Collection

AEE Journal

Authors

Jung-Hoon Sul; Zhongxiao Peng; Nicole Kessissoglou

Implementation of Blended Learning for a Large Size ­Engineering Mechanics Courseteaching staff have been reported in the literature. A large sized class makes it more difficult forteaching staff to elicit student engagement and to monitor students’ understanding of the coursecontent (Gibbs, 1992; Gibbs & Jenkins, 1992). In addition, a large class size tends to cause adminis-trative burden associated with delivering traditionally invigilated exams, running laboratory classesand marking (Gibbs & Jenkins, 1992; Biggs & Tang, 2011; Vista et al., 2015). University educatorshave been actively developing more effective and flexible delivery models to provide students withaccess to quality learning

Collection

AEE Journal

Authors

Martha Liliana Torres-Barreto; Ginna Paola Castro Castaño; Mileidy Alvarez Melgarejo

Santander, in Colombia. 30 groups of studentswere built-on. There was at least 1 student from each one of the 4 different courses integrated inthis project. These courses were: Managerial Issues I and II, Entrepreneurship and Human Resources.They were all exposed to our proposed model: a learning exercise based on challenges, by meansof which they had to propose a solution to a real problem involving technical competences of thecareer, as well as non-technical ones. The research has being conducted by 4 teachers of the engineering program, and the project lasted12 months. The GALEA laboratory was the origin of this proposal, as GALEA promotes teaching andlearning experiences based on alternative methods such as project based learning and

Collection

AEE Journal

Authors

Jianchu Yao

of Difficult Concepts in Control Theory 14. M.C.M Teixeira and E. Assuncao. “On lag controllers: design and implementation.” IEEE Trans on Education, vol. 45, no. 3. 15. T. J. Cavicchi. “Phase margin revisited: phase-root locus, bode plots, and phase shifters,” IEEE Trans on Education.Vol. 46, no. 1. 16. C. Choi. “Undergraduate Controls Laboratory Experience.” 2004 American Society of Engineering Education­Annual Conference. 17. H. M. Tun; M. S. Nwe; and Z. M. Naing. “Design analysis of phase lead compensation for typical laser guided missilecontrol system using MATLAB Bode plots,” 10th International Conf on Control, Automation, Robotics and Vision, 2008. 18. J. Yao, “Modeling and Control of a Tungsten-Bulb Heated

Collection

AEE Journal

Authors

Katie Schneider; Amy Martin; Terri S. Hogue

district curriculum specialist in theWE2NG program was a huge asset to the other teachers participating that summer and played acritical role in vertical and horizontal collaboration efforts.Summer Program WE2NG summer trainings begin with an orientation session that includes an introduction to campusand the various research projects connected to the WE2NG program, as well as a laboratory safetytraining. In the weeks following orientation, teachers spent two and a half days per week immersed ina research project that best fit the needs of their classroom goals. They also spent one day per weekat a teacher-training workshop (various topics), one day per week on an industry field trip related towater and energy, and a half day focusing on

Collection

AEE Journal

Authors

Mansour Karkoub; Chun-Lin Yang; Wael Karkoub; Moutafa Raslan

Collection

AEE Journal

Authors

David Reeping; Lisa McNair

Collection

AEE Journal

Authors

Jenna L. Mueller; Mary Elizabeth Dotson; Jennifer Dietzel; Jenna Peters; Gabriela Asturias; Amelia Cheatham; Marlee Krieger; Baishakhi Taylor; Sherryl Broverman; Nirmala Ramanujam

engineering club, and number of flashlights built from 2014–2017.had taught others something from the club, 21% (n = 5) of whom taught friends or family outside ofWISER. The original flashlight curriculum was designed in conjunction with the WISER faculty memberto follow the physics curriculum and serve as a laboratory exercise to enhance learning. Eighty sevenpercent (n = 21) of participants reported that they recognized there was a connection between classesand the engineering club, and 29% (n = 7) stated that the club helped them and other students learnphysics. Finally, 67% (n = 16) of participants discussed how the club connected to future possible careersor occupations related to engineering. Table 2 contains a summary and representative