Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

Tutoring between pairs in the same point in the course. One person retains role of tutor throughout. Same-year dyadic reciprocal peer tutoring Tutoring between pairs in the same point in the course. Tutor role is reciprocated between pairs. Dyadic cross-year fixed-role peer tutoring Tutor has a higher academic status than tutee. Same-year group tutoring Rotating presentations by individual students to the peer group. Peer assisted writing

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Wenli Guo; Weier Ye

about the central idea, locating key points, and drafting a summary help themcomprehend the physics concepts, 7) peer review based on summary guidelines provided, 8)comment on students’ summaries, 9) summaries were returned and students could re-write them,and 10) provide a sample summary for each summary task after returning students’ work andclarify why we write the way we do.All summary writings were rated following a set of holistic rating scales developed by Kinsella26.In her book, Kinsella designed the Scoring Rubric: Summary. Each of a participant’s tests andwriting tasks is scored independently by two faculty raters, and both raters assign scores in eachof the three domains: 1) Organization, 2) Elements of Summaries, and 3) Grammar

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Orla Smyth LoPiccolo

understand course material, how this material can be used, and to teach students how tolearn. Many faculty see the first two points as obvious and the third is often neglected. Oneproven method of retaining course content that is taken for granted by teachers and students isnote-taking. It has always been a fundamental activity of academic life, yet students are seldomtaught how to write their own notes. One method to aid students in retaining knowledge is theuse of skeleton notes (outlines) or guided notes (partial notes). In a previous paper2 the authorfound that students who were given guided notes scored 25.71% higher in retaining knowledgeagainst their peers who wrote their own notes. To further this research, this paper is apreliminary study

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Ralph C. Tillinghast; Amelia W. Wright; Leslie A. Stevens

OptimizationThe concern over quality of education is a logical one for MOOCs. Areas such as the loss ofgroup work, in class discussions, individual student tailoring based on student ability, studentlearning through instructor feedback, and motivation are all areas that MOOC courses will needto heavily focus on. Some MOOCs have begun to address some of these concerns by integratingself generating study groups to take advantage of the cooperative learning philosophy11 that hasbeen steadily growing as a teaching method at all grade levels. Utilizing the cooperative learningapproach fits well with the MOOCs as it allows the teacher to reduce their role as lecturer andassessor of materials, pushing more of the learning to the student and peer to peer

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael Korostelev; Ning Gong; Ralph Oyini Mbouna

each other to reach the original goal. This strategy is suitable for engineeringclassrooms because it breaks complex knowledge into different parts which reduces the learningeffort for each group. Also the nature of engineering knowledge, which is more systematic thenother knowledge, make the Jigsaw method succeed in motivating students in engineeringclasses10,11. Recently, educators12 have tried another method called the Peer to Peer Instructionmethod in engineering education. It is a more specific definition or derivation from Two WayTeaching method. They focused on a sharing strategy using Peer to Peer Instruction and provedthe improvement of motivation and the better way to transform the dry and uninterestingengineering knowledge base into

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Aparicio Carranza; Casimer DeCusatis

EngineeringTechnology. These programs are ABET accredited. Cybersecurity is included as an electivecourse component during the junior/senior year.III. FLIPPED CLASSROOM APPROACHThe so-called flipped classroom is a pedagogical model in which the typical lecture andhomework elements of a course are reversed9,10. There is no single model for the flippedclassroom. The term is widely used to describe almost any class structure that provides studentswith resources (such as reading assignments) which are to be studied prior to regular classmeetings. The value of this approach lies in re-purposing class time into a workshop wherestudents can ask questions about the class resources and interact with their peers in hands-onactivities. Instructors function as coaches or

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Sunil Dehipawala; George Tremberger; Wenli Guo; Eva Hampton; Todd Holden; David Lieberman; Tak Cheung

in social conflict test as compared to those focusing on thesuccess that their peers achieve (success-based learning). How many of the observed shynessindividuals are using success-based learning would be an interesting future pedagogy project.The Voice Pattern project did open the students’ horizon but most engineering students are notinterested in humanitarian application of physics. Financial engineering students are aware ofthe econophysics applications but they are at the 5% level among all engineering majors in ourcommunity college.Service Learning could overlap with Group Learning 38, Wiki learning 39, Experiential Learningin Humanities & Sciences 40. Our rubric as shown in Figure 1 was developed with reference tothe Peace Corps

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Joseph Tranquillo; Keith Buffinton

 innovators who can lead change and effectively create an entrepreneurially­minded learning environment.  While some faculty are clearly more comfortable than others with innovation and change, our on­boarding workshops in which faculty hear directly from their peers about the successes (and sometimes challenges) experienced by others has greatly helped faculty in seeing opportunities for themselves and in recognizing that change is something that can be accomplished in small, manageable steps.  Another potential barrier to change is a lack of incentives, both for individuals and for programs.  Incentives for individual faculty can be provided through compensation and recognition.  For programs and departments, we have provided incentives that focus