Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Match Ko, University of Hong Kong; Fu Zhang, University of Hong Kong; Chun Kit Chui, University of Hong Kong

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

develop a detailed roadmap outlining project goals,timelines, and required resources. Advisors assist students in identifying potential fundingsources and provide guidance on writing grant proposals or seeking sponsorships. Recruitment isanother area where advisors play a crucial role, helping students reach out to potential teammembers and ensuring the formation of a diverse and inclusive group. In the training phase,advisors provide mentorship and knowledge-sharing opportunities, equipping students with thenecessary skills for successful project execution. Peer-to-peer training offers senior teammembers a chance to share acquired knowledge and experience from participating in the SIGwith junior team members. In the prototyping and deployment

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michele L. Strutz, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Mark T. Carnes, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

University, West Lafayette Matthew W. Ohland is Associate Professor of Engineering Education at Purdue University. He has de- grees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $11.4 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and multiple conference Best Paper awards. Dr. Ohland is Chair of ASEE’s Educational Research and Methods division and an At-Large member

Conference Session

Design in Engineering Education Division (DEED) - Team-Based and Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elissa Ledoux, Middle Tennessee State University; Brian James Slaboch, Milwaukee School of Engineering

Tagged Divisions

Design in Engineering Education Division (DEED)

are not permitted to seek anyadditional donated funding. An example project for a faculty-driven project is the“WhiteBoardBot” used in the first year of implementing this model. For this project, studentswere tasked with designing a robot that could automatically write and erase text on a whiteboardbased on user inputs. This project was selected because it meets the requirements for amechatronics engineering project. It requires a combination of mechanical, electrical, computerengineering, and control system design to solve a real-world challenge. Students must design andselect appropriate mechanical components, sensors, and actuators. The system also needed tocontain a user-friendly graphical user interface. Safey and professionalism were

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

along with. I like to think that I can work for anyone and with anyone after my time playing football at Mines.Students also identified ways that their peers’ FOK contributed to the success of the capstoneproject. One of the welding students both appreciated the potential for the robotic welder to maketheir work more efficient and came to see that “everyone sees things differently and everyonecan bring a good idea to the table.” An MME student emphasized commonality, writing,“Communication between engineers and technicians can be challenging but shouldn’t. We seemto have more in common with each other than not and are working towards common goals justfrom different points of view/contributions.” Another student similarly emphasized

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Karen Flammer, University of California, San Diego; Cindy Mui Perez, University of California, San Diego; Mimi Phùng, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

the challengesof engaging students without the presence of teachers and peers to encourage, motivate, andsupport them [5]. While there is little research on effective pedagogies for engaging students inonline labs, a recent study suggests that providing support for students before and during thehands-on projects, clear instructions about the experiment and set-up, and pre-structuring of labactivities, lead to successful student engagement with the activity [6]. Moreover, an importantgoal of Discover UC San Diego is to build confidence and self-efficacy, especially infirst-generation high school students, for college success. As defined by [7], “self-efficacy refersto an individual’s subjective conviction in his or her capabilities to perform

Conference Session

Technology, Communication, & Ethics

Collection

2003 Annual Conference

Authors

Paulette Beatty; Jackie Revuelto; Dianne Kraft; Carolyn Clark

assistants, graduate assistants,peer teachers, or mentors, these persons are found in classrooms, in libraries, in thedormitories, and at other venues on the campuses working with students one-on-one andin small groups. They help to review the course material, assist in problem-solvingassignments, and prepare students for upcoming examinations.In some programs there is a link with industry. Some of the programs offer internshipsand co-op experiences as part of the student’s academic preparation. These may beoffered for credit or not-for-credit, and students are typically paid. Several of the Page 8.680.2Proceedings of the 2003 American Society for

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Liberal Education/Engineering & Society

weekly class lectures and group assignments, students were required to choose atleast five “choice activities” to attend. Some of these choice activities occurred during thescheduled class period, such as a presentation on how to use SPSS software or how to presentdata using Excel. Other choice activities included attending a workshop on how to write a grantproposal to fund undergraduate research or attending a state-wide undergraduate researchconference. Each section of the course required certain choice activities and gave students thefreedom to select from other choice activities in order to fulfill the requirement to participate in 5activities. The focus section of the course required attending a workshop on survey design, aworkshop

Conference Session

Programmatic Issues in Physics or Engineering Physics Programs

Collection

2008 Annual Conference & Exposition

Authors

Glenn Ellis, Smith College; Mary Moriarty, Smith College; Gary Felder, Smith College

Tagged Divisions

Engineering Physics & Physics

completeunderstanding.” This requires designing classroom experiences and formative assessments thathelp “make students’ thinking visible to themselves, their peers, and their teacher.”6In Physics and Engineering Problem Solving, this was accomplished through (1) a variety ofkinesthetic activities exploring dynamics concepts, (2) concept questions designed to revealcommon misconceptions, (3) questions requiring students to write or verbalize theirunderstanding of concepts in their own words, (4) laboratories that involved making predictionsabout physical behavior, and (5) the content-based assessments at the beginning and end of thecourse. In many of the kinesthetic activities students were able to discover and address theirmisconceptions themselves. For

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

on projects, and project management skills to monitor project progress. Students are then given multiple in-class design challenges and out-of-class projects to provide them with opportunities to act on these skills and reflect on their process to improve for the next design activity. The first year engineering course is worth 3.5 credits each semester and has 3 2-hour sessions. Class sessions use a studio model of instruction and encourage peer instruction in teams for every class session. The "context" for the course is to prepare students for their academic and professional engineering careers. This means developing skills in innovative design, computational modeling/analysis, project management and teaming. Engineering students

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tania K. Morimoto, University of California, San Diego; Nathan Delson, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego

Tagged Divisions

Educational Research and Methods

reading, listening, writing, and hearing about a concept, but also includes using these skills to tackle a challenging objective. As such, the course has both technical, as well as experiential learning objectives. The main technical objective included learning to apply engineering analysis and tools to the design and fabrication of working machines. Computer-Aided Design (CAD), basic shop tools, power and energy analysis, and free body diagrams were the main engineering tools focused on in the course. The experiential learning objectives included creativity, teamwork, persistence, and project management. It is important to achieve these learning objectives for all students regardless of their background, so inclusivity is also an

Conference Session

Laboratory Experiences in Chemical Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Aravind Suresh, University of Connecticut; Daniel D. Burkey, University of Connecticut

Tagged Divisions

Chemical Engineering

presentation. As the capstonelaboratory fulfills a university writing requirement, students must submit a draft of their writtenreport and have it reviewed by an instructor before turning in a final report.In general, the course that used the systems described in the next section was graded out of apossible 3300-3500 grade points, in which 2700 were from the three reports, 300 were fromstudent pre-laboratory reports, and 300 were from peer assessments. A few other assignments,such as graded presentation abstracts and a written report draft completeness score, were added Page 26.888.3to later offerings of the course.The game structure originally

Conference Session

Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!

Collection

2024 ASEE Annual Conference & Exposition

Authors

S. Shailja, University of California, Santa Barbara; Satish Kumar, University of California, Santa Barbara; Arthur Caetano, University of California, Santa Barbara; Ayush Pandey, University of California, Merced

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

open-ended questions to gauge the satisfaction of learning outcomesof the course. We obtained a total of 30 pre- and 25 post-survey responses. We highlight a fewrelevant survey questions here and point the reader to Appendix A for the list of all questions. (a5) [Likert scale] I am confident in the ability of AI to solve the most complex problems in the world in the future.(a10) [Likert scale] I have advisers and/or role models in AI and CS (other than my parents). (b1) [Open-ended] What do you know about neural networks (write in one sentence without looking it up)? (b2) [Open-ended] What kinds of problems do people in AI work on? What kinds of medicine and healthcare problems do you imagine can be solved with AI?To facilitate

Collection

2011 Northeast Section Meeting

Authors

S Claudina Vargas

introduction to basicrocket science.The DAE curriculum project follows a language-infused STEM (Science, Technology,Engineering and Mathematics) – STEM-L - curriculum approach in order to promotedeeper learning, steering students away from memorization and towards the internalizationof concepts and ideas. The language-infused DAE curriculum project focuses on theprocess (the learning environment or classroom) and engages the students actively inbuilding their own understanding and knowledge. The students are the main agents in theprocess of discovery and learning. They are immersed in the process of exploring andrefining their mental models about rocket science, research, and experimentation. Peer-assistance and team work are integral components of

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Graduate Student Experience and Decision-Making

Collection

2023 ASEE Annual Conference & Exposition

Authors

Majid Nabavi, University of Nebraska - Lincoln ; Jena Shafai Asgarpoor, University of Nebraska - Lincoln

Tagged Divisions

Graduate Studies Division (GSD)

continue their jobs and maintain theirstandard of living while pursuing their educational goals remotely. On the other hand, studentsmust be self-disciplined as there is no schedule other than potential synchronous sessions withtheir peers or professors. Other advantages of in-person education are developing a sense ofcommunity and extracurricular activities which are somewhat more difficult to achieve indistance education, especially at the undergraduate level. In this work, we use the terms “online”and “distance” interchangeably. Similarly, “in-person” and “on-campus” are interchangeable.Literature ReviewA survey of college instructors and administrators involved in online teaching showed thepopularity of online learning, rise of blended

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan

Tagged Divisions

Student Division (STDT)

classrooms to help with student engagement andknowledge retention.IntroductionResearch shows that student success in science, technology, engineering, and mathematics(STEM) fields can be correlated not only to their innate ability and intelligence but also to theirself-efficacy and implicit beliefs (growth mindset) [1, 2]. Many students enter their courses at theuniversity level with the belief that their peers are only doing well because they are more intelligentor more naturally gifted. While there may always a few students with greater natural ability, thereason for most engineering students’ success appears to be their ability to learn, grow, and adjustbased on feedback and criticism instead of crumbling under pressure.Providing students with

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kali Morgan, Georgia Institute of Technology; Kelly Griendling, Georgia Institute of Technology; Stephen Ruffin, Georgia Institute of Technology; Jakob Kinney, Georgia Institute of Technology

at their new institution. As such, colleges and universities offer manytransition-support programs for the purpose of boosting retention rates across and beyond these firstsemesters. Common transition initiatives include orientation programs, peer mentoring programs,common reading programs, living-learning communities, and first-year seminars [1]. Two of the mostcommon types of first-year seminars are extended orientation seminars that center transition to collegelife (e.g., time management) and introduction to the major seminars [2]. The Georgia Tech (GT) DanielGuggenheim School of Aerospace Engineering (AE) first-year course is an introduction to the major stylecourse.The first assignment in the GT Intro to AE course is a major-focused

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and solution for the mass of mixture/solution3 Students drawing their own Determining the filtration devices concentration of a solution4 Providing labels and Determining Writing numerical expression measurements for filtration saturation of a for saturation devices solution5-6 Students give feedback and Materials that receive feedback from peers filter out bacteria on their drawings7-8 Students design and evaluate Deriving flow rate ratio for their filtration devices selected materials in the

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna K. T. Howard, North Carolina State University at Raleigh

Tagged Divisions

Mechanics

the course or finding excellent supplemental materialwhich gets added to the course. Encouragement badges were awarded for accessing the flashcards or attending office hours; repeating these behaviors earned higher levels of the badges.Three times over the semester students are required to write something: an ethics response onday 01, written instructions for using the right-hand-rule for three-dimensional moments on day15, and a project report on day 40. Some students believe that becoming an engineer means theynever have to write anything again; while assigning writing assignments can disabuse them ofthis notion, we hoped that assigning badges would highlight some of the places where engineersuse writing skills. The writing badges also have

Conference Session

Aerospace Workspace: Current and Future 2

Collection

2009 Annual Conference & Exposition

Authors

Lisa Guerra, NASA; John A. Christian, University of Texas, Austin; Wallace Fowler, University of Texas, Austin

Tagged Divisions

Aerospace

Course uses a variety of student assignments, both group and individual. The groupassignments are intended to prepare the students for the teaming aspect of the capstone designcourse. Example group assignments include assessing the results from a real trade studyperformed by NASA, and developing the scope and concept of operations for a current aerospacemission in development. Group assignments also offer the students an opportunity to presenttheir work to their peers. The individual assignments address problem solving and programmingskills as well as a required writing component. For a semester-long project, students are asked towrite about the systems engineering learning concepts based on reading a particular NASAmishap investigation report

Collection

1997 Annual Conference

Authors

Tom L. Powers; Roger Wright; O'Neill Burchett; Michael R. Manning; Bruce W. Farmer; Brad Gilbreath

counting toward degree requirements.Therefore, students in Manufacturing Projects are extensively involved in "hands-on" activitiesrather than memorizing formulas and studying for examinations. Our hope is that ManufacturingProjects will approximate what it's like to work on a product-realization team in industry. Butexperiential learning depends on more than hands-on work; it requires reflecting on one'sexperiences and learning from them. Therefore, because we want students to emerge from ourcourse as reflective practitioners, we ask them to think and write about their experiences in ourcourse.Manufacturing Projects requires students to integrate much of what they have learned fromdiverse dimensions of their life including formal education and

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ana Cristina Estrada, University of Virginia; Lindsey Taylor Brinton, The Ohio State University

Tagged Divisions

Student

. Thisdevelop as well-rounded academics. The doesn’t seem surprising at first, but it isn’t aprogram requirements include a series of foregone conclusion. After all, those whoclassroom observations, where the participant choose to participate in TPT are alreadymust observe a faculty member teach, a peer thinking about education as a major componentteach, and be observed by a peer while of their career. Many have already engaged inteaching, then write reflective statements about teaching assistantships, and have a firm handleeach experience. Furthermore, the participant on what they believe constitutes good and poormust teach at least a minimum number of hours instruction. TPT imbues its participants with aof their own class, workshop, or discussion

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen C Estes, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

to jeopardize the credibility of theassessment.For a program that uses a senior seminar course to meet many of the ABET criteria, thatcourse could assist with this requirement as well. Students could be assigned to read abook or article on a complex project such as “The Great Bridge” or “The Path Betweenthe Seas” by David McCullough. The students could write an essay on the global,cultural, social, environmental and economic considerations of the Brooklyn Bridge orPanama Canal, respectively. Such books are filled with so many examples that no twostudents should arrive with the same answers.One challenge encountered with this requirement so far is distinguishing between thesocial and cultural considerations because many consider them

Conference Session

Mechanical Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anahita Ayasoufi, Auburn University; Rick Williams, Auburn University

Tagged Divisions

Mechanical Engineering

intermediate range of difficulty.The problem is designed to allow the students to test their learning of the basics, but also to buildupon the introductory concepts with collaborative discussion and critical thinking. The studentsstart by reading and setting-up the problem individually, taking 5-7 minutes. They then work insmall groups loosely formed by their own preferences. Usually there is walking and consultingamong the students and peer teaching happens quite frequently. The instructor periodically joinsdifferent groups and helps answer questions, preferably by asking other questions, which lead thestudents to more critical thinking, forming theories, and testing theories on their own. In the end,the students write a solution report and turn it

Conference Session

Multidisciplinary Efforts in Upper-level Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy R McJunkin, Idaho National Laboratory; Craig G Rieger, Idaho National Laboratory; Aunshul Rege, Temple University; Saroj K Biswas, Temple University; Michael Haney, University of Idaho; Michael John Santora, University of Idaho; Brian K. Johnson, University of Idaho, Moscow; Ronald Laurids Boring; D. Subbaram Naidu P.E., University of Minnesota Duluth; John F. Gardner, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

developed for the Resilient Control Systems class.Dr. Craig G Rieger, Idaho National Laboratory Craig Rieger, PhD, PE, is the Chief Control Systems Research Engineer at the Idaho National Laboratory (INL), pioneering multidisciplinary research in the area of next-generation resilient control systems. In addition, he has organized and chaired eight Institute of Electrical and Electronics Engineers (IEEE) technically co-sponsored symposia and one National Science Foundation workshop in this new research area, and authored more than 40 peer-reviewed publications. Craig received B.S. and M.S. degrees in Chemical Engineering from Montana State University in 1983 and 1985, respectively, and a PhD in Engineering and Applied

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

social engagement is a critical component of an engineering students’ educationalexperience. Students who are more engaged with their university, social groups, courses, andother aspects of university life are more likely to succeed and perform higher than their lessengaged peers. As a result, it is critical that educators, administrators, and other key stakeholders,work to increase students’ engagement within engineering classrooms and the field ofengineering broadly. Though most engineering education researchers are in agreement regardingthe importance of student engagement for learning and success in school, articulating howengagement is manifested in observable, measurable ways within the classroom remains asignificant challenge within the

Conference Session

ChE: Innovation in Existing Courses

Collection

2006 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Jim Henry, University of Tennessee-Chattanooga

Tagged Divisions

Chemical Engineering

are often lacking in the fullness of details that real systems provide.Meaningful communications are also difficult if there are no consequences tied to theeffectiveness of the communication. Over the past four years we have been examining anumber of approaches for using remotely located experiments to overcome thesedifficulties. More recently we have restructured our approach to also emphasizecommunications skills.To provide the learning-by-doing experience we used the Green Engineering themeexperiments of the on-line laboratory facilities at UTC. To emphasize thecommunications aspect, WSU students were paired with other WSU students forconducting experiments. By working with their classmates peer pressure is brought tobear to encourage full

Conference Session

Research Experience in Stormwater Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vinod K. Lohani, Virginia Tech

Tagged Divisions

Civil Engineering

Virginia Tech.Oral Presentations: TrainingWeekly seminars also provided an opportunity to REU fellows to practice their oralcommunication skills. All REU fellows made: 1) a 5-min. presentation about their researchobjective at the end of 2nd week; 2) a 10-min. presentation (including research methods) at the endof week 6; 3) a 15-min. presentation (including results) at the end of week 9 to their peers and theauthor. After each round of presentation, REU fellows critiqued presentations of their peers andprovided written feedback to each other. Following quote from our assessment expert’ssummary11 validates the effectiveness of the communication aspect of our REU Site work:“The communication aspect of the program is seen as quite positive

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Taryn Bayles

, and access toa car are requested. The students are also required to identify their skills in writing, graphics,leadership, teamwork, analysis, drafting, planning and research/library, as well as their strengthsand weaknesses. This information is then used to assign the teams15, which consist of 4-6 teammembers. Teams are balanced using the following criteria: major16, background, academicperformance, gender and ethnicity17, and access to transportation off campus to purchasematerials for the construction of the project. The team application also requires the students towrite about themselves: how they became interested in their major, what their long-term career

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

communication skills at the start of their undergraduatestudies. At the end of their program, each Engineering Science student is required to write anddefend a thesis on their senior research and design project. This often serves to highlight, in Page 10.766.3comparison to the first year items, how the student’s abilities have matured during theirundergraduate years. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationIn addition to academic items, students are also encouraged to include items from

Conference Session

Advancing Thermal Science Education

Collection

2002 Annual Conference

Authors

Christopher Jeruzal; Brenda Henderson; Ahmad Pourmovahed

tests, essay problem tests, and student surveys. Page 7.245.2Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society of Engineering Education Students in the Energy Systems Laboratory course are expected to go beyond their ability toapply and analyze fundamental concepts and are expected to develop skills that will promotecognitive growth allowing students to synthesize and evaluate presented material. The courserequires students to conduct experiments, write formal and informal reports, and present anddiscuss results throughout the term