Collection

2009 Spring ASEE Middle Atlantic Section Conference

Authors

Ricardo A. Camilo; S. Keith Hargrove

transponder was inventedby the British in 1939 and the first application goes back to World War II, when Britainpioneered the use of radio-wave navigation and identification of friend or foe aircraft for nightoperations5.A very early demonstration of reflected power (modulated backscatter) RFID tags, both passiveand active, was done by Steven Depp, Alfred Koelle and Robert Freyman at the Los AlamosScientific Laboratory in 1973. The portable system operated at 915 MHz and used 12 bit tags.This technique is used by the majority of today's UHF and microwave RFID tags. The firstpatent to be associated with the abbreviation RFID was granted to Charles Walton in 1983 (U.S.Patent 4,384,288)8.RFID technology operation starts when tags awakened by low cost

Collection

2009 Spring ASEE Middle Atlantic Section Conference

Authors

D. Weber; G. Reluzco; D. Kaminski; B.W. Bequette

a multi-billion dollar energy company that is headquartered in Spain. It has been on a team of companies that are designing new forms of solar and other renewable energies. One development that they made was Concentrated Solar power. In solar energy, panels are typically placed at certain angles to obtain the best sunlight. However, in concentrated solar, solar panels are strategically placed to obtain the most amount of sunlight while still reflecting the light to a single tower that gathers all the light in. This single tower then transmits the energy to a water depot and the heat vaporizes the water, creating high-pressure steam. This high-pressure steam then enters a turbine, which

Collection

2002 ASEE North Midwest Section Conference

Authors

Traci Kelly

realities of client needs. We also feel stronglythat having engineering-only teams for projects such as these does not reflect the actualbest-practices in industry today. Thus, Dr. Bradley and I recruit actively from business,technical communication, graphic design, journalism, political science, and other majorsto bring balance and perspective to our teams. The multiplicity of goals and tasks, combined with the mixed-major approach tothe IS teams, presented Dr. Bradley and I with quite a challenge. We needed to formulatecomplex arrangements and team structures to accommodate this myriad of needs. Weknew that we had to accomplish many tasks, including • meeting College of Engineering standards for the courses registered

Collection

2007 Pacific Southwest Section Meeting

Authors

Mariappan Jawaharlal

Rose Float Design Course Mariappan “Jawa” Jawaharlal Associate Professor of Mechanical Engineering California State Polytechnic University, Pomona, CA 91768AbstractDesign competitions provide a rich learning experience by combining both theory and practice.More and more engineering schools are taking part in student competitions such as FormulaSAE, Mini Baja and autonomous vehicle projects as a way to provide team-based, hands-ondesign experience to their students. These design competitions offer an excellent opportunity forstudents to reflect on the world around them and develop practical solutions.Cal Poly Pomona and Cal Poly

Collection

2007 Pacific Southwest Section Meeting

Authors

Teruni Lamberg

development is effective on an ongoing basiscan lead to more effective professional development. We used this approach in the NortheasternNevada mathematics project and discovered that were able to communicate better, capitalize oneach other’s expertise and learn from each other.References1 Ball. D. L. (1997). Developing mathematics reform: What don’t we know about Teacher learning—but would make good working hypotheses. In S.N. Friel & G.W. Bright (Ed.), Reflecting on our work: NSF teacher enhancement in K-5 mathematics. Lanham, NY: University Press of America.2 Kelly, A. (2003). Research as Design. Educational Researcher, 32 (1), 3-4.3 Cobb, P., Confrey, J., diSessa, A., Lehrer, R. and Schauble, L. (2003

Collection

2007 Pacific Southwest Section Meeting

Authors

Wolf-Dieter Otte

introduced a radical teaching paradigmshift from the traditional “teacher-lectures-class” methodology to a student-driven approach.The single intention of this change was to get students involved in the class as much as possible.The paper presented reflects on the results of this successful experiment. It describes how tocreate a “conversational environment” using a combination of techniques that foster discussion,thinking and understanding.Important roles in creating a conversational environment play modern technologies likevideotaping, podcasting and wikis, which are discussed in detail.“Tell me and I will forget.Show me and I will remember.Involve me and I will understand.” Chinese proverbThe frustrations of everyday teachingIn the

Collection

2007 Pacific Southwest Section Meeting

Authors

Justin Reginato

companies, can quickly translate to entrepreneurship education because they have experience working with corporate resources.• Entrepreneurship need not be presented solely as a subject regarding creating businesses. Entrepreneurship can be taught from an engineering perspective of resource allocation, and thus fulfill ABET standards.• There is no dominant design for engineering entrepreneurship courses. Most courses seem to reflect the interest of students and/or the expertise of the faculty providing the courses.• For small universities, it is important to solicit feedback from multiple professors and industrial partners. If engineering entrepreneurship is going to be taught from the perspective of intelligent

Collection

2013 Pacific Southwest Section Meeting

Authors

Matthew T. Siniawski; Adam R. Carberry; Rafiqul I. Noorani

BFigure I. One of the ‘winning’ bottle opener designs. A) 3D CAD image from the design intent document indicating various features, and B) the final CNC milled part.Research MethodsOur study consists of a one-phase analysis regarding students’ conceptions of the design andmanufacturing project. Students were asked at the end of the course to reflect on and respond totwo open-ended questions regarding their conceptions of learning design and manufacturing: 1. Describe what you learned about design and manufacturing as a result of working on the bottle opener design project. 2. Describe the aspects of the bottle opener design project that you most and least liked and why.The questions were designed to identify general

Collection

2013 Pacific Southwest Section Meeting

Authors

Jesus Acosta-Iriqui; Eniko T. Enikov

engineering fields. However, onewoman student participated in the second year of the program and one cancelled her participationin year three. Several women students participated in the program during its four year. Studentsindicate that special outreach efforts were made through women in engineering groups.Expanding the participation of women in the program was major accomplishment.Students should be asked to perform some summative activity to reinforce their learning.While the experience of participating in the program was clearly beneficial for the students, theywere not asked to reflect upon their experiences to help formalize what they learned. During thesecond and third year, returning students were asked to give presentations to peers

Collection

2013 Pacific Southwest Section Meeting

Authors

Jin-Lee Kim

familiar with theconcept of building assessment, gaining a clear understanding about sustainable developmentand sustainable construction, and help students understand the relationships betweensustainability and building materials, building forms, and building systems, using BIMtechnology. The visualization approach using BIM will enable students to implement high-performance green building strategies to explore how the buildings would be “greened.”AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1140941. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author and do not necessarily reflect the views of the National

Collection

2013 Pacific Southwest Section Meeting

Authors

Jeffrey Ashworth; Samer Shaghoury

andfollow-on performance reflect valid techniques but seem limited by the dimensions andperformance parameters given in the initial aircraft description. Some aircraft parameters werenot available in published form before the course began so these were measured from aircraftdrawings or assumed from similar aircraft. These assumptions in initial conditions andsomewhat limited application to full-scale aircraft contributed to most of the differences in thedata plots. However, the close agreement is very encouraging to the student groups andstimulates interest and understanding of the course material and follow-on design course.In order to give the students the best possible chance at predicting aircraft performance, theinstructor will contact

Collection

2013 Pacific Southwest Section Meeting

Authors

Jeffrey Georgette; Brian Self; James Widmann; Kathryn Bohn; Eric Wang

-Based Activities to Repair Student Misconceptions in EngineeringDynamics. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1. Laws, P., D. Sokoloff, and R. Thornton, Promoting Active Learning Using the Results of Physics Education Research. UniServe Science News, 1999. 13.2. Prince, M. (2004) Does Active Learning Work: A Review of the Literature. Journal of Engineering Education, pp 223-231.3. Bransford, J., A. Brown, and R. Cocking, How People Learn: Body, Mind, Experience and School. 2000, Commission on Behavioral and Social Science and Education, National Research Council

Collection

2013 Pacific Southwest Section Meeting

Authors

Ibraheem A. Kateeb; Khaled F. AlOtaibi; Larry Burton; Michael S. Peluso; Evelyn R. Sowells

4150 8 TowerCo 3295 9 Mobilitie 2586 10 Verizon Wireless 1400 Total: 88512Note: American Tower Corporation”s tower count reflects only domestic structures. Thecompany owns additional towers internationally. Its most current total tower count isapproximately 38,000 6.There is a stark difference between the structure of the American wireless industry and its safetyrecord versus that of the rest of the world. International benchmarks are more difficult to

Collection

2005 ASEE Midwest Section Conference

Authors

Roy A. McCann

of tech-nologies that will address these concerns. However, because of pressures on undergraduate cur-riculum, electrical engineering students typically have one course in energy conversion topics.Unfortunately, the content and pedagogy of energy conversion has lagged the needs of govern-ment and industry. In particular, the course content often reflects the classical machines coveredsince the 1950s, but in an increasingly abbreviated format. Understandably, many students per-ceive electric energy conversion as a stagnant area where there is little innovation. However,there have been dramatic developments in electric energy conversion science in recent years. Ex-amples include piezoelectric ceramics, artificial muscles, high efficiency

Collection

2005 ASEE Midwest Section Conference

Authors

Wangping Sun; J. M. Zhang; Z. J. Pei

Lean Manufacturing inone project. Substantial improvement can be seen from the picture after 5S were implemented.From the students’ comments, the final projects helped them to: • “Study and analyze the current manufacturing processes of the product.” • “Develop ideas to improve current manufacturing processes (using what they have learned from this class and other classes).” • “Conduct cost analysis of implementing these ideas.”The learner-centered environment in IMSE 564 not only helped the students to grasp theknowledge, but also motivated them to gain self-confidence and professional preparation fortheir future. These benefits were reflected in students’ evaluations on this class: • “IMSE 564 is a class different

Collection

2004 ASEE Midwest Section Conference

Authors

George D. Gray; Raju Dandu

maximize students’ opportunities for upward articulation intouniversity programs. Contacts were made from a variety of constituencies, includingprofessional organizations/committees, WATC general advisory board members and the Wichitachamber of commerce. Once the overall committee was established, a meeting was scheduledand an agenda was formalized. The agenda reflected the following topics: I. Greetings and Introductions (roster) II. MET Perspective and Proposal (handout) III. Advisory Board Scope and Role (handout) IV. KBOR Requirements (handout) V. Program Content / Level (handout) VI. Curriculum Elements (handout) VII. Employment Outlook/Need Assessment (handout) VIII

Collection

2004 ASEE Midwest Section Conference

Authors

Suzanna Long; David G. Spurlock

team membership and task structure.14 Global management structures cover greater geographical distances than traditionalbusiness organizations. A corresponding increase in cultural distances follows. In today’scomplex business world, the communications system reflects the intended command and controlof the organization. The choice between organizational structure may well depend on which setof drawbacks the management can handle best.11Academic Credentials: Organizational Value. Training can be considered formal educationwithin many organizations. Organizations are hesitant to provide training that can easily be usedelsewhere. Specialized training that is more organization or process specific is deemed morevaluable. Organizations

Collection

2005 ASEE Midwest Section Conference

Authors

F. Edwards; T. Daniel; W. Hale; A. Hanson; E. Richardson

. • Appropriate learning experiences - Learners select learning experiences that suit their specific situations (mini-internship, reading or listening to audio tapes, etc.). • Variety of learning resources - Provide various resources to suit personal needs and interests (e.g., textbook recommendations, a study guide, workbook of supplemental materials, suggested reading material, media materials, lists of resource specialists, and examples of student generated materials from previous courses). • Optimal learning environment - Provide a mixture of instructor input, supplemental learning materials, discussion opportunities, evaluation options, and mechanisms for critical reflection. • Learning pace - The self

Collection

2009 ASEE Midwest Section Conference

Authors

Kaylea Dunn

workplace.Table 1 represents the mean response of each engineering department employers across all 26items that were rated in question 17 of the survey.Table 1: Mean Score and Standard Deviation Question 17Question 17: Reflecting on the future of your organization, what do you think on a scale of 1-5(1=very low importance; 5=very high importance) will be the most important skills and attributesneeded by the engineering graduates your organization will expect to be recruiting? Major Number Mean Standard DeviationElectrical 19 4.43 0.38Mechanical 27 4.21

Collection

2011 ASEE Midwest Section Conference

Authors

Thomas R. Marrero

“active learning provides opportunities for students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations case studies, role playing, and other activities – all of which require students to apply what they are learning” (p 17) 2. Problem-Based and Inquiry-Based “small group, cooperative, self-directed, interdependent, self-assessed”; a dynamic approach to learning that

Collection

2013 ASEE Midwest Section Conference

Authors

Kellie Schneider; Heath A. Schluterman; Candace Rainwater

presented with a briefdescription of each theme and allowed to select their Intro course based on either themepreference or the time the course was offered. Then, in the fall semester, students were requiredto register for a different theme to investigate for the spring semester. Sixteen sections of Introwere offered in Fall 2012 – four sections of each theme. In Spring 2013, there were four sectionsof robotics and structures and three sections of biomechanical and computing for a total offourteen sections.The original theme descriptions and project idea were presented in last year’s proceedings1.Below is an updated description of each theme and its associated projects. To better reflect theProceedings of the 2013 Midwest Section Conference of the

Collection

2018 ASEE Midwest Section Conference

Authors

Paul N. Runnion; Barbara J. Wilkins

activities. One activity, modified fromOn Course, asks students to track their activities on a calendar for a full week and then write abrief reflection on what they learned by looking at the calendar they created (Downing 2017).Students frequently discover that they are spending a significant amount of time oninconsequential activities. Another activity asks the students to track their diet and exercise forthree days, and some of our students have discovered that they went over 24 hours without eatinganything resembling a proper meal. Since the students have made these discoveries themselves,they are far more likely to do something about it than if we had simply given them a lecture ontime management and proper nutrition.Students struggling with

Collection

2018 ASEE Midwest Section Conference

Authors

Jennifer L. Anthony; Keith L. Hohn; John R. Schlup; Chris Aiken; Christopher Frampton

hazards analysis using the hazards analysis and operability(HAZOP) approach. This is a common methodology used in the industry to identify the risksassociated with the process and evaluate if they are mitigated appropriately.Evaluation of Impact of Industrial-Academic CollaborationTwo measures were collected to evaluate the impact of the use of Cargill safety courses in ChE571. The first was a survey of students that had them reflect on their motivation, anxiety, andability to complete various tasks related to process design and process safety. The survey alsoasked for their opinion on the importance of safety at the industrial level. The second assessmentmethod was to compare student scores on their design reports. Students complete three

Collection

2018 ASEE Midwest Section Conference

Authors

Molly McVey

, higher achievement of learning outcomes, and a morehighly satisfied instructional team. Future work includes the analysis of learning outcomes onexam 4, and the development of new modules to more clearly address concepts that weredifficult for students.AcknowledgementsThis material is based upon work supported by th National Science Foundation under GrantNumber DUE1525775. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.ReferencesFelder, R. M., D. R. Woods, J. E. Stice and A. Rugarcia (2000). "The future of engineeringeducation II. Teaching methods that work." Chemical Engineering Education 34(1): 26-39

Collection

2017 ASEE Midwest Section Conference

Authors

Ashlee N. Ford Versypt

andpharmaceutics and using computing and reflection in the classroom. She teaches chemicalreaction engineering, process controls, and an elective course on applied numerical computingfor scientists and engineers.

Collection

2017 ASEE Midwest Section Conference

Authors

Rajeev Nair; Yimesker Yihun; Muhammad Rahman

) outlineexplicit, significant, and assessable goals; 3) make creative ideas to solve the problem; (c)perform a patent/external search to corroborate the innovative nature of their ideas, (d) use adesign matrix with evaluation criteria based on the goals/expected functionality, and, (e) performan in-depth engineering analysis. The inclusion of a rigorous writing and presentation experiencewith critical feedback engaged students in a continuous reflection on the elements of thecomplete design process throughout the entire semester. All the student groups worked on thevarious facets of their respective projects with project topics aligning with the learning contentfor that particular period. These projects were designed to solve critical problems in the

Collection

2017 ASEE Midwest Section Conference

Authors

Virginia Charter P.E.

scores. The question then becomes how high do students need to score ontheir self-assessment of the learning outcomes to satisfy those employers reporting the skillsgap? How well does a student’s self-assessment correlate with that of the faculty assessment ofthe student?Conclusions Given that many engineering technology programs are accredited through ABET, thegeneral criteria 3, items a-k are all applicable to these programs. This study provides a look intothe student’s perspective of their personal achievement of the ABET Criteria 3 a-k. This could beuseful in the students’ own reflection of their learning as they prepare to enter the workforceupon graduation. This data and student perspective will give engineering technology

Collection

2010 ASEE Midwest Section Conference

Authors

Ana T. Torres-Ayala; Daniel Bumblauskas; Matthew Verleger

1-2 years 3 years or more Figure 6 - Length of ASEE Membership (n=97)Learned about ASEE through …The majority of respondents (52%) learned about ASEE through a faculty member. This wasfollowed by Web Searches (12%). Although this might not be a reflection of the overall studentmembership, it was surprising to see a low percentage (6%) of students in the sample thatlearned about the ASEE through student chapters. Other 5% Campus Chapter 6% Publication 7% Classmate 8% Conference 9

Collection

2010 ASEE Midwest Section Conference

Authors

R. Asmatulu; W.S. Khan; E. Asmatulu; M. Ceylan

related to biotechnological, biology, and medical advancement. • To raise questions about the nature of ethics, value of life, and significance of all living organs in the planet. • To address issues of public policy, and the direction and control of science.The cognitive, behavioral, and attitudinal goals related to imparting theoretical and conceptualbioethics knowledge and analytical abilities as a standard to realizing and managing ethicalissues of biotechnology are provided below [2]: Cognitive Goals: • To increase sensitivity to awareness of ethical values in medical practices. • To encourage and promote critical reflection on individuals’ own personal and professional values

Collection

2010 ASEE Midwest Section Conference

Authors

Don Malzahn; Lawrence Whitman; Zulma Toro-Ramos; Julie-Ellen Acosta

Significant and lasting change: Course results in significant changes in the students, changes that continue after the course is over and even after the students have graduated. o Value in life: What the students learn has a high potential for being of value in their lives after the course is over, by enhancing their individual lives, preparing them to participate in multiple communities, or preparing them for the world of work.” (Fink, 2002)Brown and Posner (2001) state that “leadership development programs and approaches need toreach leaders at a personal and emotional level, triggering critical self-reflection, and providingsupport for meaning making including creating