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2019 Pacific Southwest Section Meeting

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Pejman Akbari, California State Polytechnic University in Pomona ; Brad Kevin Thomas, Electro Mechanical Systems Engineering Technology; Christopher John Tait, Cal Poly Pomona; Colby Stark

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project’s approach could be adapted toprojects in any engineering discipline. Reporting this journey aims to stimulate interest amongacademic faculty and students in pursuing comparable endeavors and taking advantage of availableresources offered by academia, industry, and the government.BackgroundSince the invention of jet engines, the attention of engine designers has been mainly focused onemploying steady-flow principles for various engine components. Meanwhile, oscillatory andpulsatile fluid motions commonly observed in nature are often neglected by engineers due to theircomplexity.1 By understanding and exploiting complex unsteady flows a significant increase inengine performance is possible.2 It appears feasible to simplify the hardware of

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2019 Pacific Southwest Section Meeting

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Matthew J Haslam, Embry-Riddle Aeronautical University, Prescott; Mary Angela Beck, Embry-Riddle Aeronautical University

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writing assignment(s), if any, and • required presentation(s), if any.All data were recorded; findings are discussed in the following section.ResultsInterview FindingsThe interviews revealed was that little attempt was made in any engineering course prior to thecapstone courses to provide instruction on working on teams or leading teams. One AE studentdescribed the “sink or swim” approach teamwork in his courses. He specifically referenceddealing with conflict in team settings, indicating that he had to learn from experience how toaddress and negotiate conflicts. It is well documented in the literature on teamwork in academicclassroom settings that this student’s experience represents the norm: students are expected towork in teams without

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2019 Pacific Southwest Section Meeting

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He Shen, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Ni Li, California State University, Los Angeles

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platforms on higher education students’ creative thinking. Br J Educ Technol. 2015;46(6):1133-1148.42. Moraros J, Islam A, Yu S, Banow R, Schindelka B. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Med Educ. 2015;15(1):27.43. Felder RM, Brent R. Teaching and Learning STEM: A Practical Guide. John Wiley & Sons; 2016.44. Biggs J. Aligning teaching and assessing to course objectives. Teach Learn High Educ New trends Innov. 2003;2(April):13-17.45. Young JR. Hybrid Teaching Seeks to End the Divide between Traditional and Online Instruction.; 2002.

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2019 Pacific Southwest Section Meeting

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Lily Xiaolei Chen, California State University, Los Angeles

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detail,correspondingly.1.1. Plan for specific learning outcomesAt the early stage of course planning and designing, the following questions were asked: • What should be the teaching goals and learning outcomes of this course? • What are the components that should be included/covered in the curriculum to achieve these goals/outcomes? • What are the best teaching approaches to achieve these goals/outcomes?The exploration started with the first question. Since the new course is planned to helpstudents develop a practical and technical understanding of concepts related to humanfactors in fire protection, in course planning stage, an official document from SFPE(Society of Fire Protection Engineer), “Draft of the SFPE Guide to Human

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2019 Pacific Southwest Section Meeting

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Xi Zhou, Northern Arizona University; Fang Lei, Chongqing University of Posts and Telecommunications; Delbert D Willie, Northern Arizona University; Andrew Chrysler, Northern Arizona University; Liangbo Xie, Chongqing University of Posts and Telecommunications; Phillip A Mlsna, Northern Arizona University; Jie Yang, Northern Arizona University

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Diversity, Pacific Southwest Section Meeting Paper Submissions

years at the CQUPT campusin Chongqing, China. During this time period they must complete all core and elective coursesbased on the curriculum agreed upon by both universities. This includes nine NAU coreengineering courses that are taught face-to-face by NAU faculty at CQUPT. In the fourth year,qualified students have the transfer option to attend NAU campus to complete their senior year.Upon graduation, these qualified students will receive a bachelor-of-science (BS) degree ineither Electrical Engineering (EE) or Computer Engineering (CE) from NAU, and a BS degree inElectronic and Information Engineering (EIE) from CQUPT. For those students who choose tostay at CQUPT for their fourth year, they receive a BS degree in EIE from CQUPT when

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2019 Pacific Southwest Section Meeting

Authors

Farbod Khoshnoud; Dario Robinson; Bruno Marco Quadrelli; Clarence W De Silva

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. Raisingawareness of the issue of plagiarism amongst students and develop understanding of academicintegrity and authorship has been continuously addressed by the academia [16]. The projectsdesigned based on research-informed approach inherently reduce the plagiarism. This is due to thefact that a research-informed approach is designed based on objectives that are novel in the fieldof practice which can lead to new research results. National Academy of Engineering Global Challenge Scholars Program (GCSP) [17], createdin 2008, as a vision that is about serving people and society. GCSP is an aspirational vision ofwhat engineering needs to deliver to all people on the planet in the 21st century. In just 15 words,the vision is [17]: “Continuation of life on

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2019 Pacific Southwest Section Meeting

Authors

Zoe J. Wood, Cal Poly; Enrica Lovaglio Costello, CalPoly; Aaron W Keen, California Polytechnic State University; Christian Eckhardt, California Polytechnic State University San Luis Obispo

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 installations and performances, as well as designers of interactive  narratives and experiences.  Within the context of this growing industry and students’ need, we  choose to more carefully examine students’ interest in creating a joint academic program  between technology and art.    Related Work and Foundations of CIA    Programs focused on the integration of engineering and art for the purpose of interactive  entertainment are not new.  Some of the older successful programs include, Carnegie Mellon’s  “Integrative Design, Art and Technology’ program, USC’s “Interactive Media & Game  Division”, Clemson’s “Digital Production Arts” and

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2019 Pacific Southwest Section Meeting

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona

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sections examined in this study. At Cal Poly Pomona, ME 232is often taught by part-time lecturers who are experienced programmers but do not have a lot ofexperience with Excel VBA. The videos have been a valuable resource to help new lecturers getacquainted with the language quickly, ensure a consistent curriculum, and provide students withan alternative explanation of concepts. However, perhaps the videos’ greatest impact is also themost difficult to quantify. All videos are available to the public as an open educational resourceon the Cal Poly Pomona Mechanical Engineering Department’s YouTube channel,18 and areorganized on the department’s video tutorial website, ME Online (www.cpp.edu/meonline).20 Atthe time of writing, the videos have

Conference Session

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2019 Pacific Southwest Section Meeting

Authors

Yongping Zhang P.E., California State Polytechnic University, Pomona; Ghada M. Gad, California State Polytechnic University, Pomona ; Wen Cheng P.E.; Ahmed Elaksher P.E., Cal Poly State ; Xudong Jia, California State Polytechnic University, Pomona

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students to study transportation engineering and equip themwith the knowledge and capability to come up with creative, systematic, and sustainable solutions. It isintended to provide conclusions to inform other peers in engineering education in the U.S. and othercountries. The program included 40 high school students recruited from 30 schools across SouthernCalifornia, and was designed to include a multi-modal inter-disciplinary curriculum. With detaileddescription of the pedagogical approach, assessment methods, and learning outcomes, this paper aims tosystematically review the successful implementation of the NSTI program at CPP and the lessons learned.In general, the program was very well received by all parties: high school students, parents

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2019 Pacific Southwest Section Meeting

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Nicole Wagner, California State Polytechnic University, Pomona

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. Such interactions, along with hands-onlearning3 and collaboration with other students4, are the basis of effective student learning. In astudy done by Reeve5, it was shown that student engagement creates a more supportive learningenvironment for students. The flipped classroom approach was evaluated by Redekopp andRagusa6 showing that active learning was the key to improving student learning outcomes.Specifically in a manufacturing curriculum, a study was done to investigate the teaching of anundergraduate manufacturing course in a flipped classroom environment7, and has shown thatwatching pre-recorded videos prior to class time have a favorable effect on both student learningthrough increased interaction with their instructor. Another study

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2019 Pacific Southwest Section Meeting

Authors

Cheng Chen, San Francisco State University; Wenshen Pong P.E., San Francisco State University; Amelito G Enriquez, Canada College; Nicholas Langhoff, Skyline College; Zhaoshuo Jiang P.E., San Francisco State University; Hamid Mahmoodi, San Francisco State University; Xiaorong Zhang, San Francisco State University; Yifeng Xu, San Francisco State University ; Alexander Carlson, ASPIRES Program; Julissa Rico Ruiz , ASPIRES Program; Karina Reyna; Moises Arturo Vieyra, Canada College

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traditionalengineering curriculum, and inadequate relevant internship opportunities for lower-divisionengineering students. Four community college students participated in this program in 2018 andperformed research in the earthquake-engineering field. This study presents the scientific studiesconducted by four community college civil engineering student interns in collapse simulation ofbuilding structures under earthquakes.2. Project StatementNumerical simulation provides a cost and time effective approach for predicting structuralresponse under earthquakes. Physical and mathematical models are usually directly derived fromtheories [3]. Empirical models, also known as phenomenological and data-driven models, areoften derived from experimental data and

Conference Session

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2019 Pacific Southwest Section Meeting

Authors

Zhen Yu, California State Polytechnic University, Pomona; Ha Thu Le, California State Polytechnic University Pomona

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. Educators hope that the student-receptors will receive and digest 100% ofthe written materials and the words that the teacher delivered. However, this is not always thecase so other innovative training methods are needed. “Learn by Doing” 2 is a motto at Cal PolyPomona. This motto is especially true for engineering education where practice is a key tocomprehend technical theories and skills.Service learning approach originated from the hands-on learning or experiential education. Thepower of experiential learning has been pointed out in various work 1, 2, 3, 4. Specially, in servicelearning, college students do not only learn by doing, they can also make or produce usefulprofessional-grade product, thereby having the feeling of accomplishment

Conference Session

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2019 Pacific Southwest Section Meeting

Authors

Benjamin Hawkins, Cal Poly, SLO; James Eason, Cal Poly San Luis Obispo

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multidisciplinary fields like Biomedical Engineering, we must find ways to bridgethese “silos” and connect content across fields so that students bring a comprehensive knowledgebase to any problem. Figure 1 shows the conceptual map of prerequisite topics used in BMED310 and which subsequent courses are served by the course.The framework for the development of analytical skills within the course is also broken down interms of the approach to an engineering problem. The problem-solving framework is to (i) froman abstract problem, develop a conceptual description applying background knowledge andgoverning equations, (ii) translate the conceptual problem in to a mathematical form, (iii)perform analysis of the system based on its mathematical representation