Collection

2023 ASEE Midwest Section Conference

Authors

Chun-Hsing Ho; Nyawa Allieu

redundant in participating in class activities. We immediately tookaction to address the obstacle and bring students back on track.MethodsWith the support of the School’s Director, we made the following adjustments.1. Rearrange lecture room: we worked with the staff to reserve two classrooms for laboratory practice. The lecture delivery method was rearranged with 30-50% lecture presentations and 50-70% laboratory practices depending on the student’s learning progress2. Readjust lecture pathing: we reallocated the percentage of lecture presentations and lab practice by reducing course presentations and increasing the Q&A sessions. The direction of lecture delivery was switched right away to mainly focus on lab practice which allowed us

Collection

2023 ASEE Midwest Section Conference

Authors

Kaycie Lane; Logan Perry

project. Additional activities included individual and groupanalyses of a design scenario, guided activities designed to simulate client engagement inpractice, and peer-review sessions where students gave each other feedback on their designs.Results indicate that the designed activities help students move from a high-level understandingof each design factor to a more nuanced understanding of how to apply the design factors towater and wastewater projects specifically. Students showed an increase in confidence in theirdesign from a technical perspective but increases in confidence are confounded by students’newfound awareness of “appropriateness”. The pilot data and activities in this study generatedsufficient data to evaluate the research

Collection

2023 ASEE Midwest Section Conference

Authors

Oghenetega A. Obewhere; Karen A. Cerda; Rajesh Keloth; Shudipto K. Dishari

. Organize virtual team-building activities to foster a sense of community and collaboration: Virtual team-building activities are an excellent way to foster a sense of community and collaboration among participants in a virtual camp. It also promotes an inclusive environment for all participants. We started each camp session with icebreaker questions which allowed the students to share a little bit about themselves and/or their experiences. We realized that this helped ease them into the business of the day and encouraged their full participation. 6. Offer technical support to address issues that may arise. 7. Establish a feedback system to gather inputs from participants: We prepared anonymous

Collection

2023 ASEE Midwest Section Conference

Authors

Sanjay Tewari

bright students struggle to pick up the pace and fail to adjust toprofessional environment without proper mentoring and guidance, which they may or may notget.Civil engineering classes often have a laboratory component. These laboratory sessions are agreat opportunity for students to gain hands-on experience of engineering fundamentals. Theauthor has incorporated these opportunities to provide students exposure to latest techniquesbeing used in higher research and professional level [1], [2]. This paper discusses some of thetraditional and non-traditional options that could be included in the civil engineering education to © American Society for Engineering Education, 2023 2023 ASEE Midwest

Collection

2023 ASEE Midwest Section Conference

Authors

Stuart Berntein

with me to this day and I often think back to [this] class when talking about empathy • Learning about some of why people feel the way they do in a given situation made me more aware of how what I say and do could impact those around meImproved communicationNo open-ended questions were asked in the survey directly relating to the students’ opinions onexperiential learning, although there were a few Likert scale questions relating to the ServiceLearning project, which is a facet of experiential learning, and one question which asked thestudents if they preferred the lecture sessions over the experiential sessions. Of the 29 studentson campus 2 who answered Q6, 17 preferred the experiential classes. Of the 62 students oncampus 1 who

Collection

2023 ASEE Midwest Section Conference

Authors

Zina Ebrahim; Abdelrahman Awawdeh; Marc Maguire

, Backward design, STEM, Construction, Pedagogy.IntroductionUndergraduate courses in science, technology, engineering, and math (STEM) are mostly taughtusing traditional teaching methods (teacher-centered). Despite traditional teaching methodsexcelling in tackling large bodies of content, undergraduate students graduate with a lack intechnical skills needed for professional growth and success [1]. This gap in technical skills can bereduced by altering the pedagogical approach. Active learning pedagogy has been proven toincrease student performance [2], [3], [4].Active learning refers to the employment of techniques that give the students the opportunity towork together in a small group setting using class activities that are relevant to the course

Collection

2023 ASEE Midwest Section Conference

Authors

Yimesker Yihun; Lena Lamei

mechanical engineering within the "Design of Machinery" course. In the study,students were engaged in projects that involve designing and prototyping mechanisms to becompleted within a single classroom session or an hour. The paper introduces the methodologyand showcases students' feedback regarding this engaging and impactful learning experience,enhancing both technical knowledge and student connection.KeywordsEntrepreneurial mindset (EM), Mechanism Design, Project-based learning, Team-based learning,PrototypingIntroductionEngineering education is transforming to provide students with the skills that are applicable anduseful in the real world. However, there is often a disconnect between the theoretical knowledgetaught in classrooms and the

Collection

2023 ASEE Midwest Section Conference

Authors

Adam C. Lynch; Gary Brooking

Statics at the undergraduate level.1.2 Literature Review / Epistemological foundations1.2.1 Active Learning Methods The implementation of active learning approaches in engineering education has beenwidely explored in the literature. Active learning methods encourage students to activelyparticipate in the learning process, promoting deeper understanding, knowledge application, andthe development of essential skills. Moreover, active learning can narrow student academicperformance gaps particularly for underrepresented groups [1]. Problem-based learning is a prominent active learning approach that shifts the focus frompassive listening to active problem-solving and critical thinking. In PBL, students are presentedwith real-world

Collection

2023 ASEE Midwest Section Conference

Authors

Heather L. Walker; W. Kent McAllister; Michael W. Mourot; J. Robert Dean; Greg Nesmith; Edgar C. Clausen

Students 55 24 23 6 1 1 The number of sessions was: Total Too frequent About right Not enough Responses Mentors 27 0 24 3 Students 55 0 43 12 How well did your students (mentors Total Very well Well Neutral Not so well Poorly communicate

Collection

2023 ASEE Midwest Section Conference

Authors

Carson Emeigh; Austin Griswold; Rumayel H. Pallock; Jaideep Sahni; Morgan Schake; Udochukwu Anuta; Jessica Deters; Sangjin Ryu

University ofTechnology in Japan, for sharing his microfluidics-based research in the class. SR appreciates hisdepartment for its generous support for the class and Teaching Fellows Program of his college ofengineering.References[1] N. Convey & N. Gadegaard, “30 years of microfluidics,” in Micro and Nano Engineering, 2019, vol. 2, pp.76-91.[2] J. Merrin, “Frontiers in microfluidics, a teaching resource review,” in Bioengineering, 2019, vol. 6, p.109.[3] N. Azizipour, R. Avazpour, D. H. Rosenzweig, M. Sawan & A. Ajji, “Evolution of biochip technology: A review from lab-on-a-chip to organ-on-a-chip,” in Micromachines, 2020, vol. p.599.[4] P. Cui & S. Wang, “Application of microfluidic chip

Collection

2023 ASEE Midwest Section Conference

Authors

Kristine Q. Loh; Moumita Dasgupta

2023 ASEE Midwest Section Conference The Forces of Stage Design: An Interdisciplinary Approach to Teaching Normal Force, Frictional Force, and Design Ethics for non-STEM Majors Kristine Q. Loh1 and Moumita Dasgupta2 1 Department of Chemical Engineering and Materials Science, University of Minnesota, Minneapolis, MN 2 Department of Physics, Augsburg University, Minneapolis, MNAbstractThis paper presents an innovative lecture and lab for teaching the concepts of normal andfrictional force to non-STEM majors through a design activity centered on raked, or inclined,stages. This joint lecture and lab suited a three