Collection

2018 ASEE Midwest Section Conference

Authors

Molly McVey

aninstructor-provided problem statement and problem illustration. The student had specific placeson the page to: a) gather information, b) organize their approach, c) sketch the system, d) analyzethe problem symbolically, e) solve the problem with numbers, f) report final numerical answers,and g) reflect on the answer. Parts a, b, and c together were worth 2/10 points. Part d was worth4/10 points, part e was worth 3.5/10 points, and part g was worth 0.5/10 points. To create theproblems, graduate research assistants browsed several dynamics books to understand the typicaltypes of problems used, and then created problems similar in scope and content. The homeworksolution template was designed to force students to utilize the problem-solving approach

Collection

2018 ASEE Midwest Section Conference

Authors

Muhammad Khan; Mohamed Ibrahim

instruction. The presenters have experience of implementing theseweb-based tools in instructional technology and engineering courses at Arkansas TechUniversity and will cover case studies highlighting implementation of flipped instruction incollege level courses. An important element of implementing flipped instruction in classrooms is to assess itsimpact on student learning outcomes and their self-efficacy. The self-efficacy construct is usedas a measure of students' self-judgment that reflects what students believe they can do with theskills they possess. The presenters will introduce the audience to approaches that can help themdevelop instruments to measure self-efficacy of students in their flipped courses and compare theresults with lecture

Collection

2018 ASEE Midwest Section Conference

Authors

theprocess, changes in the structure of the class, and motivations behind driving this change arepresented. Student feedback on the changed format was collected by way of a survey. The surveyresponses along with a comparison of the student exam performances are also presented. Basedon the student feedback and established research findings [13], some changes to the contentadapted for blended format are already under way. The instructor feels that the flexibility indeveloping video content is a good opportunity to fix the content and seeks to continue addingnew content or make changes to reflect accumulated experience and student feedback.The course under considerationThe Electrical Circuits is an undergraduate level course at Missouri S&T

Collection

2018 ASEE Midwest Section Conference

Authors

Paul N. Runnion; Barbara J. Wilkins

activities. One activity, modified fromOn Course, asks students to track their activities on a calendar for a full week and then write abrief reflection on what they learned by looking at the calendar they created (Downing 2017).Students frequently discover that they are spending a significant amount of time oninconsequential activities. Another activity asks the students to track their diet and exercise forthree days, and some of our students have discovered that they went over 24 hours without eatinganything resembling a proper meal. Since the students have made these discoveries themselves,they are far more likely to do something about it than if we had simply given them a lecture ontime management and proper nutrition.Students struggling with

Collection

2018 ASEE Midwest Section Conference

Authors

Jennifer L. Anthony; Keith L. Hohn; John R. Schlup; Chris Aiken; Christopher Frampton

hazards analysis using the hazards analysis and operability(HAZOP) approach. This is a common methodology used in the industry to identify the risksassociated with the process and evaluate if they are mitigated appropriately.Evaluation of Impact of Industrial-Academic CollaborationTwo measures were collected to evaluate the impact of the use of Cargill safety courses in ChE571. The first was a survey of students that had them reflect on their motivation, anxiety, andability to complete various tasks related to process design and process safety. The survey alsoasked for their opinion on the importance of safety at the industrial level. The second assessmentmethod was to compare student scores on their design reports. Students complete three

Collection

2018 ASEE Midwest Section Conference

Authors

Molly McVey

, higher achievement of learning outcomes, and a morehighly satisfied instructional team. Future work includes the analysis of learning outcomes onexam 4, and the development of new modules to more clearly address concepts that weredifficult for students.AcknowledgementsThis material is based upon work supported by th National Science Foundation under GrantNumber DUE1525775. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.ReferencesFelder, R. M., D. R. Woods, J. E. Stice and A. Rugarcia (2000). "The future of engineeringeducation II. Teaching methods that work." Chemical Engineering Education 34(1): 26-39

Collection

2018 ASEE Midwest Section Conference

Authors

Edgar C. Clausen; James T. McAllister

progress of the course throughout the semester Periodically update course content to reflect evolving technology Relate curriculum to real life problems and to current events Draw on personal experience and use student examples for practical applications Provide suitable activities that appeal to each learning style Understand personal learning style Encourage class participation Use active or cooperative learning after careful planningReaching Students in Large Classes: A Seminar/DiscussionIn February, 2018, U of A faculty gathered for a seminar/discussion on how to better reachstudents in larger classes, sponsored by the U of A Teaching Support Center. The format for theevent was a short presentation by the moderator, the lead author in this