Conference Session

Computer Tools for Education

Collection

2007 Annual Conference & Exposition

Authors

Frank Kowalski, Colorado School of Mines; Susan Kowalski, Colorado School of Mines; Erich Hoover, Colorado School of Mines

Tagged Divisions

Computers in Education

engineering studentswill soon face on the job; the possible formats for their responses also reflect what they willencounter in the workplace environment. The real-time formative assessment provided by thisuse of technology aids student metacognition and helps the instructor address misconceptionsduring the “teachable moments” that frequently occur when the InkSurvey tool is used.We provide details of how instructors from any campus can incorporate the use of this InkSurveytool into their instructional program. In cooperative learning situations, one Tablet PC can beshared within each small group of students, thus reducing hardware requirements. This tool isalso useful in facilitating differentiated learning and Just in Time Teaching (JiTT

Conference Session

Web-Based Education

Collection

2008 Annual Conference & Exposition

Authors

Felipe Arango, Stevens Institute of Technology; Gonca Altuger, Stevens Institute of Technology; El-Sayed Aziz, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology

Tagged Divisions

Computers in Education

virtualexperiments, was deployed in a pilot implementation. This paper reports on the learningassessment conducted in that pilot. In particular, the evaluation metrics for the virtual learningenvironment as well as the data on learning effectiveness and student feedback are discussed.IntroductionEngineering education is transforming rapidly due to ongoing significant advances in computerand Web technologies. The experimental learning theory by Kolb1 was suggested as anintegrative perspective on learning that combines experience, perception, cognition, behavior,etc. Five categories of learning style models2,3,4 have been recommended in the educationalliterature: sensing/intuitive, visual/verbal, inductive/deductive, active/reflective andsequential/global

Conference Session

Computer Simulation and Animation II

Collection

2008 Annual Conference & Exposition

Authors

Christiaan Gribble, Grove City College

Tagged Divisions

Computers in Education

technique competitive with raster-based algorithms, and some suggest that ray tracing willbegin to dominate interactive rendering in coming years. Figure 1: Image synthesis using ray tracing. The ray tracing algorithm supports complex visual effects that are not easily implemented with raster-based techniques, including depth-of-field, glossy and specular reflections, refraction, soft shadows, and diffuse interreflection.At Grove City College, we have mapped the contents of common graduate-level courses in raytracing to an undergraduate audience. Students design and implement a full-featured ray tracingsystem in a semester-long course that focuses on: ‚ the essential physics and mathematics

Conference Session

Computational Tools and Simulation I

Collection

2009 Annual Conference & Exposition

Authors

Nabil Lehlou, University of Arkansas; Nebil Buyurgan, University of Arkansas; Justin Chimka, University of Arkansas

Tagged Divisions

Computers in Education

. Page 14.209.7 Table 3: Industrial Statistics students learning styles Reflective Intuitive Verbal Global 11 0 0 0 0 11 9 0 0 0 0 9 7 1 1 0 2 7 5 2 0 2 0 5 3 2 3 0 0 3 1 3 1 0 1 1 -1 2 0 1 4 -1 -3

Conference Session

COED: Autograding and Autoadvising

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Rio Grande Valley; Constantine Tarawneh, University of Texas, Rio Grande Valley; Jazmín Ley, University of Texas, Rio Grande Valley

Tagged Divisions

Computers in Education

assumptions tosimplify problems, choose equations and solution methods, break complex problems down intocomponent parts, link component parts together to form solutions for complex engineeringsystems, and reflect on the results of the analysis and associated design they learn engineering.Throughout this learning process, formative assessment and feedback effectively guides studentstoward mastery of learning objectives [1], [2]. The engineering instructor learns to identifyproblems that will provide students with the necessary skills to be successful in their course.For years, chapter-end problems and solution manuals have provided instructors a helpful tool forassigning and assessing students work as part of this learning process. Over time, students

Conference Session

COED Modulus Topics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University

Tagged Divisions

Computers in Education

• computer searches of databases such as PubMedJournal management platform ScholarOne includes their “Reviewer Locator” [7] to offer upnames, but the underlying process for how those names are identified is unknown. This system isused by ASEE’s Journal of Engineering Education (JEE). Lisa Benson [8], current editor ofJEE, offers the following guidance for Associate Editors (AEs): In general, reviewers should be chosen to reflect the broad, growing, global field of engineering education, including content domain experts and experts in education and the learning sciences. Also, well-qualified graduate students may be invited to review manuscripts. Consider choosing reviewers for their expertise in the methodology used by

Conference Session

Computers in Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel M. White, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Computers in Education

through the use of conceptquestions in core curriculum courses like Material/Energy Balances, Thermodynamics, TransportPhenomena, Kinetics and Reactor Design, and Materials Science. Concept questions, both asConcept Inventories and as ConcepTests, are available to help lower the barrier of using concept-based instruction and assessment. This instruction and these assessments can be used to promoteand evaluate student learning in real-time. The instructor can then adjust the pace of lecture inresponse to student understanding, spending more time on more difficult concepts. This tool alsoallows for reflective assessments such as the “muddiest point.”A Student Mobile Application is being developed to make it easier for students to submitanswers and

Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Raghavender Goud Yadagiri, NYU Polytechnic School of Engineering; Sai Prasanth Krishnamoorthy, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

,24 among other attributes. Ithas been suggested19 that designers of learning environment draw inspiration from game designprinciples to engender active learning, reflection, collaboration, diverse learning opportunities,motivation, etc.As evidenced from the above, there exists a compelling opportunity to integrate the technologyof robotics and student interest in gaming to teach computer programming to K-12 students andto enhance their lateral creativity for creative problem solving.25,26 The idea of constructing andprogramming a physical robot makes the classroom come alive, allowing the students tounderstand that classroom math and science concepts are critical to solve real-world problems.Even as robot games are used to enrich students

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel M. White, Oregon State University; Bill Jay Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Computers in Education

studentresponses to open format questions. Students “ink” their responses with pen-enabled Androiddevices, iPads, iPhones, or tablet PCs. Students can respond to in-class questions with words,drawings, graphs, or equations. Creating these responses gives an opportunity to interact withthe subject material and increase metacognition. The instructor gains real-time feedback aboutwhat students are thinking and can address misconceptions and questions10.Mobile apps like InkSurvey help promote active learning by encouraging students to reflect onsubject material and explain concepts in their own words. Studies of more than 5,000 scienceand engineering students found that active learning methods double conceptual learning gains11and give a 25% higher pass rate

Conference Session

Computers in Education Division Technical Session 2: Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eddie Davis, SUNY Farmingdale

Tagged Divisions

Computers in Education

Hat)Fig 3: Instructor Encouraged Student Participation (Fall 2018 without Top Hat)One of the primary expectations of this research was that if students participated in classmore, their learning would increase and this would be reflected in their final grades. Ananalysis of the class average grades before and during the Phase I pilot did not reflect anincrease in student’s average grades. (Fig 4)Fig 4: Average Grades (In Percent)7. Summary of Key Findings and Future ResearchSince the deployment, there have not been any significant quantitative impact achievedby using Top Hat. Student participation in the end of semester surveys is not mandatory.Even though students were strongly encouraged to participate. The participation duringthe Phase I

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caeley Ashtyn Joy Gibbs, Queen's University

Tagged Divisions

Computers in Education

operations in thechemical processing plant. The second design problem will present a plant troubleshootingscenario and examine the students’ ability to develop a solution to solve the problem that iscausing issues in the processing plant. At the end of the course the study participants will begiven an exit survey to evaluate the perception of their design abilities. Six months after thecourse has ended, participants will be asked to complete a longitudinal survey to reflect on howthey believe the course has impacted their chemical engineering process design competency.4.2 Phase TwoIn this phase the course will be executed with a VR component integrated into the coursedeliverables. The research will look at approximately 100 participants that are

Conference Session

Online and Web-based Education

Collection

2010 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Susan Schroeder, University of Houston

Tagged Divisions

Computers in Education

directly involved in planned organizational or socialchange.1 Hansen, et al, provide examples of AR that match this description and place theorganizational change in a higher education program assessment context.6 Another characteristicis that the researchers participate in the process or problem being studied, as opposed to adoptingan external observation-only role.5 A third characteristic of AR is that it generally involves aniterative process of cycles that include steps of planning, implementing and observing, andreflecting and assessing.1 The reflecting and assessing phase of a cycle generates the problem tobe solved by the next cycle of AR or it results in termination of the AR process. For the ARprocess results presented here, there were

Conference Session

Computational Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Murat Tanyel, Geneva College

Tagged Divisions

Computers in Education

. Page 22.1204.6Figure 2: The front panel of the KeypadSub.vi.Figure 3: The front panel of Echo.vi processing a Windows system sound file.Digital Echo Processor: The echo of a signal can be implemented by the filter whose transferfunction is H ( z ) = 1 + az − D (4). Page 22.1204.7where the parameter a represents the reflection and propagation losses such that |a| ≤ 1 and theparameter D represents round-trip travel time from the source to the reflecting medium. Figure(3) shows the front panel of Echo.vi, which implements a digital echo processor on one of theWindows system sound files.Plain Reverberator

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tumkor Serdar, Stevens Institute of Technology; El-Sayed Aziz, Stevens Institute of Technology; Sven K. Esche, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology (School of Engineering and Science)

Tagged Divisions

Computers in Education

server, but the website is accessed from inside ofSecond Life so that the users do not need to leave the environment. Page 22.527.10How Effective Can Second Life Be in Student LearningSecond Life offers a useful medium for role playing. The findings of a pilot study in an Englishcourse showed that the students who enjoy console and computer games tend to like being in avirtual world and generally respond more favorably to Second Life than students who do notenjoy such games 25. Students must also be willing to be active, become participatory learners,and to demonstrate collaboration, critical thinking and reflection. Challenging and

Conference Session

Faculty Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher P. Pung, Grand Valley State University; John Farris, Grand Valley State University

Tagged Divisions

Computers in Education

class is focused on a team,semester long, externally sponsored, design and build project. Students were asked to completepeer and self-evaluations two times during the semester. Students’ reactions to the feedback theyreceived from the CATME system were gauged using a survey and self-reflection tools.More importantly, the faculty hope to use the tool to catalyze change in student behavior overtime. The authors used the (CATME) software to assess junior engineering student’s teameffectiveness. An additional survey was used to quantify what if any effects the feedback fromthe CATME software had on the student’s behavior.IntroductionStudent team project based learning has been shown to be an effective method of helping thestudents to internalize

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chitra Bharathi Ganapathy, University Of Southern California; Erin Shaw, University of Southern California; Jihie Kim, University of Southern California

Tagged Divisions

Computers in Education

: Erlbaum.Bruner, Jerome. 1986. Actual minds, possible worlds. Cambridge, MA: Harvard University Press.Bunt, A., Conati, C., Huggett, M., and Muldner, K. On improving the effectiveness of open learning environments through tailored support for exploration. In Proceedings of AIED 2001.Chen, H.L., Cannon, D.M., Gabrio, J., & Leifer, L. (2005, June). Using Wikis and Weblogs to Support Reflective Learning in an Introductory Engineering Design Course. Paper presented at the 2005 American Society for Engineering Education Annual Conference & Exposition, Portland Oregon. 2005. Online at http://riee.stevens.edu/fileadmin/riee/pdf/ASEE2005_Paper_Wikis_and_Weblogs.pdfGrant, L. (2006) Using Wikis in Schools: a Case Study, FutureLab, Online at

Conference Session

Computers in Education Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Igor Verner, Technion-Israel Institute of Technology; Leonid Revzin, Technion-Israel Institute of Technology

Tagged Divisions

Computers in Education

Page 15.815.8skills of working in automated environments. With this, high positive results the comparativelylower evaluation of the third assertion reflects that the students do not associate the developeddevices with that used in industry laboratory. 4.6 4.4 4.2 Mean 4 3.8 3.6 3.4 3.2 e il ls d ng

Conference Session

Computers in Education Division - General Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven F Barrett, University of Wyoming; Ivo Wambeke

Tagged Divisions

Computers in Education

Education Excellence Award.Ivo Wambeke Page 23.1065.1 c American Society for Engineering Education, 2013 Service Learning: Industrial Embedded Systems CourseAbstractService learning is defined by the National Service-Learning Clearing House as “a teaching andlearning strategy that integrates meaningful community service with instruction and reflection toenrich the learning experience, teach civic responsibility, and strengthen communities.” Aservice learning capstone project was incorporated into a senior/graduate level industrial controlcourse. The course provides instruction on control system

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Goldsmith P.Eng., University of Calgary

Tagged Divisions

Computers in Education

. Page 26.1752.2Each module of this virtual laboratory focuses on explicit learner outcomes for a particularcourse. For example, the Planar Mechanisms module, which is the main focus of this paper, is forthe learning and assessment of concepts in a third-year mechanical engineering course on thekinematics and dynamics of mechanisms. The ‘Learning’ and ‘Teaching’ functions in theFLATLAB acronym reflect the student-centered and knowledge-centered components,respectively, of the ASK paradigm.While much of the current research on virtual learning environments focuses on immersive 3Denvironments 2 , FLATLAB takes advantage of the fact that many engineering systems have 2Drepresentations that learners can physically interact with through a 2D visuo

Conference Session

CoED: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Osman Yasar, State University of New York, Brockport; Jose Maliekal, The College at Brockport, State University of New York; Peter Veronesi, The College at Brockport - SUNY; Leigh J Little, SUNY Brockport

Tagged Divisions

Computers in Education

underlyingstructure. This duality of basic computation manifests itself in other higher level processes aswe discuss it later.Another cause may be the control and use of electronic devices by biological computingagents. Our use of an electronic device can certainly reflect the way we use our ownbiological computing device (i.e., our mind). Their utilization, however, depends on how weuse them. So far, we have used electronic devices in various ways, including programming(text-based and visual), office work, communication, visual arts, video games, virtual reality,modeling and simulations. These range from easy tasks (e.g., automation of repetitive andvoluminous work) to complex tasks (e.g., solving systems of differential equations for whichthere is no

Conference Session

Computing Technology Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Swaroop Joshi, The Ohio State University; Neelam Soundarajan, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

public university in theMidwestern United States, participated in this study. 24 of them answered a post-activity ques-tionnaire which reflected, among other things, the demographic information. The respondentsconsisted of 83% CS majors and 17% non-majors. Three-fourths of the respondents were males.About 46% of them identified as Caucasians and an equal number were Asians, while 4% of therespondents were African-Americans and 8% Hispanics.3.2 ProceduresThe students of the course were given two assignments in the form of online-discussions on the twotools: (1) Piazza (http://piazza.com), a popular online-discussion forum used in thousandsof courses across the world, including CSE courses at this university, and (2) CONSIDER, the webapp we

Conference Session

Best of Computers in Education Division

Collection

2016 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University; Larry Lagerstrom, Stanford Center for Professional Development

Tagged Divisions

Computers in Education

recommendation and into learning personalization.RecommendationsWe include the recommendations below not as an exhaustive guide to all aspects of producingeducational online videos, but rather as a starting primer to create such videos in line with robustfindings and best practices.Recommendation #1: Plan pedagogy before you produce video.In the words of Mayer: “Decisions about how to design a multimedia message always reflect anunderlying conception of how people learn - even when the underlying theory of learning is notstated” (p. 46).19 Therefore, in line with the second and third lenses (learning environment andlearning data), we highly recommend that before producing a video an instructor should clearlyarticulate the learning objectives of the

Conference Session

Computer-Based Tests, Problems, and Other Instructional Materials

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dongdong Zhang, Prairie View A&M University; Xiaobo Peng, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Deniz Eseryel, North Carolina State University; Uzair Nadeem, Prairie View A&M University; Atiq Islam, Prairie View A&M University; Deron Arceneaux, Prairie View A&M University

Tagged Divisions

Computers in Education

procedures and share themwith each other in groups. They provided feedback to each other’s screencasts and had theopportunity to reflect upon their own screencast design. Different from the traditional andteacher-centered instruction, students in the experimental section took the lead to create theirlearning materials and shared them with their peers. They developed the feelings of belongingand ownership as they created these screencasts. Students were actively involved in thescreencast-making process and motivated to learn. They also received timely feedback fromother students. Students learned from each other and taught each other. In this paper, we discussed the project activities and presented the preliminary results of thefirst

Conference Session

Effective Use of Technology in Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Myrtede Christie Alfred, Clemson University; Morris Branchell Lee III; David M. Neyens, Clemson University; Anand K. Gramopadhye, Clemson University

Tagged Divisions

Computers in Education

qualitative research process.5 After several interviews the researcherrevisited the notes from the individual interviews and then compared the notes to identifytrends.6 This process was repeated with every four set of interviews and again at the end of theinterview process. In the research memos, the lead researcher also reflected on theseinterpretations, noting her own thoughts, feeling, and preconceptions about the phenomena beingstudied.After all of the 20 interviews were completed, the researcher defined an initial set of conceptsusing the memos from the interviews as well as the transcriptions. Thoughts, quotes andparaphrased excerpts from the different interviews were grouped based on similarity using aprocess comparable to an affinity diagram

Conference Session

Computer Based Grading and Learning Styles

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Clayton E Price, Missouri University of Science and Technology

Tagged Divisions

Computers in Education

computer language tocode their algorithms for the larger problems and therefore their efforts would be spent onsolving the problem.For CS 053/054, the two courses’ instructors meet weekly to coordinate instruction in two ways:1) to insure that all students in all sections have the same materials presented in like manner andat the same time, and 2) to coordinate the topics of the lab exercises to reflect the current topicsin the lectures. So doing, all students will have seen the same material presented prior to startingthe lab exercise.CS 053 is a traditional lecture course. The first lecture is used to set the stage for the rest of thesemester by going over the syllabus, how programs are submitted, and so on. All other lecturesare dedicated to

Conference Session

Online Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan L. Miertschin, University of Houston (CoT); Carole E. Goodson, University of Houston; Barbara L. Stewart, University of Houston

Tagged Divisions

Computers in Education

because there isscholarly research that shows that time management can be taught and learned. Timemanagement is defined differently in most studies, but most definitions reflect the one providedby Lakein13, who profiled time management as a process of determining needs, setting goals toachieve those needs, planning the tasks required, and prioritizing them. Claessens, van Eerde,Rutte, and Roe point out that studying time use is purposeless outside the context of goal-directed activity14. Research such as that by Woolfolk and Wookfolk15, Van Eerde16, Adamson,Covic, and Lincoln17, Kisa and Ersoy18, Green and Skinner19, and Häfner and Stock20 reinforcethe notion that skills that support an effective time management process can be taught andlearned

Conference Session

Applications of Online Computing

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carole E. Goodson, University of Houston (CoT); Susan L. Miertschin, University of Houston (CoT); Barbara Louise Stewart

Tagged Divisions

Computers in Education

section, students responded toeach item with their perception of the extent to which the feature was beneficial to their timemanagement. A semantic differential scale was used to measure students’ perception of benefit.Students chose a value from 1 through 7, where 1 reflected a course feature that was perceived asnot beneficial and 7 reflected a very beneficial feature with a continuum between these twoextremes.In the fifth part of the survey, specific course policies that potentially related to timemanagement were listed as items 37-40. The same semantic differential scale described abovewas used to measure the extent of perceived benefit to students’ time management. The policiesincluded availability of all course assignments at the beginning

Conference Session

Computers in Education General Technical Session I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa A. Pasquinelli, North Carolina State University; Jeff Joines, North Carolina State University

Tagged Divisions

Computers in Education

carry out anexercise. It is important as an instructor to help the student recognize when and what is theappropriate computing needed to solve a particular problem. From Table 3, it can be observedthat the students who had taken TE 110 between two to four semesters prior to TE 303 were moreconfident than those who had not had the class. It should be noted that both TE 110 and TE 303have changed since 2008 to reflect these findings. The videos were created in the summer of 2009and then revamped in 2010 to help assist the students. More computing has been put in place inthe TE 205 course, which many students take the semester before TE 303, thus helping to bridgethe gap.Self-AssessmentsSelf-assessments from 2008 indicated that the students

Conference Session

Social Media and In-class Technology: Creating Active Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gerald C. Gannod, Miami University; Kristen M. Bachman, Miami University

Tagged Divisions

Computers in Education

activity. Specifically, our experienceencompasses several different use cases including using status updates as a means for addressingtechnical issues, social tagging to mark areas of interest, and video teleconferencing for virtualoffice hours. Our observations reflect some interesting trends in academic achievement andstudent engagement which may have implications for future use of social networks in educationand in turn in the workplace.IntroductionEffective communication is critical to the success of engineers in the workplace. Whileformalized communication is often our focus (e.g., creation of requirements specifications anddesign documents, or delivery of formal presentations), informal communications (e.g.,impromptu meetings, water cooler

Conference Session

Computers in Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James C. Squire P.E., Virginia Military Institute; Gerald Sullivan P.E., Virginia Military Institute; Tom McCormick, Virginia Military Institute

Tagged Divisions

Computers in Education

reach statisticalsignificance, and curiously they show the opposite of what appears to be the objective truth; thecohort that used the continuous applications believed they understood less than the students thatused the discrete applications (Figure 3). This may reflect the Dunner-Kruger paradox thatexplains the cognitive bias which occurs when low-ability people lack the framework to assesstheir abilities accurately, and high-ability people overestimate the abilities of others [12],[13].Figure 3: Comparison of the students’ self-assessment of their subject mastery before theycompleted the objectively-scored portion. It is noticeably below the objective scores, andsurprisingly show a generally opposite trend from their actual understanding in