Displaying results 1 - 30 of 77 in total
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Maarij M. Syed, Rose-Hulman Institute of Tech; Richard W. Liptak, Rose-Hulman Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
Rose-Hulman Institute of Technology 5500 Wabash Ave, Terre Haute, Indiana, 47803 1. Abstract Engineering Physics (EP), at its core, is a multidisciplinary approach to solving problemsthat require insights from various traditional disciplines. The EP curriculum at Rose-HulmanInstitute of Technology strives to foster this multidisciplinary approach by incorporating studentprojects that require integrating concepts and principles from various fields into a meaningfulapproach toward a realistic solution. These projects, ideally involve a design / problemstatement, a fabrication step, and a testing or characterization stage. As an example of such anapproach, a new lab is proposed to provide students with an
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Hyung S. Choi, Greenville College
- Tagged Divisions
- Engineering Physics & Physics
Center of the City University of New York in 1991. c American Society for Engineering Education, 2017 Incorporating Quantum Technologies into Engineering CurriculumAbstract: This paper first reviews the present status of quantum technologies that are rapidlymaking inroads to various fields of science and engineering. The author then suggests, in light ofthese developments, how one may incorporate the key principles, ideas, and topics of newquantum technologies into undergraduate quantum mechanics courses and laboratories to prepareand equip future engineers. Concrete examples of curriculum changes in modern physics,quantum mechanics, and advanced quantum mechanics courses are presented based on threeyears of
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
- Authors
- Stephen W. McKnight, Northeastern University; Christos Zahopoulos, Northeastern University
- Tagged Divisions
- 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
- Teresa L. Larkin, American University
- Tagged Divisions
- Engineering Physics & Physics
Paper ID #15547Writing in STEM: A Synthesis of Two Adaptive ApproachesDr. Teresa 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 Education Research (PER) and has published widely on topics related to the assessment of student learn- ing in introductory physics and engineering courses. Noteworthy is her work with student writing as a
- Conference Session
- Innovations in Teaching Physics or Engineering Physics
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Warren Turner, Westfield State College; Glenn Ellis, Smith College
- Tagged Divisions
- Engineering Physics & Physics
AC 2009-718: GRAPHICAL ANALYSIS AND EQUATIONS OF UNIFORMLYACCELERATED MOTION: A UNIFIED APPROACHWarren Turner, Westfield State CollegeGlenn Ellis, Smith College Page 14.657.1© American Society for Engineering Education, 2009 Graphical Analysis and Equations of Uniformly Accelerated Motion - A Unified ApproachIntroductionHow do we teach physics?Sometimes looking at the textbooks we use can be revealing. While individual authors wouldundoubtedly protest, there are as many common features in textbooks as there are unique ones.This is especially true concerning the teaching and study of kinematics. To simplify thediscussion, it is possible to break
- Conference Session
- Innovations in Teaching Physics or Engineering Physics I
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Patricia F. Mead, Norfolk State University; Ruth A. Streveler, Purdue University, West Lafayette; Lauren D. Thomas, Virginia Tech; Candace A. Cobb, Norfolk State University
- Tagged Divisions
- Engineering Physics & Physics
. Along the way, the author hopes to identify key challenges toachieving the desired learning outcomes, and a set of strategies to attack the identifiedchallenges. The results to date include a recognition of language barriers, and the identificationof a few specific principles in laser resonance theory. Specific instructional strategies areproposed and active pedagogical approaches in a laboratory setting are on-going. A tailoredassessment instrument is also in a pilot phase.References1. Pellegrino, J. W. (2006). Rethinking and Redesigning Curriculum, Instruction and Assessment: What Contemporary Research and Theory Suggests. A Paper Commissioned by the National Center on Education and the Economy for the New Commission on the Skills
- 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
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- Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High
- Tagged Divisions
- Engineering Physics & Physics, Pre-College Engineering Education Division
promote a mindset of the integral nature of science and engineering in solving real world problems. The standards’ emphasis is on thinking more deeply, using processing skills similar to those of a mathematician, scientist, or philosopher. Engineering notebooks are an essential tool of the inventive problem solving engineer; they parallel laboratory science notebooks used by researchers in investigating and describing 3scientific phenomena. From Kelley’s outline of the purpose and function of an engineering notebook it is clear that using notebooks can serve as a valuable pedagogical approach and assessment tool. He describes the importance of documenting new ideas, of assigning credit in cooperative
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics II
- Collection
- 2013 ASEE Annual Conference & Exposition
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- Marie Lopez del Puerto, University of St. Thomas; Adam S Green, University of St. Thomas; Jeffrey A. Jalkio, University of St. Thomas; Marty Johnston, University of St. Thomas; Paul R Ohmann, University of St. Thomas (MN)
- Tagged Divisions
- Engineering Physics & Physics
waysthroughout the curriculum, from simple tasks such as plotting functions, to sophisticated taskssuch as simulating the dynamics of a complex system. We are also connecting the theory ofidealized physical systems with real systems through the combination of computer simulationsand validation experiments. Through continued exposure, we anticipate that our students willembrace computation as a useful tool in their arsenal. This paper describes our project, whichinvolves five physics faculty and an advisor from the School of Engineering who has expertise ineducation.IntroductionMost physics research these days involves the use of computers for data collection and analysis,simulations, symbolic manipulation, and numerical analysis. As the American
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Teresa L. Larkin, American University; Jessica Uscinski, American University
- Tagged Divisions
- Engineering Physics & Physics
Paper ID #6739THE EVOLUTION OF CURRICULUM ASSESSMENT WITHIN THE PHYSICSPROGRAM AT AMERICAN UNIVERSITYDr. Teresa 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 Education Research (PER) and has published widely on topics related to the assessment of student learn- ing in introductory physics and engineering courses. Noteworthy is her work
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- James G. O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J. Rueckert, Wentworth Institute of Technology; Derek Cascio, Wentworth Institute of Technology
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- Diversity
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- Engineering Physics & Physics
Paper ID #12758RESISTANCE IS FUTILE: A NEW COLLABORATIVE LABORATORYGAME BASED LAB TO TEACH BASIC CIRCUIT CONCEPTSDr. James G. O’Brien, Wentworth Institute of Technology James G. O’Brien is an associate professor of Physics at Wentworth Institute of Technology in Boston, MA. James is currently pursuing educational pedagogies in engineering education through game-ification of education and the design of competitive table top games which engage students in an exciting atmo- sphere to help facilitate learning of essential physics concepts. Aside from a love of gaming and its role in education, James is also the Vice President
- Conference Session
- Technology in the Physics or Engineering Physics C
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Raymond Winton, Mississippi State University
- Tagged Divisions
- Engineering Physics & Physics
AC 2008-1119: INTRODUCTION OF ADVANCED CMOS DEVICE MODELS INTOTHE CURRICULUM AT THE INTRODUCTORY ELECTRONICS LEVELRaymond Winton, Mississippi State University Page 13.807.1© American Society for Engineering Education, 2008 Introduction of advanced MOS device models into the curriculum at the introductory electronics levelAbstractMost contemporary electronics design is accomplished in the CMOS technology and makesuse of a design cycle that employs advanced MOS device models. These modelsaccommodate many technologies, high-field effects, and second-order approximations andthereby must be deployed with a large parameter set. The models have a fairly
- Conference Session
- Innovations in Teaching Physics or Engineering Phy
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Adrian Ieta, Murray State University; Arthur Pallone
- Tagged Divisions
- Engineering Physics & Physics
wasalso found that peer assessment is correlated with the enhancement of student learning bymeans of reflection, analysis and diplomatic criticism [3]. Nevertheless, there isresistance in academia to use of the peer assessment method [7] and some concerns aboutpeer assessment have been reported in the literature [10]. We assumed that students willhave a positive reaction to the new assessment technique and that it will help thembecome more responsible, as reported by others [2]. We assumed that the benefits of thepeer assessment technique outweight other associated concerns and used the technique inboth classes.OPTICSOptics is a 400 level, 3 contact-hours course curriculum requirement for Engineering andEngineering Physics students. Due to the
- Conference Session
- Innovations in Teaching Physics or Engineering Physics II
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Adrian Ieta, State University of New York, Oswego; Alex Pantaleev, State University of New York, Oswego; Carolina C. Ilie, State University of New York, Oswego
- Tagged Divisions
- Engineering Physics & Physics
AC 2011-607: AN EVALUATION OF THE ”JUST IN TIME TEACHING”METHOD ACROSS DISCIPLINESAdrian Ieta, State University of New York at Oswego Adrian Ieta (M’99) received the B.Sc. degree in physics from the University of Timisoara, Timisoara, Romania, in 1984, the B.E.Sc. degree in electrical engineering from the ”Politehnica” University of Timisoara, Timisoara, in 1992, and the M.E.Sc. degree and the Ph.D. degree in electrical and computer engineering from The University of the Western Ontario, London, ON, Canada, in 1999 and 2004, re- spectively. He was with the Applied Electrostatics Research Centre and the Digital Electronics Research Group, The University of Western Ontario, where he worked on industrial projects and
- Conference Session
- Programmatic Issues in Physics or Engineering Physics Programs
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Winston Jackson, California Institute of Technology; Jennifer Franck, California Institute of Technology; James Maloney, California Institute of Technology; Juan Pedro Ochoa-Ricoux, California Institute of Technology; Julian Rimoli, California Institute of Technology; Luz Rivas, California Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
AC 2008-2378: PHYSICS FUNDAMENTALS, ENGINEERING DESIGN, ANDRESEARCH: AN INTEGRATED APPROACH TO THE DEVELOPMENT OF ATHREE-WEEK SHORTCOURSEWinston Jackson, California Institute of Technology Winston Jackson received his BS in Civil Engineering from Southern University and A&M College and his MS degree in Applied Mechanics at the California Institute of Technology, where he is currently continuing his PhD work. His research is in the area of experimental solid mechanics, and he has been a teaching assistant for a course in solid mechanics as well as the Physics Curriculum Coordinator for the 2007 YESS Program.Jennifer Franck, California Institute of Technology Jennifer Franck is currently a
- Conference Session
- Engineering Physics & Physics Division Poster Session
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Scott Kirkpatrick, Rose-Hulman Institute of Technology; Richard W. Liptak, Rose-Hulman Institute of Technology; Renat Letfullin, Rose-Hulman Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
, photonics, laser physics, nanophotonics, biophotonics, and nanomedicine Dr. Letfullin has been elected to the Fellow of SPIE and a Senior member of SPIE. He is also a member of the Optical Society of America and American Society for Engineering Education. c American Society for Engineering Education, 2016Thinking big and small: An approach to engineering physics as a majorAn engineering physics curriculum focusing on micro and nanotechnology has been developedwhich still allows students to apply themselves over a broad range of science and engineeringdisciplines. The core components of this curriculum are seven courses in micro andnanotechnology; a breadth of introductory mechanical, optical and electrical
An Evaluation of a Digital Learning Management System In High School Physics Classrooms (Evaluation)
- Conference Session
- K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)
- Collection
- 2016 ASEE Annual Conference & Exposition
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- Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics, Pre-College Engineering Education Division
isineffectual and does not address the diverse learning styles of students today. Furthermore, it hasalso been shown5 that there are differences in engagement between genders that are notaddressed by these conventional instruction methods.Some engineering faculties in Canada are re-evaluating the current entrance requirements and thesubsequent ramifications of compromising the high-school physics prerequisite, consideringinstead to teach the content in University. In a more feasible and collaborative approach,engineering outreach programs aimed at providing supplementary content in K-12 classroomshave become common place in an effort to combat the problem. In such programs, universityfaculty and students provide curriculum-based demonstrations or
- Conference Session
- Innovations in Teaching Physics or Engineering Physics I
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Adrian Ieta, Oswego State University College; Rachid Manseur, State University of New York, Oswego; Thomas E. Doyle P.Eng., McMaster University
- Tagged Divisions
- Engineering Physics & Physics
and setting up a new undergraduate research lab.BACKGROUNDState University of New York at Oswego is developing a new undergraduate program inelectrical and computer engineering (ECE) to better serve its communities and to meet theworkforce needs of the area. The development of a new program presents an opportunity tocreate a modern and innovative curriculum that challenges several aspects of traditionalengineering education and responds to the needs of the knowledge-based society we live in. Anew faculty member was hired (Fall 2008), temporarily based in the Physics department.Although more money will be available for equipment and laboratory at the actual start of theECE program (a few years later), there was little startup money ($12,000
- 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
- Tagged Divisions
- Engineering Physics & Physics, Pre-College Engineering Education Division
University Dr. Adam Fontecchio is an Professor of Electrical and Computer Engineering, Vice-Dean of the Graduate College, and Director of the Center for the Advancement of STEM Teaching and Learning Excellence (CASTLE). He is the recipient of a NASA New Investigator Award, the Drexel Graduate Student Associ- ation Outstanding Mentor Award, the Drexel University ECE Outstanding Research Achievement Award and the International Liquid Crystal Society Multimedia Prize. In 2003, he received a NASA/ASEE Sum- mer Faculty Fellowship to research NEMS/MEMS adaptive optics in the Microdevices Laboratory at the Jet Propulsion Laboratory. Dr. Fontecchio received his Ph.D. in Physics from Brown University in 2002. He has authored
- Conference Session
- K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)
- Collection
- 2016 ASEE Annual Conference & Exposition
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- Luke D. Conlin, Stanford University; Doris B. Chin, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics, Pre-College Engineering Education Division
to invent their own index were better prepared to learn the ratio structure of density, asevidenced by reconstructing the crowdedness examples as well as transferring to new ratioproblems.In many science classrooms, a common approach is to teach scientific principles throughengineering and design projects. For example, by designing balloon cars, students are supposedto learn Newton’s 3rd law. Despite the popularity of this approach, there is surprisingly littleevidence of its effectiveness, as nonexperts rarely draw connections between their designs andtarget science ideas6,7. One thing these approaches have in common is a static assessment ofphysics principles after the project is completed. This adherence to static assessments may
- Conference Session
- Engineering Physics Technical Session 3
- Collection
- 2016 ASEE Annual Conference & Exposition
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- Kanti Prasad, University of Massachusetts, Lowell
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
Digital Design and taught up to 2001, till Dr. Terence Kelly (received his doctorate under supervision of Pro- fessor Prasad) took over. From spring 1998, Professor Prasad also developed and taught 16.517, MMIC Design and Fabrication course to meet the growing demand of regional semiconductor industries. He is the recipient of Zone I best paper award by American Society of Engineering Education (ASEE) in 2008. He has been appointed as honorable member of IAAB of the MEGHE group of Institution and Shree Baba Ramdeo College of Engineering and Management (Nagpur) in India. He has also received the Best Teaching award for the New England Region, and the Best Campus award for the Zone 1 from ASEE dur- ing 2012. He is
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Kanti Prasad, University of Massachusetts, Lowell
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
since 1994 VHDL Based Digital Design and taught up to 2001, till Dr. Terence Kelly (received his doctorate under supervision of Pro- fessor Prasad) took over. From spring 1998, Professor Prasad also developed and taught 16.517, MMIC Design and Fabrication course to meet the growing demand of regional semiconductor industries. He is the recipient of Zone I best paper award by American Society of Engineering Education (ASEE) in 2008. He has been appointed as honorable member of IAAB of the MEGHE group of Institution and Shree Baba Ramdeo College of Engineering and Management (Nagpur) in India. He has also received the Best Teaching award for the New England Region, and the Best Campus award for the Zone 1 from ASEE dur
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
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- 2017 ASEE Annual Conference & Exposition
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- Teresa L. Larkin, American University; Ben Hein
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- Engineering Physics & Physics
Paper ID #18680Learning Physics in the Millennial AgeDr. Teresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Director and Faculty Liaison to the Dual-degree 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 Education Research (PER) and has published widely on topics related to the assess- ment of student learning in introductory physics and engineering courses. Noteworthy is her work with student writing as
- 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
- Tagged Divisions
- Engineering Physics & Physics
inherently to incorporate principles of active learning.However, informal program assessment within the Kettering University physics departmentindicated students moved through instructions, recorded results, and interpreted data only asmuch as was required to “get through the lab.” Not surprisingly, lab skills did not carry over intoa later lab course, and, similarly, students' understanding of physics concepts in the laboratoryseemed superficial and temporary. A new laboratory curriculum has been created to utilizeresearch-based pedagogy and leverage a relationship with the Crash Safety Center on campus.Both the pedagogical approach and topical context are intended to improve student engagementwith activities in the lab and activities are designed
- Conference Session
- Engineering Physics Technical Session 1
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Robert A Ross, University of Detroit Mercy; Katherine Snyder, University of Detroit Mercy
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
, "Even honors students have conceptual difficulties with physics," Am. J. Phys. 50, 501-508, (1982); doi: 10.1119/1.12797.5 R.J. Beichner, "Testing student interpretation of kinematics graphs," Am. J. Phys. 62, 750-762 (1994); doi: 10.1119/1.17449.6 Beichner refers to: A. Arons, A Guide to Introductory Physics Teaching, John Wiley & Sons, New York, 2000, especially the first three chapters.7 R. Ross, “Operational Definition and Assessment,” in Proceedings of the 2015 American Society for Engineering Education Annual Conference & Exposition, Seattle, WA, (2015).8 E.F. Redish, “Oersted Lecture 2013: How should we think about how our students think?” Am. J. Phys. 82, 537- 551 (2014); doi: 10.1119/1.4874260.9
- Conference Session
- Innovations in Teaching Physics or Engineering Physics II
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Yumin Zhang, Southeast Missouri State University
- Tagged Divisions
- Engineering Physics & Physics
properties, thus it is more straightforward to express it in data tables,which is the most powerful tool for problem solving. On the other hand, this tool is not easy tograsp, as the classic textbook used in our class contains over eighty pages of data tables7.Most students are used to solving problems by means of equations, a method that is widely usedin courses such as general physics and engineering mechanics. As a result, many students are at aloss when dealing with so much information and are unable to properly utilize it in their study.To assist students in this course, a new approach is needed. One way to do so is to reveal themacroscopic structure of the data, which can serve as a guide to this staggering wealth ofinformation.II. State and
- Conference Session
- Technology in the Physics Classroom
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Sabina Jeschke, University of Stuttgart; Olivier Pfeiffer, Technische Universitat Berlin; Thomas Richter, Technische Universitat Berlin; Harald Scheel, Technische Universitat Berlin; Christian Thomsen
- Tagged Divisions
- Engineering Physics & Physics
AC 2007-747: ON REMOTE AND VIRTUAL EXPERIMENTS IN ELEARNING INSTATISTICAL MECHANICS AND THERMODYNAMICSSabina Jeschke, University of Stuttgart Since 2005, Sabina Jeschke has been associate professor for "New Media in Mathematics and Natural Sciences" and director of the MuLF Center (Multimedia Center for New Media in Education and Research) at TU Berlin. Starting in 2001, her Berlin group has been a driving force behind the development of multimedia technologies at the university, implementing multimedia educational elements in the education of undergraduate students, in particular for engineering students. In 2000 and 2001, she worked as an assistant professor at the GaTech (Georgia Institute
- Conference Session
- Programmatic Issues in Physics or Engineering Physics Programs
- Collection
- 2008 Annual Conference & Exposition
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- Jeff Jalkio, University of St. Thomas; Arnold Weimerskirch, University of St. Thomas
- Tagged Divisions
- Engineering Physics & Physics
engineering education, we have beenable to take advantage of a wealth of pre-existing knowledge in the development of ourassessment processes. Recognizing the importance of faculty involvement in programassessment, we have developed an assessment program that ties the activities of individualfaculty members in their courses to the accomplishment of program outcomes and objectives andthe assessment of those outcomes and objectives. Finally, by creating a separate process foridentifying new programs and changes in our environment we have institutionalized an externalfocus. Taken together, the four Deming cycles operating at the constituent, program, curriculum,and course levels tie internal and external stakeholders together for the continuous
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Robert A. Ross, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy; Meghann Norah Murray; Gary P. Hillebrand, University of Detroit Mercy; Matthew Gonderinger, University of Detroit Mercy, Wayne State University
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- Diversity
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- Engineering Physics & Physics
Treasurer of the Detroit Local Section of the American Chemical Society.Prof. Gary P. Hillebrand, University of Detroit Mercy Lecturer in Physics at the University of Detroit Mercy since 2008, following 30 years in automotive product development at Ford and GM.Dr. Matthew Gonderinger, University of Detroit Mercy, Wayne State University c American Society for Engineering Education, 2017 Gender Effects in a General Physics Laboratory AssessmentIntroductionTwenty years ago the second-semester general physics laboratory courses at the University ofDetroit Mercy adopted an active-learning curriculum based on the work of both Arnold Arons1and Lillian
- Conference Session
- Innovations in Teaching Physics or Engineering Phy
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Teresa Larkin, American University; Dan Budny, University of Pittsburgh
- Tagged Divisions
- Engineering Physics & Physics
introductory physics course for non-majors and a freshman level introduction to engineeringcourse. The techniques to be described here permit students to experience all aspects ofpreparing a professional paper for publication. The students' experiences culminate with apresentation of their papers at either The New Millennium Conference at American University(AU) or the Sustainability in the New Millennium Conference at the University of Pittsburgh(Pittsburgh). The specific courses in which the writing strategies were adapted, Physics for aNew Millennium (AU) and Introduction to Engineering Problem Solving (Pittsburgh), will firstbe described. The curriculum involved in the development of the writing activity will then bediscussed. This discussion will