Displaying all 5 results
- Conference Session
- New Engineering Educators 4: Tips and Tools
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Nathan John Washuta P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Emily Kate Bierman, The Citadel; Patrick Bass, The Citadel; Jason Howison, The Citadel; James Righter, The Citadel
- Tagged Divisions
- New Engineering Educators
terminology when students learnsketching and a handout on proper layout of engineering drawings. Future iterations of thisworkbook will likely include more reference material, such as a syllabus, directions for signingup for the flipped classroom video service, and rubrics that explain grading point deductions ingreater detail.Thermal-Fluids Course Sequence The thermal-fluids course sequence at The Citadel is taught as Thermal-Fluids I and IIrather than separate Thermodynamics and Fluid Mechanics courses. Students typically take bothof these courses during their junior year of study. This course sequence is largely taught viatraditional lecture, with daily example problems solved in class by the instructor to demonstratethe problem solving
- Conference Session
- New Engineering Educators 1: Learning Aids
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Lawrence Angrave, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana-Champaign; Zhilin Zhang, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; David Mussulman, University of Illinois at Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana-Champaign; Robert Thomas Baird, University of Illinois Center for Innovation in Teaching and Learning; Hongye Liu, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Maryalice S. Wu; Rob Kooper, NCSA / University of Illinois at Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
Paper ID #29904Improving student accessibility, equity, course performance, and labskills: How introduction of ClassTranscribe is changing engineeringeducation at the University of IllinoisProf. Lawrence Angrave, University of Illinois at Urbana-Champaign Lawrence Angrave is an award winning Fellow and Teaching Professor at the department of computer sci- ence at the University of Illinois at Urbana-Champaign (UIUC). His interests include (but are not limited to) joyful teaching, empirically-sound educational research, campus and online courses, computer sci- ence, unlocking the potential of underrepresented minorities
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Timothy Aaron Wood, The Citadel; Dan D. Nale; Ryan Kent Giles P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
development, areas of greatest mastery and greatest confusion, andcommunicate their understanding to the instructor. A literature review of both homeworkstrategies and classroom assessment techniques shows the development of the dual-submission-with-reflection homework methodology. The instructors administer the methodology throughsyllabus explanations, coversheet templates, and online learning management systems.Instructors discuss the effectiveness, benefits, and drawbacks of the methodology. Results fromstudent surveys illustrate the effectiveness of each component of the dual-submission-with-reflection homework methodology.KeywordsHomework, Instructor Perspectives, Student PerspectivesIntroductionHomework in engineering courses serves many
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Ashish D. Borgaonkar, New Jersey Institute of Technology; Christina Marie Zambrano-Varghese, Rutgers University-Newark; Jaskirat Sodhi, New Jersey Institute of Technology; Swapnil Moon
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
more severe. Onecurrent type of violation is contract cheating, first coined by Lancaster and Clarke in 2006, whichinvolves paying a third-party to complete an assignment instead of the student enrolled in theclass [4]. Some researchers have even discovered “ghost students,” in which a fee is paid foranother person or company to enroll in an online course for an entire semester on behalf ofsomeone else [5]. Even though contract cheating and ghost-students are extremely severeviolations because of the awareness of the deviousness of the act, the underlying motivations forthese types of violations often reflect the same causes as other forms of academic integrityviolations [4].Students have cited a variety of motivations for engaging in academic
- Conference Session
- New Engineering Educators 3 - Grading: Grate or Great
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer Pascal, University of Connecticut; Troy J. Vogel, University of Notre Dame; Kristina Wagstrom, University of Connecticut
- Tagged Divisions
- New Engineering Educators
the expectations of the specifications grading conveyed by the course syllabus and by the instructors? 2. Did you feel confident about where you stood in terms of progress towards earning your intended grade throughout the course? 3. Based on the specifications grading scheme for this course, what final grade do you expect to earn? 4. What do you think were the strengths of the grading approach for this course? Why? 5. What do you think were the weaknesses of the grading approach for this course? Why?The responses for the first three questions are given in Figures 1, 2, and 3. The majority (85%) ofthe students felt that the specifications grading scheme was transparent and communicatedeffectively. All of the students