Conference Session

FPD IX: Research on First-year Programs Part III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stanley M. Forman, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Divisions

First-Year Programs

thesesoft skills are being successfully learned and transferred to the students.6,12 The focus of thiswork is on what is not being learned, what is still lacking as students move through ourprograms.An example of the Unwritten Syllabus can be found in lessons learned by first-year studentsgrappling with course policies and procedures that are different than they have previouslyencountered. Course policies may be listed in the written syllabus or may only be explainedverbally at the start of a semester. An example of a new procedure deals with the oft-repeatedquestion: “When is it due?” High school teachers often take on the role of ‘reminder-in-chief’,posting due dates in the classroom and frequently pointing them out. This does not match theadult

Conference Session

Technical Sessions 4

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Tracey Carbonetto, Pennsylvania State University, Allentown

Tagged Topics

Diversity, Professional Papers

expectations and learningoutcomes further increasing the opportunity for success? Can an assessment as learning beutilized by engineering educators to demonstrate the principles of technical contract review using asyllabus as the contract further increases students’ understanding? Method An online engineering mechanics course conducted during the 2023 summer sessionincluded an assignment where 125 students were asked to review the syllabus and complete aquiz. Questions to the quiz could be answered by reading the syllabus. For example, students wereasked questions on office hours policy, alignment of assessments to topics, and prerequisiteknowledge. The instructor recorded emails received from

Conference Session

ELD Technical Papers Session

Collection

2003 Annual Conference

Authors

Barbara Williams; Paul Blowers

2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Educationinformation literacy across curricula, in all programs and services, and throughout theadministrative life of the university, requires the collaborative efforts of faculty,librarians, and administrators.”12Deconstruction of the syllabus Syllabi serve many functions to different groups of users13. Students view asyllabus as a contract14-18 with the professor that describes how they should behave, whatthe class schedule is, and how they need to perform in order to receive a passing grade.While faculty often use the syllabus to organize their thoughts about the course, to

Collection

2015 Northeast Section Meeting

Authors

Md. M. Rashid; Mahbub Ahmed

2015 ASEE Northeast Section ConferenceHow to Make Our Syllabus Mor e Effective to Student’ s L ear ning Exper ience By Md. M. Rashid, P.E.1, and Mahbub Ahmed2AbstractSyllabus provides basic course related information to students, and creates a first impressionabout an instructor and his or her attitudes toward teaching. A syllabus is seen as an agreementthat serves as a “ virtual handshake” between an instructor and students regarding mutual rightsand responsibilities. Research indicates that a traditional syllabus contains checklists of itemsthat provide basic information such as course goals, course requirements, grading, schedule andso on. The existing literature contains many of

Conference Session

ECE Online Courses, Labs, and Programs

Collection

2002 Annual Conference

Authors

Sig Lillevik

providesophisticated features such as authentication (security), course registration, grade book, announcements,calendar, and student tracking. Assessment utilities include true-false and multiple choice question pools,random exam creation, and individually-timed exams. As discussed earlier, it is difficult to automateproblem-based exams. For collaboration, the products offer both synchronous (request, immediateresponse) and asynchronous (request, delayed response) services. These include email, chat rooms,bulletin boards, and document sharing. Some educators hold office hours using the synchronous chatroom feature. Lastly, the database facilities include a file system for access to syllabus, lecture notes,laboratory experiments, etc. A user may search the

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

focus of this presentation.MethodIn order to maintain consistency with the on-campus version of the electrical systems course, thesame syllabus, calendar and lab manual were used. The only changes made were thosenecessary in order to deliver the course online. The on-campus course met 4 times per weekincluding three 50-minute lectures and one 150-minute lab. The online version of the course hadthe video version of the same lectures delivered by using partial lecture notes. There were 3 Page 26.1464.4midterms, 2 lab practical exams, 8 labs, 10 quizzes, 10 homework assignments and a final exam.Students were required to successfully complete all of

Conference Session

Mechanical Engineering Division (MECH) Technical Session 3: Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muzammil Arshad, Texas A&M University; Rebecca R. Romatoski, St. Ambrose University

Tagged Divisions

Mechanical Engineering Division (MECH)

from MIT, Master of Science in Nuclear Plasma and Radiological Engineering from University of Illinois Urbana Champaign, and Bach- elor of Science in Mechanical Engineering from MIT, and is currently teaching at St. Ambrose University in Davenport, Iowa teaching a variety of courses including Intro to Engineering, Heat Transfer, Control Theory, Electronics, and Senior Design. ©American Society for Engineering Education, 2023 Design of Entrepreneurially Minded (EM) Effective Learning Strategies for Engineering Students: Course Structure, Grading Rubrics, Syllabus Design, and In-Class Mini Labs for Student Motivation and Learning

Collection

2012 ASEE Midwest Section Conference

Authors

Alexey Yamilov

  Teaching an Undergraduate Nanotechnology Course Online Alexey Yamilov Department of Physics, Missouri University of Science and Technology Rolla, MO 65409AbstractWith a support from National Science Foundation, an upper-level undergraduate online course“Nanostructures: An Introduction” was developed and taught as a component of MissouriPhysics Collaboration and Missouri Alliance for Collaborative Education (MACE) initiatives.Students from six different university campuses throughout the state of Missouri haveparticipated. This paper describes the choice of delivery technology as well as adapting thecourse content and assessment strategy for the

Collection

2007 ASEE Midwest Section Conference

Authors

Stephan A. Durham; W. Micah Hale; Seamus Freyne

• Class Project • Extra CreditEach of these folders contains information that would traditionally be distributed during classtime in hard copy. With the course information and handouts online, the students can access thisinformation at anytime and anyplace. This also reduces the amount of printing and copying bythe instructor prior to class time and enables the instructor to better prepare for class.Course InformationPertinent course information is uploaded into the course information folder. The courseinformation folder contains the following files: • Course Syllabus • Lecture/Laboratory Schedule • Other Handouts “Proceedings of the 2007 Midwest Section Conference of the American Society for

Collection

2001 Annual Conference

Authors

Thomas Barnwell III; Monson Hayes III; Joel Jackson; David Anderson

Session 2320 InFusion: Simplifying Online Course Creation Joel R. Jackson, Thomas P. Barnwell III, David V. Anderson, Monson H. Hayes IIIAbstractIn order for faculty to become involved in the development of online or computer enhanced lecturematerials, the production process must be easy and convenient. We have developed a presentationdevelopment system called inFusion that makes it possible to create online presentations almostinstantly. Lecturers use a very simple interface (below, right) to synchronize graphics, video andaudio into a coherent presentation viewable in

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carol L. Considine, Old Dominion University; Michael W. Seek, Old Dominion University; Jon Lester, Old Dominion University

Tagged Divisions

Construction

on a shorter time frame and if the onlinemodules are tied to text chapters and pages, every time the course text is revised, the onlinecourse requires major revision. The use of modules provides autonomy for the online coursematerials. A detailed learner-centered syllabus is also developed to structure the course, andprovide a schedule for the course development. It serves as the roadmap for course materialsthat need to be obtained and developed.During the course design phase, faculty at Old Dominion University are engaged with, and workclosely with an instructional designer and instructional technologists to ensure that the finalcourse design is rich, challenging, and provides an effective learning experience for students.The overall course

Conference Session

ECE Online Courses, Labs, and Programs

Collection

2005 Annual Conference

Authors

Rasha Morsi; Wael Ibrahim

disciplines. An investigation ofeducational web sites of 126 educational institutions that offer an Electrical and ComputerEngineering degree is used to provide information on whether or not this fast growth in onlineeducation is a representative of growth of online engineering disciplines. A comparison ofdifferent delivery methods for the online environment is presented as well as a review ofdifferent systems for offering electrical, electronics, and digital laboratories via distance learningis presented.IntroductionDistance learning or distance education is a term used extensively by colleges and universities todescribe remote delivery of course contents. It usually refers to off-campus sites, web-facilitatedcourses, and web-based (online) courses

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Khondkar Islam; Aditya Johri, George Mason University; Karthik Nagappan, George Mason University; Aref Modanlu, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

content delivery, store assignments, sendannouncements, create discussion forums, and manage grades. BB is the official LMSof the institution and is used by instructors to upload the course materials (e.g.lecture slides, lecture and lab videos for the distance learner, syllabus, etc.), conductquizzes, and communicate with the students. Students used it to download andsubmit their assignments, complete the quizzes, access course materials, and seetheir grades.In this paper, section 2 is a literature review of online and face-to-face class Page 26.182.2comparisons. We describe our study in section 3 where we elaborate on the dataand methods used. Section 4

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Fanyu Zeng, Indiana Wesleyan University

laboratory instructors control the student’senvironment because they have monopoly on every single laboratory activity [5].However, there seems to be a lack of this type of monopoly in a distributed laboratoryenvironment. Students have their own control of pace, duration of their laboratories, andeven control the outcomes of their laboratory exercises. Thus, additional guidelines andstandards are crucial to the new online computer network laboratory modules. Newmeans and resources are developed to ensure the same goals are achieved in the onlinecomputer network laboratory: • Learning contracts – enhanced course syllabus and detailed lab manuals • Online course and multiple dimensional instructional strategies – a variety of means for

Conference Session

Multidisciplinary Course Innovation

Collection

2007 Annual Conference & Exposition

Authors

Lionel Craddock, Bluefield State College; Daphne Rainey, Virginia Bioinformatics Institute; Susan Faulkner, Virginia Bioinformatics Institute; Frank Hart, Bluefield State College; Martha Eborall, Bluefield State College; Lewis Foster, Bluefield State College; Stephen Cammer, Virginia Bioinformatics Institute; Betsy Tretola, Virginia Tech; Bruno Sobral, Virginia Bioinformatics Institute; Oswald Crasta, Virginia Bioinformatics Institute; Bruce Mutter, Bluefield State College

Tagged Divisions

Multidisciplinary Engineering

Course Management Service (CMS)The CMS became the online framework for the course called COSC 490 – Cyberinfrastructure.The CMS software and systems developed by CART at BSC allowed for full online courseadministration and access to syllabus, outline, surveys, quizzes, testing, reading material, chat,instructor collaboration and general remote student communication as substantiated in the articlereferenced above.Supplemental Materials Used and Online Course DevelopmentThe course modules were designed for flexibility for the BSC professors, students, and the VBIteam. As a test deployment, we needed to provide multiple instructor and assessment officerprivileges and the CMS accommodates this requirement seamlessly. To supplement themodules, BSC

Conference Session

Curriculum Development and Applications

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Design Graphics

before the next module becomes available. This assures that thematerial is delivered to the student in the designed and logical progression so there is no randomdelivery of the course material. The Exercise components address individual elements within theclass projects. They provide the student with the blueprints for successfully completing the classprojects.The online course ended up having ten modules: an introductory module, eight modulescontaining course content, and one module dedicated to the review of the course. Once thecontent of the course was developed, the syllabus was re-written and the course schedule wasdeveloped. An extremely important element of an online course is the Course Introduction. TheIntroduction sets the tone of the

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

Implementing Peer tutoring in an online course Colin Neill, Joanna DeFranco, Amanda Neill The Pennsylvania State UniversityPrevious research in a large scale experiment provided no evidence that working on a successfuland effective team had a positive effect on individual student performance. Thus, to facilitateindividual learning, we implemented peer tutoring while students worked on an effective team inan online graduate software engineering course. This paper presents an online peer tutoringdesign. The results of a constant comparative qualitative analysis will be presented in order toprovide insight into the success of this peer tutoring implementation.I

Conference Session

E-Learning in Chemical Engineering

Collection

2009 Annual Conference & Exposition

Authors

Christi Patton Luks, University of Tulsa

Tagged Divisions

Chemical Engineering

Blending Online Learning with a Traditional Course Christi L. Patton The University of TulsaAbstractAs class sizes in a chemical engineering problem solving class outgrew the available rooms andone teacher’s ability to maintain a personal relationship with students and to safely managehands-on design projects, a new class management philosophy was needed. Two credit-hours ofthis three-credit-hour course were conducted electronically while students met in a classroom ina group of 10 – 12 students for the remaining one-hour-per-week lecture. Blackboard LearningSystem – Vista Enterprise was used to post video lectures, manage quizzes and homeworkassignments.This paper looks at

Conference Session

Frontiers in Engineering Economy

Collection

2010 Annual Conference & Exposition

Authors

Joseph Hartman, University of Florida; Jennifer Smith, University of Florida

Tagged Divisions

Engineering Economy

video1,5. This course is completely asynchronous such that the instructorwill generally only “meet” students over the phone, via email, or online discussion sessions.)The Provost’s initiative has clearly reduced the burden of course development often criticized byfaculty3 by funding technical support. A course syllabus, outline (which lectures are to bedelivered in sequence), slides/materials for each lecture, and assignments were merely “given” tothe technology team in the traditional format. In order to facilitate “easier” grading, quizzes andassignments had to be converted to multiple-choice format. Furthermore, instructor time wasrequired to capture any videos required.The initial design was for the Industrial and Systems Engineering course

Conference Session

Simulation and Virtual Instrumentation

Collection

2007 Annual Conference & Exposition

Authors

Ronald Uhlig, National University; Shekar Viswanathan, National University; John Watson, National University; Howard Evans, National University

Tagged Divisions

Engineering Technology

Course Menu Item Department Content Item Information Table* Course Link Syllabus Link to S.O.E.T Folder Syllabus* Assignment Tool Course Outline Communication/ Tools Learning Outcomes* Week 1 Required Reading Week 2 Lecture Notes and Charts Week 3 Week 4 Chat Topic (Course Link) Communication

Conference Session

Internet Programming and Applications

Collection

2003 Annual Conference

Authors

Mark Wickert; Gregory Plett

address, the student may send an email message directly from her webbrowser to the instructor. Below the course description is a listing of supplements that she maydownload. These are divided into categories (e.g., ANNOUNCEMENTS, CHAPTER 1. . . ) asassigned by the instructor. Page 8.1288.5 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright c 2003, American Society for Engineering EducationIn the figure, we see that this student has downloaded the syllabus and the first chapter of thelecture notes. Furthermore, she is assured that she has the most

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ehsan Sheybani, Virginia State University

AC 2004-734: TEACHING AN ONLINE TECHNOLOGY COURSE THROUGHINTERACTIVE MULTIMEDIAEhsan Sheybani, Virginia State University Page 9.1161.1© American Society for Engineering Education, 2004 Session 2147 Teaching an Online Technology Course Through Interactive Multimedia Giti Javidi, Ehsan Sheybani University of Southern Mississippi, Hattiesburg MS 39406AbstractTechnology is having a dramatic effect on colleges and universities, producing what may bethe most challenging period in the history of higher education

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Ehsan Sheybani, Virginia State University; Giti Javidi, VSU

AC 2005-1035: INTERACTIVE MULTIMEDIA FOR TEACHING AN ONLINETECHNOLOGY COURSEEhsan Sheybani, Virginia State UniversityGiti Javidi, VSU Page 10.813.1© American Society for Engineering Education, 2005 Session XXXX Teaching an Online Technology Course Through Interactive Multimedia Ehsan Sheybani, Giti Javidi Virginia State University College of Engineering, Science, and Technology Phone: (804) 524-5722 Fax: (804) 524-6732

Conference Session

Online Programs and Program Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Audeen W. Fentiman, Purdue University; Emilie A. Siverling, Purdue University; Rene Alexander Soto Perez, Purdue University; Ruth A. Streveler, Purdue University; Michael C. Loui, Purdue University; Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Graduate Studies

were initially offered only on campus to students currently enrolled in Ph.D.engineering programs at the Purdue University. All of the courses relied upon extensive student-student and student-faculty interaction. Students read assigned materials, discussed them inclass with the instructor, and then used information gleaned from the reading and discussions tocomplete assignments that would be useful in performing their duties as faculty members.Some examples of assignments are a syllabus and materials for a course in the student’stechnical field, an interactive presentation of course materials, a detailed teaching philosophy,and a plan for mentoring graduate students. Students often peer reviewed materials prepared byclassmates, and faculty

Conference Session

Curricula Innovations in Engineering Economics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Letitia M. Pohl, University of Arkansas; Shelly Walters, University of Arkansas

Tagged Divisions

Engineering Economy

be much less than thecontact hours in an equivalent live class. In our example class, the number of class time hours ifit had been offered face-to-face would have been about 40 hours (minus the midterm and finalexams). Our instructional videos totaled approximately 13 hours, or 32.5% of the live class time.This is due in large part to the lack of announcements and administrative information, questionsand answers, and “detours” the instructor may be prone to take in a live class. Online studentsare much more likely to receive course administrative information in written form rather thanfrom the instructor orally, e.g., syllabus information, announcements and instructions for exams,homework due dates, bad weather policies, etc. Our experience

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

Greg Placencia, California State Polytechnic University, Pomona; Pauline Salim Muljana, Old Dominion University

Tagged Topics

Pacific Southwest Section Meeting Paper Submissions

Paper ID #27805The Effects of Online Course Design on Student Course SatisfactionProf. Greg Placencia, California State Polytechnic University, Pomona Assistant professor Greg Placencia joined the IME department in 2016 and currently teaches Fundamen- tals of Human Factors Engineering lecture and lab, Fiscal Implications in Technical Decision Making, Advanced Human Factors in Engineering Design, and Human Systems Interaction. Dr. Placencia re- ceived his Ph.D. degree from University of Southern California in 2009. His research interests include human engineering, human–systems interaction, and adapting macro-ergonomics to

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Larry Goolsby

Session xxxx CONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE Larry K. Goolsby Tennessee Technological UniversityAbstract:A traditional lecture/lab format computer-programming course can be converted to an onlineequivalent using the WebCT online course authoring software. Existing course materials that arein use with the traditional course can be used in the online course by converting the materials tothe HTML format that is required by WebCT. The conversion can be accomplished with relativeease using

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Talat Salama, Central Connecticut State University; Namhun Lee, Central Connecticut State University; Glynis Fitzgerald, Central Connecticut State University; Lee W. Lee, Central Connecticut State University; Mary M. McCarthy, Central Connecticut State University

Tagged Divisions

Construction

education needs to be assessed as compared to on-ground (in the classroom) education. To continue growth and experience in e-learning,universities are encouraged to develop online graduate and undergraduate courses andspecialized certificate programs. A large comprehensive state university in New England,Central Connecticut State University (CCSU), created a task force to look closely at theuniversity’s online and hybrid courses to ensure that the university delivers high quality onlineand hybrid instruction. Comprised of educators, administrators and technology experts, the taskforce’s objective is to develop recommendations to ensure that 1) online and hybrid coursestaught at this state university reflect the best practices for online course

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin A. Keller, Worcester Polytechnic Institute

Tagged Divisions

Continuing Professional Development

course design. In phase II, participants are engaged in a 4-weekasynchronous online course that begins to address backward design as it relates to eachindividual’s course and allows participants to experience online learning from a studentperspective. Participants work with various instructional materials to gain foundationalknowledge and are required to engage in peer discussions to help explore pedagogical ideas andstrategies. Each week, participants submit assignments that are meant to serve as working draftsfor later refinement in the course design process. These assignments include defining courselearning outcomes, mapping out and aligning formative and summative assessments, creating anassessment, creating a syllabus, and identifying

Conference Session

Trends in Mechanical Engineering: Curricula and Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Simin Hall, Virginia Tech; Catherine T. Amelink, Virginia Tech; Deyu Hu, Virginia Tech

Tagged Divisions

Mechanical Engineering

analyses in nuclear power generation plants. She has been designing online courses since 2006. In 2010, with an education grant from Nuclear Regulatory Commission (NRC) she completed the online design of the graduate nu- clear engineering certificate program. In 2011, the new education grant from NRC, allowed initiating the design of two new nuclear graduate courses for the Master program. Her applied research in education is in cognitive functioning using online learning technologies. She has redesigned two undergraduate courses in thermodynamics for online/distance delivery at the ME Department at VT. She is a co-author on a chapter that is published in the book titled ”Cases on building quality distance delivery