Conference Session

Concurrent Paper Tracks Session I - Courses I

Collection

2017 ASEE International Forum

Authors

F.C. Lai, University of Oklahoma; Dong Liang, Laboratory Engineer; Al R Evans, Sichuan University - Pittsburgh Institute

Tagged Topics

Main Forum (Podium Presentation)

Education, 2017 SCUPI Derby – A New Approach to “Introduction to Mechanical Design” D. Liang and A. Evans Sichuan University – Pittsburgh Institute Chengdu, Sichuan, People Republic of China F. C. Lai Anadarko Presidential Professor School of Aerospace and Mechanical Engineering University of Oklahoma, Norman, OK, USAAbstractThe sophomore class of “Introduction to Mechanical Design” in SCUPI is rather unique in thesense that it pairs a traditional mechanical design class with an English writing class that iscentered on technical writing. To the

Conference Session

Concurrent Paper Tracks Session II - Study Abroad

Collection

2017 ASEE International Forum

Authors

Phillip A Mlsna, Northern Arizona University; Fang Cheng, Chongqing University of Posts and Telecommunications; David R. Scott, Northern Arizona University; Jie Yang, Northern Arizona University; Guoquan Li, Chongqing University of Posts and Telecommunications; Xi Zhou, Northern Arizona University

Tagged Topics

Main Forum (Podium Presentation)

are often much more passive and quiet in class, ostensiblyout of respect for the teacher. The American professors have found that it pays to try to activelyengage the students and encourage them to ask questions. Part of that includes paying attentionto some subtle body language that is definitely not part of their past experience as teachers. To bemore certain that students understand, it is important to frequently pose relevant questions andallow them to respond. Speaking clearly, rephrasing the question, writing important details onthe board, and pausing for what seems an almost uncomfortable length of time are usefulstrategies to deal with the language barrier and student passivity. The key is to actually get thestudents to respond, which