Collection

2013 ASEE Midwest Section Conference

Authors

Tom C. Roberts; Shagun Sharma

tuition rates.In the mid-1990’s the Dean’s Office worked with electrical and computer engineering faculty to createand implement a one hour sophomore level required course “DEN 275: Introduction to Personal and Pro-fessional Development” – enrollments increased. The course content was designed to meet ABET a-kcriteria. Student Learning Outcomes (SLO’s) included: Understand and apply personal and professional development concepts in leadership, teamwork, and continuous quality improvement. Learn about and apply the basic concepts of several personal assessment tools. Practice technical writing and oral communications skills. Develop a personal plan for improvement.Civil engineering soon followed and

Collection

2013 ASEE Midwest Section Conference

Authors

Thomas O. Spicer; Edgar C. Clausen

up to date with current developments(the importance of life-long learning).Results and DiscussionAs would be hoped, the number of corrections on each “Pop Quiz” went down over the course ofthe semester, but no data about the number or type of corrections on papers were collected. In anattempt to determine the effectiveness of this approach, an anonymous student survey wasconducted. Seventeen students were surveyed, and the results are shown in Table 1. All studentsin CHEG 4332L in spring 2013 participated in the survey. The survey was distributed at thefinal Drill session, and students were given the entire class time to complete it.Table 1. Feedback from the student survey (N = 17)Question Response

Collection

2013 ASEE Midwest Section Conference

Authors

Robert M. O'Connell

instructors inlearning to use student-centered learning, including predominantly group-based methods, in theclassroom. Currently, the course consists of five units, each of which culminates in a quiz thatthe instructor-as-student must take successfully before being allowed to move on to the nextsection. The content sections of the course consist of Powerpoint slides plus detailed instructorcommentary for further explanation. Also included are selected illustrative video clips takenduring an exemplary classroom session. Results from an evaluative survey taken of facultyvolunteers who agreed to pilot the course are being used to improve the course.IntroductionResearch has shown that traditional lecturing is a relatively inefficient way to

Collection

2013 ASEE Midwest Section Conference

Authors

John L. Krohn

Design of Experiments: Student Response to an Experiential Learning Approach John L. Krohn, Professor, Mechanical Engineering Arkansas Tech UniversityAbstractABET Student Outcome b) calls for engineering programs to demonstrate that students have “anability to design and conduct experiments, as well as to analyze and interpret data”1. Ourdepartment, as likely have many others across the country, has historically addressed thiscurriculum requirement with instruction in statistics and uncertainty analysis either in lab orother courses. Does presenting the fundamentals of statistical analysis, uncertainty and errorpropagation truly give students the

Collection

2013 ASEE Midwest Section Conference

Authors

Fred Guzek; Kathy Brockway; Troy Brockway; Sue Guzek

reflexive component of the teaching methodology. Anexample of this design document is included as Appendix 1.III. Course DeliveryThe regular class sessions were delivered both face to face in a classroom one evening each weekand via video posted to the university’s online learning management system. One of the authorshas used this video system for several years and was instrumental in managing the recordingprocess and in arranging for the videos to be posted. Using this system allowed distance studentsto participate in the course, provided flexibility to students with time conflicts, and allowedstudents to review content presented during class sessions.Teaching methods included lecture, demonstration, student online research, video presentation

Collection

2013 ASEE Midwest Section Conference

Authors

David C. Paulus; Daniel M. Settlage

whichUAF classes are taught on the UAFS campus via video link for the second two years of thecurriculum.Because of technical difficulties with the live video link system, Blackboard Collaborate wasused instead, and a screen-shot is shown in Figure 1. Students would log-in to Collaborateduring normal lecture time and participate in the live lecture by pushing their “Video” and“Audio” buttons in Collaborate to be seen and heard by the rest of the class. Students could alsouse a “Chat” feature to make comments and ask questions by typing. The instructor’s Audio andVideo link were always engaged, and live lectures were given using PowerPoint slides and bywriting and drawing on the “white-board” feature in Collaborate using a Bamboo brand tabletand

Collection

2013 ASEE Midwest Section Conference

Authors

Abu S. Asaduzzaman; Ramazan Asmatulu; Ravi Pendse

thirty-first SIGCSE technical symposium on Computer science education, ACM publication, Vol. 32 Issue 1, pp. 65-69, March 2000. 16. Alaghband, G. and Jordan, H.F. “Overview of the force scientific parallel language”, in the Journal Scientific Programming, Vol. 3, No. 1, Spring 1994. 17. Ashlock, D. “Evolutionary Exploration of the Mandelbrot Set,” in IEEE Congress on Evolutionary Computation, 2006. 18. Coates, R.F.W., Janacek, G.J., and Lever, K.V. “Monte Carlo Simulation and Random Number Generation,” in IEEE Journal on areas in communications, Vol. 6, No. 1, 1988. 19. "BLAST: Basic Local Alignment Search Tool," http://blast.ncbi.nlm.nih.gov/Blast.cgi - accessed on June 21, 2013. 20. "AMD CodeAnalyst