Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikunja Swain, South Carolina State University

competitions.Goals and ObjectivesThe goals and objectives of this project are the following:Goal 1: Formulate a project advisory team.Objective 1.1: Assemble a diverse team consisting of at least 5 leaders from academia and industry with experience and expertise in various aspects of Cybersecurity education.Goal 2: Develop Cybersecurity educational material for all undergraduate majors at the University.Objective 2.1: Develop an introductory cybersecurity course for all non-majors.Objective 2.2: Develop course syllabus and instructional material for this course.Objective 2.3: Get the course officially approved by the University and offer course.Objective 2.4 Perform periodical course evaluations and use the result of the

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey Recktenwald, Michigan State University; Danny Rubin, Rubin

Tagged Divisions

Mechanical Engineering

based courses. He created and co-teaches a multi-year integrated system design (ISD) project for mechanical engineering students. He is a mentor to mechanical engineering graduate teaching fellows and actively champions the adoption and use of teaching technologies.Mr. Danny Rubin, Rubin Danny Rubin is the founder of Rubin, a leading provider of online curriculum for business communication skills. Rubin, the company, provides its signature curriculum, called ”Emerge,” to engineering schools nationwide. Emerge features in-demand communication topics like email etiquette, phone etiquette, net- working, LinkedIn and more. Danny began his career as a local TV news reporter and national news consultant for NBC’s ”Meet

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Ranalli, Pennsylvania State University Hazleton ; Mesude Bayrakci Boz, Pennsylvania State University Hazleton

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

,” presented at the 2022 ASEE Annual Conference & Exposition, Aug. 2022. Accessed: Jan. 12, 2023. [Online]. Available: https://strategy.asee.org/results-of-2021- energy-education-stakeholder-surveyAppendixList of Courses Reviewed School Course Course Title Syllabus Alfred University RNEW 432 Solar Energy Systems X California State MECH 433 Solar Energy Engineering X University, Chico Columbia University CHEN E4231 Solar Fuels X Georgia Tech ECE 6456 Solar Cells X IIT Guwahati Solar Energy Engineering and X

Conference Session

Engineering Physics and Physics Division Technical Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Patrick Carzon, Franciscan University of Steubenville; Megan Elizabeth Mericle; Jessica Raley, University of Illinois Urbana-Champaign; Julie L Zilles, University of Illinois Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

, enrollment in the physicsadvanced composition courses was approximately 60% of the number of senior physicsmajors. Figure 1: Courses in the core physics curriculum at University of Illinois Urbana-Champaign.For this work, we collected course materials that were publicly available through course websites.For the majority of courses, the materials consisted of the syllabus and assignment details. Wechose to analyze more materials from the lab (401 and 403) and advanced composition classes,because these courses require the most writing, despite the imbalance this introduces whencomparing across the full set of courses.2.2 AnalysisWe drew on systematic methods for qualitative coding of the course materials [20, 21].References to writing or written

Conference Session

Unique Developments in Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie M. Little-Wiles, Purdue University, West Lafayette; Adrie Koehler, Purdue University; Stephen Hundley, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

may incorporate these into the LMS or atthe very least link them, but others may not, telling students to go to their websites and “not useOnCourse”, the LMS, for the course at all.Common tools that students see used in the LMS by faculty are the assignments, gradebook, messagesand announcements although the degree of use by faculty varies as mentioned before. Students alsoconfirm that the syllabus for the course is almost always loaded in the LMS, but that the location canvary. Students conveyed their desire to be able to download course materials; have a calendar tool withannouncements and assignments linked to it; and to have the ability to submit assignments online. Thegradebook feature is one students find particularly useful, but only

Conference Session

MECH - Technical Session 15: Engineering Education Research and Reviews

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hayden J Wulf, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Mechanical Engineering Division (MECH)

include in their syllabi?” J. Excellence in College Teach., vol. 20, no. 3, pp. 29-61, 2010.[7] J. Parkes and M. B. Harris, “The purposes of a syllabus,” College Teach., vol. 50, no. 2, pp. 55-61, 2002, doi: 10.1080/87567550209595875.[8] E. Karanja and D. M. Grant, “Evaluating learner-centeredness course pedagogy in project management syllabi using a content analysis approach,” J. Inf. Syst. Educ., vol. 31, no. 2, pp. 131-146, 2020. [Online] Available: https://jise.org/Volume31/n2/JISEv31n2p131.html[9] H.A. Diefes-Dux and G. Panther, “Instructor adaptability and the course complexity typology as tools for faculty development,” in Proc. ASEE Annu. Conf. & Expo.., Minneapolis, MN, Jun 2022.[10

Conference Session

Innovative Graduate Programs & Methods

Collection

2005 Annual Conference

Authors

Richard Goff; Janis Terpenny

, • Literature search on existing design courses, • Faculty Development Institute online course on Learner Centered Instruction, • Teaming, personalities, individual learning styles and differences, • FIRST LEGO® League activities, and • Communication and design assessment.2.2. Course Learning ObjectivesDesign in Engineering Education and Practice is a one-semester 3-credit course. Havingsuccessfully completed this course, the student will be able to: • Describe engineering design process, • Compare and contrast design across engineering and non-engineering disciplines, • Develop a syllabus for a design course in their own discipline, • Develop assignments and projects for a design course, • Describe effective project

Conference Session

Curriculum Development and Applications

Collection

2008 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University Calumet; Kim Nankivell, Purdue University Calumet; Joy Colwell, Purdue University Calumet

Tagged Divisions

Engineering Design Graphics

insight about EL through workshops and criteria provided by the NationalSociety for Experiential Education (NSEE).2 Once the National Society for Experiential Page 13.884.2Education standards of practice for EL have been defined within the course, faculty can sharepedagogies for best practices through syllabus and introductory materials. The pedagogicalcommunication among faculty will help to elicit best practices and program assessment methodsfor an EL course and program objectives.Benefits of Experiential LearningThe real-world experience is reflected in the learner EL portfolio. The EL portfolio goes beyondthe traditional classroom

Conference Session

Educational Interventions and Pedagogy in Biomedical Engineering - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Pearson, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Biomedical Engineering

in accomplishing team and instructor setcourse objectives as students who participated in teams able to meet face-to-face. The evidencegathered in the MOOCIBL platform shows that students on both types of teams were able toproduce deliverables believed to have high impact and external value beyond the classroombased on the rubric set in the course syllabus. These deliverables include: a patent application,journal and conference papers, competition awards, and invited outreach presentations, just toname a few shown in Table 2 and Table 4.The results suggest Multi-site teams are as capable of being successful as F2F-only teams. Thisis an exciting finding because it opens the possibility for students, who may not otherwiseparticipate in online

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio; Guntulu S. Hatipkarasulu, Texas State University

Tagged Divisions

Construction Engineering

. [Online]. Available: https://www.acce-hq.org/accredited- degree-programs[18] ACCE, "Standards and Criteria for the Accreditation of Bachelors Degree - Revised 2019.10.21," American Council for Construction Education, 2019. [Online]. Available: https://www.acce-hq.org/forms-documentsAPPENDIX AFigure 2. CSM 4523 Course Syllabus – Page 1Figure 3. CSM 4523 Course Syllabus – Page 2Figure 4. CSM 3143 Course Syllabus – Page 1Figure 5. CSM 3143 Course Syllabus – Page 2

Conference Session

Web-Based Education

Collection

2005 Annual Conference

Authors

Heather Cooper

Session 3120 A Unique Web Environment for a Remotely Accessed Laboratory Heather L. Cooper, David W. Goodman Purdue UniversityAbstractWeb-based learning is a hot topic; both online courses and remotely accessible laboratories arewidespread. Implementation of various course management systems and other distance learningresources has become common for online courses. Similarly, many new approaches to web-enabled data acquisition have been developed for online laboratory experiments. This paperdescribes a new online framework for laboratory experiments that combines existing

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

evaluation and the online discussionboard, in addition to my classroom observations.Results and DiscussionAfter presenting my visual teaching and assessment philosophy, students were asked to completea three-question survey and engage in an online discussion about teaching philosophy andsyllabus. Overall, the results show my students’ satisfaction with my teaching philosophy. Figure3 depicts that 82.8% of the students strongly agree that the course syllabus, including myteaching and assessment philosophy, is clear, helpful, and matches student expectations. Notably,98.9% of the students agree and strongly agree with this course syllabus statement. Figure 3 The results of the first survey Likert question about the course syllabus and the clear

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Jenn Rossmann; Karina Skvirsky

develop a course for lower divisionstudents that would introduce them to the vocabulary, methods, and values of both engineeringand art. This differs substantially from the Colorado model in that our students, as sophomores,are participating in our interdisciplinary course before their own disciplinary expertise (or bias)is established. Our syllabus, assignments, and objectives are therefore distinct.This course is offered with Lafayette’s VAST [Values and Science/Technology] designation, acomponent of the common course of study.5 Each sophomore student is required to completeone VAST course. Courses with the VAST designation are writing-intensive seminars,involving interdisciplinary integration and multiple disciplinary approaches to course

Collection

2010 Northeast Section Meeting

Authors

Jenn Rossmann; Karina Skvirsky

develop a course for lower divisionstudents that would introduce them to the vocabulary, methods, and values of both engineeringand art. This differs substantially from the Colorado model in that our students, as sophomores,are participating in our interdisciplinary course before their own disciplinary expertise (or bias)is established. Our syllabus, assignments, and objectives are therefore distinct.This course is offered with Lafayette’s VAST [Values and Science/Technology] designation, acomponent of the common course of study.5 Each sophomore student is required to completeone VAST course. Courses with the VAST designation are writing-intensive seminars,involving interdisciplinary integration and multiple disciplinary approaches to course

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Saeed Monemi, California State Polytechnic University, Pomona; Weicong Pan, California State Polytechnic University, Pomona; Edward Varnado, California State Polytechnic University, Pomona

Tagged Divisions

Design in Engineering Education

anybeneficial methods.IntroductionThe concept of UDL1 was applied to a team senior project course. The course, EGR 481, ProjectDesign Principles and Applications, was taught in fall 2008 using UDL concepts. EGR 481 is arequired course for all engineers. Prerequisite for the course is that students must be at seniorlevel. The course can be taught by either using UDL concept or not, the instructor will make thatdecision. Generally some information is contained in the course syllabus using UDL thatspecifies campus-based student support services, including disability support services. Multiplemethods of expressing course content using innovative methods are provided so that studentshave varied ways to access the course content. Varied instructional methods

Conference Session

Innovative Teaching in Architectural Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Blythe Marlow Vogt, Kansas State University

Tagged Divisions

Architectural

Page 25.1335.4 5. Syllabus and internet classroom was updated for online learning with assistance from on- campus instructional developer 6. Online message board became a required activity for the course and points were assigned to capture student engagement. Message board postings were required from students in one of three forms each day. (a) question (b) response to student question (c) helpful hintCourse offering/usage statistics were documented: 1. Online classroom was visited maximum of 89 times by a single student in 21 day offering period, the minimum was 35 visits 2. The highest traffic times were 2pm (92 visits), 5pm (81 visits), 11am (74 visits) and 9pm (71 visits) each day 3. The highest

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Alvin Lester; Bruce Mutter

applications. Testing opportunities will bedevised through models similarly employed by Sylvan Learning Centers and National Council ofArchitectural Registration Boards (NCARB) allowing online vignettes and projects. Theresearch will help determine the extent and volume that portfolio materials will be allowed to beused as submissions for program requirements.The research will analyze the hardware needs required by the institution for customers. Costanalysis will relate to delivery of the program, individual courses, and impacts on facultyresources. Research will examine development of marketing strategies and propose marketpricing for tuition and fees required by the program.1. INTRODUCTIONThe CART Course Management System (CMS) was developed by

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Fong Mak; Stephen Frezza

objectives on-line [3, 4]. Thisprocess is part of a course-exit survey system [3], and includes faculty entering portions of theirsyllabus online. Figure 1 illustrates the objectives correlation of course objectives to theprogram outcomes for one course. Department ABET Criteria Specific Competencies Department courses with objectives A B C D E F G H I J K 1 2 3 ECE465 Power Electronics Objective 1

Collection

2008 Pacific Southwest Section Meeting

Authors

John T. Tester; Perry G. Wood

Assessing the Motivational Impact of Including Rapid Prototyping into a Freshman CAD Class John T. Tester, Ph.D. Perry G. Wood, P.E. Northern Arizona University, Flagstaff, AZAbstractNorthern Arizona University’s College of Engineering and Natural Sciences is incorporating theuse of a rapid prototyping machine into its freshman computer-aided design (CAD) course, ME180. The authors have created a simple, online instrument using an internet survey tool. Thecurrent effort is to collect data from sections of ME 180 which do not have rapid prototypingincorporated into the class offering. This data will

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University at West Lafayette; Ebisa Wollega, Colorado State University - Pueblo; Usman Naeem

Tagged Divisions

Industrial Engineering

is described as a mixture of online and face-to-face learning componentswhereby students can choose to complete any part of course face-to-face, online synchronous, oronline asynchronous [1]. From an instructional perspective, the course design typically is offeredas a face-to-face class meeting combined with a video-conferencing system (whereby the classmeeting is recorded); this provides students the option to attend in person, participate online, or 1engage with the recorded content outside the class meeting [2]. This type of course design allowsstudents the most flexibility as it relates time and learning mode, which is ideal for students whoneed to optimize work-life balance (e.g., work

Collection

2020 Gulf Southwest Section Conference

Authors

Amir Karimi

. The Instructor- Initiated Drop allows an instructor to drop a student from the instructor’s course if the student exceeds the noted attendance and/or missed assignment policy outlined in the course syllabus15. An instructor may voluntarily adopt and use the policy only through the last day that a student may drop themselves during long semesters (approximately the first 10 weeks of the semester). The policy guidelines state that if an instructor chooses to implement drops, the instructor must:  Inform students on the course syllabus that they will be dropped for exceeding the unexcused absence or missed assignment limit.  Specify in the syllabus the exact number of unexcused absences and/or missed

Conference Session

Disability Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Alexander Michael Alvarez, University of Arizona; Paula C. Johnson, University of Arizona; Stephanie Zawada M.S., University of Arizona; Linda R. Shaw; Marla A. Franco, University of Arizona; Vignesh Subbian, University of Arizona

Tagged Topics

Disability

News and WorldReport. Aug. 28, 2013. [Online]. Available: https://www.usnews.com/education/best-colleges/articles/2013/08/28/succeed-in-college-as-a-learning-disabled-student [Accessed Jan. 2, 2018][49] M. Bohanon. “Moving Beyond Stigma to Support Students with Invisible Disabilities.” May 19,2017. [Online]. Available: http://www.insightintodiversity.com/moving-beyond-stigma-to-support-students-with-invisible-disabilities/ [Accessed on Jan. 2, 2018][50] A. Carbajal. “University of Arizona Creates First Accessible Study Abroad Course.” [Online].Available: http://ability360.org/livability/education-livability/university-arizona-creates-first-accessible-study-abroad-course [Accessed on Jan. 2, 2018

Collection

2020 ASEE North Central Section conference

Authors

Nicole L Kamm, The University of Toledo

, and lab reports. It requires making the student aware of the definition ofacademic dishonesty, the employed preventative measures and consequences. The institutionitself must maintain strict adherences to its own stated policies, and support the pursuit ofgrievances.This paper presents many specific ideas that have proven to be successful in eliminating theneed of having to author and file student letters of academic dishonesty. This paper is limitedto academic dishonesty deterrents for courses completed in the traditional classroom1|Pageenvironment. The issue of academic dishonesty in an online environment, is reserved for a laterdiscussion.IntroductionThe issue of academic dishonesty in college classrooms has ramifications for many parties

Collection

2024 South East Section Meeting

Authors

Adam Kaplan, Kennesaw State University; Jayhyun Kwon, Kennesaw State University

Tagged Topics

Diversity

turnaround time for responses. This accommodates diverse communication styles and ensures timely support. Incorporating Minimum Meeting Requirements in Syllabus: One faculty member suggests including a minimum number of meetings with the instructor in the syllabus, setting clear expectations for student-instructor interactions. Utilizing Online Booking Portals: Faculty members express interest in or plan to continue using online booking portals as a means of streamlining the appointment scheduling process. Exploring Alternative Venues: Considering the current high student turnout, one faculty member suggests exploring a change of venue for office hours to better

Collection

2001 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

courses.The management of online courses is needed to provide structured environment for course notes,references, enhanced materials, online quizzes, assessment and grades. A system used to managean online course is called course management system (CMS) and a number of such systemsoffering different features are also available. In a recent workshop on “CMS PlatformComparison”, SUNY Syracuse Training Center 8 compared the capabilities of three coursemanagement systems, the Blackboard, WebCT and TopClass on the following task units.1. Create a syllabus. This can be accomplished by the following different ways. (a) Importing text & other instructional materials (b) Modifying the contents of the online courses (c) Importing graphics &

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan W. Hartman, Purdue University, Computer Graphics Technology; Mitchell L. Springer, Purdue University, West Lafayette

Tagged Divisions

Engineering Design Graphics

distribute lecture slides, laboratory activity documents andcourse syllabus. Each class session generally starts with the instructors discussing the weeklytopic followed by more open dialogue between the class members. Both Adobe Connect andWebEx allow for an “online chat,” which gives students the opportunity to take discussionsitems into more detailed conversations after the rest of the class moves to the next topic or tocarry on related conversations without disturbing the rest of the class. All class sessions arerecorded through Adobe Connect and WebEx and a link for the recorded session is placed intoBlackboard so students can have an opportunity to review course topics at a later date withoutlosing the context of the discussion.The Role of the

Conference Session

Accreditation and Related Issues in ECE

Collection

2005 Annual Conference

Authors

Fong Mak; Stephen Frezza

program outcomes.The ECE department maintains a curriculum matrix that gives the overall view of correlationbetween ECE courses and the corresponding program outcomes. The curriculum matrix is infact a collective overview of a more detailed curriculum matrix that relates each course’s studentlearning objectives to the program outcomes. The overall curriculum matrix is maintained on-line, and is updated each semester when faculty enter their course objectives on-line [3, 4]. Thisprocess is part of a course-exit survey system [3], and includes faculty entering portions of theirsyllabus online. Figure 1 illustrates the objectives correlation of course objectives to theprogram outcomes for one course

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Juan Velasquez, Purdue University; Matthew Verleger, Purdue University

. Page 12.1500.1© American Society for Engineering Education, 2007 Training of Teaching Assistants on Technology Driven Lesson DevelopmentAbstractThe Graduate Teaching with Technology Certificate (GTTC) course is a 28 contact hour trainingprogram for graduate student teaching assistants intending to become faculty members. Theprogram combines technology with pedagogy to better enable participants to design instructionand integrate technology to enhance student learning. After being introduced to a number oftechnology tools currently used for instruction, participants develop a one-hour online lessonutilizing any or all of the tools. Peer and instructor feedback is utilized to help guide

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

focus on community building within engineering. Thenuances of my experiences inside and outside of the classroom over the course of my four yearsat this university inform my following recommendations and speak to the impact of positive andnegative teaching experiences encountered during my educational journey.Preliminary Findings and RecommendationsOur analysis of the instructors’ guide revealed that several policies have been implemented withthe intent of supporting student learning, but their impact falls short in terms of aligning withhigh-impact teaching practices and fostering inclusive learning environments. Syllabus languagewas the first item addressed in the instructors’ guide, with the following recommendationsstanding out to us: 1

Conference Session

Construction Session 4: Outside of the Construction Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Syed Mahmood Ahmed P.E., East Carolina University; Kiersten Marie Mahaffy, East Carolina University; Lincoln Harding Forbes, Harding Associates Inc., Miami; Rachel M. Robinson-Watts, East Carolina University; Ashley Lauren Gregory, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Construction

learningcontents and transferring knowledge to online students. An effective course management systemprovides an important foundation by serving as a tool that allows instructors to create coursecontent and conduct interactions with students7.Instructional DesignInstructional design defines how a course is structured and can influence the learningenvironment. There are many elements that affect instructional design such as objectivesclarification, quality of the contents, learning strategies, learning motivation, and learningassessment18. Researchers describe objectives clarification as including a syllabus and learningpathways that must be provided to online students for successful course delivery22. Otherresearchers believe that strong contents can