apply or relateto the experiences of students at polytechnic institutions, where a hands-on approach is oftenspecifically prescribed as part of the institutional culture. However, we did find one study whichaddressed the use of a flipped classroom from a polytechnic perspective and reported that theflipped classroom provided more time for hands-on experiences, but that this increased time didnot lead to a more positive student experience or significantly improved performance [20].Our institution carries a “polytechnic” designation. The institution’s interpretation of thatdesignation has been to promote a “hands-on, minds-on” style of pedagogy. Specifically, thisstyle emphasizes career-focused or hands-on experiential learning and a laboratory
students inthe Electrical and Cyber Engineering (ECE) department at this institution. The primary goal of thecourse is to emulate the internship learning environment and experience for students. Studentswork on a supervised project and in a team setting to learn workplace fundamentals, teamwork,and project management skills. Topics include teamwork assessment, management versusleadership, critical thinking for design of experiments and project management techniques. Thestudents proposed the design of the subsystems of the project and understood project managementprinciples.IntroductionThe knowledge and training required and expected from the graduating engineering studentpreparing to join the global engineering workforce is significantly different
Designed at Purdue University in 2009 [7]Another unique interactive tool was built to teach pneumatics at Purdue University, shown inFigure 3. This educational tool required students to maneuver an electromagnet across three axesto pick up metal shapes and move them to complete a puzzle. In conjunction with other fluidpower tools, this allowed students to experience how pneumatic systems react compared tohydraulic systems, along with the advantages and disadvantages of pneumatic power. This toolwas used to educate students in the design of fluid power, electrical, and mechanical systems.The first group of students that benefited from the project are those who designed, built, andconstructed the demonstrator, the second group were the students who
Mehden, C.A., Wang, J.Y., 2005, “Laboratory/Demonstration Experiments in Heat Transfer: Forced Convection,” Proceedings of the 2005 American Society of Engineering Education-Midwest Section Annual Conference. 18. Clausen, E.C., Penney, W.R., 2006, “Laboratory Demonstrations/Experiments in Free and Forced Convection Heat Transfer,” Proceedings of the 2006 American Society for Engineering Education Annual Conference and Exposition. 19. Penney, W.R., Lee, R.M., Magie, M.E. and Clausen, E.C., 2007, “Design Projects in Undergraduate Heat Transfer: Six Examples from the Fall 2007 Course at the University of Arkansas,” Proceedings of the 2007 American Society of Engineering Education Midwest
Technical Computing, The Math Works, Inc., Natick, MA, 1996.5. Wright C.H.G. , Welch, T. B, Morrow, M.G., Gomes III, W.J. “Teaching Real-World DSP Using MATLAB and the TMS320 DSK”, Proceeding of the 1999 ASEE Annual Conference, Charlotte, N.C. June 1999.6. Rulph Chassaing , “ Digital Signal Processing”, Laboratory Experiments Using C and the TMS320C31 DSK, John Wiley & Sons, INC. 1999.7. Tretter S.A. “ Communication System Design Using DSP Algorithm “ with Laboratory Experiments for the TMS320C30, Plenum press, New York. 1995.8. TMS320C3x Digital Signal Processing Teaching Kit, Instructor’s Guide, Texas Instruments, 1998.9. Marven C, Ewers G, “A simple Approach to Digital Signal Processing”, John Wiley,1966.SALAHUDDIN QAZISalahuddin
, and a MEd degree in Instructional Systems Design Technology from Sam Houston State University. He is currently the General Chemistry Laboratory Coordinator at Sam Houston State University and has an interest in online and hybrid instruction. American c Society for Engineering Education, 2021 Integration of research-based strategies and instructional design: creating significant learning experiences in a chemistry bridge courseIntroductionBridge courses are often designed to provide undergraduate students with learning experiences toremediate pitfalls in understanding or facilitating the practice of essential skills related to specificcontent
such as wood framing, heavy equipment operation, surveying, concrete beamconstruction, and asphalt paving. The course is entitled civil engineering practices. Most of theactivities involved 1st person “hands on” EBI. These activities introduced the students to avariety of construction practices, providing experiences that can be recalled when learningconcepts in the design courses during the junior and senior years. Only the geotechnicalactivities are discussed. These field activities were held at a facility named the Field Engineeringand Readiness Laboratory or FERL.The geotechnical activities included soil exploration with a boring machine and hand auger,Proctor testing, sand cone density testing, earthwork operations (operation of a scraper
laboratories for engineering students," in Zone 1 Conference of the American Society for Engineering Education, 2014.[4] W. Banzhaf, "Laboratories, Digital Oscilloscopes: Powerful Tools for EET," in American Society for Engineering Education Annual Conference & Exposition, 2003.[5] W. Jay and C. Edward W., "Analog and digital communications laboratory experiments using EMONA TIMS," in American Society for Engineering Education, 2011.[6] M. Rafiquzzaman, "Microcontroller Theory and Applications with the PIC18F", Wiley, ISBN: 978-0-470-94769-2, 2018.[7] MICROSHIP, "PIC18f4321 Family Data Sheet," 2006. [Online]. Available: http://ww1.microchip.com/downloads/en/DeviceDoc/39689b.pdf. [Accessed 2018].
experience. The capstone design series provides the students with valuableexperience in their final undergraduate year by allowing them to participate in a team-oriented design project much like the world they will enter as professional engineers. Toprovide order to the organization and maximize the efficiency of performance, thefundamental principles and tools of Systems Engineering formed the foundation uponwhich the work was based. The students developed and refined the requirements,organized themselves into disciplinary teams, established milestone schedules, anddeveloped a working structure focused on communication and accountability.IntroductionThe Capstone Design series is critical to the undergraduate engineering curriculum interms of
trimester system with 26 teaching weeks. Two 11 or 12 week terms (depending whereEaster falls) and a short 7 week third term which includes the main exam period. All courses,unless otherwise noted, extend over the full academic year. Each course has typically 2 of hourslectures or tutorials per week and most also have two or three laboratory classes which require adetailed report to be submitted. Exceptions include design which is more coursework orientatedand maths courses with additional lectures in place of lab classes.3.3 Comparison of programsThe primary difference between the UCL and SIT undergraduate programs in Naval Architectureis the degree of specialization, particularly in the early years of study. Whereas the SIT programretains the
experience of theprevious semester and more preparation time during the summer. The most exciting mobile studioclass was to design and build a cellular phone audio receiver. Using the tablet PC, each student firstsimulated a circuit using PSPICE and Mentor Graphics, further analyzed the simulated circuit usingMicrosoft Excel to extract device and circuit parameters, and implemented the circuit in thebreadboard. Then circuit was tested and displayed, and gave students, instantaneously, the feel andsound of the circuit they designed.At the end of the semester, we conducted a class survey on the students' grade changes comparedwith the previous, traditional class, and students' attitude toward the mobile studio class, which wehoped told about the
familiarize studentswith basic facts and concepts associated with wood design. Traditional classroom lecturesextend these lessons through didactic teaching and discussion with students to support theirconceptual understanding. Virtual Laboratories engage learning in experiments were they usewhat they know to predict, observe an experiment in action, then explain results. The finalapplication of their knowledge is tested in a Virtual Design Studio. It is here where studentscombine learned skills and apply their knowledge to various realistic design conditions.Figure 1 – Virtual Learning Environment Page
this paper describes a Linear Systems laboratory project that involves designing a simplifiedspeech recognition system to recognize the 5 long vowel sounds for a team of 3 or 4 students. Thisproject is assigned soon after the student has been introduced to the Fourier Transform in theassociated Linear Systems lecture course. This paper describes the Laboratory project byillustrating the solution with a specific example drawn from real data for a single student team.This laboratory project has the primary goals: 1. Understand the importance of the Fourier Spectrum for developing useful signal analysis algorithms and systems. 2. Develop a speaker-independent vowel classification system to distinguish the 5 long vowel sounds for a
,preparing future agricultural educators to meet the needs of a diverse array of learners in their classes. Sheteaches coursework in curriculum design, laboratory teaching practices, and teaching methods in agricul-tural education. Central to all of Dr. LaRose’s work as an educator and a scholar is an effort to addressinequities in agricultural education curriculum, program design, and recruitment practices. American c Society for Engineering Education, 2021 Value of Experiential Experiences for Diverse StudentPopulations within Engineering Disciplines: A Work in ProgressAbstractTraditional admissions processes at top institutions predominately utilize standardized test scoreswhen
learning within an integratedcurricular experience[9-12] and to further understand the interaction of emotion and student Page 22.1560.2learning. This qualitative research study involves a phenomenological, narrative analysis of datacollected over two semesters of an interdisciplinary design studio to identify the types ofemotions described, how the emotions evolved over time, and the relationship between emotionsand learning.Literature reviewThe engineering classroom is often associated with negative affect. Commonly the engineeringclassroom is a high stress environment with strenuous tests, a lot of homework, and difficultprojects. Elizabeth
introductorymechanical engineering design course that involved both lecture (2 credits) and laboratory (1credit) sessions. Learning objectives for the mini-mill experience were to: (1) learn the safetyand controls of a manual milling machine and basic milling operations that included fixed,material scaffolds designed by the course instructor; (3) practice reading and manufacturing fromstandard engineering drawings; and (2) independently apply knowledge of milling machinecontrols and operations to create a basic part with adaptive, pedagogical scaffolding fromteaching assistants and machinists. All deliverables for this exercise were individually completedby students and required a mixture of hands-on activity, written reflection, and online trainingand survey
individuals or companies that use the specific products, but are limited inscope and are not useful to those that use different corporate products. A skill set from onecorporate certification is usually not translatable across the industry.To provide more universal equivalent credentials, professional societies have defined bodies ofknowledge for aspects of their respective disciplines, and offer certification in said bodies ofknowledge. Industry-based professional certification is designed to establish the credentials ofindividuals in a manner that validates their knowledge and experience in a technically definedbody of knowledge, beyond specific vendors or products. The cross-corporate nature of industry-based certification affords employers the
“ .-. —_ .._ ,_. .—— .--—. ——— —.—. ——--—. — . . . . . . ——. —— . ..-.. —-— — .—. . .. Session 1626 Home Experiments in Mechanical Engineering Latif M. Jiji, Feridun Delale and Benjamin Liaw The City College of The City University of New York Abstract This paper describes 14 experiments in mechanical Engineering which students can perform at home using readilyavailable supplies. The experiments are designed for
Engineering Department Valparaiso UniversityAbstractWORK IN PROGRESS: Most engineering students take a course in electric circuits. In a typicalcircuit laboratory, the focus is on discrete passive components: resistors, inductors, andcapacitors. These components do not convert any energy into a form that can be detected bythe human senses. The function of the circuit can only be probed with the instrumentation. Inthis study, we explore the effect of incorporating a transducer (a loudspeaker) as a circuitcomponent. The control group of students construct a high-pass filter with a discrete resistorand capacitor. The experiment group uses a loudspeaker instead of a resistor. Both groupsperform a frequency sweep to
processing. c American Society for Engineering Education, 2018 Research Experience for Secondary School Teachers on Renewable Energy: Design and Implementation of a Small Scale Solar Tracker Rocio Alba-Flores1, Tricia Kirkland2, Lindsay Snowden1, Deon Lucien1, and Dallas Herrin1 1 Georgia Southern University 2 Southeast Bulloch Middle SchoolAbstractThis paper describes the experiences gained during the first year implementation of a ResearchExperiences for Teachers (RET) in Renewable Energy (ENERGY) at Georgia Southern University(GSU). RET is a NSF grant program that supports the professional
Session Number: 2102 Dissemination of Innovations from Educational Research Projects: Experience with Focused Workshops P.K. Raju, Department of Mechanical Engineering, pkraju@eng.auburn.edu Chetan S. Sankar, Department of Management, Gerald Halpin, Department of Foundations, Leadership, and Technology, Glennelle Halpin, Department of Foundations, Leadership, and Technology Auburn University, AL AbstractDuring 1996, we formed the Laboratory for Innovative Technology and Engineering Education(LITEE). The
processes of particle transport,deposition and removal and re-entrainment were described. Computational simulationmethods as well laboratory experiments are integrated into the curriculum. In addition, acomprehensive website was developed for these courses, and the courses were taught attwo universities simultaneously on several occasions.Course Modules Four course modules are included into these combined research and curriculumdevelopment (CRCD) courses. These are: Page 14.942.2 ≠ Fundamentals of particle transport, deposition and removal. 1 ≠ Computational modeling of particle transport and
then returned to General Electric Company as Engineering Manager of Locomo- tive Truck Design Group. His most current industrial experience began with LORD Corporation in 1998 as Product Engineer and Engineering Manager. Mr. Jones is an Associate Member of American Society of Mechanical Engineers with specific interests in vehicle suspension design, vibrations, structural design, and manufacturing.Mr. Shannon K. Sweeney, Pennsylvania State University Mr. Shannon Sweeney is an Associate Professor of Engineering at Penn State Erie, The Behrend College. He received an A.S. in Drafting and Design Engineering Technology and a B.S. in Mechanical Engineer- ing from West Virginia Institute of Technology in 1981 and 1985
Figure 6.Fostering Student LearningThis work was initially conceived as a multidisciplinary team project that built upon the students’prior experience of engineering design. It was envisaged that the practical problem solving natureof the tasks involved, coupled with industry oriented experiential learning would lend itself toincreased student engagement and achievement. However, the remit quickly moved beyond thatof capstone engineering design, as the UAVs proved to be a popular motivational tool.The project was initially targeted at master’s level students to explore what was realisticallyachievable. Based on the success of these pilot initiatives, it was extended to include a much wider Figure 6: Constructing the 3D
willincreasingly benefit from international collaborations and a globally engaged workforce leadingto transformational S&E breakthroughs”.2Given the increasingly global, collaborative nature of S&E research, this indicates that studentsinterested in pursuing graduate education and academic positions within the field shouldbecome acclimated to communicating and working with researchers from different culturalbackgrounds. This suggests the importance for students to gain international experiences thatprepare them to effectively collaborate with international teams of researchers. In response, U.S.universities are experimenting with new curricular methods, including the development ofinternational programs designed for S&E students, to foster the
ofalumni noted that a required survey-course, such as 2601 Fundamentals of EnvironmentalEngineering, is specifically designed to cover a broad cross-section of the field, andtherefore many of the alumni noted that it is difficult for such a course to be viewed as“relevant” or “practical” because the content of a required survey course lacks thespecificity to achieve relevance or practicality. And finally, a number of alumni notedthat sophomores have difficulty viewing “teachers as peers”, and therefore, the one-on-one experience of research was significantly more powerful in promoting mutual respectamong students and the author. In summary, all ten alumni agreed with the statement, “atwo-step process, including blended, flipped, mastery for an
Session 1302 The Use of Flight Simulators for Experiments in Aerodynamics Courses Eugene E. Niemi, Jr. University of Massachusetts LowellAbstractThis paper summarizes the results of a novel approach to introduce flight simulators into anaerodynamics and flight mechanics course as a kind of virtual laboratory. Student response tothis approach has been excellent, with many students willing to put in extra time above andbeyond usual course requirements to participate in this part of the program. Four hardware andsoftware packages
without compromising thedepth of understanding, our team have been developing a universal statics experiment system forunderstanding concepts of 2D and 3D force and moment vectors, equivalent force-couplesystem, 2D and 3D force and moment equilibrium, and truss design and analysis. It should benoted that the discussion in this paper is limited to our experience on development of theuniversal statics experiment system. Since student assessment is underway, the assessmentoutcome will be presented in the future.Schematics of the universal statics experiment system We initiated an effort to construct three sets of hands-on vector statics experiments foronline operations through Internet in mind. The universal statics experiment system (Fig. 1
factors impact on student experience of thesesystems, such as the design of the learning experience, the attributes and experience of thelearners, but also technical performance. Access speed, geographic location and network trafficall affect how students interact with the technology and hence the learning experience. Internetaccess options in Australia differ considerably between metro and rural/remote areas; effectivelymarking a “digital divide”. The National Broadband Network (NBN) will provide “superfastbroadband” access to all premises in Australia. This study investigates whether the NBN willovercome or entrench the digital divide in the context of online learning tools. This paperdiscusses how learning experience relates to technical
Engineering. In thepast 10 years, he has established three Laboratories: the Materials Testing laboratory sponsoredby the NSF, the Engineering Multimedia Laboratory supported by AT&T Foundation and theSpace Dynamic Systems Lab funded by United Technologies and the Yankee Ingenuity of theState of Connecticut. He has published over 25 technical articles in refereed journals andconference proceedings. His research interests include dynamics of linear and nonlinearstructural systems, numerical simulations and seismic analysis and design. Page 5.108.11