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Low-Barrier Strategies to Increase Student-Centered Learning

Conference Session: Enhancing Teaching and Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University
Tagged Divisions: New Engineering Educators

of the module was to help undergraduate students learncritical skills identified by stakeholders, such as sterile technique, cell culture, biomaterialdesign, experimental planning, and quantitative analyses. Further, the module sought to aidstudents in the development of important professional skills, such as problem-solving, teamwork,and communication. During module design and implementation, a variety of SCL teachingstrategies (Table 1) were applied to achieve the learning outcomes within the short timeframe ofthe module (Figure 1). A detailed description of implementation follows below.Table 1. Summary of SCL techniques and their methods of implementation. SCL Technique Interventions Situated

Relevance Score: 0.0130784605

Faculty Development and Instructional Design Through a Quality Matters Tool for Online and Hybrid Course Assessment

Conference Session: Tools and Strategies for Teaching Online Courses
Collection: 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

that also motivated this study. Swivl robot-facilitated classes, as wellas continuous improvement checks, have been well documented in the literature as a means tosupport and promote instructor reflection and development. Initially designed to capturepresentations, the Swivl is a robotic mount for a smart device and remote controlled with adevice called a marker. The Swivl tracks and records the person holding the marker [3].What follows are guiding self-study questions that ultimately facilitate an institutionalcontinuous improvement plan, leveraged with the same formative motivations as the QualityMatters framework. (1) Can course quality be most effectively impacted through a full QM, 43-criterion review or can a subset of QM

Relevance Score: 0.009247868

Building Research Skills through Being a Peer Reviewer

Conference Session: Enhancing Teaching and Research
Collection: 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
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

)Community network. This recruitment plan effectively supports the sustained engagement andintegration of RIEF participants and diverse individuals in the EER community. Application and Selection: Invitations for mentees to apply to the JEE MentoredReviewer Program included a link to an online application. The application collected contactinformation and demographic data and had open-ended questions to determine each applicant’sbackground and level of expertise. Questions requested information about demographics, Ph.D.concentration and year earned, relevant EER experience (e.g., publication and conferencepresentation history, reviewing history), confidence reviewing EER manuscripts, and the numberof EER colleagues with whom they regularly

Relevance Score: 0.009247868

New Instructors Perspectives on Remote Teaching Methods

Conference Session: Perspectives on Engineering Education During COVID-19
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh
Tagged Divisions: New Engineering Educators

meetings to fosterunderstanding and communicate with students. Nevertheless, irrespective of their teachingpedagogy, class interactivity was among the apparent challenges in online classes. The use ofactive learning techniques increased the level of interactivity in the classes.In future work, we plan to survey more faculty from other departments and other engineeringschools to analyze their experience and share their points on how to teach an effective engineeringclass. Also, in a different study, we plan to investigate active learning effectiveness in online ECEclasses.References[1] K. P. Hardy and B. L. Bower, "Instructional and work life issues for distance learning faculty," New Dir. Community Coll., vol. 2004, no. 128, pp. 47–54, 2004

Relevance Score: 0.008718974

Re-designing a Large Enrollment Online Course Using a Learner-Centered Approach

Conference Session: Tools and Strategies for Teaching Online Courses
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: John Alexander Mendoza-Garcia, University of Florida
Tagged Divisions: New Engineering Educators

problem-solving process was included in the SLOs.These are the final course goals included in the syllabus:• Students will use Excel, Word, and PowerPoint to aid in their problem-solving process.• Students will write a plan on how they would address an open-ended problem using the language of the problem-solving framework.• Students will analyze real-world data, such as applying business statistics techniques and mathematical models and create data visualizations for problem-solving.In addition to the course goals, I define a set of student learning objectives that will provide partialevidence of fulfilling the third course goal (see the list above). For example, these are two of thosestudent learning objectives: "Calculate

Relevance Score: 0.008008889

Student Response System Best Practices for Engineering as Implemented in Plickers

Conference Session: Enhancing Teaching and Research
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Timothy Aaron Wood, The Citadel; Dan D. Nale P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel
Tagged Divisions: New Engineering Educators

well to remember this method, as itrequires no preparation (besides a well-formed question) and no additional technology in theclassroom [2]. However, with a little planning and forethought, student response cards (a set ofsymbolic or color-coded index cards) can provide additional granularity and open up variousmultiple-choice questions [3], [4]. These pre-technological SRS approaches have very lowcognitive demands on instructors and students alike. Both methods predate the development ofelectronic SRSs.The modern electronic SRS began in the 1960s as hardwired audience response systemsdeveloped for the movie industry. As early as 1966, Stanford University introduced an SRS tothe classroom, followed by a hardwired system at Christopher Newport

Relevance Score: 0.0065392302

A Take on the Process of Proposal Development and the Scaling of Teams Towards Development of Competitive Proposals: A “Group Genius” Approach

Conference Session: Working Together: Approaches to Inclusivity and Interdisciplinarity
Collection: 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

with the group genius strategy that themembers follow during the entire period from the identification of the innovation challenge untilthe finalization of the PIT, as suggested by the Foundry. A few selected illustrative examples aredescribed in Section 5. Table 3: Suggested Functions for a Team Tackling the Development of an Academic Organization Proposal Function Comments Coordinator of Member facilitating the planning of activities and helping to Activities formulate schedule for milestone of the draft Member facilitating with the budget formulation and Budget Coordinator

Relevance Score: 0.0065392302

Investigating Student Retention of Surveying Course Material from Sophomore Year to Senior Year Using Pre- and Post-Tests

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

P.E., The Citadel William J. Davis is Dept. Head & D. Graham Copeland Professor of Civil Engineering and Director of Construction Engineering at The Citadel in Charleston, SC. His academic experience includes: transporta- tion infrastructure planning and design, infrastructure resilience, traffic operations, highway safety, and geographic information systems. His research interests include: constructing spatial databases for bet- ter management of transportation infrastructure, improving transportation design, operation, safety and construction, understanding long-term effects of urban development patterns, and advancing active living within the built environment for improved public health. He teaches courses

Relevance Score: 0.005449359

Competency Based Learning In “Aerospace Structures I” In an Online Environment – Work in Progress

Conference Session: Tools and Strategies for Teaching Online Courses
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Maria Chierichetti, San Jose State University; Nataliya Grigoryan, San Jose State University; Radha Aravamudhan, San Jose State University; Joseph Rodriguez, San Jose State University
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

up of multiple assessmentstoward the end of the semester. The authors have been happy with the initial results of theimplementation of competency-based learning plan to continue using the approach in futureofferings. Providing timely feedback using automatic grading or more structured gradingapproaches will be implemented as well. In addition, the next offering of the class will have bothan in-person section and an online section, and the authors expect to be able to differentiate theeffect of competency based learning in different learning settings.References[1] N. Okamoto, “Implementing competency-based assessment in an undergraduate thermodynamics course,” in ASEE Annual Conference and Exposition, Conference Proceedings

Relevance Score: 0.00539459

A UDL-Based Large-Scale Study on the Needs of Students with Disabilities in Engineering Courses

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

their responses.We also found there were significantly more percentages of female SWD than male SWD in thesurvey (Chisq test p-value < 0.0004). We recognize that there are different adoption levels ofcourse modalities and the usage data is less consistent than other questions about satisfaction andthe MUSIC questions. We have reached out to more courses from 7 courses in Fall 2020 to 49courses in Spring2021 and a larger pool of SWD students and will continue to modify our surveyto improve the consistency about usage responses for future surveys. We also plan to conductanalysis regarding potential bias caused by the discrepancies in instructional tools. In addition,we will analyze the results of semi-structured interviews, and conduct more

Relevance Score: 0.00539459

Inclusivity Meter: Tracing How it Worked and What Was Learned

Conference Session: Working Together: Approaches to Inclusivity and Interdisciplinarity
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
Tagged Topics: Diversity
Tagged Divisions: New Engineering Educators

industry-like terminology and helpingstudents take ownership of their project planning, as documented in previous work [11]–[13].These changes aimed to simulate the practical working environment in industry. However, evenwith these changes, the department continued to see some students and faculty, specifically fromunderrepresented identities, in senior design teams experiencing discrimination. These recurringincidents called for more actions related to the awareness of diversity, equity, and inclusionissues, which could eventually lead to a more diverse and inclusive culture beyond theclassroom, and into industry.Beyond department wide initiative, there were a few conditions in place that created anappropriate environment for this relatively

Relevance Score: 0.004623934

Investigating Students’ Expectations of Instruction in Engineering Laboratory Courses During the COVID-19 Pandemic

Conference Session: Perspectives on Engineering Education During COVID-19
Collection: 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

Edrees is a PhD student at New Jersey Institute of Technology, specializing in Transportation En- gineering. Ahmed has received his master’s in civil engineering from the University of Texas at Arlington in 2014. After, graduation Ahmed worked as a research assistant at Umm Al-Qura University in his hometown in Saudi Arabia. He also held a position as a teaching assistant and lecturer at the University of Jeddah. Ahmed plans to return as a faculty member at the University of Jeddah upon completion of his study.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the