Displaying all 17 results
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- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati
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Adult Institution,” Procedia - Social and Behavioral Sciences, Science Direct, 2013. Retrieved from https://www.sciencedirect.com/science/article/pii/S187704281303694X.[13] B. Neufeld & D. Roper, Coaching: A strategy for developing instructional capacity – promises and practicalities. Washington, DC: Aspen, 2003.[14] M.M. McDonald, V. Zeigler-Hill, J.K. Vrabel, and M. Escobar, “A single-item measure for assessing STEM identity.” Frontiers in Education Conference, vol.4, no. 78., pp. 1-15, 2019.[15] D. M. Riley, J. Karlin, J. L. Pratt & S. M. Matos, “Building Social Infrastructure for Achieving Change at Scale” Proceedings of the ASEE Annual Conference and Exposition, Paper ID #19202, June 2017.[16] Journal of
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- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University
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-by-step procedure is completed but not exclusionaryof the iterative and cyclical nature of problem solving and prototype development), and thedevelopment of a prototype of innovative technology (PIT) [1]. Specifically, as an innovation-driven learning platform, the Foundry provides an iterative framework through whichresearcher/user teams identify a societal challenge for innovation (Figure 3, element 1). Engagingin this platform, researchers will progress leveraging the two pistons – i.e., in Figure 3, KnowledgeAcquisition (A) and Knowledge Transfer (B) – to develop a PIT (Figure 3, element 6) thataddresses the identified challenge. To note, this model has been elaborated upon in variousscholarship related to engineering education and is
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- Tools and Strategies for Teaching Online Courses
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- Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel
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ofbest practices.References[1] B. J. Beatty, Hybrid-Flexible Course Design. EdTech Books, 2019. https://edtechbooks.org/Hyflex/.[2] “Standards from the Quality Matters Higher Education Rubric,” Sixth Edition. Quality Matters. Retrieved from Specific Review Standards from the QM Higher Education Rubric, Sixth Edition.[3] “7 Things about Swivl,” Grand Valley State University Information Technology. Retrieved from https://www.gvsu.edu/cms4/asset/7E70FBB5-0BBC-EF4C- A56CBB9121AECA7F/7_things_swivl.pdf.[4] C. Li, “Hybrid Teaching of College English Under the Background of Big Data,” Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019), 445- 450, 2020.[5] S. Singh & A. Arya, “A hybrid
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- Jennifer R. Amos, University of Illinois at Urbana - Champaign; Zhilin Zhang, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Yiyin Shen
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Harvard Medical School and its affiliated hospitals. She received her B. E. in Precision Machinery and Instrumentation from the Univ of Science and Technology of China and her PhD from MIT in the area of computer aided design for 3-D Printing. Dr. Liu was driven by the interest of helping cure diseases and have done research in diverse Data Science related areas such as Bioinformatics, Computational Biology, Biostatistics, and Machine learning. Over a 4-year period of encountering/interacting with students, reviewing academic works and college teaching, she discovered her passion for teaching undergraduate students and training next generation of computer scientists and data-centered professionals. She is
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- Perspectives on Engineering Education During COVID-19
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- Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh
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meetings to fosterunderstanding and communicate with students. Nevertheless, irrespective of their teachingpedagogy, class interactivity was among the apparent challenges in online classes. The use ofactive learning techniques increased the level of interactivity in the classes.In future work, we plan to survey more faculty from other departments and other engineeringschools to analyze their experience and share their points on how to teach an effective engineeringclass. Also, in a different study, we plan to investigate active learning effectiveness in online ECEclasses.References[1] K. P. Hardy and B. L. Bower, "Instructional and work life issues for distance learning faculty," New Dir. Community Coll., vol. 2004, no. 128, pp. 47–54, 2004
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- Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington
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. This work encourages the engineering educationcommunity to find new ways to define how an inclusive practice is working for a specificcontext, as a supplement to a quantitative approach.References[1] C. E. Foor, S. E. Walden, and D. A. Trytten, “‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007, doi: https://doi.org/10.1002/j.2168-9830.2007.tb00921.x.[2] B. Berhane, S. Secules, and F. Onuma, “Learning While Black: Identity Formation and Experience for Five Black Men Who Transferred Into Engineering Undergraduate Programs,” J. Women Minor. Sci. Eng., vol. 26, 2020, doi: 10.1615/JWomenMinorScienEng.2020024994.[3] M. Kali, S. Secules, and C
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- Tools and Strategies for Teaching Online Courses
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- John Alexander Mendoza-Garcia, University of Florida
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Paper ID #34860Re-designing a Large Enrollment Online Course Using a Learner-CenteredApproachDr. John Alexander Mendoza-Garcia, University of Florida John Mendoza Garcia is an Instructional Assistant Professor in the Department of Engineering Education in the Herbert Wertheim College of Engineering at the University of Florida. He received his Ph.D. in Engineering Education at Purdue University, and his Master’s and a Bachelor’s in Systems and Comput- ing Engineering from Universidad de Los Andes, in Colombia, and Universidad Nacional de Colombia respectively. He teaches professional skills like systems thinking, design
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- Perspectives on Engineering Education During COVID-19
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- Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh
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focus is on education development and innovation. His Research interests include, but not limited to: Machine Learning, es- pecially Deep Learning, for Image Processing and Video Prediction, Neuromorphic Computing Systems and its applications.Dr. Ahmed Dallal, University of Pittsburgh Dr. Dallal is an assistant professor at the department of electrical and computer engineering, Unversity of Pittsburgh, since August 2017. Dr. Dallal primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, and computer vision, as well as machine learning, networked control systems, and human-machine learning.Prof. Mohamed A. S. Zaghloul, University
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- Working Together: Approaches to Inclusivity and Interdisciplinarity
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- Valeriya Yudina, Higher School of Economics; Yulia Skrupskaya, National Research University Higher School of Economics; Victor Taratukhin, SAP Silicon Valley and University of Muenster; Elvira Kozlova; Natalia Pulyavina, Plekhanov Russian University of Economics
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Paper ID #34494Bringing Together Engineering and Management Students for aProject-Based Global Idea-thon: Towards Next-Gen Design ThinkingMethodologyValeriya Yudina, Higher School of EconomicsYulia Skrupskaya, National Research University Higher School of EconomicsProf. Victor Taratukhin, SAP Silicon Valley and University of Muenster Victor Taratukhin received his Ph.D. in Engineering Design in 1998 and Ph.D. in Computing Sciences and Engineering in 2002. Victor was a Lecturer in Decision Engineering and Module Leader (IT for Product Realization) at Cranfield University, UK (2001-2004), SAP University Alliances Program Director
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- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kweku Brown P.E., The Citadel; Dimitra Michalaka P.E., The Citadel; Nandan Hara Shetty, The Citadel; William J. Davis P.E., The Citadel
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containedmatching, true/false and short numeric answer questions. See Figure 1 for sample Surveying Ipre-test/post-test questions.Figure 1: Sample pre/post test questions from Surveying ISurveying II – The Surveying II pre-test and post-test was worth 35 total points and comprisedmainly of multiple-choice and true/false questions on surveying II concepts. This test alsocontained surveying acronyms and short numeric answer questions. See Figure 2 for sampleSurveying II pre-test/post-test questions. The full pre-tests/post-tests for Surveying I andSurveying II are in Appendix A and Appendix B respectively.Figure 2: Sample pre/post test questions from Surveying IIData Collection SummaryOverall, during this research, a total of 1218 tests (pre and post) were
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- Tools and Strategies for Teaching Online Courses
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- 2021 ASEE Virtual Annual Conference Content Access
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- Edward F. Gehringer, North Carolina State University at Raleigh; Ashwini Menon; Guoyi Wang
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ACBADDACBA 7 common answers A B B B D D A D B A of which 5 are incorrect. Incorrect answers are shown in red. Answers that the students had in common are highlighted in yellow. Of the 6 incorrect answers that the first student had, 5 were shared with the second student. Of the 7 incorrect answers that the second student had, 5 were shared with the first student. Figure 1. Multiple-choice plagiarism detection through common wrong answersThree commercial plagiarism-detection tools for multiple-choice exams are Integrity, S-Check,and CopyDetect. Integrity (http://integrity.castlerockresearch.com) is a standalone collusion-detection tool with a web interface. It
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- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Timothy Aaron Wood, The Citadel; Dan D. Nale P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel
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will succumb to the temptations of the internet browser or social media and disengagewith the classroom, the very thing that SRSs are intended to combat [8], [35].Plickers FunctionalityPlickers is an SRS that achieves most of the benefits of any SRS system while alleviating manyof the challenges. Plickers consist of three components: student cards, a website, and aninstructor application (app). [1]The student component is simultaneously the simplest and most innovative part of the PlickersSRS. Each student uses a paper card containing a large square QR-style symbol, a card numberand the letter A, B, C and D on each side of the QR symbol as seen in Figure 1. Cards aretypically printed two to a standard letter-sized page. When the instructor
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- Tools and Strategies for Teaching Online Courses
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maria Chierichetti, San Jose State University; Nataliya Grigoryan, San Jose State University; Radha Aravamudhan, San Jose State University; Joseph Rodriguez, San Jose State University
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discussionbefore, during and at the end of the semester.The final course grades are also compared between the CBL offering in Fall 2020 and the previousFall 2019 offering (traditional approaches). Figure 2 shows the percentage in grade distributionbetween the two offerings. The chart shows that the percentage of “A” and “B” grades was similar,but fewer students failed the course (corresponding to a grade of “D”, “F” or “W” – students areallowed to withdraw from the class at any point during the semester) in Fall 2020 when CBL wasimplemented with respect to the previous offering. Our experience of CBL pedagogy particularlysupports the weaker students, by focusing on their learning of the fundamental class topics.Figure 2. Course grade distribution (in
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- Enhancing Teaching and Research
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University
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,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 8410–8415, 2014.[7] N. L. Ramo, J. E. Nejad, K. C. Popat, and K. Catton, “Student assessment of active learning elements in 100-level introductory biomedical engineering course,” 2018 ASEE Annu. Conf. Expo., 2018.[8] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of Engagement: Classroom-Based Practices,” J. Eng. Educ., vol. 94, no. 1, pp. 87–101, 2005.[9] A. Johri and B. M. Olds, “Situated Engineering learning: Bridging Engineering Education Research and the Learning Sciences,” J. Eng. Educ., vol. 100, no. 1, pp. 151–185, 2011.[10] R. M. Felder and R. Brent, “Evaluating Knowledge, Skills, and Understanding,” in Teaching and
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- Perspectives on Engineering Education During COVID-19
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- 2021 ASEE Virtual Annual Conference Content Access
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- Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology
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Paper ID #33255Investigating Students’ Expectations of Instruction in EngineeringLaboratory Courses During the COVID-19 PandemicMr. Keven Alkhoury, New Jersey Institute of Technology I am a Ph.D. student in mechanical engineering at the New Jersey Institute of Technology. The focus of my research is on the continuum-level coupled multiphysics behavior of polymeric materials. During the last year, I was also interested in investigating the impact of the COVID-19 Pandemic on the quality of education, which resulted in this publication.Mr. Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology Ahmed
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- Perspectives on Engineering Education During COVID-19
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington
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Paper ID #34736Differences in Perceptions of Instructional Support between U.S. andInternational Students Before and During COVID-19Dr. Ziyan Bai, University of Washington Ziyan Bai holds a Ph.D. in educational leadership and policy studies with foci on higher education and mixed-method education sciences. She has over seven years of research and professional experience in the field of higher education. With a dedication to diversity, equity, and inclusion, she is committed to using qualitative and quantitive research to inform impact-driven decisions.Dr. Denise Wilson, University of Washington Denise Wilson is a
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- Tawfik Elshehabi, University of Wyoming
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Paper ID #34463Visual Teaching Philosophy Empowering Inclusive Learning and ManagingExpectationsDr. Tawfik Elshehabi, University of Wyoming Dr. Tawfik Elshehabi is a Senior Academic Professional Lecturer at the University of Wyoming. He joined the College of Engineering and Applied Science in 2017 as an Associate Lecturer. Currently, he serves as the Program ABET Accreditation Coordinator. He also manages the simulation facility in the Engineering Education and Research Building. He is a registered Professional Engineer with the State of Wyoming. He received his Ph.D. degree in Petroleum and Natural Gas Engineering from West