Collection

2018 Gulf Southwest Section Conference

Authors

Vijaya Gopu; Ayman Okeil; Roger Seals

scope and amount of content judged to be necessary for aPanel of SHM experts drawn from academia, state meaningful educational experience, the project adopted adepartments of transportation, and private practice. “flipped classroom” type approach. That is, in advance of aGuidance in assessment of the outcomes was provided by classroom discussion session, students reviewed the contentan external evaluator from a major university. Technical modules online that were provided in both PowerPoint andand

Collection

2005 GSW

Authors

Jim Farison

only the traditional “lecture” format (with 43 fifty-minute sessions per semester).Nonetheless, it seemed best for the course, both for appeal and pedagogy, to have a non-trivial“imaging systems” component as well as the “image processing” component.The textbook selected for the course was Digital Image Processing (Second Edition), 2002, byRafael C. Gonzalez and Richard E. Woods, published by Prentice Hall. It has a number of desirablefeatures, with good on-line help. While it has less directly on imaging systems than desired for thiscourse, it does have quite a strong first chapter that reflects actual imaging applications by theirspectral range of operation. The course was formed around the following textbook chapter outlineand order: 1

Collection

2002 ASEE North Midwest Section Conference

Authors

Steven M. Cramer; Nancy Ciezki; Hussain Bahia; Carole Kraak; Carole Schramm

various types,metals, wood, and plastics to learn the details of standardized laboratory and fieldmeasurement techniques used to evaluate construction materials performance, topractice and improve technical/professional skills such as report writing and teamwork.Note that our objectives were neither to transport the entire course to an on-line formatnor to replace the hands-on laboratory experience. As described above, we proposethat the engineering education and the development of visualization skills would sufferwithout the hands-on interactive capabilities that occur in a physical laboratory setting.While some aspects of training can easily be conveyed using video and other forms ofmedia, in general, we believe the most effective educational

Collection

2018 Gulf Southwest Section Conference

Authors

John R. Clegg; Kenneth R. Diller

independent skill, instruction on student engagement. With student students will transfer it to technical contexts outside disengagement as the response variable, the observation of the domain where they originally developed it; categorical variables and the following numerical variables 3. Challenge-based instruction enhances student were included for control purposes (class number, time). The growth in innovative thinking by increasing in-class entirety of every class session was observed, qualified, and engagement, offering frequent and diverse formative recorded (2130 minutes total). assessment, and promoting metacognition; and 4. Following challenge

Collection

2015 ASEE Zone 3 Conference

Authors

Steve E. Watkins

Science and Technology includes two sessions on professional ethics. The firstsession is a formal overview of ethics as related to engineering work and it is focused on appliedethics as part of a profession. Example case studies related to electrical and computerengineering and general profession life are included. Selected slides from the introduction andsummary of the “Engineering Ethics” presentation is given in Appendix B in Figure 2. Thesecond session is a presentation of case studies for teams of students to analyze. This assignmentis tracked as part the department’s ABET assessment plan that is related to student outcome (f)“an understanding of professional and ethical responsibility [1].”The objectives of the ethics seminar presentation

Collection

2014 ASEE Zone 4 Conference

Authors

Shervin Zoghi; Eric Liguori; Manoochehr Zoghi; Fariborz Tehrani; The Nguyen

entrepreneurship education; (2) early childhood entrepreneurship education; and (3)regional economic development. To that end the LCIE operates a plethora of programs creatingvalue in these spaces. The remainder of this section provides a brief overview of domains 2 and 3for context, and then dives in depth into domain 1 as it’s directly related to the topic of thismanuscript. The LCIE operates programs for students in the K-12 education system bothformally as part of their in-class education (via partnership with local schools) and throughextracurricular camps, events, and sessions. Annually, over 1,000 students spanning 20+ schoolsreceive formal entrepreneurship education through LCIE programs. In addition, multiplerevenue-generating summer camps, the

Collection

2014 ASEE Zone 1 Conference

Authors

Khaled Almgren; Christian Bach

we have seen in the case study, a technical problem indiscussed individually under these three categories. transferring the data from the old system to the new systemThese two effects are shown in Figure 1. The figure shows has put the Water Corporation in a disastrous situation; thethe two main categories of effects that the ERP system could data was simply not available (De Loo, et al.).bring. Another technical problem that can put an organization in a bad place is what happened with CosmeticCo. It is one of the biggest Chinese companies

Collection

2023 IL-IN Section Conference

Authors

Jiaxi Li; Ninghan Zhong; Rob Kooper; Lawrence Angrave

platform, for multiple purposes: 1) Improve the Microsoft Azure Speech-to-Text accuracy by preparing a list of domain- specific terms with high confidence of occurrence in the audio, 2) Provide the input for the glossary tool, another text analytics service in ClassTranscribe that automatically generates the explanation for the domain-specific terms, and, currently in progress, 3) Provide search capability in order to locate the moments in the video when a domain- specific term is visually presented. In this paper, we evaluate the performance and accuracy of the PhraseHinter sys- tem based on a representative corpus of videos from different engineering disciplines with domain-specific terms and phrases correctly pre-identified. We

Collection

2005 GSW

Authors

M. M. Darwish; M. H. Akram; B. Green

methods nor taking the majorresponsibility for their own learning. On the other hand, some, instructors hesitate toapply active learning methods based on the myths of following:1) It won’t be successful in technical courses,2) It won’t leave enough time to cover the important concepts,3) Students won’t like to work together and won’t like to meet outside of the school.4) When students work as groups it is difficult to assess individual work,5) Active learning means no lecturing,6) Preparation of class time will be much longer,7) Student’s learning will not be effected by implementing active learning. In our experience, an important factor in implementing of case studies into a course isthe style or structure of the course itself. In fact that it

Collection

2007 Pacific Southwest Section Meeting

Authors

Nhut Tan Ho

courses–CDIOteam-based projects.A number of outcomes are currently being evaluated to assess the effectiveness of theimplementation and the framework. The first outcome is that participating students whocomplete the CDIO program will perform more effectively in the follow-on ME designcourse than students in the traditional program. The metric for measuring performanceimprovement is the students’ accomplishments in the CDIO skills in the general areas of(a) technical knowledge and reasoning, and (b) conceiving, designing, implementing andoperating systems in the enterprise and societal context.In order to assess this outcome, courses in which the CDIO activities are introduced willbe taught in parallel sessions: one class will use the CDIO

Collection

2010 ASEE Zone 1 Conference

Authors

David Potter

A context for unstructured experimentation: What resources are available to the student tinkerer? David Potter Northeastern University College of Engineering Session 2: Tools, techniques, and best practices of engineering education for the digital generation “What I hear, I forget; What I see, I remember; What I do, I understand.” – Old Chinese proverb Abstract: Education for the digital generation can be thought of as a process of classroom and laboratory learning

Collection

2016 Rocky Mountain Section Conference

Authors

Clifton B. Farnsworth; Evan Bingham; Justin E. Weidman

that the students researched that much more meaningful to them.The travel itinerary for this study abroad course included visiting and seeing sites in sevendifferent cities. With the theme of “mega” being adopted for this trip, the featured sites includedsome of the biggest skyscrapers, bridges, cities, and other engineered works in the world, bothhistoric and modern. Table 1 shows a generic itinerary, including the cities and principal sitesvisited, that was utilized during the travel portion of this course. Some of these site visits © American Society for Engineering Education, 2016 178 2016 ASEE

Collection

2012 ASEE Midwest Section Conference

Authors

Robert M. O'Connell

coursecontent) tends to be hierarchical, meaning that most topics build on previous ones, so that inorder to understand a given topic it is essential to understand most of what came before it. It isvery difficult for most students, working independently, to proceed very far into a body of newhierarchical material before becoming unable to obtain even an introductory level ofcomprehension. Thus, the readiness readings and assignments of Phase 1 are divided into severalshorter segments, consisting of the new material to be applied in group work in the followingclass session or two, e.g., a section or two of a chapter in the textbook. As before, each readinessassignment culminates in a short readiness test, but now those tests, or quizzes, are

Collection

2005 GSW

Authors

Kenneth Van Treuren

using laboratory equipment. The current syllabus for thisportion of the course is as follows: Table 1 – First ten weeks of EGR 4334, ME LabWeek Tuesday Lecture Tuesday Lab Thursday Lab1 Introduction Error Analysis Data Reduction2 Pressure Measurement Calibrate Transducer Orifice Lab3 Fluid Flow Calibrate Hot-wire Cylinder Drag Lab Measurement4 Design of Experiments Project Plan Meetings Work Session5 Report Writing Work Session Plan Presentations6 Fluid Flow Boundary Layer IC Engine or Weir Lab Measurement

Collection

2020 Gulf Southwest Section Conference

Authors

Amir Karimi; Randall Manteufel

general criteria for baccalaureate degree programs and thespecific program criteria required by the program’s lead society (e.g., ASCE, IEEE, ASME,etc.).1 Programs must also meet all the requirements listed in the Accreditation-Policy-and-Procedure-Manual (APPM) of ABET.2 This paper is an extension of the paper presented andpublished in the proceedings of ASEE-Gulf Southwest (GSW) section in March 2017.3 Twosimilar studies were conducted in 2016 and 2017 which were based on the proposed changessubmitted by EAC commission for public comments in 2015 and 2016 respectively. 4,5 The paperpublished in the proceedings of the 2017 ASEE-GSW section conference summarized thecontinuous changes made to the ABET-EAC general criteria from 2000 to March, 2017

Collection

2023 ASEE Midwest Section Conference

Authors

Sanjay Tewari

bright students struggle to pick up the pace and fail to adjust toprofessional environment without proper mentoring and guidance, which they may or may notget.Civil engineering classes often have a laboratory component. These laboratory sessions are agreat opportunity for students to gain hands-on experience of engineering fundamentals. Theauthor has incorporated these opportunities to provide students exposure to latest techniquesbeing used in higher research and professional level [1], [2]. This paper discusses some of thetraditional and non-traditional options that could be included in the civil engineering education to © American Society for Engineering Education, 2023 2023 ASEE Midwest

Collection

2013 GSW

Authors

Eric Haney; Lex Gonzalez; Amen Omoragbon; Amit Oza; Bernd Chudoba

Friday Morning Session 1- Student Integrated Engineering Database: A 21st Century Decision Aid Eric Haney, Lex Gonzalez, Amen Omoragbon, Amit Oza, and Bernd Chudoba Mechanical and Aerospace Engineering Department University of Texas at Arlington AbstractThe exponentially increasing amount of information accumulated from past and currentengineering projects has created an environment where retaining and utilizing existingknowledge is paramount. The modern engineer is tasked with leveraging the intellectual andfinancial efforts of legacy projects in order to ensure on-time, on

Collection

2013 ASEE Midwest Section Conference

Authors

Robert M. O'Connell

instructors inlearning to use student-centered learning, including predominantly group-based methods, in theclassroom. Currently, the course consists of five units, each of which culminates in a quiz thatthe instructor-as-student must take successfully before being allowed to move on to the nextsection. The content sections of the course consist of Powerpoint slides plus detailed instructorcommentary for further explanation. Also included are selected illustrative video clips takenduring an exemplary classroom session. Results from an evaluative survey taken of facultyvolunteers who agreed to pilot the course are being used to improve the course.IntroductionResearch has shown that traditional lecturing is a relatively inefficient way to

Collection

2012 Northeast Section Meeting

Authors

James A. Lee; Michael J. D'Agostino

Materials, (ASTM), and American Concrete Institute, (ACI), methods for aggregate andconcrete testing, are included in the course. These sessions emphasize proper testing and quality control. Studentsare also taught the effects of water/cement ratio, temperature and admixtures. In the last lab session students replacecement with Supplemental Cementitious Materials (SCM), to understand the economics of concrete and benefits ofSCM.To perform these labs, as much as two hundred fifty five (255) 1 – ½ cubic foot batches or 14.2 cubic yards ofconcrete per year is mixed. This volume of concrete consumes a great deal of raw materials (i.e., natural resources). 1 James A. Lee, Wentworth Institute of Technology, Boston, MA. 2 Michael J

Collection

2015 ASEE Zone 3 Conference

Authors

James R. Rowland

(1), pp. 85-101.[34] J. C. Chen and J. Chen, “Testing a new approach for learning teamwork knowledge and skills in technical education”, Journal of Industral Technology, Feb 2004, 20(2), pp. 1-10.[35] K. A. Smith, “Strategies for developing engineering students teamwork and project management skills”, 2000, Proc., ASEE Annual Conference, Session 1630.[36] K. S. Kim and L. D. McNair, “Self-managed teaming and team effectiveness in interdisciplinary capstone design”, 2010, Proc., 40th FIE Conference, Washington DC, Session F1F.[37] J. S. Collofello and M. Hart, “Monitoring team progress in a software engineering project class”, 29th FIE Conference, 1999, San Juan, PR, Session 11b4.[38] J. H. Andrews and H. L. Lutfiyya

Collection

2009 Fall ASEE Middle Atlantic Section Conference

Authors

Ti Lin Liu

. The application of these computer skills in dynamics, machine design, vibration and other advances courses are more important for our student to improve their analytical and computer skills. Reference: 1. Ti Lin, Liu, “Developing a New Graduate Course—Computer Aided Engineering” ASME International Mechanical Engineering Congress and Exposition, Nov. 5-11, 2005, Orlando, Florida 2. Ti Lin, Liu, “Modernization of Engineering Mechanics Education with Computer Application”, Presentation for 1995 ASEE Annual Conference, Anaheim, CA, June 26, 1995, Session #1668 Appendix: Appendix A. Frame Analysis in Excel:Fig.1. Frame Analysis in Excel Appendix B. Frame Analysis in MathCAD:Fig.2. Frame Analysis in Mathcad

Collection

2014 ASEE Zone 4 Conference

Authors

Christopher McComb; Fariborz Tehrani

outcomes (see Table 1).Further, hands-on experience facilitates the achievement of foundational outcomes (mathematicsand science), as well other areas of technical outcomes (for example, material science andmechanics). Thus, experiential learning does not necessarily have to begin after graduation.Rather, it should be incorporated in engineering programs throughout both undergraduate andgraduate curricula. Proceedings of the 2014 American Society for Engineering Education Zone IV Conference Copyright © 2014, American Society for Engineering Education 256 Table 1. The BOK outcomes with respect to

Collection

2017 Gulf Southwest Section Conference

Authors

Luis Martinez Medellin; Edward Pines; Patricia Sullivan; Arthur Cox; Motoko Furuhashi

Emergence of a Multidisciplinary Environment through Interdepartmental Alliances Involving a College-Specific Maker Space Luis J. Martinez1, Edward Pines, PhD1, and Patricia A. Sullivan, PhD1 1 Department of Industrial Engineering, New Mexico State University, Las Cruces, NM 88003AbstractAcademic maker spaces at the college and broader university level are becoming commonplaceas campuses strive to foster an environment for technology innovation and entrepreneurshipamong students and faculty alike. While easier to manage, costs associated with developingcollege or department-specific maker spaces can often lead to reduced scope, difficulties

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Pawan Tyagi; Christine Newman

the distillation efficiency. EI recognizes that successful and meaningful engineering careers involve understanding ofvarious other subjects, not just mastering technical skills. Other subjects, which EI also includes in itscurriculum, are professional ethics, finance, communication, and the ability to estimate. To teach the vital role of ethics in engineering and science, an interactive session is designed.Different EI instructors conduct their ethical education session in various ways; generally by presentingnumerous past ethical cases which adversely impacted economy, safety, or social wellbeing. Ethicaleducation is imparted through discussion on the variety of case studies or hypothetical situations.Students explain their

Collection

2013 Pacific Southwest Section Meeting

Authors

Gene Fisher

, which have chronicled ourprogress6,7,8,9. Over its years of being offered, we have focused to varying degrees on a numberof educational objectives. From the perspective of the students in the course, the objectivesinclude: 1. apply the skills learned in introductory software engineering courses to a real-world software project 2. work with an external customer, on a project of specific interest to that customer 3. work in project teams of varying sizes, including in teams comprised of upper-class and lower-class students of software engineering 4. learn skills of project management 5. enhance technical skills of software development 6. deploy a working product of some formThe first objective is very common to

Collection

2010 ASEE Zone 1 Conference

Authors

Charles R. Sullivan; Mark J. Franklin

consumption in real vehicles,popularly termed “hypermiling,” has spawned enthusiast web sites [2], [3] and competitions inwhich contestants often top 100 mpg [4]. This framework was used to engage students’ attentionas they strive to improve their own driving performance and compete with each other, and togive them an incentive to consider subtleties of vehicle power requirements, engine efficiencymaps, and their interactions. In this paper, we describe the technical development of thesimulator, the activities developed making use of it, and the class in which we used it.Technical Development of the Simulator We were very fortunate to be able to start this project with a highly developed open-source driving simulator, TORCS version 1.3.1 [1

Collection

2013 North Midwest Section Meeting

Authors

Majura F. Selekwa

decidedthe break the program into three levels with a total of ten modules as illustrated in Figure 1.The first level comprised of four modules that focussed on the basic elements of mechatronicsystems; students learned how the core prerequisite courses come into play in the developmentof mechatronic systems. In general, this level provided students with both a theoretical reviewof facts learned elsewhere in the prerequisites and simple practical activities that enhanced theirunderstanding of those theoretical facts; more emphasis was placed on major characteristics andlimitations of sensors, actuators, motion transmission systems, analog signal conditioners, anddigital logic circuits. Eventually students were introduced to the basic structure of

Collection

2020 Gulf Southwest Section Conference

Authors

John Carrell; Joshua Cruz; Stephanie Kuzmack

1 Session XXXX Using Humanities as Context for STEM Empathy Development: A Discourse John Carrell*, Joshua Cruz**, Stephanie Kuzmack* *Honors College, **College of Education Texas Tech University AbstractThe need to provide science, technology, engineering, and mathematics (STEM) learners,particularly engineers, with an understanding of humanities is becoming increasingly apparent.Continued globalization through technologies means that what engineers create has an impact

Collection

2014 ASEE Zone 4 Conference

Authors

Moe Tajvidi P.E.

where it replaces the traditionallecture based approach to anatomy, pharmacology, physiology etc. The model has been adoptedin an increasing number of other areas including Business Schools, Schools of Education,Architecture, and Law29.In a general sense, the comprehensive definition of Project based learning is known as a validdefinition. In this definition PBL should have five major elements1:1. [Projects] involve the solution of a problem; often, though not necessarily, set by the student himself [or herself].2. They involve initiative by the student or group of students, and necessitate a variety of educational activities.3. They commonly result in an end product (e.g., thesis, report, design plans, computer program and model).4

Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

Abdullah Konak; Jungwoo Ryoo; Sadan Kulturel-Konak

risk Content Richnessinformation technology skills without any concern. Supportingcollaborative learning was one of the primary objectives in Fig. 1. Components of the course delivery modelthe design of the CVCLAB. The first technical requirement toachieve this objective is to ensure that virtual computers areinterconnected. Setting up virtual computer access permissions A. READ-ITas team-based also facilitates interaction among team mem- All course content is available through a website. The coursebers. In the CVCLAB, students are allowed to view