Conference Session

Fluid Mechanics Experiments and Laboratories

Collection

2008 Annual Conference & Exposition

Authors

Calvin Hsieh, Portland State University; Gerald Recktenwald, Portland State University; Robert Edwards, Pennsylvania State University-Erie

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors are grateful for the assistance of Ms. Jenna Faulkner in editing the laboratoryworksheets, and the assistance of Dr. Jack Kirshenbaum in interpreting the survey data. Theauthors are also very appreciative of the cooperation and support of Dr. Hamid Moradkhani andMs. Sheryle Quinn as we conducted our educational research in their class. Page 13.710.17Bibliography1. Butterfield, R., Benefit without cost in a mechanics laboratory. Journal of Engineering

Conference Session

Division Experimentation and Lab-Oriented Studies - Pedagogy of Lab Courses

Collection

2017 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr, Colorado Technical University; Jing Guo, Colorado Technical University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Sahar Tariq, Northeastern University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

andgraduate work. High level skills in scientific and academic argument and analysis requirestudents to make inferences from their data, relate their data to previously published results, anduse their data in order to justify their conclusions.5 Since lab reports typically require tasks suchas statistical data analysis, graphical presentation of results, and uncertainty analysis, theybecome an excellent medium to assess the development of these high level skills.A variety of methods have been employed to teach writing skills and related data analysis skills.The Science Writing Heuristic6 is a method of guided inquiry that leads students to reflect onwhat they are learning and ask a series of standard questions about their data and observations.This

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

teachingexperience, including use of writing in courses, 3) evaluation of quality of the writing activities,4) reflections on the instructional experience, and 5) impressions of the student experience.Student Writing Assessment: To perform controlled tests on the efficacy of our exercises, wewill divide the large classes into two groups, determined according to course section, one ofwhich will receive the exercises and one that will not. The assessments will include pre- andpost- tests of student writing abilities, such as writing a paragraph to explain a graph. However,the specific assessment will clearly target the element of writing that we believe the implementedwriting exercises address (e.g. organization, paragraph composition, etc.).Student Technical

Conference Session

Laboratory Experiences in Electronics and Circuits

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Bonnie H. Ferri, Georgia Institute of Technology; Kathleen Meehan, Virginia Tech

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Exit Surveys: The goal of the survey is to determine the impact of hands-on learning asstudents reflect on their academic experiences. Student input also reveals the expected value ofthese experiences in their professional careers as they have, typically, completed their job searchand have an understanding of the knowledge and skill sets that will employ in the near future.4.0 ComparisonThe three models of implementation of the hands-on activities can be compared against severalcriteria as shown in the table below. The model described in Section 2.1, Small In-ClassActivities in Lecture-Based Courses, is abbreviated as “Small In-Class Labs.” The modeldescribed in Section 2.2, Student-Owned Equipment in Lab Courses, is abbreviated as“Ubiquitous