Displaying all 16 results
- Conference Session
- Perspectives on Engineering Education During COVID-19
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh
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- New Engineering Educators
Paper ID #32478New Instructors Perspectives on Remote Teaching MethodsDr. Ahmed Dallal, University of Pittsburgh Dr. Dallal is an assistant professor at the department of electrical and computer engineering, Unversity of Pittsburgh, since August 2017. Dr. Dallal primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, and computer vision, as well as machine learning, networked control systems, and human-machine learning.Prof. Mohamed A. S. Zaghloul, University of Pittsburgh Mohamed A. S. Zaghloul was born in Cairo, Egypt, in 1987. He
- Conference Session
- Perspectives on Engineering Education During COVID-19
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
focus is on education development and innovation. His Research interests include, but not limited to: Machine Learning, es- pecially Deep Learning, for Image Processing and Video Prediction, Neuromorphic Computing Systems and its applications.Dr. Ahmed Dallal, University of Pittsburgh Dr. Dallal is an assistant professor at the department of electrical and computer engineering, Unversity of Pittsburgh, since August 2017. Dr. Dallal primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, and computer vision, as well as machine learning, networked control systems, and human-machine learning.Prof. Mohamed A. S. Zaghloul, University
- Conference Session
- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Timothy Aaron Wood, The Citadel; Dan D. Nale P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
–90, Feb. 1990, doi: 10.1901/jaba.1990.23-483.[5] W. P. Hung, “Clicker Clicks It,” Jun. 2011, p. 22.330.1-22.330.12, Accessed: Nov. 12, 2020. [Online]. Available: https://peer.asee.org/clicker-clicks-it.[6] C. Demetry, “Use Of Educational Technology To Transform The 50 Minute Lecture:,” Jun. 2005, p. 10.1385.1-10.1385.11, Accessed: Nov. 12, 2020. [Online]. Available: https://peer.asee.org/use-of-educational-technology-to-transform-the-50-minute-lecture.[7] L. V. D. Einde, S. H. Lee, and J. L. Le, “Incorporating Clickers and Peer Instruction into Large Structural Engineering Classrooms,” Jun. 2012, p. 25.759.1-25.759.19, Accessed: Nov. 12, 2020. [Online]. Available: https://peer.asee.org/incorporating-clickers-and-peer
- Conference Session
- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University
- Tagged Divisions
- New Engineering Educators
], adapted from Zhu et al. [13]. During the module session, the graduate student teaching team… 1. Addressed my individual needs or concerns 2. Helped me and my partner(s) when we needed assistance 3. Provided responses that guided me in problem-solving 4. Motivated me to continue learning 5. Facilitated my communications with professors or other Learner-Centered course staff 6. Acknowledged that learning engineering concepts can be challenging at times
- Conference Session
- Tools and Strategies for Teaching Online Courses
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
ofbest practices.References[1] B. J. Beatty, Hybrid-Flexible Course Design. EdTech Books, 2019. https://edtechbooks.org/Hyflex/.[2] “Standards from the Quality Matters Higher Education Rubric,” Sixth Edition. Quality Matters. Retrieved from Specific Review Standards from the QM Higher Education Rubric, Sixth Edition.[3] “7 Things about Swivl,” Grand Valley State University Information Technology. Retrieved from https://www.gvsu.edu/cms4/asset/7E70FBB5-0BBC-EF4C- A56CBB9121AECA7F/7_things_swivl.pdf.[4] C. Li, “Hybrid Teaching of College English Under the Background of Big Data,” Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019), 445- 450, 2020.[5] S. Singh & A. Arya, “A hybrid
- Conference Session
- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati
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- Diversity
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- New Engineering Educators
-peer-review-putting-skills-into- practice/[3] A. E. Carroll, “Peer Review: The Worst Way to Judge Research, Except for All the Others.” NY Times, November 6, 2018. Retrieved from https://nyti.ms/2yRcClr.[4] C. Tyson, “E.O. Wilson on the Next Big Thing.” Chronicle of Higher Education, May 7, 2019. Retrieved from https://www.chronicle.com/article/EO-Wilson-on-the-Next- Big/246257?utm_source=at&utm_medium=en&cid=at[5] L. Benson, “Reflecting, Rebooting, Reviewing,” Journal of Engineering Education, vol. 108, no. 3, p. 311 - 312. 2019. https://doi.org/10.1002/jee.20288[6] K. Edström, J. Bernhard, M. van den Bogaard, L. Benson, C. Finelli, S. Chance, S. and R. Lyng, “Reviewers, reviewers, reviewers
- Conference Session
- Tools and Strategies for Teaching Online Courses
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- 2021 ASEE Virtual Annual Conference Content Access
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- Edward F. Gehringer, North Carolina State University at Raleigh; Ashwini Menon; Guoyi Wang
- Tagged Divisions
- New Engineering Educators
detection are standalone, but some can serve as tools within an LMS. A limitation ofthese tools is that they are specialized to a particular kind of question, and the exam may includequestions of several different types. A rubric-based tool can work with questions of differenttypes. It takes advantage of a grading rubric to identify students who “lose points” for the samereasons.Keywords: plagiarism, online exams, webcam monitoring, Integrity (software), CopyDetect, S-Check, Turnitin, Unicheck, Textreuse, Gradescope1. IntroductionAlmost overnight, the COVID-19 pandemic forced all classes online, and along with the classes,all exams. This meant that human proctoring was no longer possible, not for formerly face-to-face classes, nor for distance-ed
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
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- Diversity
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- New Engineering Educators
. This work encourages the engineering educationcommunity to find new ways to define how an inclusive practice is working for a specificcontext, as a supplement to a quantitative approach.References[1] C. E. Foor, S. E. Walden, and D. A. Trytten, “‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007, doi: https://doi.org/10.1002/j.2168-9830.2007.tb00921.x.[2] B. Berhane, S. Secules, and F. Onuma, “Learning While Black: Identity Formation and Experience for Five Black Men Who Transferred Into Engineering Undergraduate Programs,” J. Women Minor. Sci. Eng., vol. 26, 2020, doi: 10.1615/JWomenMinorScienEng.2020024994.[3] M. Kali, S. Secules, and C
- Conference Session
- Perspectives on Engineering Education During COVID-19
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology
- Tagged Divisions
- New Engineering Educators
amongst all three teaching modes. Nevertheless, significant differences maysometimes exist between one or two pairs. Thus, post-hoc analysis (Tukey) is used to determinewhich pair(s) cause this significance, shown in Table 8. Tukey’s analysis are performed only onthe two significant constructs from the ANOVA analysis, and the results indicate that the students’response to the interactive construct differ significantly between a semester with fullyimplemented remote teaching and one with in-person labs with a p-value of (p = 0.001), a meandifference of (-0.930), and a standard error of (0.238); this difference indicates that students in in-person sessions anticipated to receive more interactive learning instructions than those in remotesessions
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer R. Amos, University of Illinois at Urbana - Champaign; Zhilin Zhang, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Yiyin Shen
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
the“How well have you improved...” self-assessment questions in the survey, the students withdisability responded significantly (p=0.004 for response of “very well improved” and p=0.048for “extremely well improved”) more positively than the majority. Moreover, the group ofstudents who transferred or the group of students who were international, we found these twogroups of non-majority students also gave more positive responses than the majority. We foundthese three student groups shared a commonality: their common areas are the ability tocommunicate and explore from viewpoints of more than one academic field. Lastly, greaterpercentages of students with disability found “Course(s) outside my major” had the most impacton their improvement than
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tawfik Elshehabi, University of Wyoming
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
90% of my students (N=87) strongly agreedthat sharing my teaching philosophy is critical. Additionally, underrepresented students wereempowered and archived more than half the “A”s in my courses. In conclusion, since equal is notalways fair, instructors must make their expectations exceptionally clear to ensure that anystudent can succeed and earn an “A.” I believe it is time for educators to polish their teachingphilosophy, create appealing visual models, and share them with their students.IntroductionDeveloping a Teaching Philosophy Statement (TPS) is central in any academic career [1]. TPSdeclares the educator’s approach to teaching and learning. Creating a teaching philosophyengages educators in metacognitive reflection on what they
- Conference Session
- Enhancing Teaching and Research
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kweku Brown P.E., The Citadel; Dimitra Michalaka P.E., The Citadel; Nandan Hara Shetty, The Citadel; William J. Davis P.E., The Citadel
- Tagged Divisions
- New Engineering Educators
- assisted learning versus conventional teaching methods on the acquisition and retention of knowledge in medical surgical nursing students," Nurse education today, vol. 31, no. 8, pp. 866-871, 2011.[14] R. V. Lindsey, J. D. Shroyer, H. Pashler and M. C. Mozer, "Improving students’ long-term knowledge retention through personalized review," Psychological science, vol. 25, no. 3, pp. 639-647, 2014.[15] R. F. Hopkins, K. B. Lyle, J. L. Hieb and P. A. S. Ralston, "Spaced retrieval practice increases college students’ short-and long-term retention of mathematics knowledge," Educational Psychology Review, vol. 28, no. 4, pp. 853-873, 2016.[16] J. Direnga, M. B. Presentati, M. D. Timmermann, A. Brose and C. H. Kautz, "Does it
- Conference Session
- Perspectives on Engineering Education During COVID-19
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
interfacing with the office of research of the institution Member/s facilitating the different aspects related to the Scientific Core Expert research being proposed and the connections with gaps in literature Educational Core Member/s facilitating the different program of study for Expert students involved in the proposal effort Recruitment Many programs require a plan for the recruitment of Coordinator students and the support from the institution to achieve it Member/s reviewing and editing the draft in consultation Review and
- Conference Session
- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Valeriya Yudina, Higher School of Economics; Yulia Skrupskaya, National Research University Higher School of Economics; Victor Taratukhin, SAP Silicon Valley and University of Muenster; Elvira Kozlova; Natalia Pulyavina, Plekhanov Russian University of Economics
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators
diversity among those ideas. During prototyping, the ideas andexplorations are taken out of heads and into the physical world – the more artistic theprototypes are, the more feedback (both negative and positive is collected) on these, thebetter. The sixth stage is testing but is not usually the last one since testing is an iterativeprocess that initiates the creation of the next version of the prototype, representing anopportunity to refine solutions and learn more about users (Branson S., 2020).Next-Gen Design thinking (or Future Design thinking (Taratukhin, 2020)) as a furtherdevelopment of Design thinking (aka Stanford Design Method), based on a significantnew understanding of Ideation and Prototyping stages, novel approach of usestoryboards
- Conference Session
- Tools and Strategies for Teaching Online Courses
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- John Alexander Mendoza-Garcia, University of Florida
- Tagged Divisions
- New Engineering Educators
. …, 2007.[10] H. S. Fogler and S. E. LeBlanc, Strategies for Creative Problem Solving, 1st ed. New Jersey: Prentice-Hall, Inc, 1995.[11] M. Svinicki, “New directions in learning and motivation,” New Dir. Teach. Learn., vol. 80, pp. 5–30, 1999.[12] T. J. D’Zurilla, A. M. Nezu, and A. Maydeu-Olivares, “Social Problem Solving: Theory and Assessment.,” Soc. Probl. solving Theory, Res. training., no. 1971, pp. 11–27, 2009.[13] R. Wertz, “Towards a New Model Within the Community of Inquiry Framework: Multivariate Linear Regression Analyses Based on Graduate Student Perceptions of Learning Online,” Purdue University, 2014.[14] Tulane University, “Accessible Syllabus,” 2015. [Online]. Available: https