Displaying results 31 - 60 of 126 in total
- Conference Session
- Thermal Fluid Experiment Related
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- John Michael Cotter, University of South Florida; Rasim Guldiken, University of South Florida
- Tagged Divisions
- Mechanical Engineering
students either preferred in-class active learning or were not sure for theSpring2020 semester. The percentage of students preferring online instruction increased for theSummer 2020 and Fall2020 semesters. As an example, just slightly over 50 percent of thestudents preferred in-class instruction as of the Fall2020 semester.Keywords: Active learning, In-class exercises, Fluid mechanics, Online learning exercises,1. IntroductionFluid mechanics is a core course for many, if not all, mechanical, civil, and environmentalengineering undergraduate curriculums throughout the world. However, previous studiesindicated that the students typically view the undergraduate Fluid Mechanics course(s) aschallenging, resulting in low student performance
- Conference Session
- Multidisciplinary Learning and Teaching Experiences
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Emine Celik Foust, York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania
- Tagged Divisions
- Multidisciplinary Engineering
. American c Society for Engineering Education, 2021 Investigation on Students' Educational Experience with HyFlex Instruction Model in Two Engineering CoursesAbstract Due to the COVID-19 pandemic, educators all around the world searched for effectiveways to continue teaching. Although switching to online learning seemed to be the safest andmost appropriate method at the time, the virtual setting is inadequate for providing activelearning. Hands-on learning is indispensable especially for engineering programs. In Fall 2020,synchronous online mode was augmented with HyFlex instruction for the first time. HyFlex isshort for Hybrid learning and Flexible course structure. The HyFlex
- Conference Session
- Industrial Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Enas Aref, Western Michigan University; Tycho K. Fredericks, Western Michigan University
- Tagged Divisions
- Industrial Engineering
ethicalresponsibilities and ramifications of collecting data on humans.The syllabus shown in (Table 1) lists the topics that were covered during the semester. Asdiscussed earlier, Usability as an area of knowledge overlaps with several other areas ofknowledge, therefore it was essential for students to learn about Human Factors, understandHuman Capabilities and Human error as well as being able to practice design thinking beforebeing able to test the usability of systems or products. Topics covered were drawn from sixtextbooks and references which are listed in Appendix A, the instructor chose textbooks that areavailable in the University’s e-library with full access to students. Table 1: Course Syllabus Week
- Conference Session
- Industrial Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Michael Daniel Sherwin P.E., University of Pittsburgh
- Tagged Divisions
- Industrial Engineering
an opportunity to apply both qualitative and quantitative techniques to solve realproblems facing industry sponsors. This study evaluates the effects of changes made indelivering an Industrial Engineering Capstone Design course amid the COVID-19 pandemic.Specifically, student feedback, course assessments, and performance are compared acrossmultiple semesters and analyzed for the mode of course delivery (face-to-face, hybrid, andonline) and the course design changes. Students participated in an online survey to gather theirperspectives beyond standard course evaluations and test the hypothesis that the mode ofdelivery did not influence student learning outcomes. Survey results are supplemented by courseevaluations and student performance to
- Conference Session
- Electrical and Computer Division Technical Session 8
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Marc Lichtman, University of Maryland College Park; Travis Fredrick Collins, Analog Devices, Inc.; Robin Getz, Analog Devices, Inc.
- Tagged Divisions
- Electrical and Computer
3.79 3.30 3.31 3.35 class. 5. Overall, this instructor was an 3.74 2.98 3.01 3.01 effective teacher. 6. The standards the instructor set for 0.95 1.15 1.17 1.16 students were... 7. Course guidelines were clearly 3.11 3.18 3.18 3.17 described in the syllabus. 8. The required texts (e.g., books, course packs, online resources) helped me 3.14 2.87 2.66 2.90 learn course material. 9
- Conference Session
- Microsoft Teams, Deep Learning, and Classroom Flipping
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Radian G. Belu, Southern University and Agricultural & Mechanical College; Alexandru Belu
- Tagged Divisions
- Ocean and Marine
novel engineering and management concepts wherebyequipment construction and maintenance are monitored and managed over the Internet. Remote,online and distance education has gained widespread acceptance, even there are some stillopposition and critics [12, 13]. Laboratory practicum and experimentation are considered keyengineering education components. However, hands-on approach is often minimized or evenignored for renewable energy or power engineering courses because of space requirements,safety issues, costs, and often lack of qualified teaching assistants or laboratory engineers. Overthe last decades of technological evolution of computing, computer algebra systems, multimediaand internet have enabled the development of accessible virtual
- Conference Session
- Electrical and Computer Division Technical Session 7
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yang Victoria Shao, University of Illinois Urbana-Champaign; Zuofu Cheng
- Tagged Divisions
- Electrical and Computer
. Mukhopadhyay and D.N. Pinder, “Teaching engineering electromagnetics to information and communication engineering students at Massey university” [Online]. https://www.researchgate.net/publication/228648052[3] ECE3025: Electromagnetics Course Syllabus in Georgia Tech. https://www.ece.gatech.edu/courses/course_outline/ECE3025[4] EECS 230: Electromagnetics I course in University of Michigan. https://ece.engin.umich.edu/academics/course-information/course-descriptions/eecs-230/[5] Electromagnetics and applications course in MIT. https://ocw.mit.edu/courses/electrical- engineering-and-computer-science/6-013-electromagnetics-and-applications-spring- 2009/index.htm[6] M. Olszewska-Placha et al., "Open Access CAD, EM tools, and examples for
- Conference Session
- Experiential Learning in Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Susan M. Stagg-Williams, The University of Kansas; Molly McVey, The University of Kansas; Andrew David Yancey, The University of Kansas; Akash Anand, The University of Kansas; Arthur A. Lee, The University of Kansas
- Tagged Divisions
- Chemical Engineering
assignment, participate inlaboratory activities, and then complete a post-lab assignment with their respective groupmembers. The laboratory component of the class comprises approximately 35% of the grade inthe course.Table 1 – Lecture schedule for the fall 2019 Introduction to ChemicalEngineering I course. Items in red indicate technical content. Class Lecture Topic 1 Introduction/Syllabus/What is Chemical Engineering 2 School Resources, Career Services 3 Chemical Engineering Basics / PFD 4 Introduction to Biodiesel Reaction and Calculations 5 C&PE Curriculum - Study Abroad 6 Introduction to Mass Transfer - Separations - Diffusion 7
- Conference Session
- Design Pedagogy 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Swetha Nittala, Stanford University
- Tagged Divisions
- Design in Engineering Education
platform ● Piazza - online gathering place where students can ask questions under the guidance of their instructor ● Panopto - a lecture recording, screencasting, video streaming, and video content management software ● Gradescope - an assignment organization and grading softwareResearch methodsTo address the question posed in this study, ‘How does this engineering course use a suite oftechnology-tools to engage students in hands-on learning?, two instructor interviews wereconducted and designed to explore how these educators redesigned their course around the kitand tools, and identify the ‘lessons learned’ for future implementations of courses. Asemi-structured interview protocol was developed using standardized open-ended
- Conference Session
- Systems Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cassandra M. Birrenkott, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University; Laura Ochs Pottmeyer, Carnegie Mellon University
- Tagged Divisions
- Systems Engineering
. in Engineering Mechanics from Iowa State University in 1992. His main interest areas include Computational Mechanics, Solid Mechanics, and Product Design and Development. He has taught several different courses at the undergraduate and graduate level, has over 50 publications, is co-author of one book, and has done consulting for industry in Mexico and the US. He can be reached at Karim.Muci@sdsmt.edu.Dr. Mark David Bedillion, Carnegie Mellon University Dr. Bedillion received the BS degree in 1998, the MS degree in 2001, and the PhD degree in 2005, all from the mechanical engineering department of Carnegie Mellon University. After a seven year career in the hard disk drive industry, Dr. Bedillion was on the
- Conference Session
- Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
institutionalized cruelty [25] and dominance; their needsand desires are systematically ignored and suppressed. The ways we see and imagine one anothercan be expanded to the broader institutional level; and as argued by Roberts [26] Buber’s I-Itrelations can explain the very possibility of oppression.3. Setting: Revising engineering ethics courseBackgroundAs described in the Introduction section, the original course materials were supplemented withtwo learning modules. One of the authors of this paper facilitated both sessions, each for two andhalf hours, where 14 and 10 students were enrolled in the class, in 2019 and 2020, respectively.The major difference between the two years was the mode of instruction, face-to-face in 2019and online in 2020 during
- Conference Session
- Environmental Engineering Division Technical Session 3: Teaching Environmental Engineering in the COVID-19 Era
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- David V.P. Sanchez, University of Pittsburgh; Tony Lee Kerzmann, University of Pittsburgh; Claire P. Chouinard, University of Pittsburgh; Gregg P. Kotchey, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Environmental Engineering
. The majority of the students chose to attend class online via a live Zoomvideoconference feed. A smaller portion of the students attended class in a traditional classroomusing social distancing and following the university COVID safety protocol. The students whowere in-person we able to communicate in real-time with the online students and faculty throughthe use of the classroom audio visual equipment, as shown in Figure 2. The class syllabus andrequirements for the same for students attending online and in-person. Figure 2: In-Person Classroom and Zoom Online Synchronous InstructionMethodologyA sophomore sustainability course with two sections and 92 total students (10 of which weregraduate students) was taught in the fall semester
- Conference Session
- Improving the BME Classroom on the Ground and Virtually
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura J. Perry, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Biomedical Engineering
andragogy (the practice ofteaching adult learners), industry best practices, Quality Matters, and the seven Principles forGood Practice in Undergraduate Education (adapted for hybrid learning).7 This workshop wasloosely modeled after the Quality Matters’ Designing Your Online Course Workshop.10 Duringand as a result of this RISE program the BR200 instructor with the help of his coauthors: 1. Developed a detailed BR200 course map including measurable objectives, assessment types, and a schedule overview. This included a syllabus appropriate for online and hybrid courses using a specified Syllabus Template. 2. Created engaging instructional materials and further used technology to create high quality learning experiences for students
- Conference Session
- Bringing a Different Perspective
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Josué Njock Libii, Purdue University Fort Wayne
- Tagged Divisions
- Mechanics
was studiedfor three consecutive semesters and met face to face every semester.Design of the studyThe instructor (the first author) used the syllabus to lay out the homework policies in the course[10], [12], [13]. It spelled out clearly all the dates on which homework was to be submitted forgrading. It was required that homework papers be submitted at the beginning of class. Therequired formats of its presentation and the definitions of homework that was on time,moderately late, very late, or unacceptably late were specified; so were the penalties associatedwith each type of late submission. Submitted homework was collected, graded, and returned tothe students promptly. All homework assignments were graded.There were four exams in addition to
- Conference Session
- Software Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tamaike Brown, State University of New York at Oswego; Bastian Tenbergen, State University of New York at Oswego
- Tagged Divisions
- Software Engineering Division
. The taskgiven by the instructor is of similar complexity to that which is covered as an example duringlecture. For the first four to six weeks of the syllabus, TPS activities did not occur since studentswere systematically introduced to the principles and concepts of SQA. Rather, open discussionson systems that failed were discussed as a class. As the course schedule progressed to the modulesof formal methods and justifications for engineering practices, TPS was introduced. During thisperiod all students were fully online due to the college closing down as a result of spike in COVID-19 cases. Online synchronous activities involve students participating in TPS by working collaborativelyas a group in Zoom breakout sessions on tasks that
- Conference Session
- Graduate Studies Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky
- Tagged Divisions
- Graduate Studies
other communication avenues to share announcements and opportunities.The event concluded with a discussion on topics that also constituted post-event assignments,including registering and preparing for both the career exploration symposium and themultidisciplinary introductory course (vide infra). Finally, trainees were given time to take ananonymous survey designed to evaluate the onboarding and orientation session.The fact that this session had to be held online due to COVID-19 made possible for the event tobe both broadcast and recorded. This enabled the remote synchronous attendance of internationaltrainees that had not yet traveled to the United States to begin their graduate studies due to thetravel restrictions related to the pandemic
- Conference Session
- Graduate Studies Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Thomas L. Acker, Northern Arizona University; Nena E. Bloom, Northern Arizona University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
opportunities for current students, and toopen up the pool of possible students interested in this field. Expanding educational opportunitiesby developing online delivery of wind energy graduate courses is one strategy to address muchneeded diversity in the field. Building upon the literature of previous successful consortiumdevelopment, a new replicable model for setting up a consortium was created, called the Rapidmodel, with the name reflecting the goal to implement a new consortium within one year.Researchers conducted a study to determine the effectiveness of the model, through observingprogram meetings, interviewing faculty, staff and administrators engaged in the consortiumdevelopment work, and examining course sharing outcomes. Researchers
- Conference Session
- Studies of Student Teams and Student Interactions
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ellen M. Swartz, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Stanley Shie Ng, Biola University
- Tagged Divisions
- Educational Research and Methods
model developed by the authors thatencourages students to learn and solve complex problems pertinent to current challenges facing society. Since its beginnings, the IBL model has evolved to improve upon course aspects and processes from previous course iterations [1]–[11]. IBL is currently implemented into a cardiovascular engineering course within four institutions across the United States. This model strives to emphasize freedom and responsibility to students through self-directed learning. In the course, students identify relevant societal problems, form diverse multidisciplinary, multi- institutional teams, and work collaboratively towards innovative solutions. IBL uses an online learning management system (LMS) that was designed and
- Conference Session
- Assessment in Multidisciplinary Learning Environment
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ellen M. Swartz, North Dakota State University; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Mary Pearson, North Dakota State University; Stanley Shie Ng, Biola University
- Tagged Divisions
- Multidisciplinary Engineering
student learning outcomes wascollected and assessed from the course’s online platform. To determine the effectiveness of usingthe IIS alongside Webb’s DoK as an assessment tool, multiple instructors from the institutionsinvolved reviewed student learning outcomes. The instructor reviews were then assessed tocompute inter-rater agreement scores, with instances producing the strongest agreements anddisagreements evaluated and results discussed. A post-course student survey was alsoadministered to gain insights of how the metrics were implemented for the students, of which,the results were quantified and assessed.IntroductionIn a world that is constantly advancing and facing new challenges, engineers must continuallyadapt and widen their skills to
- Conference Session
- Governance, Diplomacy, and International Comparisons in Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Daniel B. Oerther, Missouri University of Science and Technology
- Tagged Divisions
- Liberal Education/Engineering & Society
campus-wide system afterthe fifteenth week of the course. The course format includes modified mastery learning,and students were required to complete a variety of instruments to demonstrate mastery,including multi-choice vocabulary quizzes, true/false statements from the online, requiredlectures, and true/false statements from the required readings. Students whodemonstrated full mastery before the deadlines stated in the syllabus received a grade of‘C’ for the course. A buffet of optional assessments were used to assign grades tostudents above a “C”. These optional assessments included the performance of portionsof policy analysis on case studies, and reporting the results using the Pechu Kucha format(i.e., available online at: https
- Conference Session
- Engineering Management Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Yaoling Wang, University of Nebraska - Lincoln
- Tagged Divisions
- Engineering Management
regular basis to discuss the course design progress,instructional resources development, online activities, etc. that will help students achieve theirgoals.Clear communication and consistency in program policies and expectations impact studentsatisfaction in online programs. The syllabus is a critical element of a well-designed onlinecourse as it communicates course details, policies, and expectations to students [20]. The MEMDirector has created a syllabus template based on recommendations from the literature [21], [22],[23] that is used across all courses in the program. While instructor policies may vary, studentsknow where to look for that information in each course. The ID reviews the syllabus templatewith the SME and clarifies ambiguities
- Conference Session
- How We Tackled the Pandemic
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amir Karimi P.E., The University of Texas at San Antonio; Randall D. Manteufel, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio
- Tagged Divisions
- Mechanical Engineering
, mostinstructors posted the course syllabus, copies of solutions to homework assignments, quizzes, andexams, and announcements on Bb. Bb was also used for grade reporting. In some courses, Bb wasused as a tool for discussion among the students and the instructor, as it incorporates a number ofsecondary features to enhance the learning experience and pedagogy. Bb was also used to sendemail messages to entire class, or the individual students. Instructors who taught online courses usedBlackboard Collaborate Ultra (BCU) for live online lectures and for recording lectures. However,different approaches for live online lectures and recording have been considered; e.g., one of theauthors of this paper [2, 3] has been recoding his lectures on YouTube and
- Conference Session
- Capstone Design
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Geoffrey Recktenwald, Michigan State University; Danny Rubin, Rubin
- Tagged Divisions
- Mechanical Engineering
based courses. He created and co-teaches a multi-year integrated system design (ISD) project for mechanical engineering students. He is a mentor to mechanical engineering graduate teaching fellows and actively champions the adoption and use of teaching technologies.Mr. Danny Rubin, Rubin Danny Rubin is the founder of Rubin, a leading provider of online curriculum for business communication skills. Rubin, the company, provides its signature curriculum, called ”Emerge,” to engineering schools nationwide. Emerge features in-demand communication topics like email etiquette, phone etiquette, net- working, LinkedIn and more. Danny began his career as a local TV news reporter and national news consultant for NBC’s ”Meet
- Conference Session
- Construction Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yilmaz Hatipkarasulu, University of Texas at San Antonio; Guntulu S. Hatipkarasulu, Texas State University
- Tagged Divisions
- Construction Engineering
. [Online]. Available: https://www.acce-hq.org/accredited- degree-programs[18] ACCE, "Standards and Criteria for the Accreditation of Bachelors Degree - Revised 2019.10.21," American Council for Construction Education, 2019. [Online]. Available: https://www.acce-hq.org/forms-documentsAPPENDIX AFigure 2. CSM 4523 Course Syllabus – Page 1Figure 3. CSM 4523 Course Syllabus – Page 2Figure 4. CSM 3143 Course Syllabus – Page 1Figure 5. CSM 3143 Course Syllabus – Page 2
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tawfik Elshehabi, University of Wyoming
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
evaluation and the online discussionboard, in addition to my classroom observations.Results and DiscussionAfter presenting my visual teaching and assessment philosophy, students were asked to completea three-question survey and engage in an online discussion about teaching philosophy andsyllabus. Overall, the results show my students’ satisfaction with my teaching philosophy. Figure3 depicts that 82.8% of the students strongly agree that the course syllabus, including myteaching and assessment philosophy, is clear, helpful, and matches student expectations. Notably,98.9% of the students agree and strongly agree with this course syllabus statement. Figure 3 The results of the first survey Likert question about the course syllabus and the clear
- Conference Session
- Industrial Engineering Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Bosman, Purdue University at West Lafayette; Ebisa Wollega, Colorado State University - Pueblo; Usman Naeem
- Tagged Divisions
- Industrial Engineering
is described as a mixture of online and face-to-face learning componentswhereby students can choose to complete any part of course face-to-face, online synchronous, oronline asynchronous [1]. From an instructional perspective, the course design typically is offeredas a face-to-face class meeting combined with a video-conferencing system (whereby the classmeeting is recorded); this provides students the option to attend in person, participate online, or 1engage with the recorded content outside the class meeting [2]. This type of course design allowsstudents the most flexibility as it relates time and learning mode, which is ideal for students whoneed to optimize work-life balance (e.g., work
- Conference Session
- Multidisciplinary Experiences: Teaching in a Pandemic
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Iftekhar Ibne Basith, Sam Houston State University; Raisa Sara; ABM Rezbaul Islam, Sam Houston State University; Khalid M. Khan, Sam Houston State University; Rasheda Rasheda Sultana, Sam Huston State University
- Tagged Divisions
- Multidisciplinary Engineering
. We attempt to share our key findings, which may benefit othereducators and help them adopt alternative instructional approaches in other institutions.Instructional challenges in a wide variety of courses such as Digital Electronics, IndustrialRobotics, Programmable Logic Controller (PLC), Software Engineering, System Modeling,Epidemiology, Human Diseases, Environmental Health, and Intermediate Business Analysis weremitigated using alternative or modified approaches. Hands-on and in-person learning activities(e.g., laboratory experiments and data analysis) were substituted by innovative strategies such asonline exercises via simulation, statistical software, enhanced use of audiovisual tools, andsynchronous and asynchronous online
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin
- Tagged Topics
- NSF Grantees Poster Session
ofinstructor disposition, lack of time to restructure courses, expectation of syllabus coverage, largeclass size/room inadequate, teaching-centered tradition, and a lack of incentives/rewards [25, p.970]. A corresponding summary has yet to be established for online instruction. Therefore, we explore the following research questions: RQ1: What barriers do instructors expect to experience when adopting active learning in online instruction? RQ2: How do the barriers instructors expect to experience when adopting active learning in online instruction differ from those for in-person instruction? We recruited instructors who used or planned to use active learning in teaching a STEMcourse for first- and/or second-year
- Conference Session
- TELPhE Division Technical Session 2: The Broadening Face of Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
, statements on inclusion and accessibilityshould be carefully examined to review language, tone, and scope, thereby working to avoid‘othering’ students or making them feel that they don’t belong [63].In fall 2020 I took special care with my syllabus and course policies in my first-year introductoryengineering course. Unlike a normal semester, the course was entirely online. It was intended tobe synchronous, but a few students were across the world making the lecture time challenging. Icarefully explained the purpose of office hours and encouraged students to attend for bothcourse-related and general questions. Due to COVID all office hours were online. Students weregiven an opportunity to earn extra credit the first time they visited me during office
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University
- Tagged Topics
- NSF Grantees Poster Session
gained by students who successfully completed AM coursework. The unit of analysis was a syllabus from an individual course. All occupational completion points, student performance outcomes, or standards and/or certifications covered in the material were be analyzed through an iterative process using a codebook derived from the Department of Labor Advanced Manufacturing Competency Models [13, 14]. Researchers also used established instruments to measure the extent to which the new professionals report entrepreneurial and intrapreneurial intentions [15, 16, 17]. In addition to deriving areas of strong and weak alignment, the researchers calculated the extent of match between the syllabi and the standards. The team employed our