Page 7.1205.7 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Educationteaching different sections of both treatment groups so that an averaging effect can take place 29.However, such large groups usually have other serious confounding factors to deal with (differentmajors, mix of undergraduate and graduate students, mix of liberal arts and science students,varying levels of motivation in freshman classes, full-time and part-time, etc.). Where smallerpopulations are involved, teaching both the experimental and the control group by the sameinstructor is recommended to remove the instructor bias 12.However, one
Paper ID #35217Evaluating the Effectiveness of a Virtual Pulley Inquiry-Based LearningActivity on Increasing Student Understanding of Newton’s Second LawMegan N Phillips, California Polytechnic State University, San Luis Obispo Megan Phillips is a fourth-year student at California Polytechnic State University, San Luis Obispo pur- suing a Bachelor of Science in Biomedical Engineering with a concentration in Mechanical Design. She is minoring in German and Entrepreneurship and expects to graduate in March 2022. She has been work- ing as a learning assistant for the Department of Mechanical Engineering at California Polytechnic
Paper ID #22021Effects of Online Collaborative Learning with Scaffolding in Multiple STEMCourses Based on Results from Three Consecutive-Year ImplementationProf. Wei Zheng, Jackson State University Dr. Wei Zheng is a professor of Civil Engineering at Jackson State University. He received his Ph.D. in Civil Engineering from University of Wisconsin-Madison in 2001 and has over ten years of industrial experience. Since becoming a faculty member at JSU in 2005, he has made continuous efforts to integrate emerging technologies and cognitive skill development into engineering curriculum.Ms. Jing Yan, Nanjing Forestry University
,mastering CAD/CAM, Computer Numerical Control (CNC), and automation methods areincreasingly becoming essential tools in the design, prototyping and manufacturing of complexsystems. In this paper, an inter-disciplinary design project towards the development of a miniCNC milling machine is presented. Since purchasing and installing traditional CNC equipmentis not an option for every campus of Drexel University or similar engineering schools, analternative solution to providing hands on experience with CNC equipment is desirable. A CNCmachine with a desktop form factor which would be easily transported between campuses wouldeliminate the need for multiple traditional CNC machines and would improve the quality of theMET316-CNC course by providing more
packagingThis vacuum thermoforming activity introduces students to a simple version of the industrialmanufacturing process and gives hands-on experience with processing plastic materials. Acompact vacuum forming machine is recommended for this processing exercise. One of theoptions is approximately 8” wide, 10” deep, and 12” high (200 mm by 250 mm by 300 mm)11. Asquare plate, 4 inches (100 mm) on a side can be produced by this particular machine model,starting with thermoplastic sheeting at a minimum size of 5” x 5” (127 mm by 127 mm). For thisactivity, small quantities of PS and copolyester (PETG) plastic sheets are available in a choice ofthicknesses and colors at many hardware stores. Polylactic acid (PLA) sheeting works well forthermoforming but
Medical Innovation Master of Bioengineering program and the NSF Funded I-ACED Scholar Program at Rice University. He is also an Associate Teaching Professor at the award-winning Oshman Engineering Design Kitchen (OEDK) at Rice University, recruited as the first full-time faculty hire in 2013. He has co-created materials and delivered workshops to establish international engineering design programs on five continents. Wettergreen is the co-author of the textbook Introduction to Engineering Design. For his contributions to the development of the design curriculum at Rice he received the Teaching Award for Excellence in Inquiry-Based Learning. ©American Society for Engineering Education, 2024
AC 2010-2050: FOSTERING DISSEMINATION SKILLS IN STEM DOCTORALSTUDENTS: TIPS FOR THE PH.D. STUDENT AND THE GENERAL IMPACT ONSTEM UNDERGRADUATESMelanie Watson, Louisiana Tech UniversityKrystal Corbett, Louisiana Tech UniversityKyle Prather, Louisiana Tech UniversityJenna Carpenter, Louisiana Tech UniversityStanley Cronk, Louisiana Tech University Faculty member of College of Engineering and Science at Louisiana Tech University. Page 15.596.1© American Society for Engineering Education, 2010Fostering Dissemination Skills in STEM Doctoral Students: Tips for the Ph.D. Student and the General Impact on STEM UndergraduatesAbstractScience
technology courses at undergraduate and graduate levels. His tremendous re- search experience in manufacturing includes environmentally conscious manufacturing, Internet based robotics, and Web based quality. In the past years, he has been involved in sustainable manufacturing for maximizing energy and material recovery while minimizing environmental impact.Dr. Michael G. Mauk, Drexel University Michael Mauk is Assistant Professor in Drexel University’s Engineering Technology program.Prof. Tzu-Liang Bill Tseng, University of Texas, El Paso Dr. Tseng is a Professor and Chair of Industrial, Manufacturing and Systems Engineering at UTEP. His research focuses on the computational intelligence, data mining, bio- informatics and
leaders wereoptimistic that the same proprietary adaptive learning software could help our campus-basedstudents in these follow on courses. The purpose of this paper is to describe CTU’s efforts toincorporate our proprietary adaptive learning software, Intellipath, which had previously beenused exclusively in online classes, into our traditional, campus-based math courses, present theresults of that multi-term study, and offer suggestions for other institutions struggling with Engineering and Computer Science math prerequisite courses.Prior Success with Adaptive Learning CTU had been similarly struggling with College Algebra prior to the introductionof Intellipath in 2012, which led to a significant improvement in pass rates, as
://dx.doi.org/10.1037/a0016127.[12] D. H. Uttal et al., “The malleability of spatial skills: A meta-analysis of training studies,” Psychol. Bull., vol. 139, no. 2, pp. 352–402, 2013, doi: 10.1037/a0028446.[13] C. A. Supalo, “Teaching chemistry and other sciences to blind and low-vision students through hands-on learning experiences in high school science laboratories,” 2010. Accessed: Feb. 21, 2023. [Online]. Available: https://ui.adsabs.harvard.edu/abs/2010PhDT.......375S[14] T. Green, D. Kane, G. M. Timko, N. Shaheen, and W. Goodridge, “Spatial Language Used by Blind and Low-Vision High School Students During a Virtual Engineering Program,” presented at the 2022 ASEE Annual Conference, Jun. 2022.[15] D. E. Kane, T. Green, N. L
understanding ofthe course materials. The course is broken down into ten laboratory modules. Brief details of thesemodules are described below.3. Advanced Robotics & Mechatronics LaboratoryAs shown in Figure 1, the Advanced Robotics & Mechatronics (ARM) Laboratory has beendeveloped and offered for teaching weekly laboratory experiments. The laboratory course providesthe students with a comprehensive knowledge of IoT based robotics and automation usingindustrial robots and other common machinery. Laboratory assignments include importanttechnological issues and provide hands-on design experience with Internet-based technologies.The specific Internet-based technologies chosen include computers, networks, robotics, automatedinspection and vision
Session 2149 Use of Ongoing Assessment of Intended Learning Outcomes to Evaluate Effectiveness of Online and On-campus Delivery of a Structural Analysis Course Abi Aghayere College of Applied Science and Technology Rochester Institute of TechnologyAbstractThe ABET TC2K criteria now require proof of continuous improvement similar to the qualityassurance programs, such as, the Continuous Quality Improvement (CQI) that have long beenused in industry. In order to effect continuous improvement in a program or course, ABETrequires documentation of
andsecurity. Supported by a grant from the National Science Foundation, and to train our students inthe area of smart gird, a new course titled “Smart Grid Communications and Security” wasdeveloped and offered to train students with the required skills to succeed in this competitive jobmarket.This paper presents the development of this new multidisciplinary course at the Department ofElectrical and Computer Engineering at the University of the District of Columbia. The coursecontent includes various communication technologies that are essential in the evolution of smartgrid, types of cyber-attacks on the grid, privacy and security issues, and their possible solutions.This paper will discuss the course content, the pedagogical approach used to deliver
. American Society for Engineering Education, 2019. [5] S. Rosser, L. Jacobs, J. Murray, W. Newstetter, and C. Valle, “Intel promoting learning and retention in a statics class,” in American Society for Engineering Education. American Society for Engineering Education, 2009. [6] C. Ramming and J. Phillips, “Improving retention of student understanding by use of hands-on experiments in statics,” in 121st ASEE Annual Conference & Exposition, 2014. [7] L. S. Lee, R. K. Hackett, and H. Estrada, “Evaluation of a flipped classroom in mechanics of materials,” 2015. [8] M. D. Caballero, E. F. Greco, E. R. Murray, K. R. Bujak, M. Jackson Marr, R. Catrambone, M. A. Kohlmyer, and M. F. Schatz, “Comparing large lecture mechanics curricula using
industry, a Master’s degree in post-secondary and adult education, and over fourteen years’ experience in curriculum development and delivery. He applies his education and experiences to his posi- tion as a Technical Trainer II at the Alamo Colleges District in San Antonio, Texas where he is responsible for assessing the needs of the academic community and the manufacturing partners and developing and delivering competency-based training around those needs. He is also working with AMTEC and Purdue University as a Subject Matter Expert, advising on educational and technical materials in the creation of a virtual troubleshooting simulation program. c American Society for Engineering Education
superiorsystemizing abilities, but impaired empathizing abilities. Empathizing includes attributes tounderstand others’ emotions and thoughts. Having impaired empathizing abilities generally willresult in difficulties in social skills. On the other hand, systemizing refers to the abilities topredict and control the behavior of systems and to analyze and/or build any kind of rule-basedsystems by identifying the input-function-output rules [4]. Literature ReviewEngineering for childrenHaving technology and engineering skills and knowledge has become important now more thanany time before. Historically, being technology and engineering literate was necessary for somespecific vocations. However, we are now witnessing a
course providedthe students with an affordable access to international communication and collaborationexperiences, global learning and research opportunities, and a chance to develop themselves asglobal engineering and science leaders. The course development and instruction may be utilizedas a model for a truly global classroom and may allow faculty in other fields to adopt a similarapproach to tackle global challenges in their field. The course content, instructional materials,and learning activities can be transferable to many other institutions, allowing this effort toachieve goals beyond the original proposed activities. Additionally, the course is aimed to be acatalyst for modernizing curriculum while infusing it with cultural competency
to employ various energy-absorbing andisolation devices. These devices reduce the vibrations that occur when structures are subjectedto earthquake loads. A major problem with earthquakes is that it is very difficult to tell when and where thenext earthquake will strike. Researchers often rely on information from previous earthquakes toaid them. Small-scale structural models subjected to dynamic forces are also being used to testaseismic design techniques. Another aid in research and development of aseismic designstrategies has come from the National Science Foundation (NSF). The NSF is funding theGeorge E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES). The goal ofNEES is to provide a national, networked collaboratory
Idaho, Moscow, ID, 83843, USA (e-mail:sbeyer@uidaho.edu).978-1-4799-5233-5/14/$31.00 ©2014 IEEE Table 2. EPSA Discussion Prompts Imagine that you are a team of engineers working together In the Fall 2013 semester aspects of the EPSA were for a company or organization on the problem/s raised in incorporated into two sections of Norwich University’s the scenario. EG450-Professional Issues. The EPSA was utilized during 1. Identify the primary and secondary problems raised in two class periods each followed by an all-hands review. In the the scenario. first class period, which served as a practice session, the 2. Discuss what
ordinaryitems to escape life-threatening situations. The clever solutions MacGyver implemented toseemingly intractable problems were a major attraction of the show, which was praised forgenerating interest in engineering [23]. The idea of using ordinary household items to jury-rig(made with only the tools and materials that happen to be on hand) devices has become a part ofU.S. popular culture by referring to such constructions as “MacGyverisms.” In fact, theAmerican International Press released a book in 2005 of MacGyverisms from the populartelevision show [24, 25]. An even earlier example was My Three Sons, a situation comedy thatchronicled the life of a widowed aeronautical engineer and his three sons living in Bryant Park,IL. Little engineering
more so than booklearning had, and taught the important engineering skill of breaking a problem down into smallproblems, and solve them before assembling everything. Some reported that they began to seethe real world applications of what they had learned so far in their curriculum, and how thiscould connect to employment opportunities; they had learned a lot more than just the answer tothe question they set out to answer, at the expense of time.It is difficult to directly measure the impact of having hands-on projects versus not having them;however, it is equally difficult to imagine getting responses as above without doing hands-onprojects!This brings us to the potential for improvement. Many students had trouble in designing thebandpass
laboratory experiences may cause regression in students’epistemic views, in particular their view that mathematics and the physical world are deeplyconnected [9]. Students’ epistemological beliefs in a laboratory setting have been investigated inother disciplines outside of engineering. Epistemology is context dependent, even to the extentthat science laboratories and engineering laboratories have different epistemic standpoints [10].The objective of an experiment in a science lab class setting is generally to validate or discover,but in an engineering setting it may be to design or test [11]. Physics education has more robustliterature on student epistemology in a lab setting. For example, Zwickl et al. present aninstrument known as the Colorado
Paper ID #29597Assessing the Effects of a Robotics Workshop with Draw-a-Robot Test(Fundamental)Mr. Abhidipta Mallik, New York University Tandon School of Engineering Abhidipta Mallik received his B.Tech. degree in Electronics and Communication Engineering from the West Bengal University of Technology, Kolkata, India, and M.Tech. degree in Mechatronics from the Indian Institute of Engineering Science and Technology, Shibpur, West Bengal, India. He has one year and ten months of research experience at the CSIR-CMERI, India. He is currently a Ph.D. student in Mechanical Engineering at NYU Tandon School of Engineering
Methods and Outcomes of the NSF Project on Synthesizing Environments for Digitally-Mediated Team Learning Ronald F. DeMara1a, Joseph E. Beck2, Laurie O. Campbell1b, Richard Hartshorne1b,Samuel Spiegel3, Zhongzhou Chen1c, Melissa Dagley1d, Eloy Hernandez1e, Tian Tian1f, JulieDonnelly1g, Adrian Tatulian1a, Shadi Sheikhfaal1a, Hossein Pourmeidani1a, Hans Esteves1b, and Tara Gibson1b {1aDepartment of Electrical and Computer Engineering, 1bDepartment of Learning Sciences and Educational Research, 1cDepartment of Physics, 1dCenter for Initiatives in Science Technology, Engineering, and Mathematics, 1eDepartment of Chemistry. 1fDepartment of Mechanical and Aerospace Engineering, and 1gDivision of Digital
Assistant Professor of the Department of Computer Science, University of Victoria, in Canada, and an IEEE Senior Member. Her research interests include engineering education, context- management, cyber physical systems, context-aware analytics, self-adaptive and self-managing systems, and runtime software evolution. She conducted her PhD at University of Victoria, between September 2009 and February 2013. In November 2011 she received the IBM Canada CAS Research Project of the Year 2011 for the application of context-awareness and self-adaptation to the improvement of on-line shopping systems. Over the last ten years she have co-authored an important number of scientific papers on software engineering, co-chaired several
to 12th grade) teachers. Eight localteachers and one pre-service teacher (who comprised the first cohort) were provided with a six-week long authentic research experience during the summer, which they translated into a hands-on curriculum for their classrooms during the 2021-2022 academic year. Partnerships weredeveloped between the host institution, area teachers and local partners from civil engineeringindustries. This paper will summarize the lessons learned by the authors as well as theeffectiveness of the program activities to accomplish two objectives: (1) provide a deeperunderstanding of civil engineering and (2) develop better abilities among secondary educationteachers to prepare future science, technology, engineering and
instructional guides and textbooks. However, it is difficult tomeasure effectiveness. For example, Professor Masahiko Yamazaki from Nihon University inJapan created his own textbook and hands-on exercises. Having accessible material with ways totrack progress would be beneficial for faculty and for students.Furthermore, engineering professors are eager to see how their peers at other colleges anduniversities are progressing and how other engineering departments have implemented newerteaching approaches. Figure 6: Desired resources [8]Evaluation of Autodesk ProjectsRegarding how the interviewees view Autodesk projects, the feedback was extremely positive.All ten professors stated that they would like access to Autodesk
engineering [5], chemical engineering [6], softwareengineering [7], design processes [8], aerospace engineering [9], and construction engineering[10]. Although PBL represents a very influential pedagogical innovation, little research is doneon how workplace-problems are structured, so many PBL programs cannot adequately designproblems when designing curriculum and instruction. In his framework on designing problems inPBL curriculum, Hung [11,12] points out that it is crucial for the impact of the PBL enterprise toalign systematically - throughout the design process - the nature of the problem, the nature of theskills involved, the content material, the goals to achieve, and the strategies to be employed. Inaddition to the design of PBL curriculum
evidence that their ideasprogress over the course of a design task. This raises the questions: How do students’ ideasevolve over the course of a failure-prone engineering design task? And, what differences areseen between tasks with repetitive failure and tasks with ready success? To investigate thesequestions, I draw from literature examining failure in science and mathematics education tobetter understand the role that failure can play in engineering. I examine video data from asingle-day engineering design workshop for 13 upper elementary students. I focus on twoconsecutive tasks: the wind tunnel task, which featured rapid iteration cycles and repetitivefailure, and the water transport task, which featured near-immediate success.I closely
Paper ID #41978A Comparative Study of the Impact of Virtual Reality on Student Learningand Satisfaction in Aerospace EducationMollie Johnson, Massachusetts Institute of Technology Mollie Johnson is a graduate researcher in the Engineering Systems Laboratory at the Massachusetts Institute of Technology. She recently graduated from the Georgia Institute of Technology with a BS in aerospace engineering and is furthering her education as a masters’ student in the AeroAstro department at MIT.Dr. Rea Lavi, Massachusetts Institute of Technology Rea Lavi earned his doctoral degree in science & engineering education from the