Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H. Holdhusen, University of Wisconsin, Marathon County

Tagged Topics

Diversity

Tagged Divisions

Mechanics

a “flipped” classroom. It is the author’s belief that any instructor should becomfortable and confident in the structure of the course in order to successfully deliver thenecessary knowledge to students.Bibliography1. Bishop, Jacob Lowell and Verleger, Matthew A, “The Flipped Classroom: A Survey of the Research,” 2013 ASEE Annual Conference Proceedings, Atlanta, GA, 2013.2. Papadopoulos, Christopher and Santiago Roman, Aidsa, “Implementing an Inverted Classroom Model in Engineering Statics: Initial Results,” 2010 ASEE Annual Conference Proceedings, Louisville, KY, 2010.3. Swithenbank, Susan B. and DeNucci, Thomas William, “Using a “Flipped Classroom” Model in Undergraduate Newtonian Dynamics,” 2014 ASEE Annual Conference

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Timothy Kinoshita, Virginia Tech; Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech

Tagged Divisions

Mechanics

Army and currently a Ph.D. Candidate in the Department of Engineering Education at Virginia Tech. His is a former assistant profes- sor at the United States Military Academy. His research interests include capstone design teaching and assessment, undergraduate engineering student leadership development, and social network analysis.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the Department of Engineering Education and affiliate faculty with the Higher Education Program, Center for Human-Computer Interaction, and Human-Centered De- sign Program. His research focuses on student learning outcomes in undergraduate engineering, learning analytics

Conference Session

Mechanics Classroom Demonstrations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Bell, Triton College, Ret.

Tagged Divisions

Mechanics

unifyingexplanation which we still use today. Page 26.125.2 A D B C A A B B Figure 1. (Timoshenko, 1953)A still more radical change in scientific understanding can be seen in the difference betweenmomentum and energy equations. Prior to Newton's Principia and his description of energy,understanding of bodies in motion was limited to

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Colin Engebretsen, U.S. Air Force Academy; Paul S. Steif, Carnegie Mellon University

Tagged Divisions

Mechanics

exam problems not involvingtrusses; these results are shown in Table 1. For these non-truss problems, there should be noeffect of the homework condition explored here. It can be seen that the means in the two sectionsare nearly the same. Indeed, there are no significant differences from one instructor to the other.Thus, as judged by exam scores, all instructors are equally effective. This comparison acrosssections suggests inherent differences in the students in the two sections would not affect thesubsequent results related to the effects of instruction.Table 1: Comparison of students in each pair of sections (A and B) on all non-truss examproblems; shows no differences across sections and from one instructor to the next

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout

Tagged Divisions

Mechanics

their assigned topic.Typically, stages with a higher number of steps included multiple demonstrations of their topic Page 26.1639.4showing the various ways in which the same topic could be presented.During the final weeks of the semester, it was time for the students to come together as a class and (a) (b)Figure 2: (a) A student constructed projectile launcher and (b) a machine stage to demonstratepotential energy. Page 26.1639.5 Figure 3: Example of the

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luke S. Lee P.E., University of the Pacific; Rachelle Kisst Hackett, University of the Pacific; Hector Estrada, University of the Pacific

Tagged Divisions

Mechanics

(Eal = Determine the displacement of end C with 70 GPa) each having a diameter of 12 mm. respect to the fixed support at A. If the rod is subjected to the axial loadings at A and at B, determine the displacement of end A with respect to the fixed support at C. Neglect the size of connections at B and C, and assume that they are rigid. If the beam is subjected to a shear force of V If the beam is subjected to a shear force of V = 100 kN, determine the maximum shear

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

fromexperiences pushing an object off-center and causing it to rotate. In part (a) of the problem, bothp-prims lead to the same result: motion and rotation to the left. In part (b), students are told thatthe spool rolls without slipping. Since moving upward is not an option, students fall back on the“Force as a spinner” idea and state that the spool rolls to the left. In part (c), though, the two p-prims contradict. “Force as a Mover” asserts that the spool should move to the right whereas“Force as a spinner” dictates that the spool move to the left. According to diSessa, most noviceschoose the spinner p-prim and therefore would predict that the spool rolls to the left.Engineering students who knows Newtonian mechanics, however, should be able to put

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kurt C. Gramoll, University of Oklahoma

Tagged Divisions

Mechanics

, 9 1 <=> = > (6.2)Substituting this into the stress function definition, Eq. 5.4, and evaluating it at the minor axis ofthe ellipse, gives !??7@ 29 45 <>= (6.3)It is assumed that the dimension b is greater than a (see Fig. 6.1). The

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

is rather lukewarm; they appreciate having access to them, butdo not believe they are exceptionally helpful for their course performance. They much prefer thevideo solutions, which more closely resemble the graded assignments in the course, and wetherefore restrict the discussion in this paper to student perceptions about and use of videosolutions.Table 1. Learning outcomes for Dynamics.1. Understand the kinematics of particles and rigid bodies, and describe their motion inquantitative terms. 1(a). understand particle kinematics in multiple coordinate systems, including moving systems 1(b). understand projectile motion 1(c). define absolute and relative motion for particles 1(d). understand planar kinematics for rigid bodies

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez; Genock Portela-Gauthier, University of Puerto Rico, Mayaguez; Emmanuel Francisco Oquendo, University of Puerto Rico, Mayaguez; David Candelario Suarez; Christian Gabriel Hernandez-Negron, University of Puerto Rico, Mayaguez; Manuel Jose Perez-Vargas, University of Puerto Rico, Mayaguez

Tagged Divisions

Mechanics

thedesign process by enabling changes of design parameters, though in language that is not as Page 26.697.2sophisticated, and often only when prompted to comment.Since this prior work, we have conducted a series of ‘think-aloud’ interviews. Think-aloudinterviews6 are activities in which the interviewee is asked to perform a task or solve a problem inthe presence of an interviewer. The interviewee is asked and prompted to verbalize his/herreasoning during the process.To date, a total of 24 students who earned a grade of A, B, or C in Statics have been interviewed(with the approval of UPRM’s Institutional Review Board). These students received a

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yan Tang, American Society of Mechanical Engineers; Haiyan Bai, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Annual Conference and Exposition, 2011.[4] Coller, B., "First look at a video game for teaching dynamics," American Society forEngineering Education Annual Conference and Exposition, 2011.[5] Nissenson, P.M., Seong, J., Chen, C., "Developing web- Assisted learning modules in vectordynamics," American Society for Engineering Education Annual Conference and Exposition,2014.[6] West, M., and Herman, G.L., "Sustainable reform of introductory dynamics driven by acommunity of practice," American Society for Engineering Education Annual Conference andExposition, 2014.[7] Lovell, M.D., and Brophy, S.P., "Transfer effects of challenge-based lessons in anundergraduate dynamics Course," American Society for Engineering Education AnnualConference and

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Michael Wild, James Madison University; Robert L. Nagel, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Mechanics

Understanding Newtonian Dynamics. Cognitive Science. 1983;7:41-65.15. Caramazza A, McCloskey M, Green B. Naïve beliefs in "sophisticated" subjects: misconcepts about trajectories of objects. Cognition. 1981;9(1):117-123.16. Hegarty M. Mechanical reasoning by mental simulation. TRENDS in Cognitive Sciences. 2004;8(6):280- 285.17. Smith JP, diSessa AA, Roschelle J. Misconceptions Reconceived: A Constructivist Analysis Of Knowledge In Transition. Journal of the Learning Sciences. 1993;3(2):115-163.18. Nelson KG, Brem SK, Husman J. Work in Progress: Identification of Misconceptions governed by Emergent Phenomena in Photovoltaics Content using the Delphi Method. Frontiers in Education Conference (FIE); 2012; Seattle, WA.19

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Clive L. Dym, Harvey Mudd College; Lori Bassman, Harvey Mudd College

Tagged Divisions

Mechanics

the utility ofthe modeling and analysis methods taught, these case studies address ethical and societal issues.Like the continuum a-ha, these issues are introduced as a natural part of engineering mechanicsfrom the very beginning, and our students’ ability to appreciate and negotiate these issuescontinues to develop throughout their subsequent coursework.Such an approach has clear benefits for students, who: (a) reinforce their understanding of thefundamentals of both solid and fluid mechanics; (b) appreciate the mathematics necessary tomodel, design, and analyze complex systems; (c) see how the details cohere into the panoramicbig picture of continuum mechanics; and also (d) integrate achievement of outcomes related tosocietal context and

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Rick Williams, Auburn University; Sarah Christine Gurganus, NAVAIR Fleet Readiness Center East

Tagged Divisions

Mechanics

and Exposition.4. Stamper, R. and Dekker, D., “Utilizing Rapid Prototyping to Enhance Undergraduate Engineering Education,” 30th ASEE/IEEE Frontiers in Education Conference, October, 2000.5. Chiou, R., Carr, E., Kizirian, R., Yang, Y., Killen, B., and Kwon, Y., “Application of Rapid Prototyping for Design of a Walking Robot,” 2010 ASEE Annual Conference and Exposition.6. Shih, R., “Parametric Modeling, Rapid Prototyping and a Walker Robot,” 2011 ASEE Annual Conference and Exposition.7. Jordan, W. and Hegab, H., “Introducing Rapid Prototyping into Different Classes,” 2004 ASEE Annual Conference and Exposition.8. Crockett, R., Koch, M., and Walsh, D., “A Freshman Design Experience Using RPT,” 2004 ASEE Annual

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Benjamin W. Caldwell, LeTourneau University; Michael Helms, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Mechanics

of each category in the attitudes survey, aggregating 10 questionsper category. Appendix B presents detailed survey results. Students completed the surveybefore being introduced to the Mechanix software, and after 6 weeks of experience using thestandard textbook-aligned online homework software MasteringEngineering® which provides nofree body diagram input or feedback. Twenty-seven (69%) of students in the experimental groupcompleted questions in categories A and B, and 21 completed questions in category C(apparently 6 students overlooked the back side of the survey.) As might be expected ofengineering students, the surveys indicate reasonably high levels of confidence and acceptancetowards engineering and technology, including technologies

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University; Charles E. Riley, Oregon Institute of Technology; Luciana R. Barroso, Texas A&M University; David G. Pollock P.E., George Fox University; Jennifer Light, Lewis & Clark College; Adam Lenz, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

ignored the significantdifferences-in-kind between researchers’ and instructors’ knowledge. Upon reflection it is asmall leap from the constructivism we hope to apply in our classrooms to a more collaborativemodel of curricular innovation and adoption.References1. Brown, S. A. & Montfort, D. B. Curricular Materials and Methods for Student Conceptual Understanding in Mechanics of Materials. in Annu. Conf. Am. Soc. Eng. Educ. (2013). Page 26.1085.62. Brown, S. A., Findley, K. & Montfort, D. B. Student Understanding of States of Stress in Mechanics of Materials. in Proc. Am. Soc. Eng. Educ. Annu. Conf. (2007). at 3

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Anna Dollár, Miami University

Tagged Divisions

Mechanics

Paper ID #11427Exploring A New Approach To The Assessment Of Web-Based Materials ForEngineering Statics CourseDr. Paul S. Steif, Carnegie Mellon University Paul S. Steif is a Professor of Mechanical Engineering at Carnegie Mellon University. He received a Sc.B. in engineering from Brown University (1979) and M.S. (1980) and Ph.D. (1982) degrees from Harvard University in applied mechanics. He has been active as a teacher and researcher in the field of engineering education and mechanics. His research has focused on student learning of mechanics concepts and devel- oping new course materials and classroom approaches

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout

Tagged Divisions

Mechanics

surroundings? (a) I am not sure how the statics and dynamics principles discussed in this class relate to real life. (b) I can understand the application of statics and dynamics to a real life example when shown an example. (c) I can identify the statics and dynamics principles discussed in this class when I see them. (d) I can analyze the statics and dynamics principles relevant to a situation that I observe. 2. How prepared are you to discuss engineering mechanics with others? (a) I do not think that I could carry on a conversation about engineering mechanics with others. (b) I could describe simple engineering mechanics ideas with someone but not in detail. (c) I

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Derek James Lura Ph.D., Florida Gulf Coast University; Robert James O'Neill, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

bothcompletion and accuracy, and partial credit was awarded for both. For the homework, since alarger number of problems were submitted, only a selection of problems that were submittedwere assessed for each assignment. Table 1: Description of courses included in the study ID Assessment Term Class Period Instructor(s) N* H1 Homework Fall 2013 TR 8:00-10:45am A&B 37 H2 Homework Spring 2014 TR 8:00-10:45am A&C 32 Q1 Quizzes Fall 2014 WMF 8:00-9:50am A&C 35 Q2 Quizzes Fall 2014 MWF 11:00-12:50pm B 33*N is the number

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Moe Tajvidi P.E., Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

of pre- and post-test experiments and involve a theoretically-intensive, highly-organized qualitative approach.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.DUE 1122654.Bibliography[1] Huang, S., & Fang, N. (2010). Prediction of student academic performance in an engineering dynamics course: development and validation of multivariate regression models. International Journal of Engineering Education, 26, 1008-1017.[2] Kumar, R., & Plummer, M. (1997). Using contemporary tools to teach dynamics in engineering technology. International Journal of Engineering Education, 13, 407-411.[3] Rubin, M. B., & Altus E. (2000). An alternative

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Anthony William Duva, Wentworth Institute of Technology

Tagged Divisions

Mechanics

0 20 37.7% (b) Agree 10 5 5 (c) No opinion 2 5 4 11 20.8% (d) Disagree 6 4 8 22 41.5% (e) Strongly disagree 0 3 1 Table 2 the survey results on survey question #2 Question #2: How does the flipped classroom help you in learning the material? Choices Class I Class II Class III Totals Percentage (%) (a) Much better than traditional 0 0 0 9 17.0% (b) Better than traditional 1 3 5 (c) The same as

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Mechanics

and satisfaction. The research questions are as follows:1) How do the types and quality of teaching methods used for statics impact students’ (a)knowledge of statics; (b) satisfaction with the learning environment Types of teaching methods were evaluated by classroom observations (in tandem with answering research question 2 below). Item (a) was evaluated via comparative course grades in statics, and pre/post performance on a concept inventory. Students’ satisfaction (b) was evaluated using and focus groups with students, the Student Assessment of Learning Gains (SALG) online survey, and end of semester evaluations.2) What do statics faculty report were: (a) their background in and motivations for adoptinginnovative teaching

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yufeng Hu P.E., Western Michigan University; Javier Martin Montefort P.E., Western Michigan University; Edmund Tsang, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

deviations in parentheses are also shown in the table. Table 2 Summary of student performance in spring and fall 2014 Semesters Group Enrollment Final Exam Average Passing Score GPA rate Spring 2014 Traditional a 23 68.1 (18.8) 1.78 52.2% b Redesigned 88 70.8 (17.9) 2.00 61.4% Fall 2014 Traditional a 30 65.8 (22.0) 2.07 66.7% b Redesigned 95 65.9 (16.2) 2.10 70.5%a Grading system: 5% attendance, 15

Conference Session

Mechanics Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Somnath Chattopadhyay, University at Buffalo, SUNY

Tagged Divisions

Mechanics

. Page 26.1712.7 Figure 6: Circular and Square Cross SectionsFigure 6 shows a comparison of the two cross sections analyzed in this work. This sectionaddressed the circular cross section. In the next section, the square cross section is addressed.Note that for this work, a = s = ½ in. (b) Non-Circular SectionsFor this purpose, specimens of a square cross section (½ in x ½ in) of aluminum 6016-T6 wereused. The torque-twist characteristics were obtained in the same way as the circular crosssection, but only one material was used. The results are shown graphically in Figure 6.For the square cross section, the determination of torsional stiffness requires consideration ofwarping which is available only in advanced texts on

Conference Session

Mechanics of Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barry T. Rosson P.E., Florida Atlantic University

Tagged Divisions

Mechanics

bendingmoment conditions above the yield moment, My, but less than the plastic moment, Mp. Forrectangular cross-sections, with a depth, h, and width, b, the plastic moment Mp = 1.5My. Theyield moment is the condition that just produces yield stress, y, at the top and bottom of thebeam, and the plastic moment is the condition that produces yield stress over the full depth of thebeam. A bending moment between these two values is the elasto-plastic moment, Mep. Figure 1. Normal stress-strain diagram for elastic, perfectly-plastic material. Page 26.212.3 Figure 2. Normal strain and stress distribution (profile view) due to elasto-plastic

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keri Ryan, University of Nevada, Reno; Adam Kirn, Univeristy of Nevada, Reno

Tagged Divisions

Mechanics

exam performance could not be evaluated as a measure of theflipped classroom due to the changes in the overall examination strategy.In Figure 1, student scores on Exam 1 have been converted to probability density functions basedon the sample mean and standard deviation of the score set, assuming a normal distribution. (a) Figure 1(a) compares the overall distribution of scores from Fall 2013 and Fall 2014, while Figure 1(b) compares the

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Squared2 ISMB Non ISMB UndeclaredPre HW 6 3.74 1.117 2.85 1.068 3.38 .744 3.773 .027* .090 a b bPost HW 6 4.71 1.043 4.85 .899 4.50 1.195 .276 .759 .007 a a aPre-Post HW 6 Difference .97*** 2.00*** 1.12*12 *** p < .001, ** p < .01, * p < .053 medium = 0.06, and large = 0.14 18. Eta-squared guidelines: small = 0.01,Groups with the same letter are

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shawn P. Gross, Villanova University; David W. Dinehart, Villanova University

Tagged Divisions

Mechanics

. The authors highlight their experiences andpresent addition activities to improve student learning.Kaul and Sitaram20, present a combined course in Statics and Dynamics with many new featuresthat are not observed in the traditional courses. This course has added new learning outcomes toaccommodate laboratory experiences. The course has been designed for four credit hoursconsisting of 180 minutes of lecture time, 120 minutes of laboratory time and 60 minutes oftutoring time every week of the fourteen-week semester. The contact time has been distributed soas to promote scaffolding of the learning process. The learning outcomes established for thiscourse include ABET1 outcomes 'a' and 'e' as well as ABET1 outcomes 'b' and 'k'. Details of

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

William Graves P.E., U.S. Military Academy; Young Hwan Chun, U.S. Military Academy; James Ledlie Klosky P.E., U.S. Military Academy; Brock E. Barry P.E., U.S. Military Academy

Tagged Divisions

Mechanics

., “Schemas versus mental models in human memory,” In Modelling Cognition edited by P. Morris, Wiley, NewYork, pp. 187-197, 19873. Katona, G., 1901-1981. Organizing and memorizing; studies in the psychology of learning and teaching, New York, Columbia university press, 1940.4. Davis, K., Improving Motivation and Knowledge Retention with Repeatable Low-Stakes Quizzing, Compendium of Technical Papers of the 2009 Annual Conference and Exposition, American Society for Engineering Education, Austin, Texas, June 14-17, 2009.5. Handlesman, J., D. Ebert-May, R. Beichner, P. Burns, A. Chang, R. DeHaan, J. Gentile, S. Lauffer, J. Steward, S. M. Tilghman, and W. B. Wood, “Scientific Teaching,” Science, 304 (5670), pp. 521-522, 2004.6

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carisa H. Ramming, Oklahoma State University; John J. Phillips, Oklahoma State University

Tagged Divisions

Mechanics

Paper ID #13816Online Statics: Teaching the Masses in the New FrontierProf. Carisa H Ramming P.E., Oklahoma State University Carisa Ramming is a graduate of Oklahoma State University where she obtained degrees in Architec- tural Engineering and Civil Engineering Construction Management. She worked in industry for six years as licensed engineer and structural consultant for Wallace Engineering in Tulsa, OK before returning to Oklahoma State as a visiting faculty member in the School of Architecture. In 2009, Professor Ram- ming joined the faculty full time as an assistant professor of architectural engineering. Since that