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

] In the earlystages of course planning we developed clearly defined learning outcomes that allowed usto determine the skills and competencies that students would achieve by the end of thecourse. Crafting specific and measurable learning outcomes ensured that the coursecontent aligned with and supported the learning goals of the students. The next step in the course development process was to determine how we would measurethe students’ progress and performance. The learning outcomes for the course are highly focusedon developing skills and proficiencies in engineering experimentation. We determinedthat authentic assessments would be the most appropriate means to measure students’achievement of the learning outcomes. For each of the 6 course

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rick Evans, Cornell University; Jeffrey Moses, Cornell University; Traci M. Nathans-Kelly, Cornell University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

determining and teaching bestpractice make at least three important contributions to science and engineering education. First,they offer students a contextualized experience for cumulative knowledge-building and then anopportunity to present that knowledge in ways consistent with a vertical knowledge structure thatthe community of scientists and engineers both understands and values. Second, too often labnotebooks are trivialized as simple recounts. That may provide some explanation for the lack ofguidance. But, as we see in Jaun’s entry, notebooks can serve several purposes, e.g., planning,problem-solving, realizing the best possible solution (rather than the ‘right’ solution typical ofhomework problem sets) – actual knowledge practices critical to

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raina White, Dartmouth College; Christopher G. Levey, Dartmouth College; Laura Ray, Dartmouth College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

activity can also segue into a discussion on lumped versus distributed system modeling.Ask students to identify which playdough shapes would cool down uniformly and which wouldremain hot in the middle, while the outer surface cools. In lecture, the instructor introduces theconcept of lumped vs distributed thermal systems and what types of shapes can be reasonablymodeled as lumped systems and why.With some additional equipment and planning this exercise could be repeated later in the courseas a lab with data collection to monitor temperature response. It could also be repeated as a minidesign competition to see which models cool down the quickest.Experiment 3: “Fluid in a Tube”Step Response of a second order system with a variable damping

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

independently in the context of anopen-ended, authentic, engineering problem.Advice for InstructorsWhile teaching laboratories through guided IBL requires significant initial planning, thisdecreases with subsequent deliveries, and guided IBL is more enjoyable and engaging foreveryone than standard labs. It is truly exciting to see students thinking for themselves andengaging. To make the time investment more manageable, consider redesigning only one lab perdelivery of the course rather than all of the labs at once.To provide the proper support for students who are not used to IBL, instructors should thinkthrough the process from the student’s perspective, considering their knowledge base anddiscomfort with a method that does not allow passive learning

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

used for department wide planning and improvement activities. Thismethod engages the learners and the teachers in a cycle that allows real and sustainable labimprovement to be made.References[1] Feisel, L. D., & Rosa, A. J. “The role of the laboratory in undergraduate engineeringeducation.”, Journal of Engineering Education, 94(1), 2005, pp 121-130.[2] Domin, D. S., “A review of laboratory instruction styles.” Journal of Chemical Education,76(4), 1999, pp 543-547.[3] Abdulwahed, Mahmoud, and Zoltan K. Nagy. "Applying Kolb's experiential learning cyclefor laboratory education." Journal of engineering education, 98.3, 2009, pp 283-294.[4] Wankat, P. C., & Oreovicz, F. S. Teaching engineering. Purdue University Press, 1993, 99292-294[5

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

aspects of the course, providing a framework for any future instructor.AcknowledgmentsThe authors would like to thank Wake Forest University’s Center for Advancement of Teaching(CAT) for financially supporting the summer course development as well as CAT’s Dr. KristiVerbeke and Dr. Anita McCauley for overseeing the course development activities and providingclassroom observations respectively.Survey QuestionsModule Reflection SurveyQuestion 1. How well did your team follow through on your original plan of action? Whatchanged and why?Question 2. For each team member (including yourself) justify the score you assigned. Listcontributions, comment on effort and attentiveness, or describe anything else you feel helpsscoring.Question 3. Reflect

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

, structural mechanics, sustainable infrastructure development, and material model development. He had been actively involved in planning, designing, supervising, and constructing many civil engineering projects, such as roads, storm drain systems, a $70 million water supply scheme which is comprised of treatment works, hydraulic mains, access roads, and auxiliary civil works. He had developed and opti- mized many highway design schemes and models. For example, his portfolio includes a cost-effective pavement design procedure based on a mechanistic approach, in contrast to popular empirical procedures. In addition, he had been equally engaged in the study of capacity loss and maintenance implications of local and state