Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

George Tremberger; Vazgen Shekoyan; Sunil Dehipawala; Rex Taibu; David Lieberman; Tak Cheung

affective learning, the inclusion ofthe relationships of physics, technology and society has been found to be welcomed by students.The affective learning would reinforce cognitive learning of the course objectives, supportentrepreneurial- minded learning as advocated by the KEEN Foundation 28, reduceprocrastination as reflected in their submission promptness, and improve academic creativity asreflected in the writing assignments. The design of a smart heater device that can detect linevoltage fluctuation due to another heater on-switch flipping and then would shut off to avoid ahouse fire is a service to society in the context of entrepreneurial- minded learning. Theentrepreneurial- minded creativity of having new designs for the needs of society

Collection

2009 Fall ASEE Middle Atlantic Section Conference

Authors

Sunghoon Jang; Kenneth Markowitz; Hong Li

Amp. Oscilloscope ElectronicsFigure 5: Schematic block diagram of the open loop polarimetry system including an ex vivo goateye. The lock-in amplifier gives VDC output depends on reference signal input from signalgenerator used to modulate optical signal chopper and output signal from photo detector.Optical glucose sensing techniques using the optical rotatory effect of glucose have manyadvantages over currently existing invasive and noninvasive methods, since the method is basedon shining a brief pulse of light into the front of the eye. Although our previous research hasshown that we can isolate the lens/aqueous reflection and detect polarizational changes, themeasurements in presence of a

Collection

2009 Spring ASEE Middle Atlantic Section Conference

Authors

Orla LoPiccolo; Amit Bandyopadhyay

.  Reduce heat island effects (roof and non-roof) 6,7  Shared driveways and minimum required parking spaces 7 • “The Urban heat island effect, due in large part to the widespread use of low-reflectivity materials in urban areas, results in average air temperatures 3.6º F than rural areas.” 8 • “Placing trees and plants strategically can combat urban heat island effects and reduce energy consumption by lowering air temperatures by 5º F or more.” 8Week 7& 86. Sanitary Sewers and Storm Drainage: • Recycle: Septic and sewer systems, and Storm Water Pollution Prevention Plan (SWPPP) and minor and major storm water systems • Add: 6  Management of run-off from

Collection

2009 Spring ASEE Middle Atlantic Section Conference

Authors

addition to the motivation brought by the practicing community,dictate a re-examination of the core computational skill set reflected in the civil engineeringcurriculum. The sections that follow dictate our experience in updating our computing and ITcurricula to reflect the expectations for accreditation, professional practice, and student attitudes. 3Developing a modern Engineering IT courseSince the inception of the BS in Civil and Infrastructure Engineering program at George MasonUniversity, the need for an introductory computing experience for freshmen has been met by theintroductory programming course offered by our Computer Science Department, CS112 –Introduction to Computer Programming. CS112

Collection

2009 Spring ASEE Middle Atlantic Section Conference

Authors

Harold R. Underwood

develop professionalcompetencies. The IPC helps students learn how to use special knowledge to tackle realproblems. Seminar discussions run parallel to project engagement, both informing thework of project teams and drawing on them for reflection. This curriculum builds onservice-learning pedagogy, and it embodies the three modes of learning required forservice-learning: content, engagement, and reflection.”4 All IPC project courses meetonce a week for a three hour time period, like a traditional lab. Project I and II periodscoincide with Project III and IV periods, during the fall and spring semestersrespectively, to facilitate teamwork between junior and senior students. 




To evaluate student work throughout the Project I-IV sequence, a

Collection

2011 Pacific Southwest Section Meeting

Authors

Ricardo Medina; MURAT OKCAY; Gustavo Menezes; Arturo Pacheco-Vega

and shapes. The instrumentsdeveloped by Interactive Flows, named FlowCoach (shown in Figure 1) and ePIV, are able tocapture images of neutrally-buoyant particles, which reflect light and travel with the flow,allowing for qualitative analysis of the flow field. The data analysis is carried out by means of alinux-based software known as FlowEx. The FlowEx environment uses PIV data to computeparameters of the flow, such as velocity and pressure. FlowEx also provides the option for CFD Proceedings of the 2011 PSW American Society for Engineering Education Zone IV Conference  Copyright © 2011, American Society for Engineering Education

Collection

2011 Pacific Southwest Section Meeting

Authors

Michael G. Jenkins

reflect re-emphasis of experiential learning within those courses.Of particular importance in this curriculum revision was the synergism of “Mechanics ofMaterials” (MOM) and “Mechanics and Materials Laboratory” (MOML)6. MOM is often basedon computer-driven lecture and tutorial course material, team-oriented quiz/homework sections,and in-class demonstrations. This course lays the groundwork of mechanics of materials. Figure 2 Conventional curriculum flow within the mechanics and materials subdiscipline Proceedings of the 2011 PSW American Society for Engineering Education Zone IV Conference  Copyright © 2011, American Society for Engineering Education

Collection

2011 Pacific Southwest Section Meeting

Authors

Fariborz M. Tehrani

more guidance to focus on high taskbehaviors. These behaviors typically reflect work structure, organization, schedule, and resourceallocation.Relationship or supportive behavior, on the other hand, is interpreted as psychological aspects ofmaturity dimension and correlates with the confidence of person to perform. The matchingleadership style provides more support for high relationship behavior. This behavior is oftencharacterized by giving considerations to emotional state of the performer and developing mutualrespect and trust, as well as improving communication and other soft skills. As a person maturesin certain performance, the directive and supportive behaviors advance through four zones ofleadership style. This cycle will require the

Collection

2011 Pacific Southwest Section Meeting

Authors

David Lanning; Jim Helbling; Wahyu Lestari

48 2010 48An additional third section was added this past summer (2010) because of the popularity of the program.However, due to a faculty member leaving from the computer engineering department and the smallnumber of students (around 5) enrolled for the Aerospace Engineering program, students from the thirdsection were placed into a more general engineering camp, not reflected in the numbers in Table 2.Participating instructors in the Aerospace Engineering summer camp are all faculty in the Aerospace andMechanical Engineering Department at Embry-Riddle. A number of these faculty teach undergraduateengineering courses during the first seven-week summer semester, so there are enough

Collection

2009 Northeast Section Meeting

Authors

Harold R. Underwood

develop professionalcompetencies. The IPC helps students learn how to use special knowledge to tackle realproblems. Seminar discussions run parallel to project engagement, both informing thework of project teams and drawing on them for reflection. This curriculum builds onservice-learning pedagogy, and it embodies the three modes of learning required forservice-learning: content, engagement, and reflection.”4 All IPC project courses meetonce a week for a three hour time period, like a traditional lab. Project I and II periodscoincide with Project III and IV periods, during the fall and spring semestersrespectively, to facilitate teamwork between junior and senior students. 




To evaluate student work throughout the Project I-IV sequence, a

Collection

2009 Northeast Section Meeting

Authors

Orla LoPiccolo; Amit Bandyopadhyay

.  Reduce heat island effects (roof and non-roof) 6,7  Shared driveways and minimum required parking spaces 7 • “The Urban heat island effect, due in large part to the widespread use of low-reflectivity materials in urban areas, results in average air temperatures 3.6º F than rural areas.” 8 • “Placing trees and plants strategically can combat urban heat island effects and reduce energy consumption by lowering air temperatures by 5º F or more.” 8Week 7& 86. Sanitary Sewers and Storm Drainage: • Recycle: Septic and sewer systems, and Storm Water Pollution Prevention Plan (SWPPP) and minor and major storm water systems • Add: 6  Management of run-off from

Collection

2009 Northeast Section Meeting

Authors

Michael Casey

addition to the motivation brought by the practicing community,dictate a re-examination of the core computational skill set reflected in the civil engineeringcurriculum. The sections that follow dictate our experience in updating our computing and ITcurricula to reflect the expectations for accreditation, professional practice, and student attitudes. 3Developing a modern Engineering IT courseSince the inception of the BS in Civil and Infrastructure Engineering program at George MasonUniversity, the need for an introductory computing experience for freshmen has been met by theintroductory programming course offered by our Computer Science Department, CS112 –Introduction to Computer Programming. CS112

Collection

2010 Northeast Section Meeting

Authors

AS Ward; MN Gooseff; RY Toto; SE Zappe

outside” of the simulationallowing them to better understand the underpinning concepts, an ability not likelyfeasible in most physical lab experiments.5 The work of McAteer6 and colleaguesexemplifies how technology mediated practical work can change lab practice in the lifesciences. The authors found that there were no differences between simulated and virtuallabs in the way that students talk about experiments or the way that the students engagethe instructor and their peers. The value that online labs in engineering may provide isfurther reflected in a recent literature review by Ma and Nickerson7 who sought tocompare the value of hands-on labs, simulated (or virtual labs), and remote labs. Theyfound that most of the labs discussed in the

Collection

2008 ASEE Zone 1 Conference

Authors

Frank X. Wright; Marie-Pierre Huguet

greater‘depth of analysis’ and mature synthetic processes bordering on the creative. Their feedback on theexperiment was overwhelmingly positive and we decided to implement the first blended course oncampus.Blended learning is a “combination of face-to-face and online instruction5”.At RPI we use an adaptation ofHarmon and Jones6 levels of Web use to define our blended courses. With Level 0 being the traditionalface-to-face class, Level 1 reflects the Administrative/Web-enhanced first option. At this level, there is nocourse content posted and the online component is mainly used for administrative information such as thesyllabus, the schedule, or contact information. Level 2 refers to Supplemental/Web-enhanced courses.There is some course content posted

Collection

2010 ASEE Zone 1 Conference

Authors

Anne E. Mohan; Enrique Sola; James Patrick Abulencia

Companycompetitively selects ten faculty fellows across the nation’s universities to visit Boeingoperations in Seattle, Phildelphia, Huntsville, and Wichita. This is an eight-week program whichfocuses on “shadowing assignments” in which each faculty fellow “looks over the shoulders” ofpracticing engineering professionals. [7] This program concludes with a reflection on theessential attributes of engineering graduates. According to this reflection, the ten most importantdesired attributes are: (1) communication skills, (2) technical knowledge, (3) ability to defineproblems clearly and come up with solutions, (4) understanding the impact of engineering 4decisions on

Collection

2010 ASEE Zone 1 Conference

Authors

Andrzej Zarzycki

traditional didactic and passive-style learningreferred by Paulo Freire as “banking education.”[ 1] There is ample precedence and philosophical backing for the learning-by-doing approach.Some trace it as far as Confucius, with his memorable adage from around 450 BC: “Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” In more recenttimes, David Kolb defined the concept of Experiential Learning Theory (ELT)[ 2] using twocontinuum axes: active experimentation–reflective observation and abstract conceptualization–concrete experience. Each of four learning types consists of experimentation, experience, orreflection as an active component of the learning process. These components can be used asbuilding

Collection

2014 ASEE Zone 1 Conference

Authors

Arar Alkhader; Junling Hu; Akinwumi Akinkunmi; Prabir Patra; Xingguo Xiong

these depth of burns reflects the degree; it depends on thedesigns are introduced as a protection means to cover and temperature and contact duration with the burning substance.protect the burned tissue from the bacterial infection not as a There are four major degrees of burns, first, second, third, andtreatment means. In this paper a new model for a burns fourth degree burns. Greater degree means greater damagedbiobandage is introduced not only as a protective means but also tissue, and more complicated situation and treatmentas a treatment technique by helping the tissue to rebuild itself as procedure.fast as possible. The main objective of this research is to developa simple

Collection

2008 Northeast Section Meeting

Authors

Christopher W. Swan; Julia Carroll

occurredvia self-reflective evaluations. For example: 1. an initial survey asked students to reflect upon the relative importance of all the skills involved in an engineering career 2. the DiSC and Myers-Briggs assessment methodologies were used so students could assess their own leadership traits or skills as well as those exhibited by others; 3. questionnaires were routinely used during team projects, both having individuals assess intra-team efforts as well as students evaluate the performance of other team’s oral presentations An example of the assessment of individual team members’ performance during the termproject is presented below. Final Term Project

Collection

2008 Northeast Section Meeting

Authors

Bahram Nassersharif

problem. That is, learning must have a purpose beyond, "It is assigned". 2. Support the learner in developing ownership for the overall problem or task. 3. Design an authentic task. 4. Design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning. 5. Give the learner ownership of the process used to develop a solution. 6. Design the learning environment to support and challenge the learner's thinking. 7. Encourage testing ideas against alternative views and alternative contexts. 8. Provide opportunity for and support reflection on both the content learned and the learning process.The implementation of our discovery-based

Collection

2011 Northeast Section Meeting

Authors

Michael J. Rust; Abe Kamal

teaching (for the teacher workshop) or learning about (for thestudent workshop) engineering topics. The survey was comprised of three (3) questions that werestructured based on a Likert scale. Each question consisted of four (4) potential responses thatranged from the most positive response (assigned a value of 4) to the least positive response(assigned a value of 1).Since the intent of the teacher workshop was to reach a small number of teachers who could thenimpact a larger number of students, the sample size of data, reflecting the number of participants,was only three. As a result, standard statistical analysis of the data, such as a paired t-test, wouldnot provide significant validity. Instead, a descriptive statistical analysis was performed

Collection

2011 Northeast Section Meeting

Authors

John Finnie; Neil Fennessey

section on written content is presented below. Written Content Grade ____ Content and integration of information from sources (journals, manuals, etc.) ( %) ______ 1. All ideas presented support and develop the topic. ______ 2. Project reflects insight into and understanding of the subject matter. ______ 3. Ideas are stated clearly and are developed fully with specific supporting details from the specifications or technical literature. Proceedings of the 2011 ASEE Northeast Section Annual Conference University of Hartford Copyright © 2011, American Society for Engineering Education______ 4. Effectively uses examples, paraphrases, or

Collection

2011 Northeast Section Meeting

Authors

Sigrid Berka

orcompetence or (56.7%) or how to use the standards for teaching culture (43.5%) demonstrate thatit is difficult to convey in a classroom [5]. Immersion modules like an eye-opening study tour,especially when prefaced by a pre-departure orientation on which cultural products, practices andperspectives to watch out for, provide first-hand access to the cultural environment and thus raisethe students’ level of awareness. In the case of our study tour, students could also gain one creditby writing a reflective paper on either differences in US-German culture or any engineering ortechnical feature they were impressed by. Putting the study tour in an academic frame rangingfrom linguistic preparation geared towards engineering students in the German

Collection

2012 Northeast Section Meeting

Authors

A. Ieta; R. Manseur; M. Hromalik

focused on the main concepts exemplified on various problems solved in class.Laboratory instructions were uploaded periodically on Angel and students would use the guidelines in class.Normally, one set of lab instructions would be sufficient for a week or more. Concepts would be presented in thelecture and students could actually work and see some of them in lab applications. Although comprehensive detailson the procedure to follow were not given in the laboratory instructions, the instructor was available for help andquestions at all times. Part of the lab work was inspired from another lab course [16] but additional adjustmentswere needed to reflect the new equipment available. Moreover, all lab work was in synchronism with the lectures,giving

Collection

2012 ASEE Zone 1 Conference

Authors

Robert T. Bailey

materials, and the slides for each class follow a specific format that includes student grading of prior homework; well-defined student learning objectives; a short, multiple-choice pre-quiz based on the assigned reading (2-3 questions); real-life introductory applications of the day’s topic; a mini-lecture presenting the relevant concepts and theory; one or more example problems; a short, multiple-choice “concept” quiz to test understanding (2-3 questions); a group problem-solving exercise; and a short, multiple-choice “attention” quiz to assess final understanding (2-3 questions).A mapping of these items and activities to the four elements of Kolb’s cycle (concreteexperience, reflective

Collection

2012 St.Lawrence Section Meeting

Authors

Erin Zeqja; Rachael Ashton

staff member covering thetopic of their respective field. Numerous site visits to current and completed DCC constructionprojects provide hands-on field experience by allowing students to meet with project andconstruction managers on each site to better understand project details, quality control measuresand construction techniques. Students selected for this program will also have the opportunity tolearn about business practices, history and culture of the Middle East, creating an environmentfor professional and personal development. In addition to midterm and final examinations,students are required to produce a comprehensive technical report detailing each construction sitevisit and construction associates visits, reflecting their individual

Collection

2007 St.Lawrence Section Meeting

Authors

Robert Edwards; Gerald Recktenwald

lecture. After the lecture thestudents are asked to conduct a more detailed lab exercise using the same equipment to helpthem gain the deeper understanding they may not have otherwise obtained through the lecturealone. It is important to recognize that there are different types of learners. Kolb (11) describes fourlearning styles: concrete active (activists), concrete reflective (reflectors), abstract reflective(theorists), and abstract active (pragmatists). Each of these types of learners has their ownmethods for gaining knowledge and understanding. No single style of teaching is right foreveryone. It is important to balance class-room activities to be able to reach everyone. Tuan,et.al. (12) have looked at the effect of inquiry-based

Collection

2007 St.Lawrence Section Meeting

Authors

Daren R. Wilcox; Gerd W. Wostenkuhler

) together. One complex programmable logic device andsmall amount of VHLD code can literally replace hundreds of discrete logic components. The costadvantage held by discrete logic devices for the last several decades has evaporated. The advantagesCPLDs have are in production costs, board area savings, operating performance, reliability, time tomarket, programmability, electromagnetic interference, and design security [3]. Over the last decade,the rapid acceleration of adopting CPLDs has left a pedagogical mess.The typical engineering and engineering technology fundamental digital electronics course, up untilrecently, has reflected the history of digital design. Originally, digital designs were implemented withsmall scale integrated (SSI) devices

Collection

2014 ASEE Zone 1 Conference

Authors

Ali M. Elrashidi

down links using 10 GHz transceiver bandwidth over 20results and discussion are presented. Section V offers km single feeder. 2.2 GHz reflective semiconductor opticalconclusions. amplifier on ONU is included with offset optical filter. A. Lebreton and B. Charbonnier introduced an experimental II. TECHNICAL ISSUES IN WDM-PON NETWORK SYSTEM system of 20 Gbps using FDM PON architecture [14]. The WDM-PON is considered as an ultimate solution for access authors demonstrate a simulation system of 40 Gbps with RF

Collection

2014 ASEE Zone 1 Conference

Authors

Longyin Sun; Christian Bach

the decision conducted upon how people complete the stages of decision-maker to make effective use of his extensive but limited making in detail, and rich study results were obtained. Forpowers of reasoning. Since traditional ways to cope with example, certainty effect, reflection effect, anchoring effect,decision-making and management have lost their appeal in this regret theory, and overconfidence were discovered.competitive and constantly changing world, people need new Today, mainstream study paradigm is: First, traditionalmethods to deal with them, research on this subject from a new decision-making model and its hypothesis I concrete field isangle is necessary

Collection

2014 ASEE Zone 1 Conference

Authors

Adedamola Akinsanya; Christian Bach

other.” A good story should always convey afactors come together to describe the surroundings, characters lesson to be learnt. How else do we as humans develop fromand circumstances in the story. The evaluation, as noted our experiences?conveys the emotional reflection of the narrator and producesthe reason the story is being told. The factors are explained IMPORTANCE OF MODEL/NEW INSGHTbelow with their varying parts in the sample narrative shown: The model has shown the author the importance of narrative analysis in qualitative research. The narrative was broken1) Abstract: This serves to show the overview of the narrative. down