Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Richard A. Coffman, University of Arkansas

Tagged Divisions

Liberal Education/Engineering & Society

, outside of an English Composition or a Technical Communication course, these skillsare seldom directly addressed. Often the course subject matter, specifically in undergraduateengineering courses, dictate what is covered, and little additional time is available to discussthese topics. Even in graduate school, students may not begin writing until they have finishedtheir course work and have begun working on their thesis or dissertation.In Spring 2010, a graduate level course was offered and in this course, a writing componentcomprised a significant portion of their overall grade. Students wrote a state-of-the-art reviewpaper based on one of the course topics. Students also served as peer reviewers, submitted theirarticle to a journal, and

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine Kuder, Seattle University; Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Civil Engineering

. Page 22.820.1 c American Society for Engineering Education, 2011 Implementing Peer-Reviews in Civil Engineering LaboratoriesAbstractABET 2009-10 criterion 3 requires that all engineering graduates demonstrate an ability tocommunicate effectively at the time of graduation (criterion g of a-k outcomes). Technicalcommunication is a critical skill for Civil Engineering students to achieve. However,incorporating technical writing in many engineering courses is difficult. At Seattle University,laboratory reports are used to teach technical writing skills. Unfortunately, students often preparetheir reports at the last minute, rather than devoting the time necessary to compose and edit theirwriting. When the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

Tagged Topics

NSF Grantees

AC 2011-1781: WRITING EFFECTIVE EVALUATION AND DISSEMINA-TION/DIFFUSION PLANSThomas A. Litzinger, Pennsylvania State University, University Park Dr. Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Edu- cation and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He teaches and conducts research in the areas of combustion and thermal sciences. He is an Associate Editor of Advances in Engineering Education and a Fellow of ASEE.Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Morteza Sameei, Houston Community College Northeast

Tagged Divisions

Engineering Technology

, aconcept mapping activity was used in order to channel the peer-to-peer interaction towards aframework of knowledge and skills transfer. A concept map is a spatial representation ofconcepts and their interrelationships that is intended to visually represent the structuralknowledge that a learner has stored in long-term memory6-7. The process of building a conceptmap engages the learner with the content and is considered an active learning strategy. A numberof concept mapping software applications are readily available that have also been used for thisproject. By incorporating CMaps with the peer-to-peer mentorship program, we sought to createstudents with increased capacity to engage in real world problem solving, increased writing andoral

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

slightly aware that someone is going to have to mark their work and Idid witness some students think about how they lay it out and are aware they will lose marksfor insufficient working. So hopefully this ended in them constructing better answers in testsand exams.” “The student learning did improve as a result of peer marking exercise as it allows them toknow how others think”. “It forces the students to grasp the material at early stage of (the) course which results inbetter understanding of the course.” “I marked (a) few exams and found that most of the students did write the UNITS of thequantities in (their) solution. It was definitely due to peer-marking exercise.” “I think peer marking exercise is a good practice to do and it adds an

Conference Session

Innovations in Design within BME Curricula

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Goldberg, University of North Carolina, Chapel Hill; Kevin Caves, Duke University; Julie A. Reynolds, Duke University

Tagged Divisions

Biomedical

, we first designed a rubric that would help students understand theexpectations for each section of the final report. We also imposed frequent deadlines for sectionsof the report to keep students engaged with their writing. To minimize the burden for the coursefaculty, we conducted several in-class “writer’s workshops” in which students learned what wasexpected for each section of the report. Based on these workshops, students then peer reviewedeach other’s writing. Finally, we implemented more efficient methods of providing feedback onwriting, such as using digitally-recorded audio feedback.As a result of these strategies, the quality of writing in the final reports has improvedsignificantly. Feedback from students indicates that they

Conference Session

Engineering Ethics Issues Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

clicking for online advertising. There were two educational projects. The firstexamined belief revision through animated sequences using cases from I, Robot. The secondwas a web tutorial for novice users on machine learning in music recommendation systems. Thisproject ultimately formed the basis for one student‟s thesis work on human interfaces for musicrecommendation systems. Finally, seven students chose to write their own words of fiction.Students were allowed to write fiction in their native language so peer-review was used to betterevaluate the creative works. Technical topics addressed included: 1) Turing Tests and anexamination of intelligence, cognition and consciousness, 2) the limits of knowledge and logic:How much can we know? 3) belief

Conference Session

General Topics in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; John A. Nychka, University of Alberta; Roger Graves, University of Alberta

Tagged Divisions

Graduate Studies

story in the form of a journal paper. 4. Publishing in a large and productive research group: the human element of collaboration.Writing Studies Research First, writing studies research reveals that students learn to write in a social context 3,4. Theirsocial groups include relationships with advisors, research groups, peer writing groups, anddepartmental activities 5,6. Putting students in writing groups, where they give each otherfeedback, can substantially reduce the strain on both the student and the advisor. Second, aresearch paper is a specific genre of writing, so if we think students don’t know how to write inthis style when they start, we are right, because they have never been taught to write in this newgenre 7.Teaching

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy L. Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet; Carl F. Jenks, Purdue University, Calumet

Tagged Divisions

Graduate Studies, Minorities in Engineering

research-based works. Thisproblem is also a result of student confusion on who the audience is for their writing—scholarlywriting is not addressed to the instructor but to their professional peers in the discipline.14 Mostfaculty will encourage the use of passive voice to address these issues. This avoids the firstperson problem that students fall into, and helps create the proper academic tone.Citation and Attribution of Sources and Academic HonestyThe concept of research ethics and academic honesty in regard to written submissions bygraduate students is of significant importance to all graduate faculty members. Unfortunately,many graduate students do not know or fully understand the concept of academic honesty orproper attribution of sources

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia A. Carlson, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees

model ofmanuscript submission and peer-review in the conduct of scientific inquiry.1 The pedagogicalframework draws from the “writing across the curriculum” (WAC) movement’s premise thatverbal and visual composition are an analog for thinking and that communication assignmentscan be used to mediate student learning in complex problem-solving situations.21.1 CPR Components that Enable Learning -- Four structured workspaces perform in tandemto create a rich series of activities that reflect modern pedagogical strategies for usingcommunication in the learning process. Table A summarizes these stages in a typical CPRsession. Table A: Four Structured Workspaces of CPR SEGMENT ACTIVITY

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James R. Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

-STEM Center to Texas ISD teachers. Her research interests include structural health monitoring and control, structural dynamics, earthquake engineering, and engineering education.James R. Morgan, Texas A&M University Page 22.854.1 c American Society for Engineering Education, 2011 Incorporating Technical Peer Review of Civil Engineering Student ProjectsAbstractPracticing engineers use peer review of most work products on a regular basis. While peerreview of team members and peer review of classmate’s writing and presentation has beenextensively researched, the use of student peer review of

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

learning included the ability to ―demonstrate reading,writing, listening, and speaking skills‖ (49). Employers in both industry and academic settingsconsistently rank technical ability and communication and teamwork skills as the most desireableproficiencies.16 Page 22.167.4Our Response to the ProblemPrior to organizing the Writing Support Program, some graduate students found technical writingassistance (outside of input from their faculty advisor) through the English department‘s Writingand Media Help Center35 or, in some isolated cases, by hiring an expert writing consultant orconsulting with peers. Although mostly helpful, experience with

Conference Session

Best Zone Paper Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh

Tagged Topics

Council of Sections

review for focus,cohesion, coherence, style, grammar and format chairs and co-chairs concentrate on thequality and precision of technical explanation and documentation. The peer review allows Page 22.340.10students to see, first-hand, how other students have addressed structural, content, andtechnical tasks, and requires that they address their fellow students work with maturity andclarity.With 5 reviewers for each paper, students come to appreciate and understand how differentreaders respond to their writing and how to negotiate and process multiple kinds of commentsperspectives towards and optimally effective paper. Students are also further

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan L. Hart, Saint Louis University, Parks College of Engineering

Tagged Divisions

Civil Engineering

themselves and with industrialfacilitators. During the final, the videos were anonymously assessed by their peers as to whether or not thevideos answered the initial questions posed and how useful proposed improvements were. Additionally, thegroups peer assessed themselves by dividing a limited number of points for the project among team membersand indicating why they felt each team member should be given a certain number of points for theircontributions. At the end of viewing the videos, individual students were again asked to write a reflectivepaper defining what a civil engineer was and why they wanted to pursue civil engineering as a profession.At the end of the reflective paper they were to self assess their association with that definition on

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

to the Three Gorges Dam in China. In that way, all students were required to thinkabout an international project to some degree. This was another suitable model to teach studentsabout globalization. The older Three Gorges Dam assignments were no longer available forcontent analysis as part of this research. Final Reflective EssaysIn the first part of the final essay assignment, students were required to write about oneprofessional society meeting (such as ASCE, AGC, SWE, etc.) or professional developmentactivity (such as the career fair, design expo, civil engineering graduate seminar) that they hadattended during the semester. Of these options, EWB represents the opportunity that is the mostobviously global in nature. The percentages

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint A. Moges, University of Houston; Miguel Angel Ramos, University of Houston; Victor J. Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi

Tagged Topics

NSF Grantees

AC 2011-2548: NSF GRANTEE PRESENTATION: CHALLENGES OF IM-PLEMENTING A PEER MENTORING PROGRAM TO SUPPORT STEMLEARNINGFarrokh Attarzadeh, University of Houston Farrokh Attarzedeh earned his Ph.D. in Electrical Engineering from the University of Houston in 1983. He is an associate professor in the Engineering Technology Department, College of Technology at the University of Houston. He teaches software programming and is in charge of the senior project course in the Computer Engineering Technology Program. He is a member of ASEE and has been with the University of Houston since 1983. Dr. Attarzadeh may be reached at FAttarzadeh@central.uh.eduDeniz Gurkan, University of Houston Deniz Gurkan received her B.S. (1996) and

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

AC 2011-1659: PEER-LED SUPPLEMENTAL INSTRUCTION IN AN NSFSTEP PROJECT: THE EEES EXPERIENCEColleen A. McDonough, Michigan State University Colleen A. McDonough is a graduate research assistant at the College of Engineering at Michigan State University. She is the coordinator of two component projects of a National Science Foundation grant focusing on retention issues and engaging early engineering students, and also serves as an academic advisor. McDonough earned a bachelor’s degree in sociology from William Smith College and a master’s degree in Public Administration from the University of Southern California. She is currently a third year doctoral student in the Higher, Adult and Lifelong Education program at

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Donnell, Georgia Institute of Technology; Betsy M. Aller, Western Michigan University; Michael Alley, Pennsylvania State University, University Park; April A. Kedrowicz, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

deal of debugging. Gragson tells arepresentative story of a chemistry laboratory class that was modified in an effort to promotegeneral improvement in student writing skills by offering extended instruction on report writingand better writing feedback on graded reports.9 To meet these goals, the number of projectreports was reduced from 10 to 4, and the instructors created from scratch a writing manual foruse in the course. An elaborate peer-review process was also implemented, along with a systemfor assuring that students actually performed their peer-reviewing tasks. This paper judgesstudent performance to be satisfactory, but large questions remain open; student retention of thewriting lessons was not assessed in subsequent classes or in

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Mobrand, University of Washington; Jennifer A Turns, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

their future professional lives. The ways in whichstudents attended to these dimensions of communication varied greatly between students.Introduction Strong communication skills can really make an engineer stand out among their peers, especially since engineers are known for their expertise and creativity, but lack of communication skills. Engineers that can communicate well are better collaborators, and often get more opportunities to shine, since they are usually the team member that presents work.The above quote, taken from a student portfolio, shows a recognition of the empowering natureof effective communication.In this paper we report on an exploratory study aimed at discovering the ways in whichengineering

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

course, itis also critical that students receive individual feedback to assess and improve theircommunication skills. Similar to most Senior Design courses, the VU course emphasizes teamperformance, and it has been determined that team assignments can mask communicationdeficiencies of individual students. This is especially prevalent in the area of technical writing Page 22.1135.4where the faculty advisor may not know the author of each paper section. Therefore, it isimportant to provide communication feedback to both teams and individuals.Multiple techniques are used to improve the consistency of faculty technical communicationfeedback. First

Conference Session

Information and Network Security

Collection

2011 ASEE Annual Conference & Exposition

Authors

Edward F. Gehringer, North Carolina State University

Tagged Divisions

Computing & Information Technology

they are writing on. It gives them experience inorganizing their thoughts for their peers, which in itself can lead to gains in writing ability[3]. Writing for peers differs from writing for an “expert” audience as students normally do,because peers cannot be expected to understand the material unless it is well explained. Itteaches students to “find truth” on the Web, by making inferences based on reading multiplesources and evaluating their respective claims.While students may not immediately appreciate the pedagogical benefits of wiki textbooks,they do understand their price advantage. The idea of a free textbook has instant appeal. Ifstudents are asked to pay for a textbook, then they should reap some benefit from it

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

basic concepts in mechanics to be opened a little wider.VI. SUMMARY AND CONCLUSIONS A variety of quantitative and qualitative assessment tools are currently available withinthe PER community. Qualitatively, the current study made use of free-writing activities to assessstudent understanding of basic mechanics. Critical to the writing activities is the feedbackprovided to the students. The benefits of instructor- (as well as peer-) feedback are numerous.The instructor-student relationship is quickly fostered and enhanced. Because students are givenprompt critical and detailed feedback, they take the writing activities very seriously. Oneoutcome is the quality of the students‘ work is clearly improved. Furthermore, the writingactivities

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

April A. Kedrowicz, University of Utah; Maria Dawn Blevins, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

expectations for the assignment, and review writing consultation sections the criteria for evaluation Contemporary Students prepare a 5 minute Communication instructors provide Students deliver presentations in small groups, Issues presentation that informs their audience instruction on organization, delivery, and receive feedback from peers and the Presentation about a contemporary civil engineering visual aids, discuss expectations for the communication instructor, and have the issue

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the students with feedback on intermittentsolutions - can be especially challenging when it is hoped that students will understand andrespond to the feedback in ways that indicate learning has taken place. The aim of this study isto examine how students in a first-year engineering course perceive and respond to feedbackreceived from a Graduate Teaching Assistant (GTA) and their peers as they iterate throughmultiple drafts of their solutions to Model-Eliciting Activities (MEAs). In this paper, we reportcase findings based upon three interviews each from four students from a single team thatparticipated in the interviews following three MEAs implemented in a single semester. Findingsindicated all four students struggled with the feedback

Conference Session

Accreditation and Assessment in SE Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janet E. Burge, Miami University; Paul V. Anderson, Miami University, Ohio; Michael Carter, North Carolina State University; Gerald C. Gannod, Miami University; Mladen A. Vouk, North Carolina State University

Tagged Divisions

Software Engineering Constituent Committee

pts if some points are missing, 3 pts if the overall summary is missing or if some peer evaluation comments are not given a thoughtful response, 0 otherwise. In addition, significant point reductions may occur if any of the following are detected: 1. Use of any graphics, pictures, text without appropriate citations (the source MUST be given for any graphics used, etc.) 2. Lack of sensitivity towards the clients using the project 3. Inappropriate responses to audience questions5.3 Instructor supportsThe August 2010 workshop contained four sessions on teaching each of the fourcommunication skills—reading, writing, speaking, and teaming. These were designed tohelp project

Conference Session

Topics Related to Telecommunications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steve Hsiung, Old Dominion University; Walter F. Deal III, Old Dominion University; Lacides Agustin Osorio, Norfolk Ship Support Activity; Mathew Henderson, Tidewater Community College

Tagged Divisions

Engineering Technology

other devices to joinits network. The peer-to-peer topology also has a PAN coordinator. However, it differs from the startopology in that any device can communicate with any other device as long as they are in rangeof one another. Peer-to-peer topology allows more complex network formations to beimplemented such as a mesh networking topology. Applications such as industrial control andmonitoring, wireless sensor networks, asset and inventory tracking, intelligent agriculture, andsecurity would benefit from such a network topology. Beacons are used to synchronize the attached devices to the network to identify the PANand describe the structure of the super frames. Any device desiring to communicate during thecontention access

Conference Session

Tricks of the Trade in Teaching I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephan A. Durham, University of Colorado, Denver; Wesley Marshall, University of Colorado, Denver

Tagged Divisions

New Engineering Educators

. Stay connected with your research sponsors – New faculty member should stay connected to research sponsors even during times that no research with that sponsor is occurring. Spend time each day writing research proposals and peer-reviewed publications – This will help to maintain a steady level of writing and accomplish proposal and paper submission goals. Encourage journal writing from M.S. and Ph.D. students – The new faculty member should encourage co-writing papers with current and past M.S. and Ph.D. students. This will assist the faculty member in producing increased levels of peer-reviewed publications. If the student writes the entire article, consider

Conference Session

Professional Graduate Education and Industry

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of South Carolina; Jed S. Lyons, University of South Carolina

Tagged Divisions

College Industry Partnerships, Graduate Studies

participants indicated an expert skill level was needed in these areasand less than 5% rated these skills as non-essential.Results suggest that marketing products/processes, managing others, identifying customer needsand writing peer reviewed papers are some of the least important skills for entry-levelengineering Ph.D.s in industry. Less than 2% of participants felt that it was essential to have anexpert skill level in marketing. Over 20% of participants responded that marketingproducts/processes was not an essential skill for Ph.D.s in industry. Managing others,identifying customer needs and writing peer reviewed papers had over 10% of participantsindicating it was not an essential skill.Participants were solicited for additional essential skills to

Conference Session

Engineering Technology Design I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carlos R. Morales, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

compelling manner that can enhance education.It is also evident, the technology to create and deploy eBooks has reached a tipping point.However, there are few guiding principles for how the eBook publishing process can exist withinthe requirements for tenure track faculty to undertake the Promotion & Tenure process with itsrigorous peer review component. There is also a lack of compelling evidence for how to beststructure interactive educational activities to maximize learning across a variety of differentdevices (PC, Tablets, mobile phones).This paper presents the best practices developed by a collaboration of faculty and an eBookpublisher to best maximize learning and address the unique requirements of tenure-track facultypublishing eBooks

Conference Session

Panel on Innovative Graduate Education Concepts: Organized by the National Institute of Aerospace

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Landis, University of Pittsburgh; Melissa M. Bilec, University of Pittsburgh; Leidy Klotz, Clemson University; Annie R. Pearce, Virginia Tech

Tagged Divisions

Graduate Studies

practices and experiences in researchmethods. Unique to this distance-learning course is the incorporation of team-based activelearning activities in every lecture. In this active learning course, students learn quantitativeresearch methods by practicing the set of procedures in class. Students are expected toincorporate their research topics as examples throughout the class. Topics in research methodsinclude: defining research problems, conducting a literature review, qualitative and quantitativedata analysis, developing experimental designs, survey design, visual presentation of results,research ethics, and the process of writing a peer-reviewed journal article. The course culminatesin students’ research proposal.This paper discusses the lessons