Conference Session

Entrepreneurship Education: Unique Approaches

Collection

2008 Annual Conference & Exposition

Authors

Shawn S Jordan, Purdue Univeristy; Robin Adams, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

participants and spectators to watch. In addition, students have opportunities to apply thetechnical skills they have learned in the classroom in an application where creativity is king butreliability is key.This paper takes the reader on a journey through the author’s experiences leading a RubeGoldberg team through winning the national championship in 2006. This paper is the result of adeep iterative reflection, assisted by a collaborator in order to pull out the aspects of thisexperience that illuminate lessons related to design knowledge and learning. The aim of thispaper is to identify important areas for future research and build a foundation for a future bookintended to engage young learners in innovation and creative problem solving in a

Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Sharad Oberoi, Carnegie Mellon University; Susan Finger, Carnegie Mellon University

Tagged Divisions

Design in Engineering Education

them and act as a tangible representation of knowledgebuilding process to assist in design reflection. These can also serve as an assessment instrumentby the instructors to track the group processes unobtrusively and automatically.A related issue is that beyond the final products produced by teams each year, the knowledgeproducts from this discovery process are a resource that can be valuable to students working onprojects in subsequent semesters. However, the knowledge generated by students in projectcourses is not typically accessible to students in subsequent semesters. Because of this, time islost when students rediscover what they could glean from the legacy of their forerunners’knowledge construction efforts. Perhaps even more serious is

Conference Session

Engineering Ethics, Academic Integrity

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

student honor code. Discussing specific surveyquestions with the students after they completed the survey did seem to change their impressionof some activities; data to quantitatively test this assertion have not yet been collected.Qualitative data from the ethics homework and final reflective essay written by the studentsindicates that linking cheating behaviors to professional ethics may be an effective way to impactstudents’ views on these matters.BackgroundEducating students on ethical issues is an important aspect of all engineering curricula. It isrequired by ABET accreditation standards3 and emphasized as an important part of the Body ofknowledge for Civil Engineering and Environmental Engineering4,5. At the University ofColorado at

Conference Session

Multidisciplinary Capstone Design Projects

Collection

2009 Annual Conference & Exposition

Authors

Josef Rojter, Victoria University of Technology

Tagged Divisions

Multidisciplinary Engineering

-linear world of knowledge. It can thus reflect more closely the professional reality. Page 14.100.5 Table 1. Five curriculum planning models MODEL BRIEF DESCRIPTION ISSUESContent-led Content (knowledge) to be taught is Lacks flexibility identified and sliced-up into smaller components.Rational Learner needs are identified and learning This is a rigid and systemic outcomes (LO) are selected accordingly. model with resource

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Carlotta Berry, Tennessee State University

1. Course Major Distribution Figure 2. Course Classification DistributionThe remainder of this section will present the team composition based upon student learningstyles, performance on the concept inventory, student self-assessment responses and pre-requisitegrades.Index of Learning StylesThe Felder-Solomon Index of learning styles has four basic categories: active-reflective,sensing-intuitive, visual-verbal, sequential-global. This index will indicate that a student has amoderate to strong preference towards one of the learning styles but it does not indicate that thestudent can only learn by being taught to that particular style5. This index may be used to informthe instructor about techniques for tailoring information

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Wayne Kibbe, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

operating systems were discussed, includingWindows 98, Windows 2000, and Windows XP. File management, virus protection, andbackup were also discussed. A hands-on lab exercise on configuring an operating systemwas performed.The final course topics were Basic AC Quantities, followed by Light Propagation, Snell’sLaw, and the Critical Angle of Reflection. These modules covered some of the contentfield of Applied Mathematics by using algebra, geometry, and trigonometry to solvetechnical problems. In addition, the content field of Science/Technology was introducedwith the discussions of fiber optics and light propagation. Engineering notation wasexplained, including the importance of representing very large and very small numbers ina systematic way

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alisha B. Diggs, University of Michigan; Joi-lynn Mondisa, University of Michigan; Robert D, Scott, University of Michigan - College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

indicators.IntroductionPreparing Future Faculty (PFF) Programs were established in 1993, in partnership with theCouncil of Graduate Schools (CGS) and the Association of American Colleges and Universities(AAC&U) [1], with the basic premise that participation in program initiatives would produceassistant professors who are better prepared for their faculty roles than their non-participatorycounterparts. Specifically, as with many future faculty development programs, it sought “threetransformative outcomes: (a) [to improve] the quality of undergraduate education by enhancingthe pedagogical skills of program participants; (b) [to provide] training to doctoral students thatbetter reflect[ed] the full range of faculty responsibilities; and (c) [to change] the culture

Conference Session

Engineering in Societal Context

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

notion of ‘the public’.Application of Nursing Theory to Engineering Education Emphasizing Two CoursesTo explore the apparent disconnect among the ‘practice’ of engineering and the ‘practice’or nursing as reflected in the professional codes focused upon ‘every person’ ascompared to ‘the public’ for nursing and engineering, respectively, Nightingale’senvironmental theory was used as a starting point for interdisciplinary discussion amongengineering students and nursing students who participated side-by-side in a series ofeducational offerings over a period of approximately ten years. As described in Table 1,six seminal events – including instruction in two separate courses – over a period ofapproximately one decade were instrumental in the

Conference Session

Teams, Teaching, Leadership, and Technical Communications in Mechanical Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timothy J. Jacobs, Texas A&M University; Rachal E. Thomassie, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

such, departments must find creative and effective ways to providing properadvising and mentoring on these topics.One solution, which by itself provides such a high-impact learning experience, is a student-centered / student-led program to aid the department in providing services to students. Ourdepartment developed a student ambassador program to meet these needs. The main objective ofthe student ambassador program is to provide information about the department, major disciplineand university from a student’s perspective.This paper describes the student ambassador and program in more detail, provides preliminaryassessment of its effectiveness through analysis of the ambassador reflection pieces, and offersguidance on developing and

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timeri K. Tolnay, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

teachers normally do when they have high expectations for a student. In effort-based schools, it is standard practice with all students. (Retrieved from http://ifl.pitt.edu/index.php/who_we_are/principles_of_learning).Our work at Mines is intentionally designed to increase student discourse and active learningopportunities in the classroom and thus socialize intelligence.We built our tool to target observable practices that relate to active learning and socializingintelligence. We cannot observe what thoughts students are thinking, nor can one observer hearwhat students are discussing in small groups. Our tool, consequenctly, focuses on what actionsand behaviors reflect high levels of engagement and cognitive demand. For

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Ravisha Mathur, San Jose State University; Andrew Hale Feinstein, San Jose State University

Tagged Divisions

Educational Research and Methods

and opportunity to participate in reflective practice. Implementing a flippedapproach requires a change in and re-envisioning of the traditional classroom; faculty arechallenged not only in their approaches to teaching, but also in the time it takes to deliver aflipped classroom (i.e., developing out-of-class content and substantive in-class activities).Developing sustainable Faculty Learning Communities (FLCs) may be one effective approach toaddressing these challenges. In higher education, FLCs have recently received attention as a wayto increase faculty support and increase collaboration and cohesiveness within disciplines (Ward& Selvester, 2012). FLCs can be defined as a small group of faculty (and professional staff) whoengage in a

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

questions were based upon Tinto’s (1987, 2010)work and divided into two areas: drivers and barriers to university: preferences andexpectations of study [15, 16]. The questions were built around “Agreement Likert Scales” andpresented in a matrix fashion.The findings of the study are presented in tabular format utilising descriptive statistics basedupon percentages. The reason for this is reflective of the research philosophy that underpinsthe project; it is important that the findings and outputs are fully accessible to a range ofcolleagues including non-academic support staff. 2.2 SamplingTwo different cohorts were sampled, the first comprising 150 students on a ‘GeneralEngineering Foundation Programme’ at pre-undergraduate level, the

Conference Session

Engineering Design Graphics Division Technical Session 2: Instructional

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rustin Deane Webster, Purdue University, New Albany

Tagged Divisions

Engineering Design Graphics

collecting student background and demographic characteristics. First, themountainboard project survey was created by the instructor and consisted of 10 questions. Onquestions one and two students self-reported on their overall satisfaction with the industrysupplied CAD guide and the team project by selecting a response on a five-point Likert scale(where 5 = extremely dissatisfied, 4 = somewhat dissatisfied, 3 = neither satisfied nordissatisfied, 2 = somewhat satisfied, and 1 = extremely satisfied) that best reflected theirperception (see Table 2). For questions three-eight and based on completing the mountainboardstudent guide, students self-reported on their skill development in the areas of CAD modeling,assembly, analysis, drawing, toolbox, and

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven Eric Meyer, Franklin W. Olin College of Engineering; Alexandra Coso Strong, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

students’understanding of the diverse uses of iteration within design. Recommendations for futureresearch directions are presented in the paper along with implications for design educators whowish to further develop their students’ understanding of iteration.MotivationExplorations of the experiences of novice and experienced designers have demonstrated criticaldifferences in their approaches to solving design problems1–3. Some examples of the differencesoccur during problem framing, research phases, idea generation, trade-offs analysis, decision-making, and reflection on design experiences3. For example, as part of problem framing,experienced designers hold off on making decisions until they have had time to diverge andunderstand the challenge in a more

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

First-Year Programs

6- Failure Rate of 1st Year Students in GEE 103Failure reflects students that do not pass in assignments and who have frequent absencesfrom class. The lack of commitment in such a survey class shows general lack of effortsince the performance criteria is relatively low.discussion and future studyThe development of a Pre-Engineering program at the University of Maine began in 2014 togive academically under-prepared students interested in engineering an opportunity to enterengineering study through another entry point. Many of these students don’t have theacademic skill set to satisfy the entry requirements to enter the College of Engineering butmeet the general requirements for admission to the University of Maine. These students areaccepted

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University; Tzu-Liang Bill Tseng, University of Texas, El Paso

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

widely disseminated to educational institutions with limitedresources.Many analytical techniques can be implemented with imaging and optical detection devices suchas smartphones, low-cost digital cameras and USB ‘microscopes’, desktop scanners, andmodified CD players. For example, the CCD camera of a smartphone can be used as an opticaldetector in absorption, reflection, scattering, and fluorescence measurements, albeit for somemethods requiring also an optical source (e.g., and LED) and optical filters. Color cameras candiscriminate wavelengths, thus allowing spectroscopic measurements. These pervasivetechnologies are highly familiar and accessible to students, and offer additional features such asconnectivity, data processing and archiving

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

foreign students is diverse,thus, insight around these needs is a starting point for developing communication programs thatsuccessfully provide value.Literature ReviewFew studies specifically examine the communication needs of graduate engineering students oridentify resources and training efforts that address these needs. Nonetheless, academics andpractitioners alike seem to agree that engineering graduate students are faced withcommunication challenges reflective of the complexity of the material that they mustdisseminate, and thus would benefit from supportive efforts to hone their skills.Many guides and textbooks are available to help teach the international student population inU.S. universities in general, but less is specifically geared to

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Laura C. Broughton, City University of New York, Bronx Community; Elizabeth J. Biddinger, City College of the City University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

student engagementsurvey also asked students to reflect on what they learned in the course, and asked them to reflecton how the course could be improved.Skills assessmentStudent performance was evaluated through a pre and post exam in mathematics, several quizzesand a final exam in the course, and through assignments and presentations. In addition, studentsself-evaluated themselves at the beginning and end of the course on a list of skills that werecovered. Students rated their confidence in each skill on a 4-point scale at the beginning and endof the course. The average score for skills in each category is shown in Figure 1 for both the2017 and 2018 cohort of students. At the beginning of the course, students felt the mostconfident in chemistry

Conference Session

New Engineering Educators 2: Success In and Out of the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huma Shoaib, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

. Hence, the key components of this review focus onlearning and pedagogy based on Computational Thinking. We develop a synthesis of suggestionsand explanations to answer the proposed questions based on literature from recent research incomputational thinking. As for the instructional implication, based on our initial analysis wepropose that a constructionism-based problem-solving active learning environment, withinformation processing, scaffolding and reflection activities, could be designed to enhancelearning through computational thinking.IntroductionIn recent years, Computational Thinking research has bloomed. Computational thinking is a 21stcentury way of problem-solving and is also a competency that has enduring outcomes given weare in the

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Kevin C. Bower, The Citadel; Tara Hornor, The Citadel; Ronald W. Welch P.E., The Citadel

Tagged Topics

NSF Grantees Poster Session

support were also used to help students engage more deeply with course materials.Content was managed by a separate instructor who coordinated with the face-to-face instructor to ensurealignment of activities and learning outcomes. Weekly, students were required to post and respond toquestions on the online discussion board, which required them to demonstrate conceptual mastery oftopics (rather than procedural problem solving). In addition, students completed weekly journalsubmissions, which required critical reflection of course preparation, performance, and application to civilengineering. Twice per week the instructor was available for tutoring sessions via an online platform.Sample discussion board questions and journal prompts are provided in

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynn Albers, Hofstra University; Edward H. Currie, Hofstra University; David M. Rooney, Hofstra University; Robyn Alma, Hofstra University; Travis Chen Shen, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

to reflect on three areas of learning. Theirresponses are presented as case studies.IntroductionEngineering schools with predominantly undergraduate enrollments traditionally emphasizeresearch opportunities for upper level undergraduates working in conjunction with facultymembers. At such institutions, the level of faculty research is often congruent with what a highlymotivated rising senior can contribute to in a meaningful way. Consequently, accommodation isoften made through offering independent study courses taken during the academic year for credit,or focused summer research stints of variable length, or even a combination of the two, to enablethese experiences for students, especially those who may be thinking of going to graduate

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

possible actions, then chooses to act in a particular way.Their choice determines what they pay attention to following the action. To make sense of theresults of their action, at least the ones they paid attention to, they develop mental representationsor perspectives of the result of the action. There are many possible perspectives that can bedeveloped based on the actor’s attention and interests. Regardless of how they interpret theresults of their own actions, they leave the field of action with new knowledge which informsfuture intentions, thus starting the cycle again. Thus in Macmurray’s system one’s interactionwith, or coupling to, the world is defined iteratively through action that is reflectively informedby knowledge gained through one’s

Conference Session

Military and Veterans Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jerry Lynn Dahlberg Jr, University of North Carolina at Charlotte; Jae Hoon Lim, University of North Carolina at Charlotte; Peter Thomas Tkacik, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

learner actively engages in the process of sense-making and knowledgeconstruction [4]. Carefully selected content knowledge [5] and reciprocal interactions with others(i.e., instructor, peers)[6, 7] will mediate and facilitate learning. This perspective challenges thetraditional view of teaching and learning that portrays a learner as a passive individual simplyreceiving the knowledge provided by an authority figure. Experiential learning, a concept andpedagogical practice inspired by Constructivist learning theory also upholds the learner’s activerole and focuses on “learning through reflection on doing” [8]. Experiential learning isrepresented as a cycle of four stages, a) Concrete experience, b) Reflective observation of the newexperience, c

Conference Session

Engagement in Practice: Creating a Robust Infrastructure for Community Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Carol J Thurman, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology; Connor Rylan Meeds; Jennifer Hirsch, Georgia Institute of Technology

Tagged Divisions

Community Engagement Division

on socio-technical student perceptions on socio-technical design activities and projects.project-based learning activities Open-coding and comparison of Post- activity reflection on implementingdescribed in Table 2 and sustainability in design projects.ongoing assessment of student Analysis of pre and post-survey : open- ended questions to students before and

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tracy L. Yother, Purdue Polytechnic Institute; Mary E. Johnson Ph.D., Purdue Polytechnic Institute; James M. Thom, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

course was analyzedto reduce or eliminate extraneous elements that had crept in over the years to the two individualcourses, but had not been pruned appropriately during the merge of the two courses into one.This paper discusses modifications made to both lecture and laboratory section, but the focus ison the improvements made to the laboratory section. The methodology steps (shown in figure 1)for the course improvement are: a) Conduct course post mortem though the review of the course evaluations and instructor self-reflection. Identify specific areas of focus that are actionable, realistic, and include potentially impactful changes. b) Review the current lecture topics and laboratory projects and identify those that are

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Om Prakash Jain, Independent Consultant

Tagged Topics

Faculty Development Constituency Committee

]. MBTI is the most widely used personality assessment tooland has been validated by many researchers [22] [23]. Even so, some psychologists havecriticized the instrument for the lack of convincing validity [24] [25]. The framework proposes using these instruments along with a reflective instrument basedon self-assessment and peer validation. As a part of the reflective instrument, faculty memberswrite around 15 activities they are good at, and around 15 activities they really enjoy. Then, theyselect colleagues who know them the best and seek their suggestions. The frameworkrecommends selecting at least a few colleagues, whose views are incompatible with their views.The faculty members then update the lists based on colleagues’ feedbacks

Conference Session

International Collaborations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; David Lawrence Stevenson; Tariq Banuri, University of Utah; Muhammad Aslam Chaudhry, University of Utah; Rasool Bux Mahar P.E., Mehran University, Jamshoro; Jeffrey D. Ullman, Stanford University

Tagged Topics

Diversity

Tagged Divisions

International

 plans, learning activities, assessments, and teaching. The program has been delivered each semester since Fall 2015. This paper will present an assessment of the impact of the program on course development and delivery.  Mentor and instructor assessments and reflections from 2.5 years of the program are analyzed to identify effective program elements and areas for improvement. Ideas were compiled and used to design a transition of the program to a semi‐autonomous course‐development and delivery‐mentoring platform that will be available online.   Introduction  The United Nations (UN) introduced the Sustainable Development Goals (SDGs) in 2015 as the framework for the 2030 Agenda for Sustainable Development. The 17 SDGs build on the Millennium

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dennis M Lee, Clemson University; Shannon K Stefl, Clemson University; Sandra Linder, Clemson University; Cindy M. Lee, Clemson University; Faiza M. Jamil, Clemson University; Karen A High, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

the United States Department of Education. Dr. Jamil’s research focuses on the measurement of teacher effectiveness and psychosocial functioning, as well as the design and implementation of professional development interventions that support teacher-student interactions, as well as teacher reflection, wellbeing, and effective practice across content areas. Dr. Jamil has significant expertise in teacher assessment and the use of assessment data from teachers and students as the basis of teacher coaching, program evaluation, and instructional planning.Dr. Karen A High, Clemson University Dr. Karen High holds an academic appointment in the Engineering Science and Education department and joint appointments in the

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

Data Analytics: Final Project: Final MATLAB5: to define a Study the data Research & Project & How to use function to allow types in Development: Reflections MATLAB as a input to it when it MATLAB; how Final Project: on the sophisticated initiates its to produce Presentation & Camp: calculator, create execution and heterogeneous Report Writing: Individual plots. output from it collections of Teams will presentations when it is done. data via structs prepare a Power and reports. Matrices and and cells. Point Operators