The Effectiveness of an Adaptive Serious Game for Digital Logic Design

Most students benefit more deeply from guided learning than discovery learning. Even so, not all students are alike. Our research contention is that offering differentiated instructions that better fit students’ educational needs in a narrative virtual reality (VR) environment will give them renewed hope for learning success. This paper presents such a development that augments an existing learning game, Gridlock, with an adaptive learning engine that assesses what really happens when a student’s capacity is sabotaged in problem solving and to provide the help that is tailored to his/her needs. The game was deployed in a Computer Architecture course at Rowan as a replacement to the traditional laboratory experiments. Its thorough assessment confirms the values of the game in promoting student learning

Neovascularity patterns in breast carcinoma: Correlation of Doppler ultrasound features with sonographic tumour morphology

Objective: To determine the association and correlation between morphologic features of breast cancer on gray scale ultrasound, and vascularity patterns and indices on color and spectral Doppler ultrasound.Study design: Cross-sectional, analytical study.Place and duration of study: Department of Radiology, Dow University of Health Sciences and Civil Hospital, Karachi, from August 2006 to June 2007.Methodology: Fifty adult female patients with histopathological proven breast cancer underwent ultrasound for evaluation of morphologic features on gray scale mode; vascularity patterns on color Doppler scan and flow indices measurement on spectral Doppler ultrasound. Regression analysis was conducted to determine correlation between the variables and associations of vascularity patterns.Results: The 50 studied patients had predominantly solid tumour in 46 (92%) with depth to width ratio of \u3e 1 in 37 (76%). The mean tumour size was 3.6 +/- 1.34 cm, with irregular margins in 41 (82%), posterior shadowing in 43 (86%) and calcifications in 27 (54%). Type 3 vascularity (multiple peripheral vessels) was the most frequent pattern (n=21, 42%) that showed a positive correlation with solid tumours (r=0.7, p \u3c 0.001). Low resistance spectral waveform was seen in 44 (88%) cases. The average size was 3.69 cm in vascular and 3.1 cm in avascular tumours. Mean resistive index (RI) was 0.67. Mean pulsatility index (PI) was 1.1. RI was significantly high in cystic tumours (mean=0.8, p \u3c 0.001) and significantly low in tumours measuring less than 2 cm (RI=0.18, p \u3c 0.001).Conclusion: In this study, multiple peripheral vessels with low resistance flow was the pattern most significantly associated with all appearance of focal breast cancer. Apart from a positive correlation with solid tumours, markedly high RI in cystic tumours and markedly low RI in tumours less than 2 cm, there was no consistent correlation trend difference between Doppler findings and tumour size. Histopathology, therefore, remains the main modality to evaluate the tumour type and characteristics

Developing inclusive and sustainable curriculum for environmental engineering courses

Inclusivity and sustainability are becoming integral to the successful delivery of engineering course content. Teaching strategies that incorporate both are gaining momentum globally for engineering educators. Inclusive teaching strategies are based on making all students in the classroom feel valued and equal contributors. Strategies are based on developing curricular material that addresses students from a diverse background (socioeconomic status, race, gender, ethnicity, preferred orientation) and varying earning abilities. Research has shown that inclusive teaching strategies allow instructors to engage and bond with their students and the students bond with the course content. ABET, the accreditation arm for engineering programs has also identified that student outcomes address engineering design that integrates sustainability, ethics and the impact of engineering solutions in a global context. As such engineering educators are challenged to integrate all these concepts in courses that have a finite time for delivery of technical core content. The Civil and Environmental Engineering department at Rowan University initiated an effort titled Sustainability Across the Curriculum in 2008. The department received NSF RED funding in 2017 for a grant titled Revolutionizing Engineering Diversity (RevED) . The goal of this project is to revolutionize the Civil and Environmental Engineering (CEE) Department by radically increasing diversity and retention of women and Underrepresented Minority (URM) students and historically underserved groups. There are five major objectives of this grant: 1. Revise admissions criteria 2. Provide D&I (Diversity & Inclusivity) training to faculty and administrators 3. Integrate D&I concepts in core civil engineering courses 4. Mentoring programs to help retain students 5. Expose role models from industry/academia This paper addresses the changes made to Fluid Mechanics, Water Resources Engineering, Sustainable Civil and Environmental Engineering and Environmental Engineering (Water and Wastewater Treatment & Design) courses to integrate inclusive content that also focused on sustainability, global, ethical, social and racial injustices. Each course was assessed at the end of each semester to evaluate the impact of the changes on the course. Our Spring 2019 and Fall 2019 course assessments are extremely promising. Students in focus groups were also included for feedback. The assessment tools indicate that the courses are covering the concepts well

Algae Derived Biofuel

One of the most promising fuel alternatives is algae biodiesel. Algae reproduce quickly, produce oils more efficiently than crop plants, and require relatively few nutrients for growth. These nutrients can potentially be derived from inexpensive waste sources such as flue gas and wastewater, providing a mutual benefit of helping to mitigate carbon dioxide waste. Algae can also be grown on land unsuitable for agricultural purposes, eliminating competition with food sources. This project focused on cultivating select algae species under various environmental conditions to optimize oil yield. Membrane studies were also conducted to transfer carbon di-oxide more efficiently. An LCA study was also conducted to investigate the energy intensive steps in algae cultivation

Developing Multiple Strategies for an Inclusive Curriculum in Civil Engineering

This is a work in progress paper that focuses on one aspect of Rowan University’s multi-pronged efforts to increase the diversity within the Civil and Environmental Engineering Department. Diversity in this case extends beyond the traditional racial, ethnic, and sex diversity to embrace diversity in sexual orientation, gender identity and expression, and socioeconomic status among other non-visible elements of diversity. One way to increase diversity within the program is to develop an inclusive curriculum that allows students to engage actively and intentionally with diversity in ways that increase content knowledge, cognitive sophistication and empathic understanding. This work is framed in constructivist learning theory and critical pedagogy which have implications for inclusive curricula and instructional practice. Constructivist learning theory considers learning as an active process in which the learner builds conceptual understanding utilizing prior knowledge and experience and reflecting on those experiences. Critical pedagogy promotes education as a practice of freedom that builds a partnership between teachers and learners, recognizes connections between individual experiences and context, and empowers learners to consider problems that relate to their own lives in order to pose new challenges and build new understanding. This paper describes the Civil and Environmental Engineering Department’s efforts to adopt inclusive pedagogy and curricular content across several courses in the curriculum

Board # 139 : Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED)

The research project described in this paper is titled “Rethinking Engineering Diversity, Transforming Engineering Diversity (REDTED),” which is part of the National Science Foundation, Revolutionizing Engineering Department (RED) grants. The project is in its first year and therefore what is described in this paper will be a brief overview of the project and some of the work done during the first year. The proposed research is to explore how the representation of women and Underrepresented Minority (URM) students and historically underserved groups will be increased in an engineering department by deploying a multi-pronged approach. The approach includes curricular and extra-curricular reform, which is targeted at the Civil and Environmental Engineering (CEE) Department at Rowan University and includes: a) Radically changing admission standards to promote excellence; b) Enhancing the perception and understanding of diversity and equality among students, faculty and administrators to create a more inclusive environment; c) Developing Advocate and Allies Mentoring Program for first year, and transfer students; d) Transforming existing engineering curriculum of second and third year from a narrow sub-discipline based approach to a more inclusive, system-based approach; e) Enriching students’ aspirations by providing successful and diverse role models from industry and academia; and f) Developing a model for inclusion of diverse students. The study is unique in that the definition of diversity is expanded to include both visible and invisible aspects. It also takes a comprehensive approach in making engineering more appealing to a more diverse population while also making sure that the diverse students who do choose to pursue engineering find an inclusive and welcoming climate. The first year of the study has been devoted to building partnerships and developing a consistent message. In addition, surveys of students and faculty to get baseline data on the attitudes to inclusivity have also been conducted to inform the strategies to be employed. In addition, faculty workshops to begin the process of modifying the curriculum is also being conducted. In addition, the student peer mentoring program and its structure is also being developed and student workshops are being conducted to develop peer mentoring skills

Board # 63 : Algae for STEM Education

This project is an innovative initiative involving the College of Engineering at Rowan University and the Center for Aquatic Sciences (CAS) at Adventure Aquarium in Camden, New Jersey to enhance STEM education at all levels. Three other educational institutions will have a direct impact from our proposed activities. These include the Rowan College at Gloucester County (RCGC), Rowan College at Burlington County (RCBC) and the STEM Academy at Glassboro High School. The project uses algae to introduce engineering students to the Global Grand Challenges of the 21st Century with a strong focus on combining critical reflection through activities that invest in the humanities especially literary readings, sociology, environmental justice and public policy. While everyone recognizes algae as a photosynthetic organism that is ubiquitous, it is rare that that students make a connection to the prospect of this microbe playing a significant role in impacting the future of this world. The use of algae can range from biofuels, carbon sequestration, nutrient removal to use in the nutraceutical industry. The algae production facility is the backbone of CAS activities at the Adventure Aquarium as it is food for various zooplankton, filter feeders or larval fishes. Students are engaged in the scientific discovery process using both exciting hands-on activities and cyberlearning experiences that introduce chemical, mechanical, electrical engineering, civil and environmental principles such as mass and energy balances; fluid flow; work, energy, and efficiency; water quality and treatment; unit physical, chemical and biological processes; microbiology; power and electrical signal processing. The algae theme also adds to the need for an understanding of biological systems, ecosystems, pollution, alternate energy and sustainable development. A strong unique focus of this project is in combining critical reflection through activities that invest in the humanities

First-Generation College Students and Othering in Undergraduate Engineering

We have baseline data collected from a sample of all Rowan engineering students in 2015-6, and have analyzed the differences between first-generation engineering students (FGES) and non-first-generation engineering students (Non-FGES) with respect to (a) their perceptions of “otherness” in a variety of situations in engineering at Rowan (FGES do not perceive themselves as “other” in most situations); (b) their background in engineering-related subjects and extra-curricular activities in high school (FGES background differs from Non-FGES); (c) their satisfaction with various aspects of the engineering program at Rowan (there are few differences); (d) their self-confidence as engineers (there are some differences); and (e) their commitment to and belief in a future career in engineering (FGES are strongly committed to, and believe they have, a future in engineering)