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

developand conduct appropriate experimentation, analyze, and interpret data, and useengineering/scientific judgement to draw conclusions [1]) without conducting physical hands-onlaboratory exercises as many STEM disciplines are switching to virtual laboratories. Accordingto Deboer et al [2], despite the potential for at-home lab kits to serve as a blended learningsupplement in online environment, the literature on best practices for adoption in STEM onlineenvironment is very scanty. Subsequently, to bridge the gap in the current hands-off virtuallaboratory simulations, as well as provide more insight into best practices for adoption of home-based hands-on activities in STEM, this research seeks to develop, implement, and assess thehome based, hands

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Esteban Maya Muñoz, Universidad del Valle; Ronald Sterkenburg, Purdue University, West Lafayette; Jairo Antonio Valdes Ortiz, Universidad del Valle; Guillermo Andrés Jaramillo Pizarro P.E., Universidad del Valle

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. The attendees learned about compositesthrough lecture/discussions, Catia software demonstrations, and practical exercises. Theattendees were strongly encouraged to participate in the hands-on projects and they reallyenjoyed making parts. Figure 3a shows a CATIA software demonstration taught by one of theUnivalle graduate students who completed phase 2. Figure 3b and 3c show the attendeesworking in the laboratory making composite parts. The IDEXA trainees performed excellent andwe were all convinced that the intense training of phase 2 had created knowledgeableinstructors for future courses and research at Universidad del Valle.Figure 3a CATIA demonstration. Figure 3b Laboratory training. Figure 3c Laboratory training.Cultural