Conference Session

Remote and Network-based Laboratories

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alexander A. Kist, University of Southern Queensland; Andrew Douglas Maxwell, University of Southern Queensland; Peter D. Gibbings

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

flexibility in understanding the concept and application of remote access laboratories. If alearning experience can be created in which the learner takes part in an event or events thatconnect with their understanding of relevant information, concepts or ideas (propositions), via anonline or remote interface, this can be seen to constitute a remote access laboratory.Barak11 derives four principles from behavioural, cognitive and social learning theory whichunderpin the effective design and use of ICT-based lab work, i.e.• “learning is contextual• learning is an active process• learning is a social process• reflective practice plays a central role in learning” (pp. 122-123).These principals are not discipline specific and have to

Conference Session

Improving the Pedagogy of Laboratory Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tomas Estrada, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, instructors use documents or handouts from previoussemesters without making any significant changes to them. Over time, however, these documentsmay become obsolete, particularly if there have been changes in the actual laboratory equipmentthat were not reflected in the original document. It may therefore be necessary to periodicallyrevise these documents and make sure they are consistent with the most updated version of theexperiment. Additionally, particularly in the case of introductory laboratory experiences , thereare instances when the document may include all the necessary information, but students onlyskim the document prior to coming to lab. To address this, it may be necessary to either spendextra time reviewing the document with the

Conference Session

Improving the Pedagogy of Laboratory Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; William Marshall, Alief Independent School District

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

others. Some departmentshave much more discretionary funds than others”. 6 While substantial amounts of facultytime and effort were required for curriculum revisions, historically lecture and theorybased courses, have been dramatically upgraded to reflect the concepts and skill sets needby today’s graduates.OutcomesPretesting identified little difference between those students who took the lecture onlycourse and those who also took the course with a laboratory component. Quantifiablecomparisons from those with the lab component show a substantial increase in quiz/testscores, and final course grades. In addition, the laboratory sessions served as a classroomassessment technique providing real time validation of the problem solving pedagogy

Conference Session

Innovative Uses of Technology and Techniques for Laboratory Exercises

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ghassan T. Ibrahim, Bloomsburg University; Aaron J. Homiak, Geisinger Health System; Alexander Hallden-Abberton, Bloomsburg University; John R. Pulaski

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

-conceptStudents’ Response and evaluationAt the end of the course, a student survey was conducted to evaluate the educational outcomes ofthe project. The survey included the following questions: 1. How did the senior design project (SDP) reflect on your learning process? 2. How did the SDP reflect on you ability to reason and make quick intelligent decisions considering the time constraint imposed? 3. Did the SDP provide a venue to expand your learning and apply the knowledge gained in the program to solve real world problems? 4. Was the short time constraint imposed a motivating challenging experience 5. Did the PDR and CDR report writing and presentation has added value to the SDP learning outcome 6. How well

Conference Session

Improving the Pedagogy of Laboratory Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sujatha J., Mission10X, Wipro Technologies; Rajshri Jobanputra

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

members c. Ensuring the evaluation of both individual as well as group performance d. Offering students the opportunity to evaluate the effectiveness of their own group e. Giving formative feedback on how each member of the group is performingFurther, in order to facilitate the implementation of such an effective group-work, a format of asession plan was offered to the faculty members that helped them to reflect and develop ideas onevery aspect of their session like methodology of teaching-learning, role of faculty, involvementof learners and learning outcomes achieved. In particular, incorporating active learningstrategies like “effective questioning”, “group discussion”, “debate” etc as a part of theexecution

Conference Session

Laboratory Exercises for Energy, Power, and Industrial Applications

Collection

2012 ASEE Annual Conference & Exposition

Authors

David S. Ochs, Kansas State University; Ruth Douglas Miller, Kansas State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

outlineEvery lab except numbers 2 and 11 were completed by three undergraduate students and onegraduate student during the fall 2011 semester. Those labs, with the exception of Lab 5, werealso completed by another undergraduate student during the summer of 2011. Feedback wastaken directly from the students as they worked through the lab experiments and the labs wereadjusted based on that. Those changes are reflected in the sample labs presented below.Anonymous feedback was also collected as part of end-of-semester evaluations and is presentedbelow. Each lab is divided into Pre-Lab and Lab Exercises sections. The Pre-Lab parts consist ofmultiple choice or short answer questions designed to get students thinking about what they’ll bedoing in the lab

Conference Session

Laboratory Experiences with Thermal and Chemical Systems and Sensors

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hosni I. Abu-Mulaweh, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

apparatus is a challenge due to typical budgetarylimitations. In addition, the apparatus designed by companies specializing in educationequipment may not exactly reflect the educational objective intended by the faculty. Theseobstacles had forced us to seek and search different venues to acquire experimental laboratoryapparatus for demonstrating heat transfer principles. We concluded that such an apparatus can bedesigned, developed and constructed “in house” within a manageable budget. This can besuccessfully accomplished by taking advantage of the capstone senior design project andASHRAE Undergraduate Senior Project Grant Program. The purpose of this ASHRAE’sprogram is to fund equipment for undergraduate engineering senior projects on ASHRAE

Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sushil K. Chaturvedi, Old Dominion University; Jaewan Yoon, Old Dominion University; Rick McKenzie, Old Dominion University; Petros J. Katsioloudis, Old Dominion University; Hector M. Garcia, Old Dominion University; Shuo Ren, Old Dominion University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Conference Session

Improving the Pedagogy of Laboratory Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

exemplar and control sections. Questions concerning the presenceof an example (questions 6, 8, 9, and 11) are slightly reworded to reflect the difference betweenexemplar and control sections.A Likert scale with an even number of levels was chosen to avoid a neutral rating and studentshad to either indicate agreement or disagreement with the statements. Students used thefollowing scale to score their agreement or disagreement with the statements: 1. Strongly Disagree 2. Disagree 3. Somewhat Disagree 4. Somewhat Agree 5. Agree 6. Strongly AgreeStudent comments regarding each statement provided insight into how students from each group(control and exemplar) viewed the opportunity to have an exemplar in the context of their