Collection

2012 ASEE Midwest Section Conference

Authors

Brett Meyer; Timothy Wei; David Jones; Stuart Bernstein

ConceptTo create the feeling of the instructor actually being in the distant classroom, the authorsenvisioned a full size projection of everything that was occurring at the front of thecontiguous classroom. The goal was to capture the instructor as he moved around the front ofthe room, everything being written on the whiteboard, and any content that was beingconveyed via the contiguous classroom projector, which would include the ELMO, thecomputer, or a video device. The trick was in determining the proper camera placement sothat when the instructor’s image was broadcast in the remote classroom he would appear tobe looking directly at the student(s) to whom he was speaking, as opposed to being a floatingtorso speaking vacuously to a distant room

Collection

2012 ASEE Midwest Section Conference

Authors

Clark Shaver; Crayton Caldwell; Jim Lookadoo

form of a stage-gate process. The concept of stage-gate processesare widely utilized in industry settings. This is especially true for companies that develop andlaunch new products on a regular basis. This paper reports on how the stage-gate process wasimplemented into the course sequence. The paper will also cover the lessons learned after thefirst cycle of the course sequence and the future direction of the capstone course at PittsburgState.IntroductionEngineering technology programs often employ a senior level design course(s) in theircurriculum. The objectives of these design courses vary, but the basic concept is to providestudents an opportunity to devote a relatively large portion of their time and their skill set to asingle applied

Collection

2012 ASEE Midwest Section Conference

Authors

Douglas K. Ludlow

can use the videos to review some topicscovered in the class and learn about things that are not covered in the regular lecture courses. ACKNOWLEDGEMENT I would like to acknowledge the Missouri University of Science and Technology Centerfor Educational Research & Teaching Innovation (CERTI) for their support in developing thisproject and for the CERTI grant which allowed me to spend some time developing the concept. Iwould also like to acknowledge the Missouri S&T Educational Technology (EdTech) office forthe assistance in creating the web space for the student produced videos.Proceedings of the 2012 Midwest Section Conference of the American Society for Engineering Education

Collection

2012 ASEE Midwest Section Conference

Authors

Charles Baukal; Floyd Ausburn; Lynna Ausburn

Research, 61(2), 179-211, 1991.12. S.M. Smith and P.C. Woody, Interactive effect of multimedia instruction and learning styles. Teaching of Psychology, 27(3), 220-223, 2000.13. L.P. Rieber, Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318-328, 1991.14. T.N. Höffler and D. Leutner, Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738, 2007.15. H. Lin and F.M. Dwyer, The effect of static and animated visualization: A perspective of instructional effectiveness and efficiency. Educational Technology Research and Development, 58(2), 155-174, 2010.16. R.E. Mayer, M. Hegarty, S. Mayer, and J. Campbell, When static

Collection

2012 ASEE Midwest Section Conference

Authors

Adam Carberry; Daniel Bumblauskas; Alexandra Coso; Ana Torres-Ayala

., McComb, S.A., Mulkay, E.L., Oakes, W.C. (1998) ASEE Student Chapters: Perspectives on and Preparation for Higher Education. Journal of Engineering Education, 87(3), 231 - 234.Proceedings of the 2012 Midwest Section Conference of the American Society for Engineering Education 125. Chan, E., Holleran, S., & McGaughey, A. (2004) ASEE Student Chapters: Avenues for Promoting Future Engineering Educators. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, Salt Lake City, UT.6. Maynard, J., Garza, D., & Finley, C. (2000) Addressing Future Engineering