Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

: Recap of the Previous Session, Videos. Welcome to the Module which can be answered using the Lesson recording for students Brief Biography of the chat, the microphone, the virtual with connection problems or Facilitator whiteboard, or BB surveys to others. PowerPoint presentation Syllabus verify attention and degree of with concept maps. Bibliography engagement. The development contemplates experience. Generally, a group challenge is carried out synchronously, reflection and application

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University

Tagged Topics

NSF Grantees Poster Session

understanding (i.e., deep learning), the project has emphasized the need for faculty tochallenge students’ existing conceptions early and often. Nevertheless, faculty generally rely on theirknowledge of student conceptions from years of experience teaching their course; there is generally noexplicit effort to assess prior knowledge. Three courses do use concept maps (beginning and end of course) toexamine prior knowledge and student documentation of how concepts are related. However, these mapshave not been utilized to inform instruction in large part because faculty do not have a quick and easy way toreview/summarize the information.Metacognitive strategy use, although introduced to each cohort, has only been implemented more recentlyasa direct result

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bernard J. Van Wie, Washington State University; Kristin Nicole Bryant, Washington State University; Olivia Reynolds, Washington State University; Kitana Kaiphanliam, Washington State University; Aminul Islam Khan, Washington State University; Olufunso Oje, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Jacqueline Gartner Ph.D., Campbell University; David B. Thiessen, Washington State University

Tagged Topics

NSF Grantees Poster Session

research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM. He is currently a Senior Associate Editor of the Journal of Engineering Education.Jacqueline Gartner Ph.D., Campbell University Jacqueline Burgher Gartner is an Assistant Professor at Campbell University in the School of Engineering, which offers a broad BS in engineering with concentrations in chemical and mechanical.David B. Thiessen, Washington State University David B.Thiessen received his Ph.D. in Chemical Engineering from the

Conference Session

Virtual Instruction of Chemical Engineering Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olivia Reynolds, Washington State University; Kitana Kaiphanliam, Washington State University; Olufunso Oje; Aminul Islam Khan, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University; Kristin Bryant, Washington State University

Tagged Divisions

Chemical Engineering

pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM. He is currently a Senior Associate Editor of the Journal of Engineering Education.Prof. Bernard J. Van Wie, Washington State University Prof. Bernard J. Van Wie received his B.S., M.S. and Ph.D., and did his postdoctoral work at the University of Oklahoma where he also taught full courses as a graduate lecturer and then as a visiting lecturer. He has been on the Washington State University (WSU) faculty for ˜ 38 years and for the past 24 years has focused on research innovative

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

stabledefinitions. After this step, one of the coders continued with another two transcripts to cover atotal of four interviews. To keep the following section brief we only present the results of ourpreliminary themes that are derived from the structure shown in Figure 1. Figure 1. The figure shows a schematic concept map of our data analysis. Concepts and cognitive tasks are the first set of codes that respectively capture the content of students' speech and their cognition according to Bloom’s taxonomy. The next layer of codes are emergent descriptions of the students’ thinking during the problem solving. Finally themes are inferences we make about the students’ thinking which intend to explain why they succeed or

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

, and A. Elby, “Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning,” Phys. Rev. Spec. Top. Educ. Res., vol. 9, no. 1, p. 010105, 2013, doi: 10.1103/physrevstper.9.010105.[13] M. Besterfield‐Sacre, J. Gerchak, M. R. Lyons, L. J. Shuman, and H. Wolfe, “Scoring concept maps: An integrated rubric for assessing engineering education,” J. Eng. Educ., vol. 93, no. 2, pp. 105–115, 2004, doi: 10.1002/j.2168-9830.2004.tb00795.x.[14] B. M. Moskal and J. A. Leydens, “Scoring rubric development: Validity and reliability,” Pract. assessment, Res. Eval., vol. 7, no. 1, p. 10, 2000.[15] S. M. Brookhart et al., “A century of grading research: Meaning and value

Collection

2007 North Midwest Section Meeting

Authors

Leonard Bohmann; Dana Johnson; Kris Mattila; Nilufer Onder; John Sutherland

and outcomes to shape the boundaries of our efforts. The team isdeveloping a 'concept map' that covers the entire curriculum and depicts the disciplinary andinterdisciplinary boundaries of the courses involved.The second consideration is 'characteristics of participants,' i.e., how to define when to applydisciplinary competence and when to use other team member's insights. In this work, the teaminterweaved individual development time with weekly meetings to synchronize the teammembers as well as to assign new responsibilities in light of recent developments. Whileoverlapping efforts were inevitable during individual development times, frequent meetingshelped minimize the overlaps.The third and final consideration is assuring institutional

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Robert, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

with underrepresented engineeringstudents to learn about their experiences of professional socialization into the culture of engineering. As I havelooped through and around both projects using my arts-based methods of concept mapping in a paper journal, poeticwriting, drawing, and oil painting as well as qualitative analysis memos, I have come to better understand mypositionality as a White [42] female doctoral candidate working on diversity in engineering education and how itaffects my process of analysis and interpretation. My process is different than in positivist methods where isolation,control, and replicability are valued [60]. In my framework, there are no borders or separations other than the ones Icreate as I order, re-view, and re

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

headings/categories o SL = structured list of information with clear headings to categorize the information in some way o CM = concept map; connected nodes of concepts or ideas • How many problem typology terms are used in the artifact? • Is any information categorized/organized by problem typology stages? • What types of information appear (qualitative, quantitative, diagrams)? • How many bits of information are contained in the artifact?To calculate the bits of information, we transcribed the qualitative and quantitative informationinto a text file (.txt) and found the file size in bytes using Matlab, which was converted to bits. Intranscribing the artifacts to a text file, the following rules

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

on a variety oftopics, including the following: locating relevant literature for student manuscripts, creatingliterature concepts maps to organize disciplinary knowledge, identifying fruitful areas ofinvestigation, creating and presenting meaningful figures, applying rubrics to their own writingalong with soliciting peer-to-peer feedback, and honing writing skills through creating advancedmanuscript drafts (p. 4). Instructors and visiting faculty to the class would always present aninteractive lecture on a given topic before students dedicated time to applying material coveredin the lecture to their own manuscripts. The authors found that these activities did indeed helpstudents learn how to locate primary literature, organize disciplinary

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Gregory Warren Bucks, University of Cincinnati

Tagged Divisions

Educational Research and Methods

also research methodology on three different continents. In addition to research, she has also conducted workshops on using concept mapping methodology for scale development, mixed methods research methodology for standardized patient educators, and standard-setting for physician educators. Dr. Sunny continues to invest her skills in engineering education research through her collaborations. As part of her new undertaking at Baylor University, she is investing her skills as a research methodologist and data analyst to fight human trafficking through the use of Information Technology working alongside the research team there in collaboration with a diverse group of stakeholders.Dr. Gregory Warren Bucks, University of

Conference Session

Industry and Practice Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen L. Sanford P.E., Lafayette College; Philip J. Parker P.E., University of Wisconsin - Platteville; Matthew W. Roberts, Southern Utah University; Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Michael R. Penn, University of Wisconsin - Platteville; Rodolfo Valdes-Vasquez, Colorado State University; Frederick Paige, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

School▢ First year or Sophomore Undergraduate▢ Junior or Senior Undergraduate▢ Graduate▢ Other ________________________________________________ Q11 Which lesson(s) have you found to be the most useful?________________________________________________________________Q12 Indicate your level of agreement with each statement below. Strongly Agree Disagree Somewhat Not agree disagree Applicable The CIT-E materials have been easy to adopt for my classes. The CIT-E materials have been high quality. CIT-E has helped me to develop professionally as an educator (e.g. how to use concept maps, how to develop reflective writing assignments, etc

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

, Washington State University Dr. Olusola O. Adesope is a Professor of Educational Psychology and a Boeing Distinguished Profes- sor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM. He is currently a Senior Associate Editor of the Journal of Engineering Education.Dr. Candis S. Claiborn, Washington

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #33771Investigating Factors that Predict Academic Success in Engineering andComputer ScienceDr. Olusola Adesope, Washington State University Dr. Olusola O. Adesope is a Professor of Educational Psychology and a Boeing Distinguished Profes- sor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia re- sources; knowledge representation through interactive concept maps

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

on the quality of student think-aloud reasoning,their conceptual development as indicated by concept maps, and their overall interest andengagement with game play as experienced as playful and thought provoking.AcknowledgementsThis research is being funded by the National Science Foundation, “Collaborative Research:Learning Engineering Ethics Through High-Impact Collaborative and Competitive Scenarios”(IUSE – 1934702).References[1] J. R. Herkert, “Engineering ethics education in the USA: Content, pedagogy and curriculum”.European Journal of Engineering Education, 25(4), pp. 303-313, 2010.https://www.tandfonline.com/doi/abs/10.1080/03043790050200340[2] A. Roy, L. Nguyen, M. LaPatin, C. Poleacovschi, & K. Faust, “Ethics in

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George Okere, University of Cincinnati

Tagged Divisions

Construction Engineering

revisedcourse across student performance in key upper-level courses, and industry feedbackon student ability to handle basic construction field and office responsibilities during co-op.References1. Novak, D. J. Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations, Mahwah, NJ: Lawrence Erlbaum Associates. 1998.2. Dills, C., and Romiszowski, A. Instructional development paradigms, Englewood Cliffs, N.J: Educational Technology Publications, 1997.3. Efimba, R. E., and Smith, T. R. Prerequisite course and retentivity as a challenge. 2012 ASEE Annual Conference & Exposition, San Antonio, Texas, June 20124. ACCE Document 103B – Standards and Criteria for the Accreditation of Bachelor’s Degree

Conference Session

Systems Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Alexander Mendoza-Garcia, University of Florida; Andrea Goncher, University of Florida; Mengyu Li, University of Florida

Tagged Divisions

Systems Engineering

. J. Eng. Educ., 2014.[14] O. Batzri, O. B. Z. Assaraf, C. Cohen, and N. Orion, “Understanding the earth systems: Expressions of dynamic and cyclic thinking among university students,” J. Sci. Educ. Technol., vol. 24, no. 6, pp. 761–775, 2015.[15] J. Tripto, O. B.-Z. Assaraf, and M. Amit, “Mapping what they know: Concept maps as an effective tool for assessing students’ systems thinking,” Am. J. Oper. Res., vol. 3, pp. 245–258, 2013.[16] L. Sweeney and J. Sterman, “Bathtub dynamics: initial results of a systems thinking inventory,” Syst. Dyn. Rev., 2001.[17] M. Hooper and K. Stave, “Assessing the effectiveness of systems thinking interventions in the classroom,” in Proceedings of the 26th International

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew R. Sloboda, Bucknell University

Tagged Divisions

Mechanics

principles undergird the course. This problem in thedynamics curriculum has been recognized for some time, as Ellis and Turner [1] considered theuse of concept maps as a remedy to this problem as early as 2003.However, the content of dynamics is not the only thing that can cause students to struggle toorganize its ideas. The way it is taught may also be a part of the problem. Most textbooks (andhence most courses) first use kinematics to describe motion and later use kinetics to relate forcesand accelerations. This organization makes perfect sense if you are designing a mechanism: adescription of the motion is needed first, followed by a calculation of the forces that will act ondifferent parts. However, little design work occurs in an introductory

Collection

2020 Northeast Section Meeting

Authors

Wei Xie

relationships. Usingproductivity, and yield. Apart from traditional bioanalysis regression as a benchmark, we move forward with analyzingtraining that is biology and chemistry based, we offer trainees causality across multiple unit operations using conditionalprobability models. We compare with regression analysis andgain deeper insights into the graphical model by exploringwholistic causality. Figure 8. Concept map of interactive STEM Biopharma Training Platform from the first capstone project Figure 9. Testing methods and analyses of the developed interactive training and education platform. Capstone Project Plan and Management: This two- biomanufacturing field. Basic data techniques and skills

Collection

2020 Northeast Section Meeting

Authors

Beverly Kris Jaeger-Helton

relationships. Usingproductivity, and yield. Apart from traditional bioanalysis regression as a benchmark, we move forward with analyzingtraining that is biology and chemistry based, we offer trainees causality across multiple unit operations using conditionalprobability models. We compare with regression analysis andgain deeper insights into the graphical model by exploringwholistic causality. Figure 8. Concept map of interactive STEM Biopharma Training Platform from the first capstone project Figure 9. Testing methods and analyses of the developed interactive training and education platform. Capstone Project Plan and Management: This two- biomanufacturing field. Basic data techniques and skills

Collection

2020 Northeast Section Meeting

Authors

Jared Auclair

relationships. Usingproductivity, and yield. Apart from traditional bioanalysis regression as a benchmark, we move forward with analyzingtraining that is biology and chemistry based, we offer trainees causality across multiple unit operations using conditionalprobability models. We compare with regression analysis andgain deeper insights into the graphical model by exploringwholistic causality. Figure 8. Concept map of interactive STEM Biopharma Training Platform from the first capstone project Figure 9. Testing methods and analyses of the developed interactive training and education platform. Capstone Project Plan and Management: This two- biomanufacturing field. Basic data techniques and skills

Collection

2020 Northeast Section Meeting

Authors

Jinxiang Pei

relationships. Usingproductivity, and yield. Apart from traditional bioanalysis regression as a benchmark, we move forward with analyzingtraining that is biology and chemistry based, we offer trainees causality across multiple unit operations using conditionalprobability models. We compare with regression analysis andgain deeper insights into the graphical model by exploringwholistic causality. Figure 8. Concept map of interactive STEM Biopharma Training Platform from the first capstone project Figure 9. Testing methods and analyses of the developed interactive training and education platform. Capstone Project Plan and Management: This two- biomanufacturing field. Basic data techniques and skills

Collection

2020 Northeast Section Meeting

Authors

Hua Zheng

relationships. Usingproductivity, and yield. Apart from traditional bioanalysis regression as a benchmark, we move forward with analyzingtraining that is biology and chemistry based, we offer trainees causality across multiple unit operations using conditionalprobability models. We compare with regression analysis andgain deeper insights into the graphical model by exploringwholistic causality. Figure 8. Concept map of interactive STEM Biopharma Training Platform from the first capstone project Figure 9. Testing methods and analyses of the developed interactive training and education platform. Capstone Project Plan and Management: This two- biomanufacturing field. Basic data techniques and skills

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Aaron P. Wemhoff, Villanova University

: • “enjoyed class, liked concept map, quizzes are good so didn't spend much time in class talking about theory, whereas quizzes are about background, good structure of class, first time doing Zoom class but liked breakout rooms to make things more dynamic & connect with other students one-by-one.” • “course is great, shows that lot of work put into it, students appreciate that we got to know them.” • “helpful and useful course, went very well. Wait a few seconds before choosing answer, and it went well.” Note that the comment on waiting a few seconds refers to handling the issues of SCORM quiz scoring in Blackboard. • “lots of reading & HW assignments, but good to allow understanding concepts

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

broadened theresponses received and ultimately how responses were categorized. Data was transformed in twoways to assist in this interpretation: (1) a frequency table and (2) a concept map. Table 4 was a frequency table comprised of loosely grouped precodes intended to assistin identifying the strongest themes emergent from the participants’ self-reflection. The mostfrequent response was specific to the execution of the same engineering design challenge theytaught: increasing the number or type of materials available. The second and third most frequentresponses involved increasing the available amount of time for teaching engineering andimproving time management, respectively. These two precodes aligned well with what the PETreported

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

Tagged Topics

Diversity, NSF Grantees Poster Session

challenging and on which they would like to have more instruction and application. o The PI devoted one session to go over different topics mentioned in the teacher feedback and specify exactly where and why they would be critical to certain projects, and whether teachers would be expected to master them in depth or simply have a broad knowledge for now and go back to them later. o The PI also created a concept map with the teachers that showed the dependency between the different sub-topics and techniques and concepts and mapped these components to specific lab research projects. ● Furthermore, Week 2 activities were changed to encourage

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

’ learning in a mechanism design class. As such, students wereasked to submit reflections at the end of each project. Following are some example promptsgiven to the students for reflection:1) Draw a concept map that shows the connections you have made between engineering andstorytelling.2) What does "Storytelling with Machines" mean for you personally beyond the class?3) What were your top 3 learnings from this class? Why?4) What was the most challenging aspect of the class?5) How will you apply what you learned in this class in your career?These reflections prompted the students to think about the connections they were able to makebetween storytelling and engineering, reflect on the challenges and successes, and lessons learntthrough the process of

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jutshi Agarwal, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Kathleen A. Ossman, University of Cincinnati; Teri J. Murphy, University of Cincinnati; Cijy Elizabeth Sunny, Baylor University

Tagged Divisions

First-Year Programs

substantive areas of STEM education research, medical education, and more recently in engineering education. Additionally, she has been an educator and has taught primarily physics and also research methodology on three different continents. In addition to research, she has also conducted workshops on using concept mapping methodology for scale development, mixed methods research methodology for standardized patient educators, and standard-setting for physician educators. Dr. Sunny continues to invest her skills in engineering education research through her collaborations. As part of her new undertaking at Baylor University, she is investing her skills as a research methodologist and data analyst to fight human trafficking

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales

Tagged Divisions

Design in Engineering Education

, Leadership Skills, Accountability and Trust, Conflict Management, Reflection andFeedback [51], [42], [52].Based on the above, the modules in the developed framework are shown in Table 1 [12]:Table 1: Modular Teamwork Structure [12] Module Teamwork Activities and Expected behavior Concept 1 Concept Plan Team Introductions, Goal Setting, and Ice breaking activities and Role (Forming) Assignment 2 Communication Assign roles and responsibilities with rotating leadership Skills roles, set time for regular meetings, prepare concept map (Storming) 3 Conflict Introduce Ruble and Thomas

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; Nathan C. Brown, Pennsylvania State University; Rebecca Napolitano, Pennsylvania State University

Tagged Divisions

Civil Engineering

over Zoom that was live steamed from the classroom. Class sessionswere planned to cover examples, design charrettes, and work on assigned homework. Most classtime was reserved for the assignments. Piazza discussion forums were set up to provide studentswith a venue for posting questions that the TA, instructor, and other students could collaborativelyask and answer. Other planned hands-on activities included interactive whiteboard activities ongravity system layouts, concept maps, and brainstorming, on paper or free digital platforms. AE 404 was also developed to be delivered with mixed mode instruction, blendingtraditional lectures with active learning strategies to the extent possible. A typical week ofinstruction included a