Conference Session

ET Pedagogy II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wei Zhan, Texas A&M University

Tagged Divisions

Engineering Technology

flipped. Videos and other online materials were made forthese lectures. Lectures notes, homework assignments, and laboratory materials were developedto support the flipped classroom effort. Virtual help sessions on eCampus using BlackboardCollaborate Ultra were created to help students learn the material. Based on the results in thetwo-year period, it will be determined how much of the lectures will be flipped. Challenges andlessons learned during the first semester are discussed, these include: What if students do notspend time prepare for the flipped class? What if it takes longer time to cover the materials usingthe flipped classroom approach? Is there an impact on the faculty teaching load or the actual timethey spend in teaching the course

Conference Session

ET Pedagogy I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin P.E., East Tennessee State University; Peter D. Rogers, Georgia Southern University; Christopher David Leblanc, University of New Hampshire; Keith V. Johnson, East Tennessee State University

Tagged Divisions

Engineering Technology

the successful completion of a project. Future plans include incorporating the gameinto the syllabus during the next course offering with some modifications based on students’suggestions.In the second case study, the author shares how his risk taking pedagogical approach was appliedin converting a traditionally lecture-based microprocessors course into a studio-based coursewith great success.Case Two – University of New HampshireBackgroundOne of the most common courses in a Electrical Engineering Technology (EET) program is acourse in Microprocessors or Microcontrollers. Typically these courses focus heavily on teachingstudents how to program in assembly language and/or machine code. This makes the lessonmaterial look very much like a

Conference Session

A Technology Potpourri I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jorge Crichigno, University of South Carolina; Sadia Ahmed, Northern New Mexico College; John H. Gerdes, University of South Carolina; Robert G. Brookshire, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

quantitative results yet, the benefits of usingvLabs were capture by an external evaluator who conducted focus group interviews with students.This section summarizes information during the focus group with eight students, enrolled atNNMC. Participants were interviewed by the project evaluator using a focus group strategy. Aftera brief summary of the purpose of the focus group, participants introduced themselves andprovided their year in college. Six students were seniors, one student was a fifth year senior, andone student was a junior. The group included seven males and one female. The evaluator used thecourse syllabus to guide the discussion related to course content. Students agreed the coursecontent was relevant to their needs, met or exceeded