Collection

2016 Rocky Mountain Section Conference

Authors

Jason C. Ganley

2016 ASEE Rocky Mountain Section Conference Enhanced Experiential Learning in the Unit Operations Laboratory Jason C. Ganley Colorado School of Mines, Department of Chemical and Biological EngineeringAbstractIn most Chemical Engineering departments, the Unit Operations Laboratory is used to deliverhands-on experience with experimental equipment to students that have completed junior-leveltransport phenomena lecture courses (Fluid Mechanics, Heat Transfer, and Mass Transfer). Atthe Colorado School of Mines, this laboratory is delivered as an intensive six-week summercourse. Students work in teams on a variety of

Collection

2016 Rocky Mountain Section Conference

Authors

Reza Kamali-Sarvestani; Ephraim Nielson; Jared Laufiso

2016 ASEE Rocky Mountain Section Conference Engaging Students in Circuit Theory Laboratory Course by Incorporating Advanced Techniques in Directed Metallization and Student- Based Component Design Reza Kamali-Sarvestani, Ephraim Nielson, and Jared Laufiso Department of Computer Science and Engineering, Utah Valley University, Orem UtahAbstractStudent learning and knowledge is directly related to the engagement and active participation inthe classroom. Moreover, retention has been shown to increase for students who practically usetheir theory studies. This creates a need for students to have more practical applications ofmaterials learned and knowledge of

Collection

2016 Rocky Mountain Section Conference

Authors

Jing Guo; Kathy Kasley; John M. Santiago

2016 ASEE Rocky Mountain Section Conference The Challenges of Teaching Engineering Labs Online Dr. Jing Guo, Dr. Kathy Kasley, and Dr. John Santiago College of Engineering, Colorado Technical UniversityAbstractThe paper presents the Engineering Department’s development and the pilot delivery of anonline laboratory experience to support the electrical and computer engineering online deliveryof a previously on campus course, “EE110: Introduction to Engineering”. The most significantchallenges in support of students in the construction, debug, and measurement of circuitparameters include the following: (1) replacing face-to-face interaction with both the

Collection

2016 Rocky Mountain Section Conference

Authors

Dina Battaglia; Krishna Sampigethaya; Akhan Almagambetov; Mehran Andalibi; Tyrone Groh; Kaela Martin; Matt Pavlina; Sam Siewert; Anne Boettcher

electrical engineering program investigated the impact of research, whenintroduced across both class and lab sections of the same course. Students in a freshman-leveldigital circuits design class, which was historically biased to electrical and computer engineering(EE/CE) majors, served as study participants. Since over 85% of the students enrolled in thecourse were aerospace and mechanical engineers (AE/ME), we wanted to observe whether thestudents connected disparate EE/CE laboratory topics to real-world AE/ME applications(problem-based learning) after writing a substantial research paper on a topic of their choosing,within the broad category of aircraft control systems and design. Table I – Average of the Responses to the Extra Questionnaire

Collection

2016 Rocky Mountain Section Conference

Authors

Jackson J. Graham; Randy C. Hurd; Tadd T. Truscott

, we designed aninstructional laboratory to study two-dimensional conduction. The experimental apparatusconsists of a thin sheet of copper wired with an array of thermocouples and paired withtemperature-controlled circulating baths capable of creating temperature differences across thesurface. The system is operated with a LabVIEW VI to provide a temporal visualization oftemperature over the surface. The exercise provides students with a chance to visualize andsolidify fundamental principles while also strengthening related concepts such as the importanceof experimental validation, error and uncertainty calculation and the power of numerical tools.Keywordstwo-dimensional conduction, heat transfer, numerical methodsIntroductionThe lab

Collection

2016 Rocky Mountain Section Conference

Authors

Hugh Smith

).These students have had a minimum of four quarters of required programming courses. Thisincludes CS1-CS3 where they learn C or Python and then Java. They are also required to take aSystems Programming course where they learn to use Unix systems calls similar to the SocketsAPI.Cal Poly is on a 10-week quarter system. The computer networking course consists of 3-hoursof lecture per week and 3-hours of lab. In the lecture we cover the major aspects of the protocolstack layers 1-4. The lab component of the course is similar to an Electrical Engineering lab.The lab is held in the Cal Poly Advanced Networking Laboratory. This laboratory has 15workbenches. Each workbench consists of multiple PCs, switches and routers. The students aregiven a lab

Collection

2016 Rocky Mountain Section Conference

Authors

John M. Santiago; Jing Guo

solve a particular homework problem before the chat session. These sessions should bereserved for addressing student questions based on the weekly online multimedia content,required readings or hands-on laboratory experiments or simulation exercise. The primary intentof the chat session is to provide more practice in showing students how to solve more problemswhile addressing student questions.Before the chat session, the instructor can set up a discussion board where students can submittheir questions. Other students can answer these questions as well and earn points toward aleaderboard providing incentives such as reducing the number of assignments that they need todo or earning extra credit points. The chat sessions are primarily student

Collection

2016 Rocky Mountain Section Conference

Authors

Keith E. Holbert

following questions and answer options.Part 1: Student Evaluation of the Course Response Options1. Textbook/supplementary material in support of the course.2. Value of assigned homework in support of course topics. 5. Very good3. Value of laboratory assignments/projects in support of the course topics. 4. Good4. Reasonableness of exams and quizzes in covering course material. 3. Fair5. Weight given to labs or projects, relative to exams and quizzes. 2. Poor6. Weight given to homework assignments, relative to exams and quizzes. 0. Not applicable7. Definition and application of criteria for grading.Part 2: Student Evaluation of Instructor

Collection

2016 Rocky Mountain Section Conference

Authors

Jeffrey S. Bates; Taylor D. Sparks

assigned to strongly agree. Therefore, results were collected and reportedbased on the numerical average.Student comments were collected from course evaluations as well from conversations that tookplace after the course was completed. Not all students provided comments related to the class.Teaching Methods and AssignmentsIn addition to teaching innovation in this course, we also explored alternative methods ofinstruction. We focused on increasing student engagement in the course. One way we did thatwas to introduce the students to a variety of experiential learning methods. For example, ourcourse was taught at the same time as the on-campus farmers market, allowing us to use it as anon-campus learning laboratory. Patrons and vendors were used in