with consideration of the revolutionary improvement of NanoTechnology and its application of optical properties of semiconductors in the world ofcommunication presented. The educational importance of the subject to Electronics EngineeringStudents is also described. At a lower scale there are potential for some of these concepts to beassigned as a research project to our undergraduate Engineering Students. Page 26.1520.2Introduction:The Concept of Quantum Mechanics is still an scary and confusing topic to many in ourEngineering Educational institutions. Most students

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University; Ben Hein

Tagged Divisions

Engineering Physics & Physics

Changing Views of the Universe course is also taken by students to satisfy the university’sgeneral education requirements towards graduation and is subscribed to by both STEM majorsand non-majors. However, this course is unique as it does not fall within the Natural Sciencesportion of the general education core of courses. Rather, it falls with the Traditions that Shapedthe Western World portion of the core. The STEM majors are typically pursuing such areas ascomputer science, public health, biology, environmental science, mathematics, chemistry, orphysics. The fall 2016 class consisted of 45 students (26 females and 19 males). Approximately80% of the students who enrolled were not majoring in a STEM-related content area. Inaddition, the course

Conference Session

Programmatic Issues in Physics or Engineering Phys

Collection

2010 Annual Conference & Exposition

Authors

Chih-Hsiung Ku, National Dong-Hwa University, Taiwan(R.O.C.); Wen-Cheng Chen, National Dong-Hwa University, Taiwan(R.O.C.)

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Engineering Physics & Physics

the reality of physics curriculum/learning inthe universities of technology in Taiwan. Furthermore, the students’ attitude toward physics,motivation and self-efficacy were analyzed too.Research RationaleThe President of America Obama had argued that “every American will need to get more than ahigh school diploma for their own futures”. However, the higher education environment inTaiwan is quiet different from USA. Recently, most of senior high school graduated students goto college or university in Taiwan. Generally, physics is one of the subjects that students feel it isdifficult to learn for every grade level student in Taiwan. Besides, it should be noticed that UT inTaiwan is categorized to vocational education system. Therefore, in

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University; Janet Brelin-Fornari, Kettering University; Joseph Neal, Kettering University

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Engineering Physics & Physics

to help K-12 teachers with units on sound and waves, and to incorporate crash safety topics into their physics curriculum.Janet Brelin-Fornari, Kettering University Dr. Brelin-Fornari is a professor of Mechanical Engineering and the Director of the Kettering University Crash Safety Center. She began work as an engineer with General Motors and has spent the last twelve years in academia. Dr. Brelin-Fornari teaches in the areas of dynamics, systems, and controls. She also conducts research in pediatric mobility safety. And, she brings both the classroom and the research together for students at the undergraduate and K-12 levels.Joseph Neal, Kettering University Graduate Research Assistant, Kettering University

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

James O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J Rueckert, Wentworth Institute of Technology

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Diversity

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Engineering Physics & Physics

arebased on a combination of student interest in the research topic and interdisciplinary groups areoften established to cover knowledge gaps where needed. The course is four credits across anyscientific concentration. As a final point, the grading of the course is tied to the outcomes andoverall experience rather than the “product” of the research. Even at the graduate level, theoutcomes of pure research can rarely be predicted. For our undergraduates, missteps can be asinstructive as success, perhaps even more so. In a single semester, it is the process, which is mostvaluable. 3Learning Outcome MeasurementsSince the course that we are discussing is a slight departure from the norm, typical

Conference Session

Engineering Physics & Physics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Centro Universitário do Instituto Mauá de Tecnologia ; Demetrio Elie Baracat, Centro Universitário do Instituto Mauá de Tecnologia; Luiz Roberto Marim, Centro Universitário do Instituto Mauá de Tecnologia ; Francisco Mauro Witkowski, Centro Universitário do Instituto Mauá de Tecnologia

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Diversity

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Engineering Physics & Physics

topics: power electronics and active learning.Mr. Demetrio Elie Baracat DEB, Centro Universit´ario do Instituto Mau´a de Tecnologia Mechanical Engineer, PhD and MSc in Engineering from EPUSP - Brazil, Post-graduate in Accounting & Financial Management and in General Management from Get´ulio Vargas Foundation of S˜ao Paulo (FGV- SP).Teacher at Centro Universit´ario do Instituto Mau´a de Tecnologia - S˜ao Paulo - Brazil in the disciplines Calculus II and Evaluation and Selection of Heat Exchange Equipment. Co-chairman in Academic SAE Brazil CongressDr. Luiz Roberto Marim, Maua Institute of Technology Graduated in Bachelor of Mathematics by the Foundation University Center Saint Andrew (1985), Gradu- ate Degree

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

constructive and cooperative learning for a course on traditional general physics experiments. Educational Technology & Society, 16(1), 380 – 391.[10] Passow, H. J. (2012). Which ABET competencies do engineering graduates find most important in their work? Journal of Engineering Education, 101(1), 95 – 118.[11] Connolly, P. and Vilardi, T. (1989). Writing to learn mathematics and science. New York: Teachers College Press.[12] Kalman, C. S. (2007). Successful science and engineering teaching in colleges and universities. Bolton, MA: Anker Publishing Company, Inc.[13] Larkin, T. L. (2013). The evolution of assessment within an introductory physics course. International Journal of Engineering Pedagogy (iJEP), 3

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello; Arturo Cristian Millan, Universidad Andres Bello; Mauricio Gonzalez, Universidad Andres Bello

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Diversity

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Engineering Physics & Physics

States, Ecuador, Chile and Argentina and 26 workshops in Mexico, Chile and Argentina. He has participated obtaining projects funded by the European Consortium of Innovative Uni- versities, HP Development Company, Agencia Espa˜nola de Cooperaci´on Internacional para el Desarrollo and the University of Arizona. He is a member of the Mexican Council of Educational Research, Vi- cepresident of the Latin American Physics Education Network (LAPEN), coordinator of the Evaluation of Learning and Instruction Topical Group within the International Research Group on Physics Teach- ing (GIREP for French); member of the American Association of Physics Teachers (AAPT) in which he was member and president of the International

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Teresa Larkin, American University

Tagged Divisions

Engineering Physics & Physics

-level, algebra-based course within the Natural Sciencesportion of the General Education core. The development of higher-order critical thinking skillsis a key objective of the course. The course also includes a laboratory component. Studentscomplete 12 laboratory experiments over the course of one semester. Course topics typicallyinclude kinematics, Newton’s Laws, conservation of momentum and energy, rotational motion,and fluid mechanics. As such, numerous strategies, including the writing strategies to bedescribed, have been developed that center around the accommodation of students’ diverselearning styles [20 – 26]. Students that enroll in PMW most often do so to satisfy the university’s sciencerequirement for graduation. The students

Conference Session

Innovations in Teaching Introductory Physics

Collection

2006 Annual Conference & Exposition

Authors

Gary Turner, Morningside College

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Engineering Physics & Physics

2006-244: ALGEBRA-BASED PHYSICS FOR ALL DISCIPLINESGary Turner, Morningside College Page 11.167.1© American Society for Engineering Education, 2006 Algebra-based physics for all disciplinesAbstractA physics education strategy has been developed by which all STEM (Science, Technology,Engineering and Mathematics) students, regardless of major, take an algebra-based year-longphysics sequence (General Physics). The model is based on programs of study found in othercountries, and follows the approach used by international examining boards such as InternationalBaccalaureate (IB) and those administering the General Certificate of Education advanced level(GCE A-level

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Jalkio, University of Saint Thomas

Tagged Divisions

Engineering Physics & Physics

first clearly differentiate these ideas in our own minds andcurricula.These are clearly not all topics for our introductory courses. While there is general agreementthat measurement uncertainty is an important topic in introductory courses1 (both in courses forengineers and scientists and also in survey courses), there is not agreement at present on whattopics should be covered or to what depth2. Many of the topics mentioned above typicallyappear in later courses and because they are not always explicitly linked back to the introductoryconcepts our students frequently form incorrect links between them. Page 22.1048.2International

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Adrian Ieta, Murray State University; Arthur Pallone

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Engineering Physics & Physics

Measurements were about to graduate and had already accepted offers foremployment or to graduate school at the time of the term-end presentations. Page 13.988.8ContentOverview.Presented a general overview and current state of understanding of the topic. (+3)Explained the motivation for investigating the topic. (+3)Briefly described the methodology/approach to studying the topic. (+2)Briefly stated what conclusions would be reached in closing. (+2)Experiment.Explained the procedure by which data was collected. (+9)Explained how the equipment/technology works or operates in terms the audience can understand. (+4)Explained any limitations of the equipment

Conference Session

Programmatic Issues in Engineering Physics

Collection

2007 Annual Conference & Exposition

Authors

Jonathan Bougie, American University; Philip Johnson, American University; Nathan Harshman, American University; Teresa Larkin, American University; Michael Black, American University

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Engineering Physics & Physics

program.In Section II of this paper, we present the methodology used to evaluate our program and toidentify possible changes that would help our students. Section III describes the changes madeto the program in light of the considerations raised by the evaluation. Finally, Section IV showspreliminary assessment results which indicate the success of these changes.II. Methodologya. Expectations for post-graduate plansTo identify goals a department should set for educating physics majors, it is important toconsider what outcomes students are expecting. According to a recent American Institute ofPhysics (AIP) Report, “Five to eight years after graduating, about 25% of physics bachelors havemaster’s degrees and are in the workforce. Almost 40% of these

Conference Session

Programmatic Issues in Engineering Physics

Collection

2007 Annual Conference & Exposition

Authors

Denise Martinez, Tarleton State University

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Engineering Physics & Physics

Tarleton State University provides education to our studentsthat meets the educational objectives of this program, Tarleton State University (TSU), the TexasA&M System, The Texas Higher Education Coordinating Board and Accreditation Board forEngineering and Technology (ABET)”. The management plan defines the program constituents(students, industries, and graduate programs), establishes the program oversight committee, andestablishes an external advisory board. It was established in fall 2003, one year prior to the startof the self-study year.It is critical that the management plan is a “living document”. Each time a change is made in thefaculty, the advisory board, or the overall objective of the program, this change is dated anddocumented

Conference Session

Innovations in Teaching Upper-Level Physics

Collection

2006 Annual Conference & Exposition

Authors

Greg Mowry, University of St. Thomas-St. Paul

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Engineering Physics & Physics

-experience with the various experimental setups and demonstrations used at theseinstitutions. The experiments typically included various elements of transmission line theory,antenna theory, and RF theory. Overall these visits helped identify and clarify the level ofcomplexity that undergraduate students could reasonably be expected to handle. In general, all ofthe E&M programs and web sites reviewed emphasized a similar set of introductory conceptsand as the class sequences advanced, ultimately focused on the various specialty topics unique tothe institution. The only significant variation in the various curricula was the sequence in whichtopics were covered. Generally speaking, there were two subject sequences in teaching E&M.The first

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

AC 2011-997: ASSESSMENT OF STUDENT UNDERSTANDING IN PHYSICS:AN INTEGRATED QUALITATIVE AND QUANTITATIVE APPROACHTeresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Faculty Liaison to the Pre-engineering Program at American University. She received her Ph.D. in Curriculum and Instruction with emphasis in Physics and Science Education from Kansas State University. Dr. Larkin is involved with Physics Educa- tion Research (PER) and has published widely on topics related to the assessment of student learning in introductory physics and engineering courses. She has been an active member of the American Society for Engineering Education (ASEE) and the American

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilla Arlina Nix, Drexel University ; Jared Andrew Ruddick, Girard Academic Music Program; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

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Engineering Physics & Physics, Pre-College Engineering Education Division

more than 90 peer-reviewed publications. c American Society for Engineering Education, 2016 Comparing what 8th vs 10th grade students take away from engineering curriculum incorporated into their Physical Science Classroom- (Work in Progress)Background and MotivationEngaging students through hands on activities, projects and inquiry based instruction can be aneffective way to introduce engineering and engineering careers to high school students. Whenstudents investigate and learn about these topics through an extended design project, it couldincrease their overall interest in engineering or science subjects1. The National ScienceFoundation Graduate STEM Fellows in K-12

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Jian Peng, Southeast Missouri State University

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Engineering Physics & Physics

. Page 15.1040.1© American Society for Engineering Education, 2010 Revising a Microcontroller Course for Engineering Physics StudentsAbstractMicrocontroller courses usually require students to have a solid background in digitalelectronics, computer architecture, and software programming due to the complex nature of thesedevices, yet most non-EE engineering students have only limited exposure to these topics beforethey enter the course. At Southeast Missouri State University a microcontroller course forEngineering Physics has been heavily revamped in the last several years to deal with thesespecial challenges. By using the detailed logic and block diagrams from PIC18 data sheet,digital logic

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, Oswego State University College

Tagged Divisions

Engineering Physics & Physics

geared towards applied electrostatics (in a moregeneral sense). The research capabilities of the recently developed lab include electrospray andelectrospinning, high speed imaging of droplets, micro and nanoparticle generation, thin filmsdeposition, ferro-fluids, and gas discharge studies (see Fig 1). Students were explained that muchof the research will revolve around electrosprays and micro and nanoparticle synthesis by thismethod, although their research experience could cover other topics as well.At the end of the course, students were expected to become proficient in topics related toelectrostatics, electrosprays and their applications in nanotechnology; also, it was expected thatthey conducted systematic work in the lab, collected and

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Eblen-Zayas, Carleton College

Tagged Divisions

Engineering Physics & Physics

. Byorganizing the course around four topics that are active research areas, graduate school boundstudents with more advanced physics and chemistry background were encouraged to read theprimary literature to stretch themselves beyond what was covered in class.5 The unit on solarenergy conversion included both photovoltaics and solar thermal power systems. As discussedalready, traditional Si PV provided an excellent context in which to consider semiconductors andtheir applications. We modified some of the materials from the Modern Physics curriculumdeveloped by the University of Colorado Physics Education Research group for students to learnabout band structure and semiconductors.6 In addition to Si photovoltaics, the students alsoexplored alternative PV

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Varun Kumar Karingula, Indiana University Purdue University, Indianapolis; Hazim A El-Mounayri, Indiana University Purdue University, Indianapolis; Tamer M. Wasfy, Indiana University Purdue University, Indianapolis; Hatem M Wasfy, Advanced Science and Automation Corp.; Jeanne Michele Peters, Advanced Science and Automation Corp.

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Engineering Physics & Physics

23.229.5 5 – Minimizing training cost. Virtual physics lab is fully automated, no additional human trainer is required for teaching experiments. Institutions can save their money , which they spend on lab trainers.  6 – Easy course management. Online web based course management allows course administrator (professor), to check performance of any student and can easily generate the reports and statistics related to course usage.   Upward Bound Program  Upward Bound is federally funded TRIO education program, which provides fundamental support to participants in their preparation for college entrance. It was designed with the goal to motivate students to enroll in and graduate from a post-secondary institute. Since its

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey (ITESM); Genaro Zavala, Tecnologico de Monterrey; Juan Antonio Alanis

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Engineering Physics & Physics

Educaci´on del Noreste de M´exico (REDIIEN). Professor Dominguez has been a visiting researcher at Syracuse University and at the University of Texas at Austin. She teaches undergraduate courses in Mathematics and graduate courses in Education. Professor Dominguez is a thesis advisor on the master and doctoral programs on education of the Virtual University of Tecnologico de Monterrey. Her main research areas are: a) models and modeling, b) use of technology to improve learning and c) evaluation. In addition, Professor Dominguez is consultant for Texas Instruments (TI), she leads the group conTIgo T3 Latin America, and organizes and moderates webinars on the use of TI technology.Prof. Genaro Zavala, Tecnologico de

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steve E. Watkins, Missouri University of Science & Technology

Tagged Divisions

Engineering Physics & Physics

Paper ID #7986An Engineering Physics Introduction to Electronics for ECE SophomoresDr. Steve E. Watkins, Missouri University of Science & Technology DR. STEVE E. WATKINS is Professor of Electrical and Computer Engineering at Missouri University of Science and Technology, formerly the University of Missouri-Rolla. His interests include educational innovation. He is active in IEEE, HKN, SPIE, and ASEE including service as the 2009 Midwest Section Chair and the 2012 Midwest Section Conference General Chair. His Ph.D. is from the University of Texas at Austin (1989). Contact: steve.e.watkins@ieee.org

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jian Peng, Southeast Missouri State University; Santaneel Ghosh, Southeast Missouri State University; Ken Surendran, Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

- vancement, Tucson, Ariz.; ”Faculty Research Award,” Southeast Missouri State University, COSM, 2010; ”Tony B. Award,” Association of laboratory Automation, 2010, 2011; Center of Nanoscale Science and Technology-University of Maryland, College Park (CNST-UMD) Scholarship, 2009-2011; and Marquis ”Who’s Who in America,” 2009. He has involved both undergraduates (22 to date) and graduates (five) in his research projects. He has established a laboratory for Nano-biotechnology and micro- and nanoflu- idics at Southeast and created and developed interest at the pre-college level by incorporation of science in K-12 classroom.Dr. Ken Surendran, Southeast Missouri State University Ken Surendran is a professor in the Department of