Collection

2021 Northeast Section Meeting

Authors

Nancy K. DeJarnette; Ruba S. Deeb; Jani M. Pallis

). Oftentimes inschools, an attempt to focus on STEM can lead to actually ‘siloing’ science and math as separateentities. Teacher preparation, until most recently, did not include the integrated subjects ofSTEM, which was not only true at the 7-12 grade levels, but especially true at the elementaryand early childhood levels. The lack of effective teacher training for STEM content and theNGSS negatively impacts K-12 students as they lack positive engaging hands-on experiences inSTEM education that is very motivational. Prepare and Inspire [1] states that “we must inspire allstudents to learn STEM and, in the process, motivate them to pursue STEM careers.” There is adirect link between teachers’ self-efficacy in their ability to plan and facilitate

Collection

2021 Northeast Section Meeting

Authors

Shinae Jang P.E.; Sarira Motaref P.E.; Manish Roy

in enhancing students’ learning and retention.Interaction with instructors and active discussion among students were shown to improvestudents' learning and satisfaction [1]. Various strategies for achieving student engagement in theclassroom were prescribed over the years. Integrating active learning tasks and fostering apersonal connection with students in addition to facilitating the process of learning [1] wererecommended to enhance student engagement in online environment. However, implementingthese techniques is challenging in an online modality, particularly for a class with highenrollment.Making large class seems small [2] is one of the key concepts of our transition in direction usingeffective classroom skills. Having an interactive

Collection

2021 Northeast Section Meeting

Authors

Wei Wei

R EFERENCEShands-on understanding: [1] F.P. Deek and J. McHugh. Problem solving and cognitive foundations for • “A lot of code for thought assignments were given that program development: An integrated model. In Proc. of International helped reinforce understanding of concepts covered in Conference on Computer Based Learning in Science (CBLIS), pages 266–271, Nicosia, Cyprus, 2003. class.” [2] Chan E. Y. K. Lee V. C. S. Lam, M. S. W. and Y. T. Yu. Designing an • “Code for thought

Collection

2021 Northeast Section Meeting

Authors

Jay A. Weitzen; Dohn Bowden

Personal learning devices and remote labs: Applying what we learned in the pandemic to post pandemic education Jay A. Weitzen and Dohn Bowden University of Massachusetts Lowell Department of Electrical and Computer Engineering, Lowell Ma, 01824 Abstract — Prior to Covid, we were experimenting with a hybrid curriculum in which students learned to use both standardlaboratory format for our ECE labs combining classic benchtop bench equipment and the personal learning device to one totallylabs and personal learning devices utilizing the same experiments. based on the personal learning device and Zoom

Collection

2021 Northeast Section Meeting

Authors

Courtney D. Giles

including at least one Statistics course; 3 credits of computer programming; 3credits of Humanities; 3 credits of Social Sciences; 3 credits of Integrative CulminatingExperience (e.g., Capstone). In addition, students in all undergraduate degree programs wouldneed to complete a one credit first semester, first year seminar course, ultimately named CEMS-050 First Year Seminar. Although engineering programs already required first year seminar andcapstone courses prior to 2019, Computer Science B.S., Computer Science and InformationSystems B.S., Statistics B.S., Data Science B.S., and Mathematics B.S. did not.The second stage (Spring 2020 – Fall 2020) of the Core Curriculum development included theidentification of core competencies and associated

Collection

2021 Northeast Section Meeting

Authors

later as authors of their own medical cases,students integrate their medical (anatomy/physiology) and technical (materials, systems, devices) learning within curated contexts thatforce an exploration and understanding of specific social determinants. The cases also require attention to technical writing and design asthe cases blend and integrate material from across the curriculum.This work-in-progress paper will articulate how the medical case can be deployed as a pedagogy, present a specific case, anddemonstrate educational goals embedded in the case design. The paper will also provide resources for cases that specifically addresssocial determinants. The presentation/poster will provide an interactive medical case, deconstruct the case

Collection

2021 Northeast Section Meeting

Authors

Kriti Bhargava; Phillip G. Bradford; Nandor Verba

virtualized environments. 1. Use plug and play technologies that require minimum installations in setting up software and hardware platforms. This may significantly reduce the hindrance in learning. 2. Provide extensive preparatory and discussion material throughout the course to ensure adequate support is available to the students. Video recordings of the experimentation and synchronous sessions are good resources to come back to for the students. Schedule periodic support sessions and assessments to avoid gaps in understanding. 3. Adjust the curriculum to modify the component and component integration skills that the students would acquire in a virtualized

Collection

2021 Northeast Section Meeting

Authors

Dirk R. Albrecht

students, and able to be performed both at home and in a campus laboratory. A seriesof hands-on bioinstrumentation lab activities were developed to lead student exploration in basicelectrical circuits, dynamic signals, frequency filters, and amplifiers, culminating in a workingelectrocardiograph (ECG) instrument built from individual components and performingcomparably to commercial devices. Students explore their heart signals under various conditions,and add features such as heartbeat detection, sound, and light feedback. Labs require minimalresources, only an inexpensive Arduino-based electronic sensor kit (50 (student Starter USB cable 1