In Fundamentals of Programming (CSE 002), students learn how to design algorithms to solve problems and how to translate these algorithms into working computer programs using Java. There is no expectation of prior knowledge or programming experience for students enrolled in CSE 002. Because of this, a majority of course participants struggle to learn how to think critically and problem solve, but instead focus their efforts specifically on learning the programming syntax. Traditionally, CSE 002 has been lecture-based, with students completing weekly homework and lab assignments to reinforce the lectures. Our plan for the summer is to revamp the course structure. CSE 002 covers too many fundamental computer science principles to allow students to continue passively sit through classes. The overall content of the course will not change, but rather the delivery methods will be updated to incorporate EML principles and active learning modules into the course. The EML principles that we plan to utilize begin with Think-Pair-Share activities and other collaborative learning techniques. Giving students a chance to work together and meet new peers will help them gain a level of comfort in the classroom. Many times, those students who already have a basic understanding of programming and/or Java intimidate students that come to CSE 002 with little to no prior experience. Another technique that we plan to implement is the use of a culminating program for students to complete in teams. The program is something that will be introduced early on in the course, and as students learn new concepts, they will be able to implement the program in parts throughout the entire semester. In order to maximize the active learning time available to students, we are also thinking about "flipping" certain elements of the course. Viewing specific readings and videos will be required of students before coming into the classroom, so that the time spent together can be used to review content and practice concepts in real-time.

The project consists of planning, designing, conducting and analyzing an experiment, using appropriate DOE principles. The context of the project experiment is limited only by your imagination. In previous classes, students have conducted experiments based on other course projects so that they could get extra-mileage from this course. The major requirement is that the experiment must involve at least three design factors. Students should use the Experimental Design seven-step Methodology to develop their proposal and final report.

This card outlines how the University of Portland has leveraged peer observation as part of KEEN assessment and dissemination on our campus. This card is designed for faculty or KEEN leaders considering how to implement peer observation to encourage curiosity in faculty. Who: What: Where: When:

This project consists of 2 modules developed for use in Statics and Dynamics at Rowan University to reinforce technical concepts and add entrepreneurial mindset.  The project was first implemented in 3 sections of 25-30 students each of mostly second year engineering students.

This card focuses on privacy issues related to Data Mining (DM) and the larger area of AI. Material includes scientific articles, as well as online links to videos and news articles. It is geared towards undergraduate students; it might be good that they have some prior knowledge of main DM or AI tasks e.g. classification, and basic algorithms, e.g. k-Nearest Neighbor or Naive Bayes.

Broader impacts of research is becoming an increasingly more important component of your research portfolio. Anyone who has submitted an NSF grant, for example, would have had to complete a specific section of their proposal highlighting the broader impacts of their research. Often, this will include a public engagement strategy. Let's be honest, most of us have probably written these statements with the same handful of public engagement and outreach activities we have been doing, and not given much thought into maximizing the opportunities a successful public engagement strategy could reveal. Further, for that may want to take their public engagement activities to the next level, is of course the ever present issue of time and resources.  But what if I told you there was a way you could implement larger public engagement goals without actually doing most of the work yourself? In my past life, before joining Wake Forest University's Department of Engineering, I was a training officer at the University of Surrey, providing training and support for research students, post-docs and early career academics. One of my favorite training modules was our Public Engagement for Impact series. During this module I discovered the HUGELY untapped resource research students provided their PI in their ability and eagerness to perform public engagement activities. What I found in my conversations and observations was the following: Having research students out in the public space was a win-win for both the student and the PI. The student gained marketable skills, made connections with potential employers, and had another motivator in conducting their research well. The PI gained further exposure to their research, had a conduit to make community connections, and had more sets of hands available for all the opportunities that were "nice to have" but not essential to their academic success.  Those that did it well, MADE it part of their academic success. Whether it was through alternative sources of funding, larger participant pools, or public partnerships for research projects; The groups that kept a flourishing and active public engagement portfolio made a return on their investment.  Finally, these groups had more FUN! Student retention, student satisfaction, as well as PI well-being have all been shown to have positive correlation to participating in outreach and public engagement activities.    In this card, I will share some of the easy things you can do as part of your ongoing research program to provide students with opportunities to practice and build the skills necessary to perform larger public engagement activities.

Even though numerous faculty are versed in 3D printers, laser cutters, and CAD drawing software, most faculty are unfamiliar with much of the latest technology that can make visualization and conversion of an idea into a CAD drawing easier. Moreover, CAD drawings for legacy parts may no longer even exist. This card will guide faculty, staff, and administrators through some of the plusses and minuses associated with technology purchasing decisions, as well as provide tutorials so that faculty and students can teach themselves what they need to accomplish their objectives. This card will focus primarily on the following items. Visualization of a problem is highly underappreciated. Those who are curious will gain depth of insight through the visualization tools discussed here and then be able to communicate that vision better to others with the other tools discussed here. Faculty from other institutions are encouraged to e-mail jbrenner@fit.edu regarding posting of their own university's technology for comparison and contrast purposes.1) Artec Eva 3D Scanner 2) Microsoft Skanect 3) 3D Scanning Turntable Photography Booth 4) Agisoft Photoscan Photogrammetry Software 5) Drone Footage Aerial Photogrammetry 6) VR Integration of 3D Objects 7a) zSpace Visualization of 3D Objects7b) zSpace's Visual Body software 8) - 10) Oculus Go, Quest, and Rift Virtual Reality Glasses & Software11) 3D Vista software 12) Insta360 OneX Camera, and13) A Program to Turn Your Cellphone into an Imaging Device - LiveFace14) Podcast Studio15) 3D Virtual Modeling Toursa) Blenderb) Matterport16) CAD drawing programs to .stla) PTC Creob) Solidworksc) OnShaped) Fusion360e) AutoCADf) AutoDesk Inventor17) Programs for editing .stl files prior to printinga) Meshmixerb) Inkscapec) CorelLaser18) Laser cuttinga) Expensive propietary systemsb) Cheap K40 systems19) Vinyl cutting20) 3D printers and softwarea) Printers without soluble support materialsb) Printers with soluble support materialsc) Softwarei) Repetierii) Slic3riii) Curaiv) Marlinv) OctoprintMachine Shop Tools21) CNC's22) Manual mills23) Lathes24) Band saws

On January 18, 1903 Gueglielmo Marconi sent the first message across the Atlantic ocean from the United States.  Nine years later he would send a message to the ship Carpathian requesting its help to rescue survivors of the Titanic. Marconi had experimented for years continuing to develop and understand the technology of radio.   There are many aspects to radio systems.  This project is intended for a first or second class in Communications Electronics.  Students are given the problem that Marconi strove to solve and  are asked to consider the elements of a communications system and what characteristics it has.  They are asked to also consider the logistics of creating such a system from acquiring land, permitting, power generation, etc.. The intention is to have students explore all the things that might go into a communication system design as opposed to just thinking about individual circuits.  What information is to be communicated, how is that to be done.  How are radio waves to be radiated?  What power levels, etc..