Conference Session

Outcome Assessment, Quality, and Accreditation

Collection

2002 Annual Conference

Authors

J. Shawn Addington

words; 2) various surveys, including coursesurveys, an FE survey, an exit survey, and an alumni survey; and 3) data from the FE discipline-specific examination.In terms of providing a detailed perspective on the effectiveness of the curriculum there is nomore comprehensive assessment data than the student grades obtained on the assignments withinthe departmental courses. Just as the department has established a set of program educationalobjectives and measurable program educational outcomes (Appendix 1), each faculty memberhas determined the specific content-based course objectives for each course they teach, as well asthe measurable performance criteria that will be used to determine how well those courseobjectives are met. The course syllabus

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

industry), we are strongly committed to helping themdevelop greater competency in teamwork, as opposed to simply participating in an unguidedteam experience. To facilitate teamwork learning, we historically used two instruments: (1) anintra-quarter peer review and self-review and (2) an end-of-the-quarter reflective memo (benefitsand limitations of this approach have been described elsewhere1,2,3).In the fall of 2011, our first-year program partnered with the university’s Center on Leadership tooffer students more opportunities for teamwork reflection, peer- and self-assessment andteamwork improvement throughout the two courses that comprise the program. Students used acombination of online exercises and team meetings to create a team charter

Collection

2012 Spring ASEE Middle Atlantic Section Conference

Authors

Martene Stanberry

should with your colleagues andpeople in the community. The first day of classes I introduced myself and made myexpectations and standards known. I gave all students a syllabus that clearly outlined my officelocation, office hours, prerequisites for the course, course objectives, the grading policy andgrading scale which will be used to determine their grades, online resources that supplement thecourse content, and a list of problems to do for practice to reinforce what is learned in theclassroom. This served as the contract between the students and I and it gave students a chance tokeep track of where they were throughout the semester and determine what they needed to do inorder to excel in the course. In addition, from the very first time I

Collection

2012 ASEE Zone 1 Conference

Authors

Martene Stanberry

should with your colleagues andpeople in the community. The first day of classes I introduced myself and made myexpectations and standards known. I gave all students a syllabus that clearly outlined my officelocation, office hours, prerequisites for the course, course objectives, the grading policy andgrading scale which will be used to determine their grades, online resources that supplement thecourse content, and a list of problems to do for practice to reinforce what is learned in theclassroom. This served as the contract between the students and I and it gave students a chance tokeep track of where they were throughout the semester and determine what they needed to do inorder to excel in the course. In addition, from the very first time I

Collection

2021 ASEE Midwest Section Conference

Authors

Ann Gansemer-Topf; Shan Jiang; Nigel Reuel; Gul Okudan-Kremer; Qing Li; Rebecca Mort; Dong Chen

semester, students presented a project charter on their thesis projects thatdemonstrated their knowledge learned about related PTM skills, approaches to utilizing theseskills in their thesis research, and their learning experiences at the GAPS course. Throughout thesemester they also engaged in reflective writing assignments focused on their application ofskills to their work. A copy of the course syllabus is included in Appendix 1.Purpose of the Paper/Research QuestionsAlthough COVID-19 altered our original intention of in-person course and networkingopportunities, we chose to develop an online course as a way to pilot test some of the materialand assignments. Given the novelty of our approach and project, it was critical to develop anassessment

Conference Session

STEM and ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khosrow Ghadiri, San Jose State University

Tagged Divisions

Electrical and Computer

San Jose State University Page 24.391.2 Developing and Implementing Effective Instructional Stratagems in STEMAbstractA student passage rate from 65% to above 90% requires student grade improvement of two-sigma. The different components of active learning techniques and the percentage of theiradditive standard deviations were considered over the past four semesters in an “Introduction toCircuit Analysis” course at San José State University (SJSU) to achieve such a result. A blendedmodel of learning by merging content from an online MOOC with in-class, team-basedinstruction as part of a required undergraduate circuit theory course

Conference Session

Construction Engineering Division (CONST) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Cribbs, Wentworth Institute of Technology; Hariharan Naganathan, Wentworth Institute of Technology

Tagged Divisions

Construction Engineering Division (CONST)

the contracting firm and utilize the knowledge in their future semesters. The uniquenessof this faculty residency performed by one of the authors is that the author was able to transferknowledge gained to the students weekly while working on the residency. It helped the facultyresident to pre-plan the course before the beginning of the summer semester since the AGCapplications are usually approved around January of every year, and the applications detail the12-week learning outcomes. The author was able to develop the course syllabus and outlinebased on the application learning outcomes. As a new course elective, the author, who is also afaculty resident, was able to decide on the course topics and outcomes months before thebeginning of the

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce R Maxim, University of Michigan, Dearborn; Bency Thomas, University of Michigan, Dearborn; Belen A Garcia, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division (SWED)

Group. She has contributed to educational initiatives as a teaching fellow at Teach For India.Mrs. Belen A Garcia, University of Michigan, Dearborn Belen A. Garcia is an instructional designer at the University of Michigan Dearborn. She earned her Ph.D. in Learning Design and Technology with a focus on engineering education from Purdue University. In her dissertation research, she investigated how middle school students built sustainable virtual cities and the effect on their environmental attitudes. She has taught college courses in interdisciplinary studies, educational technology and Spanish. Previously, she taught German at the high school level. Her research interests lie at the intersection of online learning

Collection

2001 Annual Conference

Authors

Morteza Sadat-Hossieny

can be downloaded or viewed in smallmodules instantaneously. This has the added advantage that one can work at one’s own pacerather than cramming the material in a one-day training session. Examples are: Autodesk e-learning training, iDesign online conference, Bently’s online services and educational supports“www.bentleyinstitute.bentley.com”3, and SDRC web site www.sdrc.com/education/4. Some ofthe features presented under Autodeskpress-e-resources include: syllabus and lesson plan tools,chapter hints, Power Point presentations, computerized test bank, CADD drawing files, WorldClass manager, which allows instructors to automatically extract and track data from on-line test.Practice tests, and animations, which depict the execution of key

Conference Session

International Division (INTL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyu F Zeng, Indiana Wesleyan University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

. • State and Review Late Submission Policies at the beginning of their classes (requirements by immigration law and school academic policy) and read the course syllabus. Understanding the policies related to late submissions in your course and institution is essential. This policy can be in the course syllabus, online classroom, and the instructor's policies regarding late submissions. It is practical to clearly state that any late submission or missing deadline can cause instructors to deduct a certain percentage of the grade each day until zero. • Policy execution matters. Instructors must stay calm and assess the situation when late submission or missing deadline occurs. Working with international

Conference Session

Computers in ME

Collection

2003 Annual Conference

Authors

Davin Swanson; Christopher Lynch

style.Reports are graded by teaching assistants. Graded reports are provided to the student for reviewafter lab sessions and during office hours, but they are not permitted to keep graded labs in orderto discourage the circulation of graded labs among future students.Relevant URLs for the course (class webpage and ABET syllabus) may be found in thebibliography.1,2Moving the course onlineWith the introduction of a central WebCT server at Georgia Tech, ME3056 was investigated todetermine which parts of the course could be implemented online to improve the learningexperience for the students and to streamline the teaching and grading process for the professorand teaching assistants.Originally the only part of the coursework implemented using computers

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

faculty eagerness to integrate learned technology later to also improve face-to-face course delivery [15]. Drawbacks include possible faculty difficulty with adapting to newertechnologies, lack of technical support, and lack of student readiness [16]. As a result of the occurrence of COVID-19 pandemic, the transition to move from aformerly traditional or hybrid educational system to a largely online was sudden. Therefore, thispresented immediate challenges for those who were unprepared. The main purpose this paper isto look at student and faculty experiences during the pandemic in the Spring semester of 2020through the lens of faculty. This work is part of a larger study funded by the National ScienceFoundation (NSF) to address the

Collection

2010 ASEE Zone 1 Conference

Authors

Alva L. Couch

), SoftwareEngineering (Fall 2009), and preliminary results from Cloud Computing (Spring 2010).Software Engineering (Fall 2009; Tufts Comp180) is a senior capstone course required of allstudents in the “Bachelor of Science in Computer Science” degree in the school of Engineering.The student population included all seniors in the BSCS, plus several seniors in related programsand two graduate students from Electrical Engineering. In this course the in-class exercises wererequired, graded like homework, and listed in the syllabus as 10% of each student’s grade. Classparticipation has always been required in this course, but the instructor was teaching it for thefirst time in many years, and the exercises represented a change in participation format fromprevious

Conference Session

Data Analysis and Assessment

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Virginia Tech; David B. Knight, Virginia Tech, Department of Engineering Education

Tagged Divisions

Computers in Education

-warningsystem to allow faculty to notify students who may be at risk of failing a particular course19.Also, data have been used to understand differences across students in online learning strategiesto allow course designers to build a more personalized experience for different subgroups oflearners20,21. With an increase in the number of available data sources, colleges and universitieshave a great opportunity to explore how data can shape, enhance, and direct learning at all levels.Despite the need to investigate multiple categories of data from different areas of studentlearning, learning analtyics projects have relied heavily on learning management systems tocapture student learning processes. For example, Macfadyen and Dawson (2012)22 did a

Conference Session

Bioengineering laboratories: Bringing research into the classroom

Collection

2007 Annual Conference & Exposition

Authors

Daphne Rainey, Virginia Bioinformatics Institute; Bruce Mutter, Bluefield State College; Lionel Craddock, Bluefield State College; Susan Faulkner, Virginia Bioinformatics Institute; Frank Hart, Bluefield State College; Martha Eborall, Bluefield State College; Lewis Foster, Bluefield State College; Stephen Cammer, Virginia Bioinformatics Institute; Betsy Tretola, Virginia Tech; Bruno Sobral, Virginia Bioinformatics Institute; Oswald Crasta, Virginia Bioinformatics Institute

Tagged Divisions

Biomedical

implementation of a project-centric bioinformatics course for CI-TEAM demonstration.alignments, phylogenetic tree production, and genome alignment software in Toolbus (He et al.,2005)8. A variety of software sources were introduced for sequence alignment and phylogenetictree production and viewing, however BSC professors tested and chose an appropriate source forits own use.The Center for Applied Research and Technology, Inc. (CART) Course Management Service(CMS) became the online framework for the course called COSC 490 – Cyberinfrastructure. TheCMS software and systems developed by CART at BSC allowed for full online courseadministration and access to syllabus, outline, surveys, quizzes, testing, reading material, chat

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig J. Scott, Morgan State University; Yacob Astatke, Morgan State University; Jumoke 'Kemi Ladeji-Osias, Morgan State University; Carl White, Morgan State University; Myra W. Curtis, Morgan State University

Tagged Divisions

First-Year Programs

theuniversity mathematics ACCUPLACERTM placement exams. Having an online math course hashelped facilitate that task by allowing prospective engineering students refresh and improve theirmathematics skills. The use of online courses offers the most flexible and cost-effective way ofreaching out to prospective college students through their respective high school science andmathematics teachers.Fundamentals of Engineering (FOE) Course This course is a part of a seamless approach to learning math related STEM skills startingat the pre freshman level through the use of a FOM/ Fundamentals of Engineering (FOE)/Pre-calculus/calculus course sequence. The Fundamentals of Engineering course features a―dynamic‖ syllabus tailored to meet the individualized

Conference Session

Information Integration

Collection

2005 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

skills to be productive by acquiring one or more IT certificates. The IEEE andACM recognize the importance of the IT certification and provide their members with over fourhundred online courses leading to technical certifications.In this paper, a comprehensive model curriculum that fulfills the IS 2002 recommendations, the Page 10.782.2ABET criteria and the integration of certifications is proposed. In order to meet the accreditation Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationrequirements, the

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, University of Glasgow

Tagged Divisions

International

projects inthe degree program are not as numerous as the total in the UoG EEE programme, but areequivalent in number to that in the US EE programs in which the author has taught. III. Self-Guided Learning ⊂ Student-Centered Learning ⊃ Teacher-Centered Instruction (a) University of GlasgowThe contents of each course is described in the course specification (syllabus), which lists theintended learning outcomes, the number of hours that the course instructor and each studentshould devote to the separate course components [lectures, tutorials (recitation sessions),laboratory experiments and/or projects, homework assignments, quizzes, class exams, and finalexam], the summative assessments and their weighted contributions to the calculation of

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

Jeffrey Will; Wesley Stone

for each assignment • An electronic template for the assignment as appropriate At the same time that these course improvements were instituted, the university moved toBlackboard as the online tool for faculty to communicate and share electronic information withstudents. These exemplary course documents were posted in Blackboard by each advisor,allowing students to download explanations of assignments, recommended document formats,and example assignments. In making each instructor responsible for an individual section of the course, each has theautonomy to make course changes, as desired. Documents such as the syllabus, assignmenthandouts, etc. are subject to change, as well. This flexibility is necessary to

Conference Session

Innovation in Design Education

Collection

2003 Annual Conference

Authors

Thomas Corradeschi; Raymond Carr; Lewis Natiello; Donald Carlucci; Albert Messano; Keith Sheppard

various threads in teaming,project management, communications and economics of design. The 3rd semester also includes anintroductory Circuits course and laboratory. This is followed in the 4th semester by a lecturecourse in Electronics and Instrumentation coupled to a design laboratory, Engineering Design 4,which is the focus of this paper.Engineering Design 4 – Electronics and InstrumentationThe Engineering Design 4 core laboratory is taken concurrently (co-requisite) with a 3-creditlecture course in this topic. The syllabus for the lecture course is one that builds on a traditional 3-credit Introduction to Circuits course (pre-requisite) taken in the 3rd semester. It consists of

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Theresa Jones

a textbook, the desired studentlearning gains may be obvious. They may even be stated in the textbook. But with project-centered courses, the intended student learning outcomes may not be so clear. Yes, thereis technical content to be learned, but there may be other less explicit skills we wish forstudents to acquire. Projects provide an opportunity for students to develop theirprofessional skills such as project management, communication, and working with othersin a group. They are also an opportunity for them to practice being an engineer throughopen-ended problem solving. As part of our ABET accreditation process, all mechanicalengineering courses will be required to have the student learning outcomes listed on thecourse syllabus

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Jason Foster, University of Toronto; Alexandra Heeney, University of Toronto

Tagged Divisions

Design in Engineering Education

“Design Science Primer” [11], that outlined useful design practicescompatible with the vision for the course. They were also able to leverage the extensiveonline archive of materials, in text, audio, and video form, describing the works, vision, andapproach Buckminster Fuller brought to his design practice. The 2008 revision of Praxis IIIaugmented the BFC resources with those provided by the United Nations on the MillenniumDevelopment Goals[10] and those provided by the National Academy of Sciences on theGrand Challenges for Engineering[18].Students were also encouraged to make use of online resources such as videos from theTechnology, Entertainment and Design (TED) talks that cover a wide variety of topics relatedto global problems, to help

Conference Session

Assessment and Continuous Improvement in Engineering Technology: Part II

Collection

2009 Annual Conference & Exposition

Authors

John Irwin, Michigan Technological University; Nasser Alaraje, Michigan Technological University

Tagged Divisions

Engineering Technology

The mapping between curriculum and program outcomes Outcomes (Criterion 2, a-k) illustrated in Table 2 of this report is Associated with repeated here, but restricted to just the course at hand. A Page 14.149.5 this Course brief narrative explains how the course supports outcomes.2 Syllabus The most current syllabus for the course is kept on file here. Course objectives are contained in the syllabus. The course objectives are written such that achievement of the course objectives contributes to achievement of the associated

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

students to not ask questions that are covered on the syllabus?PurposeA syllabus has multiple functions that should be considered while creating the document. (1) Plan the course (for example, lay out the schedule and the assessments) (2) Communicate the objectives of the course (for elective courses, help students decide whether they truly want to take the course or not) (3) Serve as a “contract” or at least a “reference guide” for course policies (how to contact the instructor/s, coursework policies, etc)ContentAt a minimum, your syllabus should include the following information. Beneath each “main item”on this list are questions to consider as you decide what to include and how.• Course number, title, semester, section(s

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific Univ; Donald Peter

Tagged Divisions

New Engineering Educators

motivatedto do the hard work of solving the quantity and variety of problems needed for learning, withoutdemoralizing penalties for making mistakes while learning. Further, many professors prefer touse homework scores as a significant portion of the final course grade because it is difficult totest students on such a wide variety of problems.To achieve these goals, several homework options exist for the professor: traditional homework,homework that is graded online 3, 4, and homework that is assigned but not graded. Each of thevarious approaches addresses the homework balancing act differently, and each has itsdrawbacks (Table 1). An alternative approach described in this paper incorporates many of thebenefits of these various methods in a manner

Conference Session

New Areas of Ethical Inquiry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Benin, U.S. Coast Guard Academy; William Randall, U.S. Coast Guard Academy

Tagged Divisions

Engineering Ethics

reasons in and of itself.”The final course description is given in Table 2. Please see Appendix III for the full catalog entryand Appendix IV for the syllabus. Once the curriculum was developed it was time to test out thiscourse with students. The initial offering of this course was in the spring of 2019 as a one creditdirected studies for nine brave cadets who wanted to dive deeper into the topic of cyber ethics.Given the Cyber Systems curriculum was (and still is) in the process of being deployed, therewere some challenges to the first “test drive” of this material. For example, some of the studentshad not previously completed the Introduction to Moral and Ethical Philosophy course.Additional peculiarities include the fact that it was taught by

Conference Session

Ocean, Marine, and Coastal Engineering Topics

Collection

2007 Annual Conference & Exposition

Authors

Alan Brown, Virginia Tech; Owen Hughes, Virginia Tech; Leigh McCue, Virginia Tech; Wayne Neu, Virginia Tech; Betsy Tretola, Teaching and Learning,

Tagged Divisions

Ocean and Marine

Virginia Tech’s Institute for Distance and Distributed Learning (IDDL). She coordinates the end-of-course student and instructor perceptions of eLearning online survey processes, collaborates with academic departments to facilitate research in eLearning environments, and provides leadership in assessment. Her Ph.D. in Educational Research Methodology and her Masters in Science Education are from The University of Virginia. She also has a Masters in Business from Columbia University. Dr. Tretola has more than twenty years of experience in science and technical education across higher education, government and corporate sectors. She has managed all aspects of the instructional process including

Conference Session

Assessing Teaching and Learning

Collection

2002 Annual Conference

Authors

Khalid El Gaidi; Diane H. Soderholm; Doris Brodeur; Dava Newman

Session 3530 Using Portfolios for Exit Assessment in Engineering Programs Doris R. Brodeur Massachusetts Institute of TechnologyAbstractThe Department of Aeronautics and Astronautics at the Massachusetts Institute ofTechnology is designing a portfolio assessment system to assess students' achievement ofprogram outcomes. In the past three years, the undergraduate aerospace engineeringprogram has embarked upon major curriculum reform initiatives centered on 16 programoutcomes detailed in its CDIO Syllabus. Portfolios will be organized into categoriesreflecting these outcomes. (The 16 CDIO

Collection

2010 ASEE Zone 1 Conference

Authors

Andrea Baruzzi; Theresa M Calcagno

instill a desire for lifelong learning ensuring they will be valuedemployees and citizens in the future. Incorporating information literacy skills into a curriculumor specific course, in an organized manner, is difficult. The ABET standards for informationliteracy highlight the importance of including this instruction in the engineering curriculum. Atnumerous institutions, the individual instructor determines how and when this is accomplished.For many instructors, there is not enough time in the academic calendar to do all that is required.Consequently, information literacy skills maybe mentioned in passing or completely eliminatedto make room for other topics in the syllabus. Academic libraries have developed tools to helpstudents learn basic

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; George Korfiatis, Stevens Institute of Technology; Nikhil Sanghavi, Stevens Institute of Technology

assignedand stayed with a student until the end of the third semester, at which point students elected anengineering major and were assigned an advisor in their chosen engineering discipline. TheEngineering Seminar involved groups of 20-24 students meeting weekly with an individualengineering faculty member with all groups following the same syllabus. The faculty experiencewith this course was that initial student interest started to wane after a number of weeks.Feedback from students indicated that a quite a few resented having to spend the time meetingevery week given the heavy credit load at Stevens. Students also indicated a desire to have moreopportunity to focus on engineering careers, program-related topics and experiences outside theclassroom