Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

experiences for scientists and engineers. c American Society for Engineering Education, 2020Evaluating Peer Coaching in an EngineeringCommunication Lab: A Quantitative Assessment ofStudents’ Revision ProcessesAbstract Communication is a crucial skillset for engineers, yet graduates ​[1]–[3]​ and theiremployers ​[4]–[8]​ continue to report their lack of preparation for effective communication uponcompletion of their undergraduate or graduate programs. Thus, technical communicationtraining merits deeper investigation and creative solutions. At the 2017 ASEE Meeting, weintroduced the MIT School of Engineering Communication Lab, a discipline-specific technicalcommunication service that is akin to a writing center, but

Conference Session

Software Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

course ends (e.g., as peer tutors or project mentors), • help improve the course (e.g., by creating new active-learning exercises over the material, or scoping out new technological developments that could be incorporated into the course), and • keep you in contact with current industrial practice (e.g., by serving as a scrum master or training others in the practice).This way of looking at a course reflects a subtle, but important, difference in devising courseprojects. The question is not, How can I specify projects that will familarize students with thecourse content? but rather, How can I design projects that will help students find their role inpromoting their own learning and that of their classmates? This

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Johannes Weickenmeier, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

showed examples of scientific writing in preparation of defining the student’s own reports. - Peer Review Process: Peer Review is a fundamental part of any rigorous scientific process. In the workshop, we present how to assess the strengths and weaknesses of a publication with respect to properly defining the work’s objectives, the suitability of their methods, the representation of their results, and the validity of their discussion and conclusion points. We outline the impact of a supportive feedback culture in the scientific community and the relevance of considerate and inquisitive review of the work of peers.We conducted a total of four breakout sessions, 15 minutes each, and 3 students per room. In thefirst breakout room, each

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephany Coffman-Wolph, Ohio Northern University; Kimberlyn Gray, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

data for a planned multiple semester longer term project.This paper contains (1) motivation and goals for this work, (2) outcomes and learning objectives,(3) instructions on how to design this kind of assignment, (4) the video assignment write up, (5)the rubric for the video, (6) the rubric for peer feedback, and (7) the rubric for reflection. Thispaper focuses on the structure and instruments used during the course.About the CourseArtificial Intelligence (AI) is being used to tackle more and more of the real-world problemsaround us. EECS 4901 Special Topics: Introduction to Artificial Intelligence will introducestudents to the fundamentals of Artificial Intelligence (AI). During this course students will lookat various problems being solved

Conference Session

First-year Programs: Research and Spatial Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Tara Gupte Wilson, Ohio State University; Alexander James Egyed, Ohio State University; Olivia Vick, Ohio State University; Michael Parke, Ohio State University

Tagged Divisions

First-Year Programs

to explore nanotechnology they can incorporate into their designprojects, and develops fundamental technical communication skills. Students are responsible foridentifying reliable scientific literature, reading and understanding the technical language used,and presenting it in a way their fellow peers will understand. This requires the ability tocomprehend technical writing and also consider their audience when presenting the information.Students must have a strong, working understanding of the content so that they are able to clearlyexplain ideas and answer questions from peers and instructors.Assignment 3: Laboratory Data CollectionThree labs take place over the course of the eight-week project timeline. The first of the threelabs spans

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Kay Camarillo P.E., University of the Pacific; Eileen Kogl Camfield, University of California at Merced

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

experiences with peers asa major contributor to their dissatisfaction with engineering. Many of these negative experiencesoccur in team projects that are ubiquitous in engineering programs. In the absence of intentionalinstruction on teamwork and effective collaboration methods, students—especially women—struggle and have negative experiences that stymie the self-efficacy and confidence-building thatshould occur during the senior year. The objective of this paper is to highlight key issues withengineering capstone projects and to identify best practices that result in better outcomes forwomen. This work evolved from the first author’s experience in teaching the civil engineeringcapstone course and from participating in a “Writing in the Disciplines

Conference Session

Innovative Approaches to Improving Student Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew James Scarborough, University of Vermont; Katherine D. McMahon, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

wereused. These writing assignments asked students to not only explain the causes of the Flint WaterCrisis, but also to propose strategies to prevent another crisis like the one experienced in Flint.Lastly, to provide a sense of community, the problem sets were solved in pre-assigned studentgroups and writing assignments underwent a process of peer-review.Integrating teaching-as-research, learning communities, and learning-through-diversity.Teaching-as-research was used to develop this report. Throughout this report, we aim todetermine if our intervention (a Flint Water Crisis case study) benefited student learning. Wecollected and analyzed data to test our hypothesis, and we make recommendations for futurecohorts based on evidence. To encourage

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. Werner, S. Ishizaki, S. Rohrbach, D. Dzombak, and J. Miller, “An analysis of engineering students’ use of instructor feedback and an online writing tutorial during drafting and revision,” in IEEE International Professional Communication Conference, 2015.[12] S. Taylor, “Comments on Lab Reports by Mechanical Engineering Teaching Assistants,” J. Bus. Tech. Commun., vol. 21, no. 4, pp. 402–424, 2007.[13] D. J. Boud and W. H. Holmes, “Self and peer marking in an undergraduate engineering course,” IEEE Trans. Educ., vol. 24, no. 4, pp. 267–274, 1981.[14] J. McGourty, P. Dominick, and R. R. Reilly, “Incorporating student peer review and feedback into the assessment process,” in FIE’98. 28th Annual Frontiers in

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Westmoreland Academic Success Program. In this capacity, she provides vision and direction for the Tutoring and Peer-Assisted Learning (PAL) programs and provides support to the General Engineer- ing Learning Community. She is also co-developer of Entangled Learning, a framework of rigorously- documented, self-directed collaborative learning. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University. c American Society for Engineering Education, 2020 Continuing to Promote Metacognitive Awareness in a First-Year Learning Strategies CourseAbstractThis complete, evidence-based practice paper builds upon our previous work [1] in

Collection

2020 Mid-Atlantic Spring Conference

Authors

Janet Liou-Mark, New York City College of Technology; Reggie Blake, New York City College of Technology; Reina Li

underrepresented minorities in STEM. Dr. Liou-Mark was awarded the 2018 Teaching Recognition Award at City Tech, and she was selected as the 2017-2018 Scholar on Campus. She was awarded the 2017 Best of New York Award for her contributions to City Tech. Her research interest in the implementation of the Peer-Led Team Learning (PLTL) instructional model in mathematics has won her the 2011 CUNY Chancellor’s Award for Excellence in Undergraduate Mathematics Instruction and the Mathematical Association of America Metro New York Section 2014 Award for Distinguished Teaching of Mathematics. She was the former Director of the Peer-Led Team Learning Leadership Program at City Tech, and she has trained over 300 underrepresented minority

Conference Session

Computing and Information Technology Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natasha Smith P.E., University of Virginia

Tagged Divisions

Computing and Information Technology

of the summer course. Otherhomework assignments were peer-graded within the learning management system. Lectures weredelivered as ‘live’ notes using PDFAnnotator. Note taking has been shown to improve learning,so this was preferred over using premade slides. At the same time, traditional board notes wouldnot have been easy for online students to read. The final instructor notes were then made availableto all. Students were able to join the lecture via Zoom, a video conferencing platform. Pauses inlecture allowed for questions and comments from both the live class and via the chat feature withinZoom. The versatility of Zoom was also critical for evening office hours. The ability to screenshare was especially valuable for addressing errors in

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael A. Matthews P.E., University of South Carolina; Gina M. Kunz, University of South Carolina; Kevin Brock, University of South Carolina; Darin Freeburg, University of South Carolina

Tagged Divisions

Graduate Studies

, and criticallyreading the research literature relevant to their new project. Course 2 is for graduate studentswho are preparing to write or present their work in a professional venue. The second coursefocuses on writing, in the standards of the discipline, but with an explicit view of meeting criticalthinking standards. These courses were developed to address common faculty concerns abouttheir graduate students, e.g. poor writing skills; inability to comprehend and act on the literature;inability to develop independence of thought; etc.This paper summarizes course syllabi and typical assignments and approaches to assessingstudent work. Work has begun on the efficacy of these courses, addressing several key questionsconcerning skill

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

stress.Students may enjoy working collaboratively with others on a challenging goal.However, others often express frustration when team communication breaks down, teammembers manage time differently, or when group members’ contributions areinequitable [2].Previous research in engineering education has examined best practices in engineeringand assessment strategies. These practices include instructor-formed teams that do notisolate underrepresented groups, establishing team policies through team contracts oroperation agreements, and providing accountability through peer-evaluations [3].Google’s research on teams revealed that the highest functioning teams providepsychological safety where team members trust one another enough to share theirconcerns

Collection

2020 ASEE North Central Section conference

Authors

Chandika Annasiwatta, Muskingum University; Sandra Soto-Caban, Muskingum University

implementation of adual-purpose, cost effective, educational laboratory test apparatus. Students have the task ofdesigning an apparatus that can be used as a bending test apparatus to determine the Modulus ofRupture (MOR) and a compression test apparatus to determine the compressive strength of amaterial. The device should be able to easily convert between the two configurations. Duringthis project, students will also satisfy the writing unit requirement of the General Educationcurriculum of the Institution.This project aimed to facilitate student learning through self-learning team activity. Throughoutthe project execution period, students apply their knowledge in hands-on activity, develop theirtechnical writing and documentation skills, and gain

Conference Session

Capstone/ET Projects III - Mechanical and Manufacturing Focus

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wei Zhan, Texas A&M University; Byul Hur, Texas A&M University; Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Divisions

Engineering Technology

in An Engineering Technology ProgramAbstractMany engineering technology students struggle with theoretical concepts. Cookie-cutterlaboratory activities and courses projects that are more like academic exercises can only providelimited help for student to make the connection between theories they learn in classroom andreal-world problems.Maker Culture is an attractive way of enhancing student learning. The Maker Movement canachieve learning-by-doing in an informal environment, which works well for engineeringtechnology students. Maker Culture also allows for the implementation of several studentcentered learning options such as active learning, cooperative learning, peer-led team learning,peer instruction, problem-based

Conference Session

Mechanical Engineering Technical Session: Fluid Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Palmore Jr., Virginia Tech

Tagged Divisions

Mechanical Engineering

the author’s focus on the use of computer technology in theclassroom. The techniques are guided notes, peer discussions (using Piazza), and gamification(using Kahoot!). The efficacy of the techniques in increasing student engagement with the coursematerial and student understanding is self-assessed through a survey administered to the studentsat the end of the Fall 2019 semester. This assessment method is limited due to the small samplesize studied (nine students), however, the data suggests that the use of these strategies may behelpful in student education. From the assessment, it was found that guided notes wereconsidered helpful by students, and they were particularly helpful for studying. Online discussionusing Piazza was not appreciated

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Calvin S. Kalman, Concordia University; Franco La Braca, Concordia University; Mandana Sobhanzadeh, Mount Royal University

Tagged Divisions

Engineering Physics and Physics

discussing alternative ideas. The major goals of using labatorials in introductory physics labs are to improve theoverall student experience in the lab and to help students: (1) gain a better understanding ofphysics concepts; (2) investigate applications of physics principles in real life; (3) evaluate theirpreconceptions and compare them with their observation; and (4) interact with their peers and thelab instructor in a collaborative learning environment. The impact of labatorials in conjunction with reflective writing [11], an activity thatallows students to metacognitively examine textual material, on students’ epistemological beliefswas also explored by Author [12], and it was found that such a combination of interventions

Collection

2017 Gulf Southwest Section Conference

Authors

David Ewing

2017 ASEE Gulf-Southwest Section Annual Conference Using the SCALE-UP Method to Create an Engaging First Year Engineering Course (Extended Abstract) 1 David J. Ewing – The University of Texas at ArlingtonAbstractTo meet the growing demands for professional engineers, much emphasis has been placed onrecruiting and retaining increasing numbers of engineering students. In response, the Universityof Texas at Arlington (UTA) performed a study and identified that students were ill-equipped todeal with the rigors of the engineering curriculum, particularly in the areas of problem solving,professional writing, and computer

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan L. Anderson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, providing practice for the student, is essential for successful learning andretention of programming. Feedback time during these sessions becomes more limited as thenumber of students increases, hence supplemental instruction (SI) can be utilized to increasefeedback and student interactions. Here, we demonstrate how the implementation of SI, asdeveloped by UMKC, in combination with tablet based demonstrations and hand-written/program-specific examples are effectively used to improve student grades and courseevaluations. Weekly SI sessions were developed to reiterate key concepts from the lab for thatweek and also provided students with a peer-friendly environment where they could engage inquestions/discussion without the presence of the course

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Yu Xia, Pennsylvania State University; Cliff J. Lissenden, Pennsylvania State University; Francesco Costanzo, Pennsylvania State University; Bruce Gluckman, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University

Tagged Divisions

Graduate Studies

ethicalresearch practices; and develop individual abilities including reading, writing, and tool use thatare critical to conducting research. This paper presents an overview of the pilot offering of the course as well as initialevaluation of the data collected to inform future improvements of the course. The belowevaluation questions were used to help guide the evaluation efforts: 1. In what ways the course has, or has not, met student expectations? 2. What are the challenges that students reported in taking the course and what are the strategies to resolve the challenges? 3. What are the challenges that instructors reported in teaching the course and what are the strategies to resolve the challenges?Course DesignThe

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Gail Luera, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division

activitieseither in writing or in a class postmortem discussion.There is consensus among members of our department’s professional advisory board thatprofessional practice invariably requires strong verbal and written communication skills. Todevelop their oral communications skills, students need opportunities to present their work aswell as observe their peers doing the same. Some instructors believe that the project activitiesinherent in real-world software development encourage students to improve their written and oralcommunication skills11. To this end, the investigators included small group online activities withthe expectation that students would provide written or oral summaries (either live online or usingvideo) of the strategies used to complete

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen Secules, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Student

Virginia Tech, Clemson, Utah State,Arizona State, Ohio State, and others formalizing in the years since then. Other less formalized PhDpathways in engineering education have also appeared, expanding the possibilities of PhD study. Thus,the process of graduate school, while familiar to many academics, is also always becoming new. Whilesharing strategies and insights about graduate school has been done several times before [4], [5], it isimportant to update and reiterate those pieces of advice in new realities.Furthermore, while an intense and specific experience, most people only ever complete the PhD processonce. Each step of the process— coursework, qualifying or comprehensive exams, dissertation proposal,research, dissertation writing, and

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society

-directed inquiry to identify, critically evaluate, and cite relevant literature. 5. Provide feedback to others on their writing, speaking, and teamwork abilities. 6. Demonstrate ability to work in teams and manage team projects. 7. Design and deliver effective oral presentations. 8. Understand ethics and sustainability in engineering.ABET outcomes #4, 5, and 7 will be assessed as follows:(4) An ability to communicate effectively with a range of audiences.Assessment: Communicate different engineering topics involving ethics and sustainability to avariety of audiences (public, peers, experts in field, etc.) in oral and written formats, consideringfeedback from peer review and instructor.Implementation: Using knowledge of the audience to

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Seema C Shah-Fairbank P.E., California State Polytechnic University, Pomona; Paul R Hottinger, California State Polytechnic University, Pomona; Shonn Haren, Cal Poly Pomona

those skills, such asinformation literacy and written communication, into a water resources course in the College ofEngineering at California State Polytechnic University, Pomona (Cal Poly Pomona). We willdescribe a process in which students developed skills in information literacy and writtencommunication that supported the engineering outcomes associated with ethics and professionalresponsibility. Prior to Fall Semester 2019, students taking this course were required to write apaper regarding a water resources catastrophe. Apart from a prompt that asked them to provide acritical evaluation of a specific failure and to support their position through peer-reviewedsources and other relevant sources, no further course time or additional resources

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

research sources from prior classes, but also knew this might be a newerskill for most. Consequently, the teaching team provided students with a brief guide reviewinghow to search library databases and find relevant literature.After first-round submissions had been turned in, students were tasked with writing peer reviewsof the submissions of other teams. Several reasons were given to them for this, including theopportunity to see more examples of bias and a variety of ways of presenting information, aswell as practice with providing helpful feedback to others. Students were given the opportunityto revise and resubmit their conceptual models based on peer feedback.Intervention phase 2: Proposing a new design/research to create valueThe next phase

Collection

2017 Gulf Southwest Section Conference

Authors

Sreedevi Ande P.E.

Agree Disagree I plan to expand my GEMS experience, by telling my 20% 80% 0% 0% high school peers about my camp experience. Because of my teammates and GEMS experience, my 30% 70% 0% 0% skills in writing, documentation, oral presentations have improved. My GEMS experiences did not provide more 10% 10% 50% 30% information that will help me in my career choice. Table 3 – A sample of Students’ responses to the open ended questions on GEMS 1. What did you like the best about GEMS? • The projects • Engineering camp day • I liked that it was hands on • That GEMS

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siddha Pimputkar, Lehigh University; Gregory Mark Skutches, Lehigh University; Sabrina Starr Jedlicka, Lehigh University

Tagged Divisions

Materials

English Department at DeSales University in Center Valley, Pennsylvania in 1999 and returned to Lehigh in 2006 to establish and direct the Writing Across the Curriculum Program and teach courses in literature and first-year writing. In the fall of 2008, he launched the Technology, Research, and Communication (TRAC) Writing Fellows Program, which has grown into an organization of 85 discipline-based peer writing tutors who, in total, work with more than 1,300 students at Lehigh each semester. His research interests include topics in writing across the curriculum, composition theory, argument theory, and peer learning with a special focus on writing fellows programs.Dr. Sabrina Starr Jedlicka, Lehigh University

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeannine E. Turner, Florida State University; Min Tang; Shayne Kelly McConomy, Florida A&M University/Florida State University; Mostafa Papi; Jerris Hooker, Florida A&M University/Florida State University

Tagged Divisions

Educational Research and Methods

their instructor (e.g., I sought feedback from my instructor about potential errors inmy objective-statements; α = .87). Feedback-Seeking Peers. A total of 6 items assessed students’ direct feedback-seekingfrom their peers (e.g., I asked other students for suggestions on how I could improve my designcomponents; α = .87). Value of Feedback. A total of 5 items assessed students’ perceptions of the value ofobtaining feedback (e.g., Feedback on my technical writing can help me become a betterprofessional engineer; α = .83). Cost of Feedback. A total of 7 items assessed students’ students’ perceptions of the costof obtaining feedback (e.g., My colleagues would think poorly of me if I asked them for feedbackon my problem statement

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Jan Cannizzo, Stevens Institute of Technology

is visible to everyone in their group. We could not rely, for instance, on students having a tablet and stylus that they could share with their peers, and we felt that a virtual whiteboard that students had to operate with a touchpad or mouse was inadequate for writing detailed calculations or drawing complex images. Asking students to write on a piece of paper and then hold their work in front of their webcams likewise felt inadequate. 2. Unlike a group of students in a physical classroom, students in an online breakout room are cut off from the rest of the class. Depending on its makeup, a group of students in an online breakout room might feel lost, or deprived of broader discussions. With the

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph H. Holles, University of Wyoming

Tagged Divisions

Educational Research and Methods

subsequent undergraduate research. The Research Methods course will be broadly focused by providing a general approach toresearch and graduate school preparation appropriate for all majors in the Engineering College.Alternative approaches from the literature that are used to teach students how to conduct researchwill be compared and contrasted. Course topics will include: finding a research mentor,literature search skills, using the scientific method for approaching a research problem,developing a research methodology, writing a funding proposal, delivering a researchpresentation, and selecting and applying for graduate school. The motivation for this work,course details, learning objectives, course schedule, and course assignments will be