Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Shernita Lee, Virginia Tech; Justin Grimes, Virginia Tech

Tagged Topics

CoNECD Paper Submissions, Diversity

breadth of Graduate student Virginia Tech graduate 2 hours graduate-level research topics research poster session students offered at Virginia Tech Current Virginia Tech HBCU/MSI faculty and HBCU/MSI alumni graduate students discuss students, Virginia Tech 1 hour student panel their experiences and graduate students transition to the PWI

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amirmasoud Momenipour, Rose-Hulman Institution of Technology; Jennifer A. O'Neil, Rochester Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, #RecallRatherThanRecognition, #flexibility, #NotMinimalist, #NoErrorRecovery, etc.,) 5. In a paragraph explain the user’s goal/s using the product, the required procedures for users to reach their goal/s, and why you think the product fails to satisfy users’ needs. You should also refer to any human factors’ goals (enhancing performance, safety, and satisfaction) that the example may fail to satisfy. 6. Up to a paragraph, suggest or propose your solution/s. It can be simple or technical. (Try to find an innovative solution for improving the design, redesigning, or changing the procedures--you can be simple but creative)Instruction for contributing to other students’ cases: 1. Each student is required to read all other students' cases

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit, Mercy

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

our communities, orthe structure of our political and economic systems — tend to have the least influence on thosedecisions and how they are made. Design justice rethinks design processes, centers people whoare normally marginalized by design, and uses collaborative, creative practices to address thedeepest challenges our communities face.” [1]. Two core tenets of the Design Justice movementare that “absolutely anyone can participate meaningfully in design,” and “those who are directlyaffected by the issues a project aims to address must be at the center of the design process.” [4]Engineering education community and design researchers generally agree that pedagogicalinnovations are needed to ensure that current and future technologies are

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alberth Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

col- laborations between countries in Latin American and the European Union (EU). ©American Society for Engineering Education, 2023Our Learning Experience with MATH 101, a Virtual and Adaptive Remedial Course1. IntroductionThe lack of mathematics proficiency among high school students in Guatemala is a significantconcern (see [1] for details). Some students wishing to pursue a university degree in science orengineering face difficulties in their first year, as a strong background in mathematics is requiredto succeed in these fields. This problem is also evident at Galileo University, where many first-year engineering students struggle to pass their first mathematics course. This

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emi Aoki, University of Massachusetts, Lowell; Bach Tran, University of Akron; Nathan Esosa Uhunsere, University of Massachusetts, Lowell; Susan Thomson Tripathy, University of Massachusetts, Lowell; Charles Thompson, Ph.D., University of Massachusetts, Lowell; Shivakumar Sastry, University of Akron; Kavitha Chandra, University of Massachusetts, Lowell

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

system. These artifacts can be archived in a standardrelational database and hosted on robust cloud-based backend systems for scale up. The ARcontent creators can own their content and Non-fungible Tokens to sequence the presentationseither to improve pedagogical novelty or to personalize the learning.I. IntroductionAugmented Reality (AR) devices that offer immersive experiences for users have maturedsignificantly in recent years [1]. When incorporated effectively into systems, such devices cannow help to address many of the challenges brought about by the digital transformationinitiatives in manufacturing, health, and education [2]-[10]. AR devices can super-impose virtualinformatics on objects and spaces in the physical environment of the

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, Engineering for One Planet; Cynthia Anderson, Alula Consulting; Cindy Cooper, The Lemelson Foundation; Surbhi Godsay Lipkin-Moore, Amplify Evaluation

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

constraints, workshop teams werenot adequately engaged in a process for integrating DEIJ or metrics into theirplans.Throughout the three days the teams iterated upon their plans, gathered feedbackfrom other teams, and then pitched their final approach to the whole group. Uponanalysis, the 20 proposed approaches, developed by the teams, yielded 12 overlapping,synthesized approaches as captured in Table 2 below. Approaches are listed in the orderof frequency that they were proposed. Table 2: Twelve Recommended Approaches for Scaling the EOP Initiative Generated at the EOP Scaling for Impact Workshop. 1. EOP / ASEE create a sustainability Division with a web hub/platform to share resources, host training and professional

Conference Session

Materials Division (MATS) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lessa Kay Grunenfelder, University of Southern California

Tagged Divisions

Materials Division (MATS)

Figure 1) [3].The lower half of this figure will be familiar to the materials scientist. Core to the discipline isthe interplay between structure, processing, and properties. Design projects have the benefit ofemphasizing these relationships while at the same time bringing in the top tetrahedron in Figure1 which highlights the economic, social, and environmental implications of material and processselection. The two tetrahedra converge at the “design solution” – the intended outcome of adesign project. Figure 1. The “dual tetrahedron” – a visual representation of the connection between the technical and social aspects that must be considered in developing a design solution [3].Project overviewTo implement PBL in an introductory materials

Conference Session

Engineering Libraries Technical Session 2: Instruction

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jodi Bolognese, Northeastern University; Bridget Smyser, Northeastern University

are introduced to research skills andinformation literacy (IL) at several points during the undergraduate curriculum. For the majorityof engineering students IL instruction starts in the first year, in which most faculty require anengineering-specific library workshop as part of the First Year Engineering (FYE) curriculum.The FYE library workshops were introduced as a small pilot in 2018, and the program has grownto serve a projected 76% of FYE students in the 2021-2022 academic year. Students also take arequired writing in the technical professions course, which addresses a common set of learningoutcomes that are aligned with ACRL’s Framework for Information Literacy for HigherEducation [1]. The course is taught by a variety of faculty as

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

is going well or what is difficult encouraged the use ofmonitoring strategies.Keywords: metacognition, reflection, qualitative, first year, feedback, critical thinkingI. IntroductionA common theme across university-level engineering courses is the overlooking of strategiesstudents use to learn material in favor of technical material coverage [1], [2], [3]. Causes for thisimbalance include educators’ beliefs that there is limited class time to teach an abundance ofnecessary information and that reflection, as an example of a learning strategy that engineeringeducators could develop, is better suited for humanities courses, not engineering [3]. As anexample, Ndethiu et al. [2] showed that engineering educators did not play a role in third

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Riley, Rowan University; Jacob Troutman, University of Texas at Austin

, parental status, and program-specific details),stress level, sources of stress (selected from a checklist of 16 items), coping mechanisms (selectedfrom a checklist of 21 items), and a self-reported ability to manage stress. Stress level wasmeasured using a validated instrument known as the Perceived Stress Questionnaire (PSQ), whichnormalizes the results yielding a value between 0 and 1 [29]. Checklist items for sources of stressand coping mechanisms were generated using previous research in the area [3], [11], [12], [23],and each checklist had an “other” option with an optional text box to elaborate. Items theparticipant selected in the sources of stress checklist were carried forward to populate the nextquestion, which allowed participants to

Conference Session

Faculty Development Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Catherine Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Ryan Walerius, Minnesota State University, Mankato; Rachael Johnson, Minnesota State University, Mankato

stool” with the legsrepresenting domains of learning being design, professional, and technical [4,5]. This allows forstudents to come out with a well-rounded capacity to succeed in all aspects of their career. Thismodel of the three-legged stool acknowledges and embraces fully the breadth of studentoutcomes in ABET accreditation criteria [6] while also allowing students to gain skills inemotional intelligence [7], growth mindset [8], and lifelong learning [9].Lastly, continuity is giving students the necessary resources that they can continually advance[1]. This means giving every student access to the courses, instructors, advising, material,encouragement, support, etc. they need to succeed in their education and career, which

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Fiodesy Putri, Arizona State University, Polytechnic campus; Julius Keller, Purdue University at West Lafayette (COE); Edward Faith, Arizona State University, Polytechnic campus

the participants to inform the completegeneral picture of this study. After that, the participants were asked if they allowed theconversation to be recorded in this interview for data analysis purposes. Even though the authorsdeveloped a guide for semi-structured interviews, participants were allowed to speak freely abouttheir perspectives. Several probing questions were asked based on the responses to explore moredeeply, and additional notes were taken. Each instructor only attended one session of interviewsof 1-1.5 hours through the Zoom platform on a chosen day. The two main authors conducted theinterview sessions. Participants’ voices were recorded through the Zoom platform in the form ofan audio file that was transcribed to help

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, Franklin W. Olin College of Engineering; Olivia Seitelman, Franklin W. Olin College of Engineering; Stella Stark, Franklin W. Olin College of Engineering; elizabeth west

site hosts. Caitlin: “the [research] experience really helped us practice the ideas of engineering that are more...collaborating in that way [of] listening to the needs of their user....it really highlights being able to communicate with one another, being able to talk to Lisa and elizabeth and figure out what they actually need versus what we were just want to work on.”They contrasted this experience with high-tech engineering college settings where there is acultural hierarchy of what and who gets valued. Generally, the voices of those seen as havingmore expertise in technical content are weighted more heavily and, in some cases, the client'sperspective, seen as “non-expert,” is de-valued or disregarded. At WHMF

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

an opportunity for research that can guideimplementation of ungrading and thus enable other scholarship.With the above context in mind, this evidence-based practice paper asks: 1) how do educatorsimplement ungrading in engineering courses? 2) what do educators vary in order to adaptungrading to their unique educational contexts? 3) how can we characterize the pedagogicaldesign space of radical or non-traditional grading schemes? We ask these questions as we do inorder to situate our work as a research through design effort, specifically the approach advocatedby Gaver (2012) in which a set of design solutions are interrogated to determine their invariancesas well as the dimensions of variation. In framing our effort as research through design

Conference Session

Faculty Development Division (FDD) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Morin, ASHLIN Management Group; Richard Goldberg, University of North Carolina, Chapel Hill; Bryant Hutson, University of North Carolina, Chapel Hill

Tagged Divisions

Faculty Development Division (FDD)

during the academic year, meetingapproximately once a month for six sessions at 90 minutes each session. The meetings are activeworkshops, in which the facilitators model activities as instructors, and the faculty engage as ifthey were students. Faculty are supported with teaching resources and by attending three 1:1hour-long sessions with the FLC facilitator. They also administer three “micromoment” activities(2-30 minutes) in their classes, which can then be developed into a larger implementation for apublished KEEN Card.The KEEN FLC was implemented in three academic years 2019-2022 with three cohorts and 20STEM faculty members across eight departments. By also engaging faculty from previous andcurrent cohorts, we helped to build our community

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Iowa State University of Science and Technology; MacKenzie Reber, Grove City College

. Table 1provides the timeline followed for the outreach project for the 10-week summer REU site.TABLE 1. Outreach Project Timeline for 10-week REU Site Week # Tasks associated with the outreach project 2 • Introduce the outreach project and share the purpose of the project with REU students. • Help students generate three potential project ideas by the end of the week. Encourage students to think about their target community, what activity they might perform, and their goals for the project. 5 • Have students give an informal update on the project to the rest of the students in the program. Students provide feedback and suggestions to other students. Discuss what students

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Lauren Singelmann, Minnesota State University, Mankato; Rob Sleezer, Virginia Tech; Emilie A. Siverling, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, Attitudes, and Perceptions of Oral Engineering ExamsIntroductionWhile it is commonly known that verbal communication and presentation skills are highlydesirable by employers, many engineering students’ technical learning is assessed primarilythrough written examination means. In the department of Integrated Engineering (IE) atMinnesota State University, Mankato, verbal exams are a fundamental formative and summativeassessment method of checking students’ understanding [1]. While the goals for verbalexamination are common throughout the program, this paper aims to compile the individualphilosophies, approaches, attitudes, and perceptions of faculty within the department who giveverbal examinations on a regular basis

Conference Session

Software Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tamaike Brown, State University of New York at Oswego; Bastian Tenbergen, State University of New York at Oswego

Tagged Divisions

Software Engineering Division

sessions was a safe and convenient method forimplementing TPS in a hybrid format while cooperating with recommended health practices.IV. RESULTS In this section, we provide quantitative evidence to the efficacy of the HyFlex educationalparadigm for SQA instruction. Due to difference in sample size we elected to perform comparativeanalysis between years 2015-2020. A. Semester Grade Comparison and Analysis We compared student scores in homework, project, exams as well as the final grades spanningacross all semesters from year 2015 to year 2020. Figure 1 shows an overview, but excludes projectscores from 2015 since the project was graded on a pass/fail basis (rather than with a graded score)in that semester. As can be seen, homework and

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zaniyah Victoria Sealey, University of Georgia; Racheida S. Lewis, University of Georgia; Trina L. Fletcher, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Paper ID #34059What I Wish My Instructor Knew: Navigating COVID-19 as anUnderrepresented Student - Evidence Based ResearchMs. Zaniyah Victoria Sealey, University of Georgia Zaniyah Sealey is an Undergraduate Student majoring in Computer Systems Engineering, at the Uni- versity of Georgia(College of Engineering). She is set to graduate in 2022 with a Bachelors Degree in Computer Systems Engineering along with a certificate in Informatics. She was recruited for the project through the National Society of Black Engineers(NSBE) where she currently serves as Secretary. Her current research and general interests include

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan O. Conrad, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy; Lauren Ross, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Islander f. White g. Prefer not to respond h. Other (please specify) 3. Were you a 1st generation college student? a. Yes b. No 4. Are you a person with a disability (apparent or non-apparent)? a. Yes b. No c. I’m not sure or don’t know what classifies as a disability 5. Level of Education Completed: a. High School Diploma or Equivalent b. Technical Certification, No Degree c. Some College, No Degree d. Associate’s Degree e. Bachelor’s Degree f. Master’s Degree g. Doctoral or Professional Degree 6. What was your undergraduate major? a. Computer Science b. Engineering c. Health Sciences d

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., USAID; Jessica Mary Smith, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

Education, 2021 Beyond the Social License to Operate: Training Socially Responsible Engineers to Contend with Corporate Frameworks for Community EngagementAbstractThe “social license to operate” (SLO) has emerged as a key industry framework forconceptualizing the need to responsibly engage communities. The social license loosely refers topublic acceptance, but the term is usually invoked without clear definition [1]. Advocates for theSLO define it as “the level of tolerance, acceptance, or approval of an organization’s activities bythe stakeholders with the greatest concern about the activity” [2]. From its original use in thepulp and paper and mining industries in the 1990s, the term has since

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology; Audrey Bowden, Vanderbilt University; Monica Farmer Cox, The Ohio State University; Tahira N. Reid, Purdue University at West Lafayette (COE); Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

fact, several of the members had been directly asked by theirinstitutional leaders to provide input on this topic. Given the small numbers of Black faculty atany one institution, the members of BIE recognized that 1) collective brainstorming was likely toproduce more ideas than would be generated by any one person; 2) recommendations wouldhave more staying power if provided from the perspective of many, rather than an isolated few;3) many individuals had neither the time nor resources to identify recommendations that wouldcover the vast range of necessary changes. Hence, the idea for the Call to Action was born. The goal of the Call to Action is to serve as a starting point for ideas of specific,implementable actions that BIE feels

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

university. American Behavioral Scientist.Malcom, S. M. (1976). The Double Bind: The Price of Being a Minority Woman in Science. Report of a Conference of Minority Women Scientists, Arlie House, Warrenton, Virginia.Malcom, L., & Malcom, S. (2011). The double bind: The next generation. Harvard Educational Review, 81(2), 162-172.Malicky, D. (2003). A literature review on the under-representation of women in undergraduate engineering: Ability, self-efficacy, and the" chilly climate. age, 8, 1.Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women engineering students and self‐efficacy: A multi‐year, multi‐institution study of women engineering student self‐ efficacy. Journal of engineering education, 98(1

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleanor Leung, York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Brandy Maki, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

are learning and challenged tobecome the next generations of engineers. However, some of these interactions can becomedifficult when gender bias exists. Gender bias, as defined in this paper, is the unfair differences inthe way a person is being treated because of their gender. This can be conscious or unconsciousprejudice in thoughts and or actions.Research suggests that gender bias in academia is not only a question of whether male and femaleprofessors are evaluated more or less favorably but that women are also judged on differentcriteria than their male counterparts [1, 2]. The authors in [1] argue that female faculty areevaluated differently in intelligence/competence and personality. In the engineering disciplines,female faculty members

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Sanders, University of Michigan; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Gretchen M. Forman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

multi-week period, students willtake a common remedial course with a cohort of other first-year students to prepare them for thedemands of college [1]. Most summer bridge programs have a shared goal promoting academicsuccess through remediation courses; however, there are various approaches in doing so (eg.,targeting underrepresented groups or underprepared students) [1]. Many universities have developed summer bridge programs to specifically supportincoming engineering students and prepare them for the notoriously rigorous and demandingcurriculum [9]. Furthermore, these programs often use selective invitations to target minority,women, or first-generation students [1, 9]. Additionally, many programs have been developed forconditionally

Conference Session

Minorities in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arnold Deffo, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

assignment. Also included here is a grading rubric as well as whether every student in the same group gets the same grade. In task interdependence, students, with the guidance of the instructor, generate a list of critical roles as well specific skillsets necessary for successful completion of the group project. For projects spanning an entire academic term as is the case in this study, we recommend this step be carried out as soon as possible, perhaps on the first day of class. Regardless of the day this step is implemented, call it Day 1. Note: Though the group forming scheme described here is implemented in

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jun Chee Yong, Pennsylvania State University; Linda M Hanagan P.E., Pennsylvania State University; Allison Godwin, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering

Design for Phase 1: Architectural Engineering Project-Based LearningEngineering designs, concepts, and just the general idea of engineering should be introduced tostudents at an early age. “Children in our schools spend years learning about the natural worldbut a glaringly insufficient amount of time studying the human-made world through engineeringlearning.” [25, p. 17] Engineering learning should be part of every child’s education becauseengineering literacy is crucial towards becoming “informed citizens who are capable of adaptingto and thriving in the workplace and society of the future.” [25, p. 18] Studies have shown thebenefits of introducing hands-on engineering design activities and pre-engineering concepts.These approaches can promote

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wookwon Lee, Gannon University; Nicholas B. Conklin, Gannon University

Tagged Divisions

Electrical and Computer

Table 1. A questionnaire of 15 questions on project activities 1) The project requires for me to consider all relevant constraints, if applicable (e.g., economic, environmental sustainability, ethical/health and safety, etc.). 2) The project requires for me to do system configuration for proper operation of a subsystem (or subsystems). 3) The project requires for me to do black box testing [ see below for brief info about the black box testing before answering; a key aspect is in red & underscored. 4) The project requires for me to generate and analyze alternatives by synthesizing and applying appropriate engineering knowledge. 5) The project requires for me to

Conference Session

Electrical and Computer Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Andrew Lund, Western Washington University

Tagged Divisions

Electrical and Computer

SystemsTable 1: Basic structure of the two course EE sequence for non-EE majorsAs shown in Table 1, the second EE course both builds off the previous course, as well asintroducing topics quite separate from a traditional electrical or electronics topic sequence. Thereason the first course is kept somewhat generic with light coverage of three distinct topics(circuits, electronics, digital systems) is because it serves a wide population of non-EE students.The second course in the sequence is almost exclusively manufacturing students who rely on thecourse to prepare them both for their capstone project and for a subsequent robotics elective.Previous offerings (Spring 2015 and Spring 2014) of EE 352 followed a traditional structure of 3hours of lecture

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara, University of Central Florida; Soheil Salehi, University of Central Florida; Baiyun Chen, University of Central Florida; Richard Hartshorne, University of Central Florida

Tagged Divisions

Electrical and Computer

Distributed Learning} University of Central Florida, Orlando, FL 32816-2362AbstractThe Group Learning At Significant Scale (GLASS) approach is developed to increase thescalability and efficacy of student design teams during group sessions of a Flipped Classroom(FC), as well as conventional modality courses. GLASS utilizes freely-available collaborationtools to facilitate instructional delivery, assessment, and review of teams that leverage campusWiFi connectivity, along with a pedagogical approach using excerpts from actual data sheets andopen Internet resources. This immersive collaborative design experience is interwoven on aweekly basis with the technical content provided via video during the preceding week