Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #21097Student Reflections on Experiences Gained from an Open-ended Problem-solving Bio-signals LaboratoryDr. Renee M. Clark, University of Pittsburgh Dr. Renee Clark serves as research assistant professor focusing on assessment and evaluation within the University of Pittsburgh’s Swanson School of Engineering and its Engineering Education Research Center (EERC), where her interests center on active and experiential learning. She has 25 years of experi- ence as an engineer and analyst, having worked most recently for Walgreens and General Motors/Delphi Automotive in the areas of data analysis, IT, and manufacturing

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Spencer Rosen, Harvey Mudd College; Sabrine Griffith, Harvey Mudd College; Eli Byrnes, Harvey Mudd College; Steven Michael Santana, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College ; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

integrating mechanical, chemical and quantum devices into circuits and communication links. c American Society for Engineering Education, 2019Relating Level of Inquiry in Laboratory Instructions to Student Learning OutcomesAbstract​ -- This research paper will describe the results of an experiment in which the level ofinquiry in a laboratory manual is varied from guided inquiry to open inquiry by reducing thespecificity of the instructions in the lab manual. The hypothesis is that less specific instructionswill cause students to reflect on their actions in lab and, as a result, circle further around Kolb’sexperiential learning cycle during each step of the lab. This should result in improved recall andbetter

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Javaid, Indiana State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

experiments. Studentsperform laboratory experiments with the help of laboratory instructor as a part of teams whichoften range from two to four members. Such formative assessment is very useful and suitable[3]. However, it may not be sufficient in determining individual student learning of requiredpractical skills as students work in teams and also seek help from laboratory instructor duringthese experiments.In this paper, authors will show through laboratory examination results that good scores forindividual laboratory experiments do not always reflect good results of an individual student’slaboratory practical skills. Laboratory examination helps identify the students struggling withpractical skills. This allows instructor and struggling students

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

. Thisdata suggests that topics students spent more hands-on time with resulted in better performance.IntroductionAccording to the Bureau of Labor and Statistics, the average person has 10 jobs by the age of 40[1]. This can be seen in Engineering and also reflected in what Engineering graduates are doingfive and ten years post degree[2], [3] . Further, nearly 25% of the Best Performing CEOs startedwith a B.S. in Engineering [4]. Industry continues to ask for more well-rounded competencies ofnew Engineers. The T-shaped engineer combines a depth of engineering technical knowledgewith broad knowledge across domains such as business, communications, entrepreneurship, andethics [2], [5]. Fostering 21st century skills ensures Engineers are equipped to

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

David F. Radcliffe, Swinburne University of Technology; Mary K. Pilotte, Purdue University, West Lafayette

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, the inclusionof Objective 5: Design and Objective 7: Creativity reflect the inductive and generative thinkingthat is an integral part of engineering investigations and “real-world” problem solving. Viewedanother way, the inclusion of these two objectives reminds us that design and creativity bothinvolve investigatory elements, exploration, data and information gathering, analysis andinterpretation, often through the design and conduct of experiments. The power of designthinking by Brown [19] with its emphasis on early and frequent prototyping to test ideas,physically or virtually, is a manifestation of the interdependence between engineering design andengineering investigation. The contemporary mantra associated with design thinking

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

implementingtheir designs, industrial engineering students learned from their mechatronics counterparts, thusengaging in PL. In addition, the student pairs that were able to finish the lab quickly were requiredto help the students that had problems implementing their designs thus engaging in PPPL. Allstudent pairs had to write lab reports providing the working designs, the problems theyencountered, and the solutions they devised. In addition, each student had to include two self-reflection paragraphs (part of closing the experiential learning feedback loop) about what theylearned and what they liked. A students’ questionnaire, test grades, lab reports, and lab designswere used as evaluation and assessment instruments. Student lab reports (qualitatively

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University; Tzu-Liang Bill Tseng, University of Texas, El Paso

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

widely disseminated to educational institutions with limitedresources.Many analytical techniques can be implemented with imaging and optical detection devices suchas smartphones, low-cost digital cameras and USB ‘microscopes’, desktop scanners, andmodified CD players. For example, the CCD camera of a smartphone can be used as an opticaldetector in absorption, reflection, scattering, and fluorescence measurements, albeit for somemethods requiring also an optical source (e.g., and LED) and optical filters. Color cameras candiscriminate wavelengths, thus allowing spectroscopic measurements. These pervasivetechnologies are highly familiar and accessible to students, and offer additional features such asconnectivity, data processing and archiving

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tracy L. Yother, Purdue Polytechnic Institute; Mary E. Johnson Ph.D., Purdue Polytechnic Institute; James M. Thom, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

course was analyzedto reduce or eliminate extraneous elements that had crept in over the years to the two individualcourses, but had not been pruned appropriately during the merge of the two courses into one.This paper discusses modifications made to both lecture and laboratory section, but the focus ison the improvements made to the laboratory section. The methodology steps (shown in figure 1)for the course improvement are: a) Conduct course post mortem though the review of the course evaluations and instructor self-reflection. Identify specific areas of focus that are actionable, realistic, and include potentially impactful changes. b) Review the current lecture topics and laboratory projects and identify those that are

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

involved only component submission.Methodology. Unlike many programs that offer one or two 3-credit laboratory courses, ourprogram—at a Hispanic-serving research university in the Southwestern United States—offersfour 1-credit laboratory courses, spanning the junior and senior years. We revised the writingprocess in three of the lab courses. Students complete two short technical reports one componentat a time; on the first, they received feedback and revised their work.To assess the impact of these changes, we compared the total scores from the first and secondreports that instructors provided using rubrics. The rubrics evaluated both conceptual knowledgeand writing quality resulting in composite scores that reflect overall report quality. We

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, the Mixed Circuits LogicControls Lab is using the latest modeling hardware and software, the NI Elvis II workstations withMultisim electrical simulation environment. However, these workstations are prohibitivelyexpensive for home use by students.The course student learning outcomes (SLOs) with their connections to ABET Student Outcomes,as well as grading policies and metrics, are described in [22 and 23]. Students start labs by workingin pairs. When done, students write lab reports consisting of two parts, design descriptions (writtenas a pair) and self-reflections (written individually).Digital Logic Controller Lab Design Problem and Laboratory Environment Changes The Digital Logic Controller Lab consists of two design problems. The

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleanor Byrnes, Harvey Mudd College; Yaqub Alam Mahsud, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

study, and the best thirty from each category were retained foranalysis. Class descriptions were extracted from these documents, and these descriptions werecategorized into multiple categories reflecting the many types of laboratory experiences studentscan have: no laboratory component, traditional in-lab hardware experiences, software-basedlaboratories ​[4]​, take home lab kits ​[5]​, mixed studio-lecture courses ​[6]​, or other laboratoryexperiences.The hypothesis of this study was that both engineering discipline and school rank would drivesignificant differences in the number of laboratories a program offered because EE and ME havevery different capital requirements for laboratory classes, and resources are one explicit aspect ofschool

Conference Session

Virtual Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela L. Dickrell, University of Florida; Lilianny Virguez, University of Florida

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

responses regarding working electronics knowledge at end of course.The student data shows that the majority of students somewhat agreed, agreed, or strongly agreedwith the statement they had enough working knowledge to independently create functionalsensors and actuators systems controlled via code on their own. The student responses weregiven a weighted value of 1-strongly disagree, 2-disagree, 3-somewhat disagree, 4-somewhatagree, 5-agree, and 6-strongly agree; the weighted average of the scores was 4.9. This positiveself-reflection learning outcome was especially meaningful given data was taken in a semesterwhere students were fully online given the COVID crisis for this normally hands-on makerspacebased course.Qualitative Analysis of Impact of

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lijun Zhang, Beijing Institute of Technology; Dongxiao Wang, Beijing Institute of Technology ; Xiaofeng Tang, Ohio State University; Zhonglian Zhang, Beijing Institute of Technology; Hai Lin, Beijing Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

reflective exercise and public activities designing prototyping testing technical speaking writingFigure. 1 The alignment of the learning outcomes, direct assessment items, and instructional activitiesFinally, instructional activities including designing, prototyping, testing, written and oralcommunication, reflective exercise, as well as lectures. These activities are aligned with thenewly developed learning outcomes and direct assessment plan as shown in Fig. 1

Conference Session

Virtual Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Parisa Shokouhi, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

and exploring the sensor response for different relevant testparameters such as sensor (probe) size and characteristics such as frequency and type (absolutevs. differential) as well as test material properties (see the example for ET in Figure 1). In thisexercise, the students are first asked to predict the sensor (probe) response (based on what theyhave learned in the lectures and reading materials) and then calculate the response using thesimulation software (Figure 2). Afterwards, the students are asked to analyze the response inlight of their initial predictions and reflect on any mismatch. In this first exercise, the studentsonly study the probe physics and not the probe interaction with a flaw, which will be explored inthe second

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

from concreteexperiences to reflective observation to abstract conceptualization to active experimentation.[4]Students need to come to an understanding of why the material is important to learn, to learningimportant new concepts, to using the concepts for active experimentation before making newconnections and using the newly acquired knowledge for other purposes. By their nature, labexperiments tend to focus on the active experimentation portion of the cycle. However, activeexperimentation is going to be less effective for learning unless students are given theopportunity to access the other portions of the cycle through purposefully designed activities.[3]When new labs are developed or old labs redesigned, there is an opportunity to

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maher Shehadi, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

consumption in residential and commercial buildings has increased significantly over thelast decade contributing to 40% of the US primary energy usage. Heating, ventilation, and air-conditioning (HVAC) for these buildings contribute to more than half this amount. A reductionin the HVAC energy consumption load would reflect a significant reduction in the total energyconsumed. Programmable thermostats are used to reduce energy consumption. However, howefficient the thermostats are in terms of representing the room temperature defines the level ofcomfort for the occupants inside the space. An increase in the variance between the thermostatvalue and the overall temperature distribution in a space would indicate inefficient representationand would

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Pierson, University of Georgia; John M. Mativo, University of Georgia; Edwin Chiuz, University of Georgia; Mark Trudgen, University of Georgia; Christopher Herring, University of Georgia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

rationale. This paper discusses the experience both the students and faculty had in the design, build,and test of the powertrain. The powertrain is an extensive system since it provides the power andtransmission to develop motion of the vehicle. The presentation covers the background of FSAEat UGA, the powertrain as part of the capstone experience, and the outcome. This paper views involvement in capstone activities thorough Kolb’s Experiential LearningTheory (ELT) [2], namely: concrete learning, reflective observation, abstract conceptualizationand active experimentation. Student class work learning is enhanced greatly by transfer ofabstract information to a concrete problem-solving activity.Background According the University of Georgia

Conference Session

Adaptation of Laboratory-based Courses During a Pandemic: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Ardeshir Raihanian Mashhadi, University at Buffalo; Tracy L. Mallette, University of New Mexico; Andrew P. Shreve, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

described the experiments. For the first year laboratory, we collected twoassignments—one that asked students to propose their acid mine drainage remediation design(considering both cost and effectiveness) and another that asked students to record the data theygenerated (in the face-to-face or simulated experiment), conduct analysis, and propose revisionsbased on their results. In the junior laboratory, we collected students’ analysis of their data(generated in the simulation or face-to-face experiment), the final short laboratory report theywrote about the experiment, and the reflective essays students did at the end of the semesterwhere they were asked, in part, to think about what they learned in this lab. In both cases, wealso collected field

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian D. Storey, Franklin W. Olin College of Engineering; Bradley A. Minch, Franklin W. Olin College of Engineering; Linda Vanasupa, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

college. There was no statistically significantdifference in the responses by groups of female (40/74), male (29/74) or transgender/non-identified (5/74) student groups. This paper describes the design elements of the course andmodules and a data set that illustrates the design supports students’ use of multiple learningresources.IntroductionA course on electronic circuits is common in engineering programs. It is often a challenging onefor novices because it relies on the abstract ideas of electron motion, charge build-up reflected involtage, and time-dependent responses. While sensing, instrumentation, and measurement arecommon activities in engineering, introductory circuits courses often focus on concepts andanalytical approaches to circuit

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Jackson, University of Florida; Joshua Rudaitis, University of Florida

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Cycle”wherein multiple stages of learning are introduced. These stages are Concrete Experience,Reflective Observation, Abstract Conceptualization and Active Experimentation. According tothe theory, they create the “learning experience”. Armed with this information, the studyintroduces the concept of an E-Portfolio. This E-Portfolio provides users of remote labs with theability to record the work they performed and document their findings. The concept of thisportfolio does not stop at being a simple digital notebook, however. The study asserts that thisportfolio can be used by professors to check on students’ work or be opened to the public inorder to add a social dynamic. The study calls the social aspect a “community” and says that itcan

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

-indonesia-shares-experiences/article_a141ee08-66de-11e9-a6a0-5b654463377e.html[4] Thomas, D. Six Weeks in Kathmandu: Reflections of a Fulbright Specialist.https://amte.net/connections/2017/09/six-weeks-kathmandu-reflections-fulbright-specialist[5] F. Ortega, A. Leyton, F. Casanova. Design And Evaluation Of A Rail Made Of Carbon FiberReinforced Material For An External Fixation System, Dyna rev.fac.nac.minas vol.79 no.174.Medellín July/Aug. 2012.[6] A. F. Carrera. Desarrollo de un dispositivo de fijación externa para transporte yalargamiento óseo. School of Mechanical Engineering - College of Engineering.Universidad del Valle, Cali - Colombia 2016.[7] J. F. García. Desarrollo de un sistema de fijación externa en materiales compuestospara transporte

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian Kozak, Purdue Polytechnic Institute; Chenyu Huang, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

engineering andengineering technology programs. This was a sophomore level course, students are usually notquite familiar with airplane components and reflect difficulty in understanding and applying thetheoretical knowledge of statics. In order to strength instruction, tours of adjacent aircrafthangars were conducted to expose students to real aircraft components. Integrating hangar tourswith theoretical instruction and computer-aided analysis is expected to assist students to betterunderstanding theoretical static knowledge and applications in real aerospace environment.Therefore, students would have better understanding of relevant theoretical knowledge and thefuture application environment of theory, as well as the coursework

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Silveira, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

reflection characteristics (S21, S11) by performing simulations using Sonnet Lite.After verification, students were then asked to create printed circuit board (PCB) layouts for theirfilters using Autodesk EAGLE. Physical filter prototypes were manufactured in-house using anLPKF ProtoMat E34 PCB engraving machine. Students were then asked to solder SMAconnectors to their filters, measure the actual performance using a vector network analyzer(VNA), and compare their results to theoretical expectations. A discussion of learning objectives,grading criteria, a comparison of theoretical specifications vs. experimental results, anassessment of student learning outcomes, and recommendations for future improvements to thedesign project are

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daisuke Aoyagi, California State University, Chico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

electronic Lab Notebooks (eLN), we tested two no-cost implementations ofeLN and compared to the traditional paper-based LN. This paper describes the background,method, and result of the comparison test.Lab Notebooks ReviewMany groups of instructors and researchers studied LN-related topics. For example, Berland etal. [2] noted many forms and purposes of engineering notebooks in colleges and high schools,and identified two general aspects: process-based versus product-based. The distinction,according to them, is based on the primary audience and the timing of reflection and feedback.Process-based notebooks are “for recording, reflecting upon, and receiving feedback on works-in-progress”, including “preliminary ideas, personally relevant questions

Conference Session

Experimentation and Laboratory-Oriented Studies Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Aaron-Joseph Michael Jones

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. In thearea of model validation, students have a purely simulation-based lab where they compare firstand second order models of the device, to determine under what conditions the motor inductancecould be neglected, and are given the Qube’s inductance and asked to justify their choice ofmodel for it. In the next lab, they utilize the device itself, and compare experimental data to thetheoretical performance that they expect, then are asked to reflect on the reasons fordiscrepancies. In a later lab, students develop a controller for the Qube. They are given a set ofspecifications that the controller should achieve; these differ from one term to the next, buttypically involve parameters such as overshoot and settling time. They are then asked

Conference Session

Panel Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Kevin F. McCue, Northeastern University; Rebecca Knepple, Northeastern University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

bladed horizontal axis wind turbine and a Savoniusvertical axis turbine. The horizontal axis wind turbine was a modified KidWindTM MINI TurbineKit9, as shown in Figure 2. The blades and generator were attached to a custom 3D printed mastand base which was designed to fit in the available wind tunnel. Figure 2: Horizontal axis wind turbine with custom 3D printed baseThe Savonius turbine was designed and 3D printed by the authors and is shown in Figure 3. Bothturbines had timing marks added in the form of reflective tape to facilitate rotational velocitymeasurements. All 3D printed parts were fabricated from ABS plastic. The generators used werethe same as from the KidWindTM kits. Figure 3: Savonius vertical

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gordon P. Smith, Western Kentucky University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

temperature data. Short term behavior (0-400s) is believed to incorporate effects from the furnace coming up to operational temperature. Mid-term behavior (400s – 2400s) is considered a transient state where radial and axial conduction effects trade dominance and work to balance out. Long-term behavior (2400s on) attains fairly steady state behavior across all interior regions.  The interior temperature profiles also show identifiable modes. Short-term behavior (0- 300s) is suspected to be due to most of the exhaust heat going to warm up the furnace and interior walls. Mid-term behavior (300-4200s) reflects a transitional state. Long-term behavior (4200s on) attains fairly steady state

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

interactionscreated a sense of connection with the research process and the dynamic nature of the testedtopics. The positive experience was also shared by the invited speakers and participatingresearchers. They reflected that drawing on their own research experience gave them anadded incentive to engage with the students beyond lecturing.References1 Rugarcia, Armando, Felder, Richard M., Woods, Donald R., & Stice, James E. (2000). The Future of Engineering Education: Part 1.A Vision for a New Century. Chemical Engineering Education (CEE), 34(1), 16-25.2 Chalah, Habbal. (2018). Design, Implementation, and Assessment of a Summer Pre-collegiate Pro-gram at Harvard University.3 Felder, R., & Brent, R. (2004). The Intellectual Development of

Conference Session

Virtual Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raluca Ilie, University of Illinois at Urbana Champaign; Eric Shaffer, University of Illinois at Urbana Champaign; Cynthia Marie D'Angelo, University of Illinois at Urbana Champaign; Daniel Cermak, Illinois Informatics; University of Illinois at Urbana Champaign ; Mei-Yun Lin, University of Illinois at Urbana Champaign; Hsinju Chen, University of Illinois at Urbana Champaign

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Reality course taught in the Computer Science Department at the same university, oras part of independent research projects involving electrical and computer engineering students.This reflects the strong educational impact of this project, as it allows students to contribute to theeducational experiences of their peers. During phase IV, the VR experiences are played bydifferent types of audiences that fit the player type. The team collects feedback and, if needed,implements changes.The pilot VR Lab, introduced as an additional instructional tool for the E&M course during Fall2019 and Spring 2020, engaged over 100 students in the program, where in addition to the regularlectures, students attended one hour per week in the E&M VR lab

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Mentis, United State Military Academy; Andrew Ross Pfluger, United States Military Academy; April Dawn Miller, United States Military Academy; Enoch A. Nagelli, United States Military Academy

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. Interest in STEM and Achievement of Course GoalsIn addition to the word frequency analysis, students provided feedback on whether the labsequence increased, decreased, or did not change their interest the field of chemistry and alsotheir interest in pursuing research. While just under half (49%) of the students surveyed reportedan increased interest in the field of chemistry, over 60% reported an increased interest inresearch.In terms of achieving the content goals of the course, the water quality sequence aligned wellwith learning objectives for the course. Table 3 shows the correlation between the lab topics andlearning objectives from select lessons. This alignment was reflected in an 89% agreement fromstudents surveyed that the lab sequence