Collection

2020 ASEE North Central Section conference

Authors

Chandika Annasiwatta, Muskingum University; Sandra Soto-Caban, Muskingum University

implementation of adual-purpose, cost effective, educational laboratory test apparatus. Students have the task ofdesigning an apparatus that can be used as a bending test apparatus to determine the Modulus ofRupture (MOR) and a compression test apparatus to determine the compressive strength of amaterial. The device should be able to easily convert between the two configurations. Duringthis project, students will also satisfy the writing unit requirement of the General Educationcurriculum of the Institution.This project aimed to facilitate student learning through self-learning team activity. Throughoutthe project execution period, students apply their knowledge in hands-on activity, develop theirtechnical writing and documentation skills, and gain

Collection

2020 ASEE North Central Section conference

Authors

Deanna H Matthews, Carnegie Mellon University; Shuchen Cong, Carnegie Mellon University

making and technical writing, three technology-policy electives, and a three course capstone series. The first course in the series providesstudents with highly scaffolded assignments to practice skills learned in both our program andtheir technical programs while also learning project management skills. The last two courses arethe EPP Projects course where students work to structure and solve a large complex problemwith multiple dimensions in an interdisciplinary group. The EPP Projects course is taken inaddition to the design requirement course of the traditional engineering program. All EPPstudents take the EPP Projects course twice, typically once in the Junior year and once in theSenior year, or twice during Senior year. Each EPP Project is

Collection

2020 ASEE North Central Section conference

Authors

Nicole L Kamm, The University of Toledo

: thestudents involved, their classroom peers, the instructor of the course, the department, college,and university where it is occurring. On a large scale, the integrity of the institution ischallenged by graduates who have not learned the techniques of their discipline, but rather,have simply cheated their way through. The employers that hire the graduates receive aproduct that is second rate. Eventually, it can affect the public perception of the institutionwhen graduates boast that their education was easy and they could fraudulently pass their waythrough. For the instructor, it presents a dilemma of whether the cheating should bechallenged, which requires extra time and effort (as outlined in the remainder of this paper) orwhether the easier way

Collection

2020 ASEE North Central Section conference

Authors

Sanish Rai, West Virginia University Institute of Technology

it immediately thus not causing grading bottlenecks at theend of the lab. Furthermore, the implementation of approaches such as peer-programming couldreduce the grading time using this method significantly.ConclusionIn this work, immediate one-on-one grading feedback methodology was implemented inIntroductory computer science programming labs. The method showed improved experience instudent's programming learning and communication skills compared with the traditional methodof grading and writing comments online for students to receive at a later time. This method allowedstudents to reflect immediately on their code and improve it, as well as learn better ways of writingcode. Students also practiced communicating their source code and

Collection

2020 ASEE North Central Section conference

Authors

Craig J. Gunn, Michigan State University

have creative skill and to get the attention of the students involves simpledrawing periods where students are asked to draw anything that comes to their minds at amoment’s notice. Usually the faster the better because they don’t have to fall into the feeling thateverything must be perfect. It really shocks the class to see all the material that is produced bytheir “creative” peers. Students are then asked to write a piece of poetry on a topic of theirchoice. If help is needed, they are given ample examples of verse that they could mimic orinvestigated. If asked why this exercise has any value to them as engineers, it is easy to respond.Investigating text helps one to look in a different way at what you want or need to say. Taking atopic and

Collection

2020 ASEE North Central Section conference

Authors

Raghu Echempati P.E., Kettering University

original thinking and self-confidence in students to carry their own projectideas. Faculty-guided student research projects also help some students to pursue higher studiesin their chosen discipline.Students taking the capstone classes are also expected to communicate their work effectively notonly to peers in the classroom, but also to audience in others disciplines and perhaps to thecommunity they live in. For this, they have to understand how to use appropriate and relevantcontent to develop and explore ideas in writing [3]. In the final project report and/or in thepresentation, students must be able to (i) display skills at many levels: sentence, paragraph, andin the entire essay; (ii) use evidence to support a claim in an academic argument

Collection

2020 ASEE North Central Section conference

Authors

Ahmed Ammar, Ohio Northern University; Heath Joseph LeBlanc, Ohio Northern University; Muhammad Ajmal Khan, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University

the collaborative experience can support peer learning,whereas other times a divide-and-conquer approach is adopted, and each student completes only aportion of the laboratory activities. The latter approach often leads to students specializing in asubset of the core skills and competencies that are intended to be developed in the laboratorycourse.One approach to encourage all students to develop the core skills desired for the laboratory courseis to include a laboratory final exam as part of the course, which comprehensively assesses thedifferent skills and knowledge competencies intended for the laboratory course. In laboratorycourses with several sections and different instructors, it can be challenging to ensure consistencyin the

Collection

2020 ASEE North Central Section conference

Authors

Ron Averill, Michigan State University; Geoffrey Recktenwald, Michigan State University; Sara Roccabianca, Michigan State University; Ricardo Mejia-Alvarez, Michigan State University

on interpreting the attemptsof students to write something meaningful regarding the approach to solving a problem of thistype.The opposite approach is used in the SMART Assessment model, where the expectation is thatmost students (those earning a grade of C or better) should be capable of earning at least 80% ofthe available points on the exam by solving most of the problems completely and correctly,according to the rubric in Table 1. The other 20% (or so) of the credit can be reserved for whatwe call “challenge problems,” which require a more complicated solution process involvingmultiple steps and multiple concepts. But even for the challenge problems, a complete andcorrect solution is required to receive credit.When the grading rubric is