Conference Session

Novel Methods of Construction Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University - San Marcos

Tagged Divisions

Construction

focus is in active learning and project based learning in engineering and technology education. Contact: kgt5@txstate.edu Page 23.1286.1 c American Society for Engineering Education, 2013 Unrealized Potential: Course Outcomes and Student LearningAbstractDo you recall those course-level student learning outcomes on your syllabus? Ones that wereargued over in some curriculum planning meeting long ago when they were developed to satisfyan accreditation agency. You know, those outcomes that students rate at the end of the semesteras to how well they agree that they learned various things in

Conference Session

Projects in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lin Zhao, Gannon University; Nigel Yu, Gannon University

Tagged Divisions

Electrical and Computer

. The direct assessment results show consistent high quality student performance.The indirect assessment was done in the form of online course exit survey. Figure 12 shows thescreen shot of a small portion of the survey. The survey consists of 53 questions in sevencategories, including course outcomes, course items, course syllabus, course instruction, facultyitems, assessment techniques, overall evaluation, etc. The course exit survey was done for eachcourse for every semester. Figure 12 screen shot student course exit survey from EvalTools@Table 3 summarizes the average course exit survey score (in the scale of 5) for these threecourses from Fall 2010 to Fall 2012. It shows an overall evaluation of 905 and above. Whenanswering

Conference Session

Labs and Experiential Learning

Collection

2021 Illinois-Indiana Regional Conference

Authors

Benjamin D McPheron, Anderson University; Kenneth M Parson, Thor Motor Coach; Matthew Stein, Roger Williams University

Tagged Topics

Labs and experiential learning

, timely to the tasks being completed in lab. Table 1 presents arough schedule for lecture material. A detailed course syllabus and lecture notes are provided ina GitHub repository, found at: https://github.com/bdmcpheron/Mechatronic-Systems-Design.Table 2 provides the breakdown of graded artifacts in the course. Table 1: Rough schedule of Mechatronics System Design lecture topics Week Topics 1 Intro to Mechatronics, Programming Review 2 Programming Review, Motor Control 3 DC Motor and Servo Motor Control 4 Analog Inputs 5 CAD

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Eric Anderson R.A., Farmingdale State College

becomes available at the end of 2020, it will be compared toprevious class evaluations to determine if the modification of class activities to work within theconstraints of remote class delivery was an effective change to the class program and make a listof best practices to assist with future syllabus development for capstone courses.TEACHING CONSTRUCTION MANAGEMENT CAPSTONE REMOTE 4 Introduction The author has taught the capstone project course for Construction ManagementEngineering Technology (CM) students (CON496) for four years. The course descriptiondescribes the goals and outcomes as follows: This is a

Conference Session

Student Learning and Research

Collection

2005 Annual Conference

Authors

Abi Aghayere

from any improvements in the course that may result from their feedback.To overcome this drawback, the author explores in this paper the use of ongoing assessment ofstudent understanding of course topics throughout the quarter using module surveys. In thispaper, the author presents the advantages of the ongoing assessment technique, the survey datafrom online and on-campus sections of the author’s structural analysis course, and feedback fromstudents regarding the effectiveness of the module surveys. This continuous improvementprocess has been successfully adopted in the author’s structural analysis, structural steel designand reinforced concrete design courses. The analysis of the data obtained from administering thissurvey to students in the

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Ali Khasawneh P.E., Jordan University of Science and Technology; Mohammad Obadat P.E., The University of Tennessee at Martin

Tagged Divisions

Civil Engineering

whether or not a class instruction is adequateby itself and vice versa. Question 2 and question 3 are under the second category that measuresthe advantages obtained from adding DARWin 3.1 to the course syllabus. Questions 6, 7 and 9represent the third category, they evaluate the software as an engineering tool in terms of ease ofoperation, extent of tutorial required to get students started and its rank amongst other softwaresthey used in their undergraduate study thus far. The last category includes question 8 andquestion 10. These two questions are used to assess students’ satisfaction concerning the numberof assignments they had to work on using the software and the quality of assistance they receivedfrom the instructor to help understand the

Conference Session

Improving Communication Skills in ME

Collection

2003 Annual Conference

Authors

Theresa Jones

participation as being composed of being physically present, being willing to askquestions and make comments, and having a good attitude. He further commented that “a badattitude will get you a bad grade… a good attitude will get you a good grade.” He defined a badattitude as not participating, trying to get around doing work, and leaning too much on others. Henoted that arguing with the instructor was not indicative of a bad attitude because “I love it.”On the first day of class, the instructor handed out a four-page course syllabus which explicitlypointed out that his course objectives were both to introduce the students to solving open-endedproblems as well as to address the technical content. The syllabus also explicitly stated that thecourse would

Conference Session

Innovation in Continuing Education

Collection

2004 Annual Conference

Authors

Eugene Rutz

Copyright © 2004, American Society for Engineering Education Figure 1 Layout of Course ContentPresentation of Blended CourseAll students who registered for a certificate program course have an account on the Blackboardcourse management system (see http://blackboard6.uc.edu). Since email was the primary meansof communication between instructor and students, it was important to establish routine use ofthis medium. At the beginning of the term, email was sent to the students instructing them onthe format and structure of the course. Information was also provided on how to access coursecontent and what to do if problems with the material were encountered. The instructorcommunicated course requirements through the syllabus

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Kyle F Trenshaw, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign; David E. Goldberg, ThreeJoy Associates, Inc. and the University of Illinois

Tagged Topics

NSF Grantees Poster Session

discussed what topics and activities students couldchoose. The negotiable elements reinforced the strategic core, but give students autonomy topursue personal interests (purpose) and competencies. For example, students could choose totake the hour exams that the interactive engagement students took or they could choose to createdesign projects or educational resources.3.2.3 Create course structures To present the strategic core and the negotiable elements in a way that supportedstudents’ sense of competence, we required students to create three learning agreements thatreplaced the normal course syllabus. These learning agreements would be completed in purpose-based learning teams to foster students’ sense of relatedness. For example

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Washington Braga

answers analysis and similar resources. As learning is a personal experience, noteverybody does learn the same way. Therefore, it was found necessary to offer a largenumber of academic resources that are supposed to motivate different students. On their firstday of class, students receive a written summary about them, besides the course syllabus,with plenty of information on how to handle such resources, how to select passi ng criteria(students may choose weights for four types of academic evaluation tools: three monthlytests, a final examination, projects and online plus classroom participation), hints on oralpresentations, netiquette and others. The summary is also available online. To give some flavor on how such material is being used

Conference Session

MECH - Technical Session 9: Advanced Mechanical Engineering Topics

Collection

2024 ASEE Annual Conference & Exposition

Authors

David A. Copp, University of California, Irvine

Tagged Divisions

Mechanical Engineering Division (MECH)

Specifications Grading scheme. Students could use this as a checklistto keep track of their course grade.Assignment BundlesHomework Problem Sets (HWs): Eight weekly HWs are assigned and submitted on the courselearning management system. Problems are assigned from the textbook. A token can be used toreceive a 48-hour extension on the HW due date; this can be done up to three times. Each HW isgraded using the rubric shown in Table 3.Homework Quizzes: Students work on weekly HQs in groups during class time. These quizzescover material from the previous week’s homework problems to assess comprehension of theproblem solutions. They are online quizzes through the course learning management system withmultiple choice or true/false questions. Students receive

Conference Session

Distance Learning in ET

Collection

2008 Annual Conference & Exposition

Authors

Akram Hossain, Purdue University Calumet; Niaz Latif, Purdue University

Tagged Divisions

Engineering Technology

Engineering Technology (JET) and he was the past Editor-in-chief of JET. Page 13.1132.1© American Society for Engineering Education, 2008 Synchronous Delivery of Engineering Technology Courses to a Remote Location − issues and challenges related to Technology and students’ learningAbstract Distance delivery of a course is a compromise between a true online classroom and aclassroom having live audience. The issues and challenges related to synchronous delivery oflecture and laboratory based engineering technology courses to a remote location are discussedin this paper. In summer (2007

Conference Session

ECCD Technical Session 3: Energy and Multidisciplinary

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Fred Lacy, Southern University and A&M College

Tagged Divisions

Energy Conversion and Conservation

components and devices, and AC power,three-phase circuits, power quality, and blackouts. During the course activities the students willutilize common industry tools and software packages for renewable energy analysis, simulationand design, and become familiar and know the drivers and requirements of the smart grids.The syllabus provides a detailed course description, main topics, weekly readings, assignments,project dues dates, exam dates, course objectives, grading policy, instructor contact information,administrative issues, etc. The overall objective of this course is to provide students with both thescience and technology of different energy sources, alternative and renewable sources, powersystem operation, as well as the policies that heavily

Conference Session

Materials Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lessa Grunenfelder, University of Southern California

Tagged Divisions

Materials

deeper and more completeunderstanding of concepts (strengthening mechanisms, heat treatments, etc.) as they performexperiments in lab and observe the phenomena described in class. The synergy between lab andlecture creates a dynamic and impactful learning experience. The goal with redesigning theMASC 310 course was to achieve a lab-like experience within the existing confines of coursetopics, classroom space, and contact hours. Course activities were designed to utilize simple andportable supplies, with each activity created as a stand-alone module that could be facilitated byany of the course instructors or teaching assistants and fit into the syllabus at the instructors paceand discretion.The underlying goals of the redesign were to increase

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, Northeastern University; Jack Fitzmaurice, Northeastern University; Paul John Wolff III, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

the future. My belief is that just as there is a need for public parks and squares to be pleasant and welcoming to a diverse population in order to function effectively, so must the interfaces and places in the online classroom environment, be designed to engender meaning and afford social interactions. I invented several analysis tools for measuring the embodiment of course materials, the flows of communication and information, and the ”sense of place,” using frameworks such as the Vitruvian Triad and the concept of tacit knowledge and Vygotsky’s Zone of Proximal Development. Since the notion of a ”sense of place” is not well understood outside the design fields, my recent research seeks to define the concept

Conference Session

Industrial Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farnaz Ghazi-Nezami, Kettering University; Mehmet Bayram Yildirim, Wichita State University

Tagged Divisions

Industrial Engineering

- ficient manufacturing systems, supply chain and operations management, and engineering education. In educational research, her interests include online education, active learning and entrepreneurial mindset development in engineering classes.Prof. Mehmet Bayram Yildirim, Wichita State University Page 26.149.1 c American Society for Engineering Education, 2015 Active Learning in Supply Chain Management CourseAbstractThis paper presents an active learning approach implemented in the Supply Chain Management(SCM) course. In this course, the fundamentals of supply chain and logistics

Conference Session

Computers in Education Division Technical Session 6: Computer Science Freshman Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joe Michael Allen, University of California, Riverside; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

final exam after the 10th week, with each exam being half multiplechoice and half coding questions. For all sections, each week has (1) the same required onlinereading with auto-graded short question activities, (2) online small auto-graded codinghomework activities, and (3) 5-7 small/medium programming assignment activities requiringabout 3 hours. All 3 items are provided via a single C++ zyBook [17], configured to have onechapter per week.2.2. Data collectionFor this work, we focus on data from three sources. First, we analyzed student grades fromweekly reading activities, challenge activities, and programming assignments, from both themidterm and final exam, and from the overall course grade. Second, we collected data fromsurveys given to

Conference Session

Environmental Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

- it stressed me out so much that sometimes it made it hard to focus on the information I was learning instead of the quickest way to get through the quizzes. M. I never took a course that was structured this way and I really enjoyed it. The minimum workload wasn't too much and there was room for the students to earn more if they wanted.” [6].And, “About the course [5605 Environmental Modeling] format: C. Please spend less time going over the 'rules'. Yes, the class has a unique structure, but students should read the syllabus. D. A major strength in this class is the grading system - any student who doesn't earn an 'A' is either lazy or stupid or both. E. The grading system encourages students to take

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Mike Simard PE, Villanova University

programs actively promote project management. In an online reviewof the top 50 undergraduate engineering programs [5], only 31% of mechanical engineeringprograms listed “project management” or “project planning” in their capstone course description,see Table 2. That is not to say that some project management is not included in these coursecurriculums, but it suggests the relative importance given to the topic and its extent ofimplementation. Some may argue that managing a project simply requires organization and timemanagement skills and that students invariably develop these skills throughout their studies, butthe reality is that project management fundamentals need to be learned and practiced just likeany other skillset. Table 2: Online

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Kathleen Harper; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

quarterlybasis for the teaching and for the course organization and implementation. Their attitudes aboutthe courses and toward engineering are surveyed as well.9Materials Provided for Faculty – When the faculty members agree to teach with the FEP, theyreceive a notebook with the course syllabus, a paper copy of all of the lecture notes, a paper copyof the problems the students will solve along with the answer keys, and a CD or Zip disk with anelectronic copy of all of the lecture materials. They also receive textbooks and a copy of any CADor analysis software that is used in the course. The faculty members and graduate students worktogether to develop the midterm and final exams.Workshop for the Teaching Teams – The faculty along with the graduate and

Collection

2013 Pacific Southwest Section Meeting

Authors

Tammy Yut-Ling Chan; Gustavo Borel Menezes

engineering problems. Pai19 foundthat students who participated in the online quizzes and discussion forums, which wereimplemented on Blackboard Vista course management system, performed better on the midtermand final exams than their peers who did not engage in these activities. Active learning inmechanical engineering has been promoted using on-line course management tools such asmailbox and discussion forums20.Problem-Based LearningEngineering is essentially problem solving. Active learning methods that involve solvingproblems allow students to practice being engineers21. Also, engineers in industry work on case-oriented projects, such as those used in law and business, which have helped students deeplylearn engineering principles22. Graduate

Conference Session

Automation, Instrumentation, and Computer Simulations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas E. McDermott, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Energy Conversion and Conservation

the one-evening-per-week class session inthe past. The instructor also incorporated two items from the ASEE National Effective TeachingInstitute (NETI-1) summer 2015 offering. The first new element is detailed learning objectives,which are presented as study guides, amounting to six full pages of objectives for the course. Thesecond new element is a “scaffolded” handout for each class, encouraging students to activelycomplete content and take notes. In addition, the instructor has added animations using theANSYS Maxwell software that serve as demonstrations for students during the software labs.Students also complete short online quizzes before class to promote preparation. Thus, our fall2015 class has assumed a blended classroom format, in

Conference Session

Division Experimentation & Lab-Oriented Studies: Pedagogy of Lab-Oriented Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

a small scale, prepares students for future, larger research projects. At afundamental level, students have the opportunity to explore research in their field of interest anddeveloped a general sense of whether they would like to pursue research further in their career.With a focus in many universities on providing more research experience for students, providinga structured yet creative research methods experience expands the availability of researchexperience to a greater number of students. Here, we detail the development and initial findingsof an inquiry-based, engineering-wide undergraduate research course.MethodsThe Course We developed the course content and syllabus by obtaining input from a number of researchfaculty in our

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

, depression, and anxiety) and personal resources (self-efficacy, engagement, and motivation) using an online survey. Students also provided permissionto record their grades on course assignments for analysis. Following the end of the semester,participating students’ scores were recorded for the following: (1) Average of scores forhomework assignments; (2) Average of scores on quizzes; (3) Average of scores for each of threephases of the term project; (4) Average of scores for three midterm exams; (5) Score for classparticipation. Data will be analyzed using multiple regression models. The proposed paper willdescribe the course structure and design of the course assignments, which differ in their level offlexibility, as well as the results and

Collection

ASEE-NE 2022

Authors

Marisha Rawlins, Wentworth Institute of Technology; Pilin Junsangsri

their key course assessment types, for example, lab exercises are worth 30% of theoverall course grade, the project 20%, assignments 20%, and quizzes and exams the remaining30%. Then the individual assessments are graded on a point-score, for example, Assignment 1 isworth 40 pts and the midsemester exam is worth 100pts. Finally, an overall letter grade andassociated GPA are assigned based on the course assessment weightings and points. Thistraditional method persists because instructors are used to this method in non-programmingcourses where this method makes sense, and in many universities, the syllabus template isbroken up to facilitate the traditional methodology. While this methodology works well for mostcourses, programming is a skills

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Maria Chrysochoou, University of Connecticut; Connie Syharat, University of Connecticut

students.Specifically, the standards related to a strengths-based approach encouraged instructors toenhance student motivation and engagement [16], [17] by providing a variety of modes foractivities and assessments and provide students with the opportunity to make choices and applytheir strengths within the context of these learning activities and assessments. The standardsrelated to building a culture of inclusion encouraged instructors to a) include a personalizedinclusion statement in the course syllabus that goes beyond the required accessibility statementrelated to access and accommodations, b) to participate in development activities related toneurodiversity, and c) to adopt inclusive teaching practices that are appropriate for their course.The teaching

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Silverstein, University of California, Los Angeles

Tagged Divisions

First-Year Programs

, more than half switched to a different, non-engineering, STEM major.This paper describes the course. The Background that led to this course is contained atAppendix 1.For the past 5 years I have taught an upper-division undergraduate course in engineering careerskills and ethics at UCLA. (see Appendix 2, Syllabus of ENG185 “The Art of EngineeringEndeavors” .) As part of the class, students write a short, ungraded biography which describestheir reasons and preparation for their engineering studies. In addition, students take a survey(also ungraded) that further illuminates their preparation and interests relative to engineering andan engineering career (Appendix 3.) Based upon the information I collected and the experience Igained talking to and

Conference Session

Design throughout the Mechanical Engineering Curriculum I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mariappan Jawaharlal, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Mechanical Engineering

thousands of students each year. This is the largest event of its kind in the nation, and it culminates in an Annual Robot Rally. The REAL initiative has inspired thousands of young students to pursue STEM education. He is a pioneer in developing engaging, online tutorials. He founded APlusStudent, an online supplemental K-12 education company in 1998, and developed over 800 interactive, learning modules. More recently He has been involved in CSU course redesign initiative focused on redesigning bottleneck courses with technol- ogy. His interests are in the fields of education, entrepreneurship, product design and biomimicry. He has been instrumental in bringing many new products to the market from mere concepts, He is a

Conference Session

Multimedia and Distance Learning in ET

Collection

2006 Annual Conference & Exposition

Authors

Sorraya Khiewnavawongsa, Purdue University; Ron Leong, Purdue University; Edie Schmidt, Purdue University

Tagged Divisions

Engineering Technology

To the extent that PowerPoint-inclined professors are guilty of rigid teaching, the lecturerof the control group is guilty of being led astray by students through excessively discussion,hence failing to complete teaching the syllabus-of-the-day, resulting in students’ failure tocorrectly answer two of the post test questions. This phenomenon can be observed and explainedby hypothesis 1.6. Future Research We will be able to conduct a pre-test post-test evaluation for the student doing IT 442class as a web based course this semester. But without the pre-test post-test result from atraditional lecture course as comparison, the result we obtained from the web based course willbe lacking in significance. Hence, a follow up research shall

Conference Session

Teaching Circuit Theory and Electronics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Braun, California Polytechnic State University

Tagged Divisions

Electrical and Computer

topics. Supplying online resources minimizes the in-class time required, and peerreview reduces the instructor workload. While this work incorporates sustainability intointegrated circuit courses, it should generalize to other engineering courses, by asking students to Page 22.1404.2consider how their coursework relates to sustainability. The assessment data suggest studentsimprove their sustainability analysis skills.Sustainability Learning ObjectivesThe context for this work is the 3-unit lecture course, EE 306, titled Semiconductor DeviceElectronics and accompanied by a 1-unit laboratory course, EE 346, titled Semiconductor DeviceElectronics