Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Mehdi Shokouhian, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Seong W. Lee, Morgan State University; Gbekeloluwa B. Oguntimein P.E., Morgan State University; Adedayo Ariyibi, Morgan State University; Hye Jeong Lee, Morgan State University; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University; Sotonye Ikiriko, Morgan State University; Celeste Chavis P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #34061Best Practices for the Implementation of Home-based, Hands-on LabActivities to Effectively Engage STEM Students During a PandemicDr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University fac- ulty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State University and the director of the Civil Engineering Undergraduate Laboratory. He has over eighteen years of experience in practicing, teaching and research in civil engineering

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. Thisdata suggests that topics students spent more hands-on time with resulted in better performance.IntroductionAccording to the Bureau of Labor and Statistics, the average person has 10 jobs by the age of 40[1]. This can be seen in Engineering and also reflected in what Engineering graduates are doingfive and ten years post degree[2], [3] . Further, nearly 25% of the Best Performing CEOs startedwith a B.S. in Engineering [4]. Industry continues to ask for more well-rounded competencies ofnew Engineers. The T-shaped engineer combines a depth of engineering technical knowledgewith broad knowledge across domains such as business, communications, entrepreneurship, andethics [2], [5]. Fostering 21st century skills ensures Engineers are equipped to

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

desirable, especially where instructors model a correction andrequest that students themselves make the remaining corrections.In addition to asking students to revise based on instructor feedback, engaging in peer review canbe beneficial, especially for the peer-reviewer [6]. Likewise, written and oral feedback from apeer learning facilitator or graduate teaching assistant can help students learn [3], even withdifficult writing tasks such as argumentation and synthesis [23].In the current study, we consider different variants of feedback-and-revision, as implemented bythree different engineering faculty in laboratory courses.MethodologyStudy design & research questionsIn this study, we developed and evaluated the impact of a collaborative

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John M. Sullivan Jr, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute; Valerie B. Smedile Rifkin, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

for all learners. Valerie has over 15 years of experience working in higher education, primarily in online graduate education, faculty support, and instructional design. She holds an M.S. in Instructional Design and Technology and an M.A. in Anthropology from Brandeis University.Dr. Kimberly LeChasseur, Worcester Polytechnic Institute Dr. Kimberly LeChasseur is a researcher and evaluator with the Worcester Polytechnic Institute. She holds a dual appointment with the Center for Project-Based Learning and the Morgan Teaching and Learning Center. She holds a PhD in Educational Leadership and Policy Studies from Temple University and has more than ten years of experience researching professional learning of educators

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lili Ma, New York City College of Technology; José M. Reyes Álamo, New York City College of Technology; Yu Wang, New York City College of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Learning in Engineering Design Education: Sharing Best Practices," in ASEE Annual Conference & Education, Indianapolis, IN, 2014.[8] N. Wijayati, W. Sumarni and S. Supanti, "Improving Student Creative Thinking Skills Through Project Based Learning," in UNNES International Conference on Research Innovation and Commercialization, 2019.[9] S. Y. Chen, C. F. Lai and Y. H. Lai, "Effect of Project-Based Learning on Development of Students' Ceative Thinking," International Journal of Electrical Engineering & Education, 2019.[10] L. L. Wu, E. Zhu, C. Callaghan, D. Irwin, D. Reinsdorf, V. Swanson, A. Zwirn and D. Reinkensmeyer, "Rapidly Converting a Project-Based Engineering Experience for Remote Learning: Successes and

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah J. Christian, Carnegie Mellon University; Chad Hershock, Carnegie Mellon University; Michael Cameron Melville, Carnegie Mellon University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

University’s Eberly Center for Teaching Excellence and Educational Innovation, where he consults with faculty, graduate students, and post-docs to design, implement, and assess research projects that relate to teaching and learning in their classrooms. He also contributes to a variety of program-level assessment projects on the CMU campus. Mike’s training includes an M.A. and Ph.D. in Social Psychology from the University of New Hampshire, as well as an M.Ed. in sport and performance psychology from Springfield College. His interests include the science of learning, research methodology, and data analysis. Prior to joining the Eberly Center in 2017, Mike worked as the Teaching and Learning Research Coordinator at the Center

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

retain engineering students the study points out thatstudent needs are not met by this shift. In fact, many researchers have investigated laboratory-based learning as a tool to mitigate retention and attrition issues [12-17]. Particularly, Lin et al.shows a link between a student’s ability to learn concepts of engineering and a student’spreference for a classroom and laboratory learning environment that is student‐centered, peer‐interactive, and teacher‐facilitated that provides a learning environment that encourages thestudent to develop concepts of engineering through hands on practical application [12].Early engagement to the engineering curriculum through experienced-based or lab-based courseshave also been studied by many researchers