Colin Reagle joined the Volgenau School of Engineering at George Mason University in 2014, specializing in the area of thermal fluid flows and sustainable energy systems. He brings his extensive background in the subjects to Mason as a boon to the growing mechanical engineering program. He has also taught and conducted postdoctoral research at Virginia Tech including research projects for Solar Turbines, Siemens, Pratt and Whitney, Rolls-Royce, and Honeywell. Reagle has R&D experience as a researcher for Techsburg, a small engineering services company in Christiansburg, Virginia.His primary focus at Mason has growing the Mechanical Engineering undergraduate program through teaching in his areas of expertise and service to department and VSE. Reagle has a passion for working with students and enabling them to pursue their goals. He is involved in multiple student centric efforts including developing a small scale, anaerobic digester to harvest energy from food waste in urban and suburban environments; a multidisciplinary entrepreneurship program encouraging students to develop ideas from the classroom; converting a required course in the ME curriculum to use Open Educational Resources; a cross institutional effort to flip and improve a required thermodynamics course; and a multidisciplinary research effort to assess urban hydroelectric microturbines as a solution to joint energy and water challenges. Flipping an Engineering Thermodynamics Course to Improve Student Self-Efficacy AbstractThermodynamics is well documented as a difficult course in the engineering and technology curricula that require it. The flipped lecture format has been similarly documented to improve student-teacher interaction and student engagement. This work attempts to address whether flipping a difficult, demanding thermodynamics course improves student self-efficacy.Student surveys were conducted in multiple sections of a thermodynamics course over two years to evaluate student perceptions of the flipped course format. Students had positive perceptions about how class time was used in the flipped lecture style which was expected based on previous literature. Nearly all of the respondents agreed that using class time for discussion and problemsolving was very useful. No specific topic was singled out as unsuitable for the flip format; however several comments suggest that highly conceptual topics or topics that may be difficult to understand without examples are not suited for the flip format. Many students commented that the video lectures allowed them to be more prepared when they went to class and more actively engaged with class material. Most students also agree that they are confident in their ability to solve problems and apply their knowledge to new problems introduced in the course and in their ability to solve related problems in their future academic and professional endeavors. A majority of students also agreed that the course helped them to develop their own questions about the material and become more independent learners. The...
son University fall 2014, after completing a 22 year career at the U.S. Naval Academy. His research focuses on the development of approximate closed form solutions for linear self-adjoint systems, those that govern the responses of composite structures, and the analysis of dynamic systems. More recently, He has mentored numerous midshipmen through independent research projects and has directed two Trident Scholars, the Naval Academy's flagship research program. He has published over 50 journal and conference articles on these topics.Dr. Barton is actively involved in curriculum development and program assessment. He chairs ASME Committee on Engineering Accreditation. He serves a Commissioner for Engineering Accreditation Commission of ABET, Inc. and was a program evaluator for 6 six years prior to joining the commission. Dr. Barton holds a professional engineering license in the State Maryland. He is a member of the Board of Education, ASME.Dr. Kenneth S. Ball P.E., George Mason University Ken Ball is Dean of the Volgenau School of Engineering at George Mason University in Fairfax, Virginia. He received his BSME degree from Lehigh University, his MSME and PhD in mechanical engineering from Drexel University, and completed post-doctoral studies in applied mathematics at Brown University. He previously served as the L. Ken has been an active member of ASEE since 1992. He is currently the Campus Representative Coordinator for the Southeast Section of ASEE, and also serves on the ASEE Constitution and Bylaws Committee. Ken has been involved in the ASEE Public Policy Colloquium the past four years, and is a member of the ASEE Deans Public Policy Committee. Ken is a registered professional engineer in the State of Texas and a member of NSPE. He is also active in the Virginia Society of Professional Engineers, and is involved in legislative initiatives and public policy issues at both the state and local levels.Ken is an Associate Fellow of AIAA and a Fellow of ASME. He served on the Executive Committee of the ASME Department Heads Committee from 2006-2012, and was Secretary and Vice-Chair Elect. He is an ABET Program Evaluator and a Commissioner on the Engineering Accreditation Commission. He also serves on the ASME Board on Education's Committee on Engineering Accreditation. In 2012, he was awarded the Edwin F. Church Medal by ASME for "eminent service in increasing the value, importance, and attractiveness of mechanical engineering education." He has published over 100 technical articles and has obtained funding in excess of $20M for research projects and educational program development in engineering. (1996 -1998). He has worked as a Research Scientist at the NASA Langley Research Center while teaching at Hampton University as a full professor (1989 -1996). Principal Engineer at Reuters Information Service in Long Island (1987 -1988). Bio-mathematician at the Cornell University Medical College (1985 -1987). Postdoc./Physics Lecturer at UTA (1982 -1985). Manager of the training department at Bell Operation Corpora...
Today’s students are “digital natives”, having grown up with ready access to the internet and thus to a world of information. Do we still expect our students to memorize facts and formulae in this new era or should we be exploring new ways to prepare them for their chosen professions and to function in our participatory democracy? What should be taught – dates, names, workplace skills, ways of thinking, learning skills – and how? And how can we better assess that learning? A panel of four faculty members, representing the sciences, history, communication, and engineering, will discuss how their teaching and assessment methodologies have changed in response to technological advances affecting students. Our panel will also discuss the traits of the “digital native” and how their learning interactions might be different than earlier student cohorts. Effects on distance learning will also be addressed. After brief presentations by each panelist, attendees will be invited to ask questions and/or contribute to the learning process.
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