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

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Rajarajan Subramanian

the courses that require a lot of hands-onactivities and construction site related activities. Right now, most of the bidding on projects isdone online. If students are not exposed to online software and online method of doing business,it is difficult to keep pace with the construction process. Building construction is a uniqueprocess and it needs different level of management for each building. Usually, CM is taught witha textbook and a set of construction law and scheduling books. In the recent years, it has become difficult to teach the theory oriented courses in theclassroom environment with PowerPoint slides presentations only. In this paper, an attempt hasbeen made to explain about how a variety of activities is introduced inside

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Peter Mark Jansson; Amal Kabalan

semester2015. Course Schedule: Week 1 - General introduction to design process — review of course syllabus, deliverables and outcomes and Project 1: the design, Solidworks® modeling of BNC ‘dust cap’. Weeks 2 + 3 - Review of basic design process and principles and work on 3-D printing of BNC ‘dust cap’ - introduce presentation skills (3 D printing deliverable due). Week 4 – 6 - Review of detailed 7-step design process cycle including additional requirements of Project 2 – A Pod holder / storage / protection and use platform. Week 7 - Each team is assigned one function of the 5-week project: Solar PV lantern. Weeks 8 – 11 – Each team will work with in collaboration with other functional teams to

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Wenli Guo; Weier Ye

students,with respective emphasis on physics and reading/writing skills so that both professors haveactive roles that complement each other. The goal of this co-teaching project is to explore howthe improvement of summarizing strategies enhances students’ motivation and supports theirlearning in physics. College students tend to ill-define or misrepresent conceptual physics.Research also indicates that students loosely organize physics course concepts in contrast to acoherent whole of interconnected elements perceived by their instructors. Since scientific writingrequires its own types of logical organization, clear sentence structure, and precise word choices,this collaborative project provided content-specific summary writing assignments by