Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Carissa Schutzman, University of Cincinnati; Keren Mabisi

% Quizzes/Attendance: 15%Homework: 20% Homework: 30%Research Proposal: 50% (comprised of): Research Proposal: 25% (comprised of): Outline 10% Outline 5% st st 1 Draft 10% 1 Draft 5% Final Draft 10% Final Draft 5% Presentation 10% Presentation 5% Peer Review 10% Peer Review 5%ExamsThere will be two exams, mid-term and final. Exams will occur in

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa A. Shay PE, U.S. Military Academy; Tanya Thais Estes, United States Military Academy; David Paul Harvie, United States Military Academy

Tagged Divisions

Design in Engineering Education

“fresh start” when they begin theircapstone project.At the end of the AGV project we ask the students to reflect on their experience both on thetechnical and interpersonal dimensions. On the technical dimension, the project report requiresthe students to explain how they tested the subsystems, how they performed integration testing,and to evaluate how their prototype met (or failed to meet) specifications. The AGV reportevaluation rubric is shown in Appendix A. Regarding the human dimension, each student isrequired to submit a peer-assessment and self-evaluation in which they write at least one bulletedstatement on each team member’s strengths and areas needing improvement, as shown inAppendix B. All aspects of the project should be considered

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Mary Ann E. Leung, Sustainable Horizons Instittute; Silvia Crivelli

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, professional society, and annual conference activities. As a result of her efforts, in five years DOE CSGF doubled the number and overall quality of applicants, including a doubling and in some cases quadrupling the number of underrepresented minority applications. Under her directorship, the National Science Foundation STEM Talent Expansion Program at Miami Dade College witnessed development and implementation of novel programming for cross-engagement of women and under-represented minorities in STEM. She initiated a rapid start, and then engaged and retained students through online and learning communities, specialized courses, virtual and traditional seminars, peer and faculty mentoring, field trips, and other

Conference Session

Freshman Success/Retention Strategies

Collection

2002 Annual Conference

Authors

William Wild; Michael Ryan

provides a means of directing students to appropriate-level coursesand special programs and establishes realistic goals to be achieved in order for the studentto succeed in the program.Other important retention-related student needs include providing students with a realisticvision of the engineering profession, a sense of belonging to the program, imparting self-management skills for academic success, providing opportunity for peer interaction, andproviding a framework for the processing of the transition experience from high school tocollege.A student success (retention) program has been recently instituted by the School ofEngineering and Applied Sciences at the University at Buffalo. Components of theprogram include a new model for admission

Collection

2024 ASEE PSW Conference

Authors

Jill Davishahl, Western Washington University; John Misasi PhD, Western Washington University

Tagged Topics

Diversity

Engineering & Design department at WWU has spent considerableeffort focused on supporting students with the goal of improving student sense of belonging andcreating inclusive and equitable learning environments. Efforts have included updating the firstyear curriculum to incorporate social justice [6], starting a peer mentor program focused onstudent engagement and belonging [7] [8] [9], integrating inclusive practices into thedepartmental makerspace [10] [11], creating a summer bridge program for engineering students[12], hosting events designed to increase belonging and engagement [8] [13], conductingresearch on impacts of curricular and co-curricular changes on belonging and identity [14] [15][16], and offering undergraduate research

Conference Session

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University at Marion

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

required to develop conceptual and technical design reviews. Weekly activities include discussion posts on technical and communication topics related to the design project. Peer evaluations are conducted via Purdue’s CATME Peer-Evaluation tool three times during a semester and serve as a measure of teamwork. Technical writing is considered a critical piece of project documentation. Project deliverables such as oral presentations, design reviews, peer evaluations, and prototype testing are used to assess student learning objectives.III. Challenges in Teaching and Learning at the regional campusHigher Education institutions especially land grant institutions have relied upon the traditionalstudent population admitted to the central campus. With the

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte

Tagged Divisions

Educational Research and Methods

quizzes. Activereadings serve as pre-work, as mentioned in section 3, to prepare students for completing in-classactivities by enhancing their foundational knowledge, especially the remembering andunderstanding levels of Bloom’s Taxonomy (BT) [34, 35] for relevant concepts. Next, we have arange of in-class activities where students follow guided instructions and discuss with peers intheir small groups. During each of these in-class activities, students perform at least one of thefollowing tasks: code completion, code snippet debugging, answering multiple-choice questions,writing pseudocode, and drawing flowcharts. Each of these tasks falls under different BT’scategories, demands the use of different skills, and requires students to pay attention

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

lecture time can be repurposed for a moreblended learning experience in future offerings thus creating weekly modules. The weekly laboratory period focuses on directly training the students in technical skills,such as those listed above that were previously offered on an ad hoc basis, in order train studentsto solve a multidisciplinary guided design project using these skills in teams. The laboratorieswere designed and are taught in conjunction with BME faculty instructors by undergraduateBME student assistants (SAs), allowing them to gain valuable teaching experience while givingour sophomore students an opportunity to learn from and interact with their peers. The guideddesign project requires the student teams to incorporate the knowledge

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

research university in the American Southwest. Students worked in pairs onhomework assignments to support peer learning. We replaced one question from each of the sixhomework assignments with design challenge deliverables. Students worked in subteams on oneof the three algal production phases (i.e., growth, harvest, extraction). They also developedindividual accountability through jigsaw sessions in which they explained their subteam’s workto students from other production phases. They built whole-class consensus through “parley”sessions that involved decision matrices.We describe the design challenge and our study, in which we investigated how a designchallenge threaded through a sophomore course might provide students with a picture ofauthentic

Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut Ilgu, Iowa State University; Suhan Yao, Iowa State University

Tagged Divisions

Civil Engineering

dialogues. However, instructor facilitation may result in an instructor-centered discussion whichlimit students’ participation and voice [18], and student-facilitated discussions provide analternative approach. Peer facilitation can foster a sense of student ownership and help studentsfeel more at ease in expressing their opinions [19], and allow practical hands-on experience ofbeing a discussion facilitator [18]. Compared to instructor-facilitated discussions, research onstudent-facilitated discussions is still limited focusing more on the student facilitation techniques[11], [20]. This study aims to explore how overall design and management of student-facilitateddiscussions influence peer interaction and critical thinking in engineering

Conference Session

Diversity Redefined: Nontraditional Views in Traditional Environments

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kendra Woodberry Brinkley, Virginia Commonwealth University; Falcon Rankins, Virginia Commonwealth University; Stevara Clinton, Virginia Commonwealth University Department of Chemistry; Rosalyn Hobson Hargraves, Virginia Commonwealth University

Tagged Divisions

Minorities in Engineering

STEM fields. (3) (6)These programs are often characterized by the rigorous on campus academic training to preparematriculating students for freshman courses and social activities to help familiarize students with“college-life.” Reports on current summer bridge programs suggest that students who participatein such programs are more apt to successfully complete their first and second year of theiracademic careers when compared to their peers who did not participate in such programs. (4) (6)The National Science Foundation (NSF) funded Louis Stokes Alliances for MinorityParticipation (LSAMP) Program provides support for a number of universities as they implementprograms to increase the number of URM students successfully completing STEM

Conference Session

Unique Courses & Services for Freshmen

Collection

2004 Annual Conference

Authors

Catherine Blat

credibility and support, as evidenced bythe fact that it is fully institutionalized within the College of Engineering. The latter isparticularly important as 2001-02 was the last year of NSF SUCCEED funding.MAPS offers peer mentoring, Supplemental Instruction (SI) for gateway courses, tutoring, studygroups, skill development workshops, professional development activities, and a technical andprofessional development resource library. MAPS is also intricately integrated with academicadvising, the freshman engineering curriculum, and the junior/senior professional developmentcourses. Continuous improvement is driven by assessment results including, but not limited to,demographics, academic performance, percent of students earning a D or an F or

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Jan DeWaters, Clarkson University; Mary Margaret Small, Clarkson University; Gail Gotham, St. Lawrence-Lewis BOCES; Peter Turner, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

institutes was based on educational research that has documented key featuresof professional development and careful evaluation of prior professional development activitiesin the region. The optimal partnership was defined as one where teachers partner with workingscientists, mathematicians, and engineers who have sophisticated equipment in laboratory workspace, computing facilities and other resources of higher education. During the past two years,approximately 250 individuals attended 22 institutes; some of the teachers attended multipleofferings. The efficacy and impact of these institutes has been assessed through pre- and postcontent knowledge or capability tests, evaluation forms, and peer-review of lessons developed asan outcome of the

Collection

2024 ASEE North Central Section Conference

Authors

Nicholas Brown, Western Michigan University; Johan Fanas Rojas, Western Michigan University; Alyssa K. Moon, Western Michigan University; Ali Alhawiti, Western Michigan University; Pritesh Yashaswi Patil, Western Michigan University; Parth Kadav, Western Michigan University; Kira Hamelink, Western Michigan University; Wendy R. Swalla, Western Michigan University; Zachary D. Asher, Western Michigan University

offering.Specifically how the course was intentionally developed to include practical applications ofindustry-standard writing and to center student learning with regular feedback and practice. Next,we break down the core concepts for autonomous vehicle engineering across engineering andcomputer science disciplines. We address the issue of prerequisites and how the class conceptswere ultimately organized and how existing university research and computer labs were utilized.Lastly, we also discuss group dynamics and techniques for ensuring course project teams havediverse majors. Our results section is primarily composed of survey results from our third courseoffering. We show the evolution of skills from the mechanical engineering students and thecomputer

Conference Session

Self-Advocacy, Sense of Belonging, Measuring Authentic Diversity, Equity, and Inclusion, and Construction Management Education Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, The University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

first workshop by Lindsay Marshall was focused onhelping PhD students overcome barriers to writing their dissertation, which is a source of anxietyfor PhD students and was a topic requested by members of the program. Students learned aboutmethods to organize their writing and overcome writing blocks. Resources for PhD graduatestudents to support their thesis writing were also shared with the group. The second workshopwas on time management for the busy student offered by the UIC Wellness Center. Finally, therewas a seminar on leadership by Dr. Jarrad Hampton-Marcell on science and being competitive inSTEM. We had a seminar on how to prepare for the postdoctoral search and maximizing theexperience as part of supporting their professional

Conference Session

Session 6 - Track 1: Intersectionality: Professional identity formation and the success of women of color in higher education STEM disciplines

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Saundra Johnson Austin, University of South Florida; Michelle Bradham-Cousar, Florida International University; Kemesha Gabbidon, University of South Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

consider, which was the ArchivalPublication Authors, a National Science Foundation sponsored workshop hosted by theAmerican Association for Engineering Education. 2“The aim of the APA1 is to facilitate growth in manuscript writing skills and anunderstanding of the review process, leading to the development and refinement of newmanuscripts that are intended to be submitted for publication in a peer-reviewed journal.The APA will include instructor-led sessions and panels and interactive breakout sessionswith writing teams and mentors. Specifically, the workshop was designed to:1.Use ASEE journal solicitations to contextualize content;2.Challenge teams to draft

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

% Lack of infrastructure 15% Concerns about the review process 13% Difficulty finding collaborators 5% Percentage of total responses Other factors 8% Figure 1. Factors preventing MSI faculty securing NSF CISE funding (n=104).When respondents spoke about time issues, their concerns centered around time needed to (a)cover their heavy teaching loads, (b) pursue research funding opportunities, (c) write proposals,and (d) conduct the research. A couple of responses alluded to poor timing of submissiondeadlines. Lack of time due to heavy teaching loads was the most frequently mentioned

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Lisa Benson, Clemson University; Victoria Beth Sellers, Engineering and Science Education; Katreena Thomas, Arizona State University, Polytechnic campus

Tagged Topics

CoNECD Paper Submissions, Diversity

, andis working to eliminate barriers to participation, create a space that respects diverse traditions,heritages, and experiences, as well as promote diversity in all staff, volunteers, and audiences (C4DISC,n.d.). How do we increase diversity on editorial boards and pools of peer reviewers for EER journals?Other important considerations include how we refer to gender, disability, race and ethnicity, amongother characteristics, in our publications. The American Psychological Association (APA) has provided anonline guide based on their updated 7th Edition Handbook about bias-free language and urges authors to“to use language that is free of bias and avoid perpetuating prejudicial beliefs or demeaning attitudes intheir writing” (APA, n.d.). But

Conference Session

Design in Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Jennifer M. Sieber, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

learning, expressed in the student reflections (LS), can instructors assess from individual assignments? Question 3: Do students whose reflections on doing are assessed to be more insightful focus on different “doings” than their peers? What can we infer by text mining the data about the ways that ‘insightful’ students write their LS? We anticipate certain patterns to emerge, given our intentional effort to tie eachassignment to successive POED over the course of the design process; see Figure 1. We are alsointerested in the degree to which the evolving focus in the course design is reflected in thestudent learning. Based on our prior work, we expect both team formation, concept

Conference Session

Make It!

Collection

2018 ASEE Annual Conference & Exposition

Authors

Seref Yagli, Harmony Public School; Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

toothbrush. Students will beexpected to write a report with detailed description of all steps taken during the development ofthe prosthetic limb.Once we perfect the prosthetic arm, the same process can be applied to development of otherlimbs such as arms or legs. This project will benefit patients with disabilities and improve theirday-to-day lives at a fraction of the cost of current solutions.MotivationThe purpose of this project is to help low-income families’ children who have a disabled handand to expand students’ awareness of societal needs. With this project, students demonstrate thelearning and knowledge gained from the different sources, such as using Arduino board to designa myoelectric prosthetic arm. It is therefore important to show the

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University

Tagged Divisions

Engineering Physics and Physics

traditionalhomework in engineering education occurred [1-4], but the overwhelming majority ofengineering faculty members believe that homework is an indispensable component in thecourses they teach. As an analogy, students majoring in English need to write many essays forpractice, and they cannot master the skill of writing just by learning various writing skills andreading novels. In the same way, engineering students cannot grasp the necessary knowledge andskills without the struggling process in solving homework problems [5].Almost all the publishers of the textbooks provide the solution manuals to the instructors, andunfortunately, these materials are leaked to students through the internet. Some websites eveninvite students to provide quiz and exam

Conference Session

Innovations in Curriculum and Course Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

substituted by a professional portfolio including reports and drawings that weresubmitted to the company - 25% of the final grade), final Power Point Presentation (PPT to bemade to the peers from the same section of ENGR 490x - 10% of the final grade), journal andlog (25% of the final grade). Supervisor feedback (35% of the final grade) is critical. Eachstudent is required to have a supervisor, direct or indirect supervisor, who is aware of student’sperformance. Supervisors are determined by the companies at which students are employed. Forthe internal research projects, supervisors are determined by the students as they choose theirproject and the owner of it. The supervisor is approached (most likely through phone contact ande-mail) for both

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Kasson Fiss, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Mary Raber, Michigan Technological University; Kari B. Henquinet, Michigan Technological University; Richard Jason Berkey, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Community,thinking not only about your own contribution but also how you would like to interact withothers within this Community, including your peers and your instructors.”At the end of that first seminar students were asked to write reflections responding to that initialletter, “Go back and read that letter to yourself and then write a reflection about your experiencethrough the lens of your expectations.[…] Share how this experience has affected the way youlook at yourself, others, your education, your goals, and your success. Is there anything that younow look at or approach differently due to your experience in this course?” In addition, studentswere asked to write a letter to an incoming student about the first seminar experience.At the end

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

Tagged Divisions

Educational Research and Methods

involving large datasets Writing First year • Receive writing feedback from peers and Community consultants • Develop writing skillsParticipants We conducted interviews with participants who were in the 2017 or 2018 cohorts duringsummer 2019, i.e., participants who recently completed two-year D3EM program trainingrequirements. All students in the 2017 and 2018 cohorts were invited to participate in aninterview. Three cohorts of students have completed at least one year in the program. Studentsmay still participate in D3EM activities after the two-year training. All participants werecurrently in their 3rd or 4th year in

Conference Session

Design of Lab Experiments

Collection

2005 Annual Conference

Authors

Timothy Mays

mechanics.Student involvement in the design process encourages active learning. The literature suggeststhat an active learning laboratory style is required for students to achieve the highest knowledgelevel of the course material. Upchurch and Thai10 describes a interactive laboratory that allowsall electrical systems students to participate in the exercises. Specifically, on independentcomputers, students can mimic the teacher, work independently, or work with other students.The professor can intervene at anytime. Miller et al.7 presents the results of laboratoryimprovements that include increased emphasis on report writing, peer review, and studentplanning of experiments. Adams et al.2 presents the use of hands on experiments to generatestudent interest

Collection

2000 Annual Conference

Authors

Craig W. Somerton

: Page 5.702.4Team #3: The grade for Partner A was 20 points less than the project grade. Partner B gave hispartner an effort grade of 2.5 and 3.5 for himself. His comments were: No help in writing programs. Of the remaining work, it was about 65- 35 split to her benefit. I ended up performing the majority of the work, > 70%, in order to meet the deadline.Partner B also came to the instructor midway through the project and expressed his difficultywith his partner. Once again Partner A did not submit an evaluation form.Team #4: The grade for Partner A was 20 points less than the project grade. Partner B gave hispartner an effort grade of 30% and 70% for himself. His comments were: He made

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas Robert Welling, Seattle University; Nathan E. Canney, Seattle University; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

my academic “pulse” comes simply and solelyfrom a heart of curiosity and desire for knowledge. In terms of identity development, Iexperienced the same curriculum as my peers but may have received them differently due to mydiffering motivations. It is with this background and initial sense of self that I approached the writing of thethree narratives that follow. Within each narrative there is analysis that comes from myimmediate processing of the experience. After each narrative, I provide further analysis whichhelps to connect the narratives and place them in the larger context of personal-professionalidentity alignment. At the end of the paper, I present a final analysis of how my experiencesmight be useful in thinking more broadly

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

suggest. Immediatelyfollowing the pitch, each student writes a short written reflection about how peer andinstructor feedback may have modified the focus or scope of their project, or helped thestudent identify additional resources.With their final paper topic fully vetted and scoped, each student writes an annotatedbibliography and 6-8 page rough draft, which is peer reviewed in class and commentedon by the instructor. Each student writes a reflection on how they will edit their draft dueto feedback they received in peer review or how they were inspired to do somethingdifferently by reading another student’s draft. The final draft is due at the end of thequarter. See selected topics for final papers in Table IV. Table IV. Select Examples of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

] V. Sampson, P. Enderle, J. Grooms and S. Witte, “Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as they Learn Core Ideas,” Science Education, vol. 97, pp. 643-670, Sept., 2013. doi: 10.1002/sce.21069[31] L. Martin, “The Promise of the Maker Movement for Education,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 5, pp. 30-39, Jan.-June, 2015. https://doi.org/10.7771/2157-9288.1099[32] S. Sheppard, K. Macatangay, A. Colby and W. Sullivan, Educating Engineers: Designing for the Future of the Field, Book Highlights. Stanford, C.A.: Carnegie Foundation for the Advancement of Teaching, 2008

Conference Session

Re-Imagining the Higher Ed Classroom -- Tablet PCs

Collection

2008 Annual Conference & Exposition

Authors

Vinod Lohani, Virginia Polytechnic Institute and State University; Ricky Castles, Virginia Polytechnic Institute and State University; Aditya Johri, Virginia Polytechnic Institute and State University; Dewey Spangler, Virginia Western Community College; David Kibler, Virginia Polytechnic Institute and State University

Tagged Divisions

Computers in Education

13.203.5Figure 4- Airplane System and Its Components – Drawn by a Student 4It may be mentioned that DyKnow allows an instructor to share students’ panels with allstudents. In-class polling was done to seek students’ feedback on how they felt about their workbeing shared with peers in class. Here’re the results: Statement: I like the panels are shared back with the class Strongly agree (20%), Agree (28%), Neither agree nor disagree (23%), Disagree (4%), Strongly disagree (5%), Invalid data (20%) (Sample size: 235)It can be seen that majority of students like seeing other students’ work and are possibly findinglearning from peers to be a positive experience.2.1.2 Other Tablet Applications: Like in fall 2006