Conference Session

Web-Based Instruction

Collection

2003 Annual Conference

Authors

Lauren Neal; Jr., Robert J. Clougherty; Ismail Fidan

-based course supplement to the complete delivery of courses online. The choices that facultymay consider range from simply posting a syllabus to creating web-based content to enhanceclassroom instruction to full online delivery. While the primary focus of web-based delivery has been in the development of standaloneweb-based distance education courses, more faculty are beginning to use the web to supplementand enhance classroom instruction, creating “hybrid courses.” The authors have chosen to supplement a traditional face-to-face on-campus CNC (ComputerNumerical Control) course with an online component. WebCT-based CNC materials weredeveloped in Spring 2002 and started being implemented in Fall 2002. The materials arecurrently used in a

Conference Session

Web-Based Learning in Engineering Technology

Collection

2008 Annual Conference & Exposition

Authors

CHITRA RAJAGOPAL, Kent State University, Tuscarawas Campus

Tagged Divisions

Engineering Technology

thatstudents would rather buy the equipment than travel over 30 miles1.To give students real lab experience in the online mode of teaching, we have incorporated theuse of real lab kits and lab components so that the students can conduct the labs on their own, athome, on a weekly basis. When the course was offered online for the first time, the students wereallowed to borrow lab equipment and components, but this proved to be an impractical solution,as it was difficult to keep track of the equipment. Enhancement to lab kit was made when coursewas offered in Fall of 2006. Particular thanks to Professor Robert W. Hendricks, Virginia Tech,for his kind assistance and ideas.Course contentThe course materials contain a syllabus with instructor information

Conference Session

Multimedia and Distance Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles, Purdue University, West Lafayette; Linda L. Naimi, Purdue University

Tagged Divisions

Engineering Technology

”.Faculty PerceptionsWe wanted to gather information on faculty attitudes toward and perceptions of Blackboard as asupplement to classroom instruction. Faculty were asked how important they thought it was forstudents to monitor their course performance and grades online. 72% felt that it was “extremelyto very important”, 11% thought it was “somewhat important”, 16% considered it “neitherimportant or unimportant”, and only 2% reported it as being “unimportant”. Page 22.171.5We also wanted to know how important it was to post course materials (PowerPoint’s, lectures,assignments, syllabus, etc.) and a student roster on Blackboard. 75% of respondents felt

Conference Session

Innovative and Nontraditional Curriculum in IT/IET

Collection

2009 Annual Conference & Exposition

Authors

Chad Laux, Purdue University; Edem Tetteh, Virginia State University; Carmen Caldwell, Virginia State University

Tagged Divisions

Engineering Technology

leadingsociety for manufacturing professionals, SME reference is appropriate for external industryrecognition18. The enduring understandings were incorporated into a course syllabus forassessment of the research study. Page 14.1031.4AssessmentUtilization of a syllabus for assessment of student perceptions is appropriate. As the primarywritten communication between the instructor and students, utilizing the syllabus as a mediumfor student assessment is suitable19. It is also suitable for describing the online, Lean course sincea course syllabus has been previously been utilized for student assessment of courseunderstandings19,20. Utilizing a syllabus

Conference Session

Multimedia Engineering Education: Distance & Service Learning, Web-based Projects

Collection

2004 Annual Conference

Authors

Ismail Fidan

delivery methods (lecture,laboratory, face-to-face discussion) to include educational options ranging from web-basedcourse supplement to the complete delivery of courses online4,5. The choices that faculty mayconsider range from simply posting a syllabus to creating web-based content to enhanceclassroom instruction to exclusive online delivery.While the primary focus of web-based delivery has been in the development of standalone web-based distance education courses, more faculty members are beginning to use the web tosupplement and enhance classroom instruction, creating “hybrid courses”1,4,6. The author haschosen to supplement a traditional face-to-face on-campus CAD (Computer Aided Design)course with an online supplement using WebCT. These

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel B. Oerther, Missouri University of Science and Technology

Tagged Divisions

Liberal Education/Engineering & Society

campus-wide system afterthe fifteenth week of the course. The course format includes modified mastery learning,and students were required to complete a variety of instruments to demonstrate mastery,including multi-choice vocabulary quizzes, true/false statements from the online, requiredlectures, and true/false statements from the required readings. Students whodemonstrated full mastery before the deadlines stated in the syllabus received a grade of‘C’ for the course. A buffet of optional assessments were used to assign grades tostudents above a “C”. These optional assessments included the performance of portionsof policy analysis on case studies, and reporting the results using the Pechu Kucha format(i.e., available online at: https

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Gary P. Halada, Stony Brook University; Shyam Lal Sharma Sharma P.E.; Lori Scarlatos; Yi Zhang, Stony Brook University

familiar with each other and the theories and principles that inform this program. They will share a current syllabus that they plan to update as they move through this program. Like the modules, the orientation includes a synchronous discussion. Participants play the collaborative online game, exploring the diversity of ways in which communication and collaboration, scientific inquiry and innovation, debate and engagement can be done more inclusively, without conflict/competition. Module 1: Updating a course syllabus: Participants update an existing course by interrogating the sociocultural basis of their discipline, drawing upon knowledge and perspectives, discourses and methodologies from diverse cultures. They exchange

Conference Session

Engineering Management Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Yaoling Wang, University of Nebraska - Lincoln

Tagged Divisions

Engineering Management

regular basis to discuss the course design progress,instructional resources development, online activities, etc. that will help students achieve theirgoals.Clear communication and consistency in program policies and expectations impact studentsatisfaction in online programs. The syllabus is a critical element of a well-designed onlinecourse as it communicates course details, policies, and expectations to students [20]. The MEMDirector has created a syllabus template based on recommendations from the literature [21], [22],[23] that is used across all courses in the program. While instructor policies may vary, studentsknow where to look for that information in each course. The ID reviews the syllabus templatewith the SME and clarifies ambiguities

Conference Session

How We Tackled the Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amir Karimi P.E., The University of Texas at San Antonio; Randall D. Manteufel, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio

Tagged Divisions

Mechanical Engineering

, mostinstructors posted the course syllabus, copies of solutions to homework assignments, quizzes, andexams, and announcements on Bb. Bb was also used for grade reporting. In some courses, Bb wasused as a tool for discussion among the students and the instructor, as it incorporates a number ofsecondary features to enhance the learning experience and pedagogy. Bb was also used to sendemail messages to entire class, or the individual students. Instructors who taught online courses usedBlackboard Collaborate Ultra (BCU) for live online lectures and for recording lectures. However,different approaches for live online lectures and recording have been considered; e.g., one of theauthors of this paper [2, 3] has been recoding his lectures on YouTube and

Conference Session

IE Curriculum Design

Collection

2007 Annual Conference & Exposition

Authors

Sophia Scott, Southeast Missouri State University

Tagged Divisions

Industrial Engineering

AC 2007-2525: THE BLENDED CLASSROOM: THE BEST OF BOTH WORLDS?Sophia Scott, Southeast Missouri State University Dr. Sophia Scott is an Assistant Professor at Southeast Missouri State University in the Department of Industrial and Engineering Technology. She teaches both undergraduate and graduate courses. She is currently interested in using face to face, blended, and online course formats to increase student learning, problem solving, project management and teaming. Page 12.1391.1© American Society for Engineering Education, 2007 The Blended Classroom: The Best of Both Worlds?AbstractMost

Conference Session

Innovative Curriculum in Engineering Technology

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Frinzi, Southern Polytechnic State University; Scott Larisch, Southern Polytechnic College of Engr and Engr Tech

Tagged Divisions

Engineering Technology

online, with laboratories being offered in a ‘low-residency’format. This low-residency format will require students to complete a group oflaboratory assignments on two or three Saturdays during the semester. Weanticipate future efforts to offer both the lectures and laboratories completelyonline.SPSU’s approach, in collaboration with the TCSG, to the development of thesecourses was to require consistency in the format of each of our courses byimplementing a standard template. This will facilitate courses to have the samelook, feel, tools, and structure. Faculty developing these courses must havecompleted our Teaching Academy for Distance Learning (TADL) training courseprior to writing courses. To ensure quality course development and structure

Conference Session

ECE Division Technical Session 8: Effective Teaching and Learning in Post-Pandemic Classrooms and Other Curricular Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Asad Azemi, University of Wisconsin - Platteville; Xiaoguang Ma, University of Wisconsin - Platteville; Fang Yang, University of Wisconsin - Plattevile; John Goomey, University of Wisconsin - Platteville; David Andersen, University of Wisconsin - Platteville

communication model. Educators and students across the world, for the most part, havebeen working to accommodate socially distanced and virtual schools while addressing theassociated fears and concerns. For educational institutions, online synchronous meetings usingZoom or similar software platforms have replaced face-to-face teachings. The approach tohandle the teaching disruptions caused by the pandemic is somewhat similar among educationalinstitutions. The disturbance seems to be more manageable for the lecture-based courses thanthe laboratory classes. This paper is based on our experience in teaching electrical engineeringcourses. We observed several sudden changes that we contributed to this disturbance, amongthem a drop in student satisfaction

Collection

2018 ASEE Midwest Section Conference

Authors

Heather McCain

of the students are working professionals. The students must balance their time betweenhomework, work, and family. For course homework, projects are typically assigned to teams ofstudents and the project spans the entire semester. The project required students to research atype of business and create a project plan to develop the business. The students were expected towork together over the semester to complete the project assignment. Students were made awareof the expectations for the project via the syllabus, class lectures, and Blackboard assignmentinstructions that include rubrics. In the face-to-face course, which is 16 weeks long, somestudents did not start on the project until near the middle of the semester and some waited untilthe

Conference Session

Entrepreneurship Education - A 10,000' View

Collection

2006 Annual Conference & Exposition

Authors

Clifton Kussmaul, Muhlenberg College; John Farris, Grand Valley State University; Jana Goodrich, Pennsylvania State University-Erie; Susannah Howe, Smith College; Robert Weissbach, Pennsylvania State University-Erie

Tagged Divisions

Entrepreneurship & Engineering Innovation

the interviews and resource review.Knowledge items were defined as either beginning, intermediate, or advanced.The course module team approached the body of knowledge via a search of both traditionaltextbooks and online syllabi16-36. From these resources, the team identified a set of topics andorganized them into a three-tiered structure: core, extended, and optional. The core topics, thosethat the team considered important for most entrepreneurship courses, were further sorted intofour main groupings: general introduction and skills, stage one (product ideas and conceptdevelopment), stage two (business evaluation, planning, and pre-production), and stage three (thebusiness plan).During and following the summer meeting, the core competency

Conference Session

Teaching Innovation in Arch Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Erich Connell, East Carolina University; David Batie, East Carolina University

Tagged Divisions

Architectural

collaborative and interactive course, from technicalsupport to administration without which failure is inevitable and success is impossible.How (did we break the box?)Material – Faculty developed a common syllabus that highlighted the issues ofcontemporary practice from the built environment. Students were recruited based ontheir interest to learn about the disciplines from the built environment and the opportunityto participate in a team project with online students. Students learned about the coursefrom informational sessions with faculty at the respective universities and a poster wascreated and posted throughout the schools. Course goals, the method of the instruction,the requirements for participation and the opportunities that an on-line

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

Wes Hines; Mary Kocak; Kurt Gramoll

class can be as successful in teaching students.What was not evident in the test scores were all of the other benefits to online classes. Theconvenience of online classes is the top reason for taking the class (ranked first in the survey).The other two main reasons were work conflicts and distance to campus. These non-test scoreissues were better identified with a class survey. Parts of the survey are shown in Table 2. Score Question Score Question 1.64 Course Syllabus on the Web 2.64 The online course as a whole 3.09 eBook on the Web 2.73 The course content 2.00 Textbook (any textbook) 2.64 The effectiveness of

Conference Session

Assessment Issues

Collection

2002 Annual Conference

Authors

Walter Tucker; Bob Lahidji

future represented by distributed learning?4”. Our experience in teachinggraduate-level engineering management classes suggests that the integration ofpedagogical techniques appropriate for online courses into live classes is being impededby the increasingly archaic but jurisprudential tradition of seat time. One cannot assumethat the format used in a traditional method of teaching such as lecture can (or should) beduplicated in an online course. Lecturing as a teaching method has been around sinceancient times and still today a great deal of teaching is done by lecture. The Willcoxsonstudy concluded that lecture can provide the means to transfer knowledge andinformation to learners and the learners show desire to learn, but learners (students

Conference Session

Trends in Construction Engineering II

Collection

2005 Annual Conference

Authors

Wafeek Wahby

of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationStudents may access the Syllabus, Schedule, Assignments, Quizzes, Frequently AskedQuestions (FAQ), Discussions, and Resources for the course at any time through thecourse web site. Assignments for a particular week are due on Sunday at 10:00 p.m. CST(Central Standard Time) to accommodate non-traditional students. Before Starting:Getting the student started in the online course is critical. Passing a carefully designedcrash course on how to study on-line can be a great help in this regard. In addition, anintroductory letter and possibly a training session are considerations

Collection

2024 South East Section Meeting

Authors

Chau M. Tran, Mechanical and Aerospace Engineering, North Carolina State University, Raleigh, NC 27695-7910

project completion. These aspects wereconfirmed through literature [2] and online survey [3]. Non-technical aspects of the course thatmake students better engineers were also discovered [4], [5]. To assess senior design coursesacross engineering disciplines, Larry J. McKenzie pointed to Accreditation Board forEngineering and Technology (ABET) outcomes [6]. The outcomes with sufficient specificityenable straightforward assessment. With this framework, the course can be revised toaccommodate the rise in enrollment [7] and the preparation of students for the course can beimplemented [8], [9].Depending on the available spatial and manpower resources, universities implement either one-semester or two-semester format for their senior design. Regardless

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vishwas Narayan Bedekar, Middle Tennessee State University; Ahad S. Nasab, Middle Tennessee State University; Walter W. Boles, Middle Tennessee State University

Tagged Divisions

New Engineering Educators

become a successful teacherand an effective mentor. “Introduction to Metals and Metallurgy” being a freshman course,demands certain expectations from the instructor teaching this course. He/she must haveMaterials Science (for this course) background and the ability to effectively communicate withfreshman students who are just out of high school. Modern day teaching methods include use oftextbooks, multimedia, online lectures, and classroom interaction. An instructor needs to use some or all of the above tools to enhance students’ classroomlearning experience. However, to the authors’ best knowledge there is not much literatureavailable on how soon an instructor should connect to students in order to help them succeed intheir course and

Conference Session

IE Program Design I

Collection

2007 Annual Conference & Exposition

Authors

Andrew Jackson, East Carolina University; Sherion Jackson, East Carolina University

Tagged Divisions

Industrial Engineering

developed in order to guideand provide support for both Learning Managers and Content Integrators. Resource Materialswould include Training for Learning Managers, Student Advisors, and Content Integrators,Procedures for online learning, and Support Websites. Course materials would include learningobjectives for the course, course mapping, matching objectives with content and evaluations,examples of high quality assignments, discussion topic outline & supporting materials, readings& supporting articles, suggested textbooks, and a list of faculty resource websites. TheStructured Course Frame would include: course plans (syllabus), high quality video, & audio,conferencing/chat/threaded discussions, textbooks, student notes, interactive

Collection

2015 ASEE Zone 3 Conference

Authors

Puteri Megat Hamari

2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections) Incorporating Synopsys CAD Tools In Teaching VLSI Design Puteri Megat Hamari Minnesota State University MankatoAbstractVLSI Design is a course for graduate and undergraduate students at the Minnesota StateUniversity, Mankato to introduce students to the theory, concepts and practice of VLSI design.For Spring 2015, the course syllabus was changed with the integration of industrial grade VLSICAD using Synopsys. Previously, simulations were limited and performed with open sourcesoftware. With Synopsys, students used

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2007 Annual Conference & Exposition

Authors

Azzedine Lansari, Zayed University; Akram Al-Rawi, Zayed University; Faouzi Bouslama, Université Laval

Tagged Divisions

Information Systems

course syllabus is developed and posted onthe intranet and Blackboard to facilitate student access to course information, course content andto provide consistency and transparency of all course syllabi. All course syllabi use the mastercourse syllabus as a basis to cover course content and provide information on which learningoutcomes are covered.4. Learning Outcomes in the Master Course SyllabusThe master course syllabus is a critical component that addresses the integration of desiredlearning outcomes into particular courses. A master course syllabus is developed for all IS coreand elective courses. The components of the master course syllabus include course number andtitle, objectives, topics, learning outcomes, and evidence of outcome

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Divisions

Environmental Engineering

Engineers.” The new course leverages available online materialsdisseminated by The Johns Hopkins University as well as materials disseminated by the NationalEnvironmental Health Association (NEHA) to emphasize environmental health practice indiverse communities – from urban settings in developed nations to rural villages in lessdeveloped countries. The new course employs a previously reported format including blendeddelivery, a flipped classroom, and mastery learning (D.B. Oerther, “Reducing costs whilemaintaining learning outcomes using blended, flipped, and mastery pedagogy to teachintroduction to environmental engineering,” in Proceedings of the 2017 ASEE AnnualConference & Exposition, Columbus, OH, USA, June 25-28, 2017. [Online

Conference Session

Mechanical Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Randall D. Manteufel, University of Texas, San Antonio; Amir Karimi P.E., University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

with “who to contact” if there areproblems or questions.Blackboard is the learning management system and is shown. The workshop shows how to add ateaching assistant and/or grader to the learning management system. Adding a TA or grader hasbeen a problem in the past.Bluebook is where instructors are required to upload their syllabus so it is publically available.Often new instructors confuse Blackboard with Bluebook since they should upload to both.Automated Student Access Program (ASAP) is a system used by the University for students toaccess registration information, class schedule, and final class grades. Instructors also obtain thelist of students enrolled in their course from ASAP and submit grades at the end of semester inASAP.The

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine McConnell, University of Colorado Boulder/Denver

Tagged Divisions

College Industry Partnerships

examples from students’extended network (i.e.: alumni, student interns, senior design teams) isn’t lost in translation.Research MethodsResearch methods included: (1) a comprehensive inventory of course materials; (2) interviewswith students, alumni, and faculty; and (3) observation of five courses.The primary research method was an inventory of course materials drawn from across thecurriculum in the Department of Mechanical Engineering at the University of Colorado Boulder.The majority of those materials were collected as part of the department’s ABET accreditationprocess during Spring 2017. The accreditation process required that faculty collect a syllabus,homework, and exams from every core undergraduate course [9]. Approximately half (7 out

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine McConnell, University of Colorado Boulder

Tagged Topics

2019 Best Zone & PIC Papers

) observation of five courses.The primary research method was an inventory of course materials drawn from across thecurriculum in the Department of Mechanical Engineering at the University of Colorado Boulder.The majority of those materials were collected as part of the department’s ABET accreditationprocess during Spring 2017. The accreditation process required that faculty collect a syllabus,homework, and exams from every core undergraduate course [9]. Approximately half (7 out of15) of the faculty who taught that semester also provided lecture notes or slides, with anadditional 8 faculty providing those materials retroactively. The final inventory included 15 fullcourse dossiers with a combined total of 753 course documents. Permission was obtained

Collection

2023 ASEE North Central Section Conference

Authors

Aneesha Gogineni, Saginaw Valley State University

10.00 0.00 Survey Questions Fig. 8 Student Survey on Online Teaching Strategies 5. RESULTS OF STUDENT PERFORMANCEIn addition to student feedback on the new teaching strategies, it is important to assess student performancewhich further evaluates the efficacy of new teaching methods. Student performance using display models,graphic organizer and supplemental videos on thermodynamic tables was better than traditional teachingformat. The average test scores of 25 students in traditional teaching format were compared to average testscores of 25 students in the redesigned course as shown in Table 3. The syllabus covered for each of these

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Divisions

Environmental Engineering

buffet of optional summative assessments used to assign a final grade, it isessential to include a course module to introduce these concepts13. The author prefers tointroduce these concepts to students using “Happy Saint Syllabus Day” as the title for theinaugural course meeting. The author distributes a hard copy of the detailed syllabus to all of thestudents, and then proceeds to deliver a “traditional” didactic lecture introducing the details ofthe syllabus through a series of hand written notes on a white board. This in the one-and-only“traditional” lecture delivered during the entire semester. Between the first and second meetingsof the course, students are instructed to complete a series of online activities delivered using aLearning

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

studentacademic progress and shows how learning outcomes can be used to provide focus for ISprograms. Achievement of learning outcomes enables academic institutions to monitor andimprove information systems programs. Two sets of learning outcomes are identified to providefocus to the curriculum. The college major learning outcomes form the basis of the curriculumand serve as a focus for curricular design and improvement. The University learning outcomesare an overarching set of higher-level outcomes. A master course syllabus that includes thecourse contribution to specific learning outcomes is developed. Instructors use the mastersyllabus to design course content and build learning experiences that are used to address adesired learning outcome. Students