Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Divisions

Educational Research and Methods

experience may lead them to share or disclose information they maynot have, potentially leading the interview process. The process of developing and validating aninterview protocol has proved to be an excellent opportunity to introduce engineering researchersto qualitative, educational research.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.#1738209. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. ReferencesAmerican Academy of Arts & Sciences. (2017). The future of undergraduate education, the future of

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, The Concord Consortium; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Jie Chao, The Concord Consortium; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Charles Xie, The Concord Consortium

Tagged Divisions

Educational Research and Methods

engaged in the design project. We estimateda student’s degree of engagement by the activity of their log files and selected the five most activestudents from each school. The average of design actions was 1104 and 1723 from the middleschool and high school, respectively. Given that the time for the design challenge and learningcontext were kept as similar as possible it is not clear why the average operations are notablydifferent between schools. This may reflect different levels of engagement between the high schooland middle schools’ students or that the high school students felt more comfortable with thesoftware and therefore made more design actions. Note that camera and note actions were notincluded in these tallies as both tend to be

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Colby Goettel, Brigham Young University; Barry M. Lunt, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). It containedinformation about the research and a place for students to sign granting access to their collegetranscripts. Additionally, the consent form contained information about the risks and benefits ofthe research, confidentiality, and what to do if a research subject had questions about theresearch.3.3 Kolb Learning Style Inventory (v3.1)The LSI is a twelve-question survey that takes between five and ten minutes to complete. The LSIcharts cognition on a two-axis scale: concrete experience (CE) versus abstract conceptualization(AC), and reflective observation (RO) versus active experimentation (AE).The LSI presents twelve, multiple-choice style questions. For instance, the question might startout: “When I learn, I prefer to:” and then

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhi Fang, Beihang University; Shuiting Ding, Beihang University; Qing Lei, Beihang University; Dandan Hou, Beihang University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

evaluation content, knowledge memory and test scores aretoo much more emphasized than students’ overall quality; regarding assessment function,appraisal and selection are taken more important than diagnosis, feedback and motivation; asfor evaluation criteria, students are taken as a whole, ignoring their individual differences;evaluation subjects are biased towards teachers, ignoring the diversification of evaluationsubjects; with regard to the evaluation process, conclusive nature is obvious while the processis ignored; for evaluation methods, written forms are dominant, neglecting other forms ofevaluation. Besides, quantified results are excessively employed, and adoption of evaluationmethods reflecting the diversified quality of students required

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

research team we document our positionality.The research team consists of members with a wide range of political views (consisting ofregistered democrats, republicans, and independents) and demographic diversity (including butnot limited to individuals who identify as mixed race, White, male, female, cisgender, gay, andstraight). All members of the research team had an interest in understanding and improving theexperiences of diverse individuals in engineering. Prior to conducting the interviews, the entireresearch team documented and discussed their positionality so as to understand the ways inwhich their position as a researcher could influence the interview and analytic processes.During the interview, participants were asked to reflect on the

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

are used by teachers (described in the next section). Using text from scales of engineeringself-efficacy and interest, we reflect on the pedagogical strategies for enhancing studentconfidence and interest which emerge from the lesson content. Then, as a second method forevaluating the impact of our lessons, we map changes in student self-efficacy and interest scoresreported before and after the soft robotics lessons. According to Wickham and Grolemund [18],these exploratory approaches offer insight that is not otherwise obtained. Along with morestructured statistical analysis which we have reported elsewhere, the content analysis andcharacterization of changes in student perceptions support the refinement of the curriculummoving forward.Soft

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Venters, East Carolina University; Katie Brown

Tagged Divisions

Educational Research and Methods

. This conflation of moments and rotationsmight reflect “inappropriate groupings” or overly simple causal narratives created by studentslike those described in [12]. Even Jasmine, who provided the correct definition of momentconsistently, struggled with its relationship to rotation. Further analysis of the full interviewsmay help provide clarification of the type of misconception as well as factors that influence itsdevelopment or reinforcement. For example, Kayla mentions that the terms are “usually in thesame sentence” when discussed in class, leading her to see them as the same. Thus, themisconception might be reinforced by analogies typically used in instruction. The effects of thismisconception on course performance might also be

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

also adapted Ashford and Blacks [7] scales measuring proactive behaviors across six dimensions: (a) feedback seeking, (b) positive framing, (c) general socializing, (d) relationship building, (e) networking, and (f) information seeking [7]. Though these scales were developed to understand workplace socialization, we adapted them to reflect the context of engineering education. Then, to assess normative contexts, we developed a new five-question scale to explore students’ involvement in extra- and co-curricular activities. First, we ask students to list engineering-related organizations in which they participated. Second, and germane to the concept of socialization, we ask how students

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

progress (WIP) paperprovides an overview of our study that explores how elements of Making have been integratedinto specific engineering courses to emphasize real-world context, and increase studentengagement.We utilized a case study approach of three engineering courses at Arizona State University.These courses were selected to reflect three distinct required subject areas that fall within themezzanine, which designates the middle sophomore and junior years. Our case study approachincludes data collection through faculty interviews, observations, and course related documents.Preliminary analysis of the interview data reveals that faculty members utilize Makingapproaches in a variety of ways. Evidence of Making in the engineering curricula

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

Tagged Divisions

Educational Research and Methods

based on DLMs in their classrooms in the same spring semester of 2016. DLMswere used to teach selected heat transfer concepts at each school. Instruction time in both classeslasted for 50 minutes per class period.MaterialsOnline Survey. Participants responded to online survey statements using a 7-point Likert scale (1= not at all true of me, 7 = very true of me) self-report of how the intervention has influencedthem. Situational interest was assessed using a situational interest survey adapted from earlierinstruments [17, 18] to reflect the learning activity. Triggered situational interests sub-scalescomprised 4 items respectively, while two forms of maintained (feeling-based and Value-based)situational interests maintained sub-scales comprised

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Educational Research and Methods

journal article and five conference publications connected to this project.Data CollectionThe primary source of data were interviews conducted in dyads with collaborating engineeringand education faculty members. Semi-structured interviews lasting approximately 60 to 90minutes were designed and implemented to elicit understandings about futures, values, systems,and strategic thinking and how these ways of thinking were used by the engineer-educator teams.Dyads were first asked to describe their collaborative projects followed by a moment to reflectindividually. The individual reflection involved writing about their thinking related to theirengineering-education collaboration. This activity was used to prepare participants forverbalization of

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Goucher College; Katherine M. Ehlert, Clemson University

Tagged Divisions

Educational Research and Methods

looking athomogeneous groupings of mid-year engineering majors at similar institutions [6], [32], [33].Cluster 3 mimicked the all high scores (high F, PI, FoP) of previously documented sugarstudents, reflecting clearly developed future goals, high sense of instrumentality of currentcoursework, and a feedback loop between future goals and present actions. Cluster 1 (wafflestudents), featured lower average F, PI, and FoP scores than Cluster 3 (sugar students). Thewaffle students’ scores appear lower on average due to their (often two) conflicting views of thefuture and thus less concrete sense of instrumentality (lower PI) and impact of the future on theirpresent actions (lower FoP). Finally, Cluster 2 encompassed cake students, who have

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Zixuan (Victoria) Zhao, Purdue University

Tagged Divisions

Educational Research and Methods

theGeneralized Observation and Reflection Protocol (GORP),45 which was developed by the Centerfor Educational Effectiveness at UC Davis and is intended for capturing classroom activities andinstructor pedagogies in real time. The platform is completely modifiable, and therefore, we foundit very convenient for this data set. In using the tool, we found it most convenient to “play” thereal-time screen capture recordings on a desktop computer with a large monitor and have theGORP tool on a touch screen tablet, so that as the data played, the researchers could click-on/click-off of the activities that were or were not happening.The GORP tool outputs time-series data into an excel spreadsheet, which we then uploaded intoMATLAB46 for data analysis and

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

assessment in multiple large-enrollment engineering science courses,allowing for quantitative and qualitative comparisons across these courses. These results willdemonstrate ways in which instructors effectively implement formative assessment and changetheir teaching based on the feedback they receive, and they will also suggest ways in whichformative assessment can be improved in traditionally lecture-based engineering science courses.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1711533. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and I like to do other things besides math.”The above excerpt, at a first glance, seems to contradict the value that Rebecca earlier expressedregarding intellectual performances. But we found the distance Rebecca sought to achieve from beingcategorized as an engineer reflected more of a desire for her individual agency rather than any disdain forengineering. This desire for agency was particularly heightened in light of her participation in engineeringas a woman. She described how others’ perception of her, in particular as a woman in engineering,invaded her individual sense of control of her choice to exist as an engineering major: I’m a girl so I think a lot of people [will say], “Good for you.” Sometimes it makes me feel

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Gerhard Sonnert, Harvard University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

acknowledge that these groupings are narrow basedon the available data. Uneven population sizes from the resulting separation is due in part to themany students who had a neighborhood socioeconomic that was the same value as the quartilemedians. This challenge in data analysis alone emphasizes the need for study of low-socioeconomic students and their relatively few pathways into engineering. Students who attendcollege in engineering majors are surprisingly homogeneous in their neighborhood socioeconomicstatus. These groupings reflect the engineering student population, and thus provide informationon the types of attitudes toward and experiences with STEM that engineering students in a college-going population have by socioeconomic status in

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Markeya S. Peteranetz, University of Nebraska, Lincoln; Duane F. Shell, University of Nebraska, Lincoln; Leen-Kiat Soh, University of Nebraska, Lincoln; Elizabeth Ingraham, University of Nebraska, Lincoln; Abraham Flanigan

Tagged Divisions

Educational Research and Methods

two suns, four different cultural groups with different resource constraints and industrial needs. Path Finding I Create a step-by-step instruction on drawing lines to create a quilt pattern on a n x n grid and identify similar structures in other teams’ quilt patterns. Path Finding II Use rotation, reflection, and loop to generate a more complex quilt pattern based on simpler base pattern. Marble Maze I Each team member creates a sub-structure allowing a marble to travel at least for n seconds in week 1 and the team puts all sub-structures together to make a super- structure in week 2. Marble Maze II Teams are broken up and now must

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashish Agrawal, Virginia Tech; Cassandra J. Groen, Virginia Tech; Amy L. Hermundstad Nave, Virginia Tech; Lisa D. McNair, Virginia Tech; Thomas Martin, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Prof. Thomas Martin, Virginia Tech Tom Martin is a Professor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech, with courtesy appointments in Computer Science and the School of Architecture + Design. He is the co-director of the Virginia Tech E-textiles Lab and the associate director of the Institute for Creativity, Arts, and Technology. He received his Ph.D. in Electrical and

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hernán Gallegos, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

buildingconnections and shared identities between and among stakeholders in a school or department ofengineering; this result suggests that a carefully developed assistant program may go a long wayto support diversity and inclusion efforts. Future research is needed to explore additionalstakeholder experiences with different variations of learning and teaching assistant programs,especially those at institutions with different cultural norms than those sampled for this initialstudy.AcknowledgementsSpecial thanks to the participants who agreed to be interviewed for this project and generouslygave their time and reflections. We would also like to give special thanks to the Louis StokesAlliance for Minority Participation (LSAMP) and the Bridge to Engineering

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eline Boghaert, University of Waterloo; Jason Grove P.E., University of Waterloo

Tagged Divisions

Educational Research and Methods

completed in preparationfor each class, as well as guiding questions for students to consider as they studied.Unfortunately, it was not possible to track the extent to which students engaged with the content.Students were required (via a participation grade) to submit responses to reflection questionsprior to class asking them to identify: i) the main concepts covered, and, ii) any specificquestions they would like addressed in class. Understanding of concepts covered online wasassessed in class using iClickers, with the remainder of class-time focusing on problem solving.3. Study Design Total enrolment for the course was approximately 1400 students in twelve lecture sectionsranging in size from 80–160 students, depending on program. Based on

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University

Tagged Divisions

Educational Research and Methods

. 1 compares the overall (over the four topics included in the experiment) average percentagescore of the control and experimental groups. As seen from the figure, the experimental (KACIE)group average was 10 points higher than that of the control group (59 compared to 49 percent).To verify that this difference is a reliable, the t-test was performed assuming two-taileddistribution with unequal variance samples. The p-value was found to be 0.002 which is less thanthe typical alpha threshold of 0.05 indicating that the difference is reflective of the impact of theKACIE intervention. For additional insight the averages for each individual topic werecompared in the same figure. With a difference of 26 and 18 percentage points for the

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Benjamin David Lutz, Oregon State University

Tagged Divisions

Educational Research and Methods

?Preliminary findings suggest students’ interpretation of items points to a discrepancy betweenresearcher and student meaning of engagement. Though the survey was intended to target in-class engagement, students often conflated their in- and out-of-class engagement behaviors.Moreover, students did not distinguish between language we intended to reflect different levelsof cognitive activity. As we continue to develop surveys surrounding engagement, this studygives useful insight into how we can interpret student responses and provide meaningfulfeedback to faculty. This is accomplished by understanding the ways in which researchers,faculty, and students talk about engagement differently, and how that might lead us towardsshared

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation

Tagged Divisions

Educational Research and Methods

activity and is presented in accurate ways. Inquiry Extent to which youth get to 2.28 4 direct their learning through use of scientific practices (including engineering design) in authentic ways Reflection Extent of youth opportunity to 2.03 3 reflect on their experiences, build new knowledge and discuss how what they learn in the current activity relates to prior knowledgeTable 2: Dimensions of Success Tool Comparative DataThe tool is not available publicly and requires an extensive training for its

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cory Hixson, Rowan University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee, Knoxville; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

mustfit the criteria established by the constraints of the system. Impractical solutions are notentertained other than to remove them from consideration. Continual reflection (e.g., “Am Icloser to solving the problem?”) guides all the remaining considerations. Pragmatism is forward-looking (what can and should be done) rather than focused on exploring the past. In this way, thepragmatic approach is direct and actionable; practitioners seek a direction and justification to thenext steps one should take.The theoretical frameworks most suited to the Lean LaunchPad®/Customer Discovery processare action research and design-based research (DBR). The practitioners and scholars engaging incustomer discovery, action research, or DBR are vested in the

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

 of improving students’ development along one or more of the patterns.  Additionally, we believe CSR is a particularly appropriate method for this study because the method permits teaching practices to be studied in the context of a real classroom.  The classroom setting within our case study contrasts the laboratory setting used by a large number of studies that have informed the development of the matrix (e.g., [6]­[9]).  The controlled conditions of these research studies do not accurately reflect engineering practice which often requires engineers to work on teams over long durations to solve complex problems. Additionally, the clinical setting does not reflect an educational setting in which a teacher is available to help guide and

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

for universities toidentify methods for attracting and retaining students, particularly women, in computer science.Interactionalist theory which suggests student retention to a degree is based on personal andenvironmental factors provided the framework guiding our study. In addition, career certaintymodels allowed us to investigate how experiences at the undergraduate level influenced careerinterest in computer science. Questions included prompts to reflect on environmental andpersonal factors that sustained or diminished interest in continuing within a computer sciencedegree and ultimately a career. Significant results suggest that females and males have a similarundergraduate experience and our results indicate that across institutions

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan D. Stolk, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin Col- lege, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

suggest that institution type may providevaluable insight into student identity formation. A potential explanation for this result is the cultural differences in place at eachinstitution. Students at the HSI may attend college with the expectation that they are receiving adegree to pursue a very specific career (e.g., “I’m getting an engineering degree to be anengineer”) while students at the PWI may attend college with the perspective that it will openmany different opportunities for them in the future (e.g., “I’m getting an engineering degreebecause it will allow me to do many different things with my career”). This trend is reflected inthe higher engineering interest and plans to work at an engineering job at the HSI

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Valentine, RMIT University; Iouri Belski, RMIT University; Margaret Hamilton, RMIT University

Tagged Divisions

Educational Research and Methods

may be expected, students from all year levels utilized the Mechanical, Thermal andChemical fields the most. Many of the ideas proposed by students overlapped between thegroups, and reflected familiar methods for cleaning, such as use of chemicals, and manualremoval. Example ideas generated by first year students include “use force at an angle(chisel+hammer) to chip barnacles off the hull”, “use hydrochloric acid to dissolve thebarnacles“, “move ship to the arctic so barnacles freeze to death” and “pass current throughhill, electrocuting the barnacles”. Examples of ideas generated by postgraduate studentsinclude “spray toxic gas that has a reaction with the barnacles”, “introduce a bacteria or livingorganism that can destroy the barnacles

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Qi Dunsworth, Penn State Behrend; Yi Wu, Penn State Behrend

Tagged Divisions

Educational Research and Methods

addedinteractive features for class in spring 2018. In this paper, we will present our material designrationale and the results from the spring 2018 class. A list of must-have features for reviewvideos and instructor reflection on course and video production will also be shared.II. Course Set-Up and Course Material DesignA. Course set-upLike other engineering courses in the curriculum, student academic performance in ME 491 isassessed through a variety of assignments. The weight of each category of assignments are listedin Table 1. Five assignments were designed to help students review prerequisite knowledge andskills. They are distributed across different learning units with a total weight of 7% of the coursegrade. Each review assignment includes a video