Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

face-to-face or virtual. A Learning Assistant (LA) was available tohelp all students with learning course concepts, practice problems, and review for assessments(quizzes and exams). The LA held online office hours in the evenings and weekends as needed.This study will provide an assessment of students’ performance on exams for the sections usingBlendFlex mode taught in Fall 2020, compared to previous semesters where students were taughtin a traditional Face-to-Face format. A summary of students’ perceptions will be provided basedon extensive surveys and questionnaires throughout the semester.IntroductionFor the last seven years, the authors have been investigating ways to improve student performancein engineering mechanics (statics and

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peng Li, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

malware trafficIn a F2F class to be converted, if an in-person approach was used to achieve a particular learningoutcome, we would search for an alternative, online approach. For example, many labsperformed on computers in a physical computer room may be moved to virtual labs online usinga decentralized approach or centralized cloud approaches. More details will be discussed insection 3.5.In another example, in-class student presentations were integral part of some F2F courses. Afterclasses are moved online, students now create presentations using software (Mediasite Mosaic)on their own computers and upload videos to the University Mediasite server for peer review.If no learning outcomes are clearly defined in the syllabus, it is a good idea to

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas

Tagged Divisions

First-Year Programs

delivery during the pandemic.2. Online Course OrganizationThe online version of the introduction to mechanical engineering class is offered through theeLearning Black Board learning management system similarly to a previously designed onlinecomputer-aided design course [6]. The top of the course’s homepage, shown in Fig. 1, includes alink to the course syllabus. Immediately below that link is a schedule for the entire semester asalso shown in Fig. 1. The schedule is pasted directly on the homepage and “strikethrough” is usedfor the contents of the past weeks as a quick reference for students. The screen print, shown in Fig.1, indicates that it was taken during Week 9 because all entries in the schedule, up to Week 9 havethe “strikethrough

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Alexander Mendoza-Garcia, University of Florida

Tagged Divisions

New Engineering Educators

Paper ID #34860Re-designing a Large Enrollment Online Course Using a Learner-CenteredApproachDr. John Alexander Mendoza-Garcia, University of Florida John Mendoza Garcia is an Instructional Assistant Professor in the Department of Engineering Education in the Herbert Wertheim College of Engineering at the University of Florida. He received his Ph.D. in Engineering Education at Purdue University, and his Master’s and a Bachelor’s in Systems and Comput- ing Engineering from Universidad de Los Andes, in Colombia, and Universidad Nacional de Colombia respectively. He teaches professional skills like systems thinking, design

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

New Engineering Educators

like syllabus,announcements was retained because administrators and department heads were interested inknowing when these items were posted in the course. The institution adopted specificinformation and requirements to be included in all syllabi. New information included equipmentnecessary for remote instruction while some requirements were that students will keep theircameras on.4. Near-term ImpactsBoth mentors and mentees were surveyed in their usage of the QM dashboard, and surveyanalysis is ongoing. Mentors who underwent QM training agree that the QM dashboard is useful,and they will use it to guide their own online course design efforts. Mentors and mentees alikeappreciated that the tool was visual and allows for immediate recognition of

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis

Tagged Divisions

Materials

pandemic. In March 2020, a “revised syllabus” circulated on theinternet, which provided the following five guiding principles for a term interrupted: 1. Nobody signed up for this 2. The humane option is the best option 3. We cannot just do the same thing online 4. We will foster intellectual nourishment, social connection, and personal accommodation 5. We will remain flexible and adjust to the situation --Brandon L. Bayne, 2020 [2]The authors of this paper adopted these principles as they prepared for teaching in Spring 2020.Remote laboratory courses are challenging to design due to the hands-on activities typicallyutilized for in-person instruction. Furthermore, laboratory courses are vital to

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Divisions

Graduate Studies

the same LMS course space and the instructional designer workswith each faculty member teaching their first online class at least a semester before thatcourse is offered. This collaboration is the first step in establishing that the onlinestudents are an equal part of the learning CoP. This collaboration begins with a focus onlearning outcomes and corresponding activities and assessments to ensure that the onlinelearners are able to fully participate. As well, the importance of fully integrating thedistance learners into the classroom CoP is emphasized. This involves paying attentionto details like inclusive syllabus language that explicitly recognizes both learneraudiences in cases where course components necessarily involve differing

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Multidisciplinary Engineering

evidence is complete, accurate, and correctly rated on the two scales(knowledge and impact). Tokens are either complete or incomplete; there is no concept of an “Alevel” vs “C level” token. Students may revise and resubmit a token without penalty. This paperdescribes both the implementation details and the performance results of electronic learningtokens with anonymous PR within a course conducted in the fall of 2020.MotivationWe have designed our course around IBL because we believe it delivers superior studentlearning outcomes. Each semester, we seek to make our course both more effective and moreaccessible. We believe that the addition of online anonymous PR enhances IBL in several ways.Though our context is IBL, the following motivations and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College

Tagged Divisions

Entrepreneurship & Engineering Innovation

a mass online education specificallyfor students and faculty from Tier 2 and Tier 3 colleges. MOOCs (Massive Open Online Course )are online courses which enable large numbers to participate via the web or other technologies.MOOCs have a long history and have primarily been asynchronous so that international studentscan also avail of this. In this article, we delineate how we modified that approach by piloting thissynchronously. The Covid19 situation was an added incentive to offer this course to students whocould not meet in person due to restrictions for in-person classes. Over 350 students from 20different engineering colleges from India were recruited for a pilot program along with the facultyfrom their schools. Each college recruited

Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Vetter, United States Military Academy

Tagged Divisions

Military and Veterans

interaction and benefits, whichbecome apparent upon further examination. LMS are online applications that offer a way for students and faculty to connect outsideof the classroom environment and share educational information. The extent of LMS use varies.Some faculty use an LMS to post the course syllabus and key documents while others also utilizethe assignment and gradebook features. More technically proficient faculty also incorporatediscussion groups and other features offered in LMS such as Blackboard and Canvas [2, p. 71].A common attribute across most LMS is that they are typically asynchronous tools. Documentsharing, message boards, and even recorded lectures all can be accessed by students at differenttimes throughout the day, there

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Simson, The Cooper Union; Martin S. Lawless, The Cooper Union; Cynthia Lee, The Cooper Union; Lisa Shay P.E., The Cooper Union; Toby John Cumberbatch, The Cooper Union; Austin Wade Smith, The Cooper Union; Neveen Shlayan, The Cooper Union

Tagged Divisions

Design in Engineering Education

mesoscopic traffic simulations. In 2011, she obtained her Ph.D. degree in Electrical Engineering from the University of Nevada, Las Vegas conducting research in Cyber Physical Systems. She also holds a Master’s degree in Mathematics with a thesis in reconstruction of neutron density distributions. American c Society for Engineering Education, 2021 Teaching the First-Year, Hands-On Engineering Design Experience OnlineAbstractDuring the summer of 2020, a team of faculty reimagined the School of Engineering’s first-yeardesign course to increase consistency among sections, to create space for first-year studentsattending online classes to form friendships, to explicitly teach

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew M. Barry, University of Pittsburgh; Samantha E. Wismer; Tony Lee Kerzmann, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh

Tagged Divisions

Mechanics

introductory statics and mechanicsengineering course in the fall 2020 semester. The three sections had a combined enrollment of 173students during the assessment period, and were under the instruction of the research team. At theend of the semester, students were asked to complete a survey concerning their experiences withthe online text. The survey included no student or demographic identifiers. All three sections usedthe same syllabus and grading schema, and the engineering topics covered in each of the threesections were identical.To assign a point value to the pre-class reading, i.e., utilization of the text via the completion ofthe assigned embedded questions, a participation score of 10% was applied to the course. Thisscore was solely based upon

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rajkumari Jayasekaran, University of Florida

Tagged Divisions

Design in Engineering Education

helped provide the students with a practical learning experience.[7]Methodology: In this research paper, the two-course shells of AutoCAD compared with each other and how theyimpacted student performance overall.Summer 2020 Course shell: The Summer course shell, though available online, had basic information like the course syllabus,weekly schedule, slides, assignments, and emailing platform. Figure 1 and figure 2 display the materialsprovided to the students under the files tab. Figure1: Summer 2020 AutoCAD course shell Figure 2: Course shell with files display The Summer 2020 course shell provided basic guidance for students to attend the online lecturesthrough zoom, had assignment deadlines, and

Conference Session

Holy Cow! We’re Going Online When? 

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Bettina Jeanine Casad, University of Missouri - St. Louis

Tagged Divisions

Civil Engineering

the format in which the class was taught; 2) the prediction that students wouldengage in discussion, group work and project development in an effective way, regardless of theformat in which they communicate; 3) the prediction that students would perform similarly tothose that have completed the course F2F; 4) the prediction that the teaching method used in theF2F environment can be used and effective in the virtual environment; and 5) the prediction thatthe students in the virtual environment would be able to develop a positive rapport with peersand instructor.Course grade, assignment grades and two online questionnaires were used to test the hypotheses.The study results indicate that when comparing course grades the students in the

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

students of low socio-economic status. It isnotable that the necessity for student readiness as well as faculty training or mentoring programsfor online teaching to facilitate teaching methods, learner support, and course delivery cannot beoveremphasized. As this pandemic continues, there is a need to identify development areas toenhance faculty competencies in the online environment.Prior to COVID-19, the landscape of higher education was changing rapidly, especially in termsof delivery format. Now, the growth in online education participation has astoundingly increased.All colleges and universities in the United States have now fully transitioned to online education,not driven by the primary purpose of transforming education, continuing

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo

Tagged Divisions

Design in Engineering Education

todemonstrate before graduating from an accredited engineering program. In Canada (and much ofthe world), the Coronavirus pandemic forced universities to close for the safety of their studentsand staff, and so all instruction was quickly transitioned to “emergency remote” delivery (for afull discussion of the differences between remote and online instruction, see [2]). Undoubtedly,the most difficult transitions to remote instruction were design courses. Design coursesfrequently include complex, multi-disciplinary, and/or ill-structured project-based learning, andwill include at least some physical equipment in virtually all engineering disciplines (exceptingpossibly software engineering). This paper describes the changes that were made to two first

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Architectural Engineering

video (mp4) files. Organize online content in a manner that keeps the students engaged The premise is to not overload the students with an abundance of course materials or they may disengage. The LMS permits content to be organized based on the calendar or content. For example, one might choose organizing by week one, two, three, etc. activities or through portals such as syllabus, module 1, module 2, homework and exams, Zoom lectures, etc.Concluding Thought “True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.” ‒ Nikos Kazantzakis [44]Greek writer Kazantzakis understood that

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura J. Carroll, University of Michigan

Tagged Divisions

Educational Research and Methods

the barriers instructors face when using activelearning in first- and second-year STEM courses in online-settings at post-secondary institutions.Here, we focus on fully online courses, taught in both asynchronous and synchronous settings,that have no in-person component. For our purposes, we define active learning broadly, as anytime the instructor goes beyond simply lecturing with the students taking notes. Active learningleads to improved student learning, more engaged students, and increased interest in STEM (e.g.,[1]-[5]). Additionally, active learning increases the quality, number, and diversity of STEMgraduates [5]. Despite these positive findings, adoption of active learning in classrooms has beenslow [4], and researchers have sought

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Ava R. Wolf, University of Illinois at Urbana-Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Divisions

Mechanical Engineering

Paper ID #33054Transforming an Engineering Design Course into an Engaging LearningExperience Using a Series of Self-Directed Mini-Projects andePortfolios: Face-to-Face Versus Online-only InstructionMiss Taylor Tucker, University of Illinois at Urbana - Champaign Taylor Tucker graduated from the University of Illinois at Urbana-Champaign with a Bachelor’s degree in engineering mechanics. She is now pursuing a master’s degree at UIUC through the Digital Environments for Learning, Teaching, and Agency program in the department of Curriculum and Instruction. She is interested in design thinking as it applies to engineering

Conference Session

Engineering Economy Course Strategy Panel Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael B. O'Connor P.E., New York University

Tagged Divisions

Engineering Economy

MethodThe author started instruction for the course in 2018 using the traditional classroom lecturemethod using the learning management system (LMS) "Blackboard" (Bb). However, theassessment approaches and lessons learned apply to other LMSs. The course migrated to ahybrid delivery in 2019. The LMS and video conferencing (Zoom) technology facilitated themigration in delivery methods. This trend continued, and the course went entirely online in theSpring of 2020 with the onset of the Covid-19 pandemic. During this period in 2020, the authorbecame aware of the “flipped classroom” delivery method. [14] The syllabus was reworked tomove the lecture material out of the classroom into video presentations ranging in length from 10to 45 minutes. [13] Each

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Computing and Information Technology

University.” https://bulletin.ndsu.edu/past- bulletin-archive/2019-20/academic-policies/undergraduate-policies/general- education/#genedcoursestext (accessed Apr. 20, 2021).[10] “Computer Science (CSCI) < North Dakota State University.” https://bulletin.ndsu.edu/past-bulletin-archive/2019-20/course-catalog/descriptions/csci/ (accessed Apr. 20, 2021).[11] B. Bernard, “CSCI 159: Computer Science Problem Solving Spring 2020 Syllabus,” 2020.[12] C. Stöhr, C. Demazière, and T. Adawi, “The polarizing effect of the online flipped classroom,” Computers and Education, vol. 147, p. 103789, Apr. 2020, doi: 10.1016/j.compedu.2019.103789.[13] A. Amresh, A. R. Carberry, and J. Femiani, “Evaluating the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

discussions. The course redesign process is further informed by the inclusion of studentstakeholders in the project, namely, undergraduate and graduate students who self-identify asneurodivergent. Student contributors share individual experiences and perspectives to identifybeneficial instructional practices and foster a personal connection with the faculty.Introduction of the I-StandardsThe I-Course Standards document resulted from the first stage of the I-Team process, emergingas a framework to guide the course redesign process throughout the life of the project. The I-Course Standards were inspired by the approach and format of Quality Matters, the certificationsystem for online courses, which is adopted at the university for all online classes

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

emphasized engineering education to promote persistence and success in engineering.Dr. Mehdi Khazaeli, University of the Pacific Mehdi Khazaeli is an Associate Professor in School of Engineering and Computer Science at University of the Pacific. He also serves as Director of Pacific’s Technological Innovation and Entrepreneurship (TIE) Program. He teaches courses in Design and Innovation, Decision Making, Building Information Modeling and Data Analytics. He has consulted with and/or taught seminars to a variety of clients in R&D-based industries, research organizations and educational institutions.Mr. Jeremy S. Hanlon, University of the Pacific American c

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yonghee Lee, Purdue University at West Lafayette ; Jennifer Deboer, Purdue University at West Lafayette (COE); Jeffrey F. Rhoads, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

Tagged Divisions

Mechanics

problems; online videos, covering worked examples[Figure 1], homework solutions [Figure 2], concept demonstrations and visualizations [Figure 3];a course blog / discussion forum [Figure 4] that includes all of the course materials, as well asstudents’ conversation threads used in collaborative learning; collaborative learning activities,such as group discussion and collaborative problem solving with peers in and out of classroom;and instructor office hours and a teaching assistant help room where students can ask questionsand seek help related to dynamics. Freeform has been continuously refined based on the findingsof our previous studies conducted in multiple dynamics courses in several distinct contexts,including teaching-focused and

Conference Session

Mechanics & Mechanics Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Treadway, Trinity University; Jessica E.S. Swenson, University at Buffalo, The State University of New York (CoE); Aaron W. Johnson, University of Colorado Boulder

Tagged Divisions

Mechanical Engineering

, when the transition online inspired mid-semester syllabus revisions.Despite the somewhat negative comparison to typical homework problems, student attitudes tothe OEMPs were generally neutral to positive, and more positive in Mechanics II than inMechanics I (see Fig. 4). Note that self-selection bias may exist in the survey data, particularly inMechanics II where a smaller percentage of students elected to participate in the survey. I'd like to have more open-ended problems like this in my other non-lab/non-design engineering courses. I enjoyed completing the

Conference Session

Manufacturing Division Technical Session Innovative Pedagogy in Manufacturing Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhenhua Wu, Virginia State University; Lorin Scott Sodell, Virginia State University College of Engineering and Technology; A.A. Elmustafa, Department of Mechanical and Aerospace Engineering, Old Dominion University and The Applied Research Center-Thomas Jefferson National Accelerator Facility; Dawit Haile, Virginia State University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

summer 2020, the firstsyllabus was drafted with learning outcome and topics. The syllabus was sent to our ExternalAdvisory Committee (EAC) for their comments on whether or not any topic needed to bestrengthened/omitted. One challenge was to arrange so many topics for a 3-credit hour class in a15-weeks semester. The schedule assigned for each topic was included. With the EAC’s comments,the course topics were finally decided as indicated below.1. Introduction to NASA and the global aerospace industry (1 week)  NASA history and mission  Aerospace manufacturers and their major products (Airbus, Boeing, Lockheed Martin, GE Aviation, Northrop Grumman, Raytheon (including Pratt & Whitney), Safran, Rolls-Royce.)2. Overview of

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Odle, Hope College; Greg Bassett, Hope College

Tagged Divisions

Engineering Ethics

lecture focused onhow engineers could design well. This portion of the lecture addressed two main ethical topicsderived from the Doctor Who episode: the problem of scarce resources, and narrowly-definedpurposes and market failures. After each topic was introduced, each instructor facilitated groupdiscussions. At the time, the course was taught with a hybrid modality, so the engineeringprofessor facilitated discussions with in-person students, while the philosophy professorfacilitated discussions with students attending the course online via Zoom.Scarce resources: This topic addressed the suits’ reliance on oxygen as an extreme example of anessential and scarce resource. To connect this topic with real world applications, it was stressedhow

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gustavo O. Maldonado, Georgia Southern University; Shahnam Navaee, Georgia Southern University; Marcel Maghiar, Georgia Southern University

Tagged Divisions

Civil Engineering

the assigned percentage, 10 points are allocated for attendance and 20 points for in-class/field/lab participation. In the detailed course syllabus, it is explicitly stated that the interaction with the instructor and participation in class/field/lab, and in teamwork if assigned, is expected, and is considered an important part of this course. This participation is measured via online log files, where students record the number of scans completed, cleaned, stitched, or processed otherwise in each class. Additionally, these files assist subsequent groups of students in knowing the tasks already completed and recognizing the ones that are to be started at each new meeting. This continuous record motivates

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julie Mendez, Indiana University-Purdue University Columbus

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

Paper ID #33642Development and Use of Open Educational Resources in an UndergraduateHeat and Mass Transfer CourseDr. Julie Mendez, Indiana University-Purdue University Columbus Julie Mendez is a Clinical Associate Professor of Mechanical Engineering at Indiana University-Purdue University Columbus. Her interests include active learning strategies, online course development, alter- native grading practices, and Universal Design for Learning. American c Society for Engineering Education, 2021 Development and Use of Open Educational Resources in an

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shinae Jang P.E., University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

satisfy seven principles as summarized (see Table 1).The first principle, equitable use, is applied to make the design useful and marketable to peoplewith diverse abilities [14]. This was implemented through the course website, textbook, syllabus,and captions. The course website was pre-designed and developed to be accessible to everyoneincluding neurodiverse students. A digital textbook was adopted for text-to-speech functionalityand automated pre-lecture quiz options. Pre-recorded videos were captioned. Syllabus and othercourse files were in accessible file forms and uploaded to the course website in advance. Thispackage is designed as a stand-alone package of online course an instructor can keep usingsemester by semester, once it is