Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Maya Trotz, University of South Florida; Ken Thomas, University of South Florida; Jeffrey Cunningham, University of South Florida; Qiong Zhang, University of South Florida

Tagged Divisions

Educational Research and Methods

AC 2010-675: IMPROVING WRITING IN CIVIL AND ENVIRONMENTALENGINEERING COURSES USING CLAQWA, AN ONLINE TOOL FOR WRITINGIMPROVEMENTMaya Trotz, University of South Florida Dr. Maya A. Trotz is an Assistant Professor of Civil and Environmental Engineering Department at the University of South Florida. She received her B.S. in Chemical Engineering from the Massachusetts Institute of Technology and her M.S. and Ph.D. degrees in Civil and Environmental Engineering from Stanford University. Her research, teaching and service are at the nexus of geochemistry/water quality and global/community sustainability. Her interests are interdisciplinary, applied and seek to forge non-traditional university

Conference Session

Mechanical Engineering Division (MECH) Technical Session 9: Online Learning Environments

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal Han, San Jose State University

Tagged Divisions

Mechanical Engineering Division (MECH)

Paper ID #36967Effects of Online Versus In-Person Course Modalities on StudentParticipation in Flipped Classrooms in EngineeringDr. Crystal Han, San Jose State University Dr. Crystal Han is an assistant professor of Mechanical Engineering at San Jos´e State University. She has a Ph.D. in Mechanical Engineering from Stanford University. She teaches courses in the thermal- fluid area and energy engineering. Her research interests consist of microfluidics, biotechnologies, and engineering education. In particular, in the field of engineering education, she is interested in active learning, collaborative learning, experiential

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Rebeka Sultana, California State University, Long Beach

like in F2F classes. To engage students inthe class, Zooms’ Breakroom feature which is widely used in virtual classrooms was also usedduring the first couple of lectures. However, the tool was not used often later in the semester dueto time limit to complete the course content.ConclusionThe results indicate that students in virtual classroom does not vary than the F2F classroom.However, incorporating the following can enhance online teaching and learning among students.• In case of SO mode, to increase students’ interaction, some class time should be dedicated for problem solving in Zoom’s Breakrooms. To accommodate this dedicated time for students’ interactions and completion of the course syllabus, some lectures can be recorded

Conference Session

EDGD: Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie; Michael Lobaugh, Pennsylvania State University, Erie

Tagged Divisions

Engineering Design Graphics

Paper ID #21745Using Online Tutorials in an Introductory Engineering Graphics Course toImprove OutcomesDr. Nancy E. Study, Pennsylvania State University, Erie Dr. Nancy E. Study is on the faculty of the School of Engineering at Penn State Behrend where she teaches courses in engineering graphics and rapid prototyping, and is the coordinator of the rapid prototyping lab. Her research interests include visualization, standardization of CAD practices, and haptics. Nancy is a former chair of the ASEE Engineering Design Graphics Division and is currently the Circulation Manager and Treasurer of the Engineering Design Graphics

Collection

2008 Spring ASEE Middle Atlantic Section Conference

Authors

Ismail I. Orabi

-face teams and virtual teams.Materials Available to StudentsAvailable to online and traditional students were the syllabus, Power Point slides, class notes (lectureoutlines), textbook publication website, and Internet resources. The online class was identical to thetraditional class except for the addition of discussion board assignments for the online students.RequirementsTwo tests were scheduled for the class along with homework assignments, small projects and a finaldesign project. As part of their course grade, the online students only were required to post relevantmaterials on the bulletin board weekly. The tests and other work were almost identical in both sessionstaught by the same instructor with minor variations in the exams. The

Collection

2008 ASEE Zone 1 Conference

Authors

Ismail I. Orabi

-face teams and virtual teams.Materials Available to StudentsAvailable to online and traditional students were the syllabus, Power Point slides, class notes (lectureoutlines), textbook publication website, and Internet resources. The online class was identical to thetraditional class except for the addition of discussion board assignments for the online students.RequirementsTwo tests were scheduled for the class along with homework assignments, small projects and a finaldesign project. As part of their course grade, the online students only were required to post relevantmaterials on the bulletin board weekly. The tests and other work were almost identical in both sessionstaught by the same instructor with minor variations in the exams. The

Collection

2008 Northeast Section Meeting

Authors

Ismail I. Orabi

-face teams and virtual teams.Materials Available to StudentsAvailable to online and traditional students were the syllabus, Power Point slides, class notes (lectureoutlines), textbook publication website, and Internet resources. The online class was identical to thetraditional class except for the addition of discussion board assignments for the online students.RequirementsTwo tests were scheduled for the class along with homework assignments, small projects and a finaldesign project. As part of their course grade, the online students only were required to post relevantmaterials on the bulletin board weekly. The tests and other work were almost identical in both sessionstaught by the same instructor with minor variations in the exams. The

Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ritushree Chatterjee, Iowa State University; Ahmed E. Kamal, Iowa State University; Zhengdao Wang, Iowa State University

Tagged Divisions

Graduate Studies

sectioned into four broad categories,namely, Start Here, Course Content, Quicklinks and Getting Help. The ‘Start Here’ sectionconsisted of a module with all necessary information to help the online learner get oriented withthe course page as well as the course. It included information on the faculty, course navigation,syllabus, schedule, technical assistance, information on student support and services on campusas well as special accommodation resources. The ‘course content’ section is where the maincourse learning modules were housed along with all the assessments. The Quicklinks providedfor a faster access to learning resources and Getting Help provided students multiple outlets toreach out if any assistance with the course or otherwise was

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Crystal Han, San Jose State University

Paper ID #37153Enhancing student learning in online courses through flippedclassroom and multi-stage assignment structureCrystal Han Dr. Crystal Han is an assistant professor of Mechanical Engineering at San José State University. She has a Ph.D. in Mechanical Engineering from Stanford University. She teaches courses in the thermal-fluid area. Her research interests include microfluidics, biotechnologies, rapid point-of-care diagnosis, and engineering education. © American Society for Engineering Education, 2022 Powered by www.slayte.com Enhancing student

Conference Session

ENT Division Technical Session: Entrepreneurship and IP

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Howard B. Rockman, University of Illinois at Chicago

Tagged Divisions

Entrepreneurship & Engineering Innovation

Paper ID #30597An Online Course on Intellectual Property for Undergraduate and GraduateEngineerins and ScientistsProf. Howard B. Rockman, University of Illinois at Chicago Practicing U.S. Patent Attorney, 1963 to date, with a BSME from Drexel University and a Juris Doctor Degree from the Law School of George Washington University (Wash., DC). Adjunct Professor of Law, John Marshall Law School, Chicago, IL. Adjunct Professor of Engineering Law, University of Illinois at Chicago. Adjunct Professor of Engineering Law, Northwestern University, Evanston, Illinois. For- mer Captain, U.S. Army Corps of Engineers. Author of

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard A. Davis, University of Minnesota Duluth

Tagged Divisions

Chemical Engineering

, promote student understanding and help them gauge their individualprogress.Students engage with the online course via the electronic course management platform Moodle11.Moodle serves as a repository and delivery system of digital documents and web pages for thecourse syllabus, grades, exercises, readings, videos, as well as uploading student work. Studentsaccess the Moodle course site using their university login identification. The approach of ouronline course is not specific to the Moodle platform, and may be readily adapted to other onlinecourse management platforms. Students earn one semester credit for the online coop course,which represents three hours of academic work per week (including fieldwork), averaged overthe term. Thus, students

Collection

2010 ASEE Zone 1 Conference

Authors

Vijay Kanabar; Virginia Greiman; Jim Cormier

Communication and Collaboration in an Online Masters Degree Vijay Kanabar, Associate Professor, Boston University Virginia Greiman, Assistant Professor, Boston University Jim Cormier, Lecturer, Boston UniversityAbstract Communicating with students and encouraging collaboration poses a major challenge in distanceeducation. In this paper, the authors present lessons learned from an online master’s degree program; eachhad successfully developed courses to teach engineers and managers project management at a distance.The first section introduces online learning and illustrates the tools and interactive technologies used tocommunicate with students. The second

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Divisions

Graduate Studies

the same LMS course space and the instructional designer workswith each faculty member teaching their first online class at least a semester before thatcourse is offered. This collaboration is the first step in establishing that the onlinestudents are an equal part of the learning CoP. This collaboration begins with a focus onlearning outcomes and corresponding activities and assessments to ensure that the onlinelearners are able to fully participate. As well, the importance of fully integrating thedistance learners into the classroom CoP is emphasized. This involves paying attentionto details like inclusive syllabus language that explicitly recognizes both learneraudiences in cases where course components necessarily involve differing

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

is no exception (Quinn, Amer, Lonie, Blackmore, Thompson &Pettigrove, 20126; Shambhavi & Babu, 20157).An opportunity for faculty to develop skill and expertise in teaching both placed-based andonline, education developers at KTH Royal Institute of Technology created a course entitledTeaching Strategies and Design for Online and Blended Learning (see Appendix A for a copy ofthe course syllabus). The course is equivalent to two weeks of full-time studies. KTH, and mosthigher education institutions in Sweden, require at least ten weeks of full-time studies in the fieldof teaching and learning in order to be tenured.In order to assess the value participants found in the experience of learning in an online and

Conference Session

Computers in Education Division Technical Session 5: Online Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joe Michael Allen, University of California, Riverside; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

improving online education. Although using videolectures is not a new concept, Rose [3] showed that even when offering online videos forstudents to watch, instructors should find a way to make the content personalized. Rose indicatedthat online courses still required instructor influence for students to be engaged in a class. Fromthis work, various online courses had their instructors create videos for students to watch. Eventhough these videos covered the 'usual' course topics like providing explanations of courseassignments, syllabus requirements, discussing weekly topics, review for exams, and providinganswers to student questions, the personalization had a positive impact on students.2.3 Hybrid learningAnother way to run a class is a hybrid

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Alonso Vergara, Universidad Andres Bello, Chile; Genaro Zavala, Tecnologico de Monterrey, Mexico; Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

Paper ID #43080Perception Study of an Online Electricity and Magnetism Course for WorkingStudentsRodrigo Alonso Vergara, Universidad Andres Bello, Chile Rodrigo Vergara is an electronic engineer who has dedicated his professional life to teaching physics and electronics at the university level in various institutions. He has two master’s degrees, one in electronic engineering and the other in university teaching. He has a particular interest in using and applying new technologies for education.Prof. Genaro Zavala, Tecnologico de Monterrey, Mexico; Universidad Andres Bello, Chile Genaro Zavala is the leader of the Socially

Conference Session

Frontiers in EM Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ertunga C. Ozelkan, University of North Carolina, Charlotte; Agnes Galambosi, University of North Carolina, Charlotte

Tagged Divisions

Engineering Management

5 4Score (1-5) 3.2 3.1 3.0 3 2.4 2 1 Online Teaching TechniquesFigure 4. Preference of Online Teaching to On-Campus.We also listed a number of specific teaching tools and techniques and asked faculty to score theirimportance for delivering a successful online course (See Figure 5). Except for the live lectureswith audio and proctored exams all other teaching tools received an average score higher than 3meaning they would be preferred. The top of the list included practices such as ConfirmingUnderstanding of Syllabus, usage of Emails, Tracking student activities, Self

Conference Session

Web Based Laboratories and Classes

Collection

2002 Annual Conference

Authors

Helen Grady

Session Number 2158 Teaching Well Online: Part, I, Instructional Design Helen M. Grady, Ed.D. Mercer UniversityTeaching online is not as simple as placing your lecture notes on the web—you must design thewhole educational experience differently. This two-part presentation focuses on the need forinstructional design, and also for interactive teaching and learning. Part I focuses on how toapply the principles of instructional design to online training materials or courses.Systematic instructional design enables a course developer to answer three basic questions:(1) Where

Collection

2010 ASEE Zone 1 Conference

Authors

Salah Badjou

Integrating Online Learning to Junior-Level Electromechanical Design Salah Badjou, Ph.D. Department of Electronics and Mechanical Wentworth Institute of Technology, Boston, MA 02115 Session Topic: online and distance learning for engineering and technology AbstractThe following paper reports on the results of efforts at integrating online learning to the currentJunior-level Electromechanical Design course at Wentworth Institute of Technology. This is anintense course where in one semester students are expected to complete an original design and aprototype. Project and time management are critical. Groups are

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gwen Lee-Thomas, Ph.D., Old Dominion University; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

Tagged Topics

NSF Grantees

Krivanek Distinguished Teacher at the University of South Florida. With major funding from National Science Foundation, he is developing award winning online resources for an undergraduate course in Numerical Methods. He is the recipient of the 2004 Council for Advancement and Support of Education (CASE) & the Carnegie Foundation for the Advancement of Teaching (CFAT) Florida Professor of the Year Award.Ali Yalcin, University of South Florida Ali Yalcin is an Associate Professor of Industrial and Management Systems Engineering Department at the University of South Florida, and an Associate Faculty member of the Center for Urban Transporta- tion Research. His research interests include modeling, analysis and control

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Lauren Singelmann, North Dakota State University; Stanley Shie Ng, Biola University

Tagged Divisions

Multidisciplinary Engineering

evidence is complete, accurate, and correctly rated on the two scales(knowledge and impact). Tokens are either complete or incomplete; there is no concept of an “Alevel” vs “C level” token. Students may revise and resubmit a token without penalty. This paperdescribes both the implementation details and the performance results of electronic learningtokens with anonymous PR within a course conducted in the fall of 2020.MotivationWe have designed our course around IBL because we believe it delivers superior studentlearning outcomes. Each semester, we seek to make our course both more effective and moreaccessible. We believe that the addition of online anonymous PR enhances IBL in several ways.Though our context is IBL, the following motivations and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College

Tagged Divisions

Entrepreneurship & Engineering Innovation

a mass online education specificallyfor students and faculty from Tier 2 and Tier 3 colleges. MOOCs (Massive Open Online Course )are online courses which enable large numbers to participate via the web or other technologies.MOOCs have a long history and have primarily been asynchronous so that international studentscan also avail of this. In this article, we delineate how we modified that approach by piloting thissynchronously. The Covid19 situation was an added incentive to offer this course to students whocould not meet in person due to restrictions for in-person classes. Over 350 students from 20different engineering colleges from India were recruited for a pilot program along with the facultyfrom their schools. Each college recruited

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Kate D. Abel, Stevens Institute of Technology (School of Engineering and Science)

suggestions the same for large and small course sizes? These andother topics will be explored as we delve into the new (yet old) environment of online learningduring Covid.BackgroundThroughout the early 2000’s, education over the internet was debated. Some felt it would be atransformative power that would equalize education across time, space, gender, income andnation. Others felt that nothing could take the place of in-person education and anything elsewas inferior. Some universities jumped on the MOOC bandwagon (Massive Open OnlineCourses). Others saw no merit in offering massive courses for little or no credit to multitudes ofpeople for free.There were also many interpretations of online learning throughout the early 2000’s. To thepoint that some

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

,simulations, and games. Popular teaching methods appeal to different levels of studentparticipation such as listening to lectures and participating in group discussions or practicalwork.Teaching Engineering courses always evolve with changes and innovations from year to yearwith different perspectives of pedagogy. Covid-19 virus accelerated the position of colleges anduniversities to move towards online learning for the past year. Besides, it created a situationwherein the new online teaching methods and technologies are developing with a great frenzy.Currently, the use of the internet is increasing, and it is making a tremendous influence on thelives of people. Many of the educational institutions started offering 100 % online courses. Someof the

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

concrete example for other engineering educationresearchers of how Learning Management System (LMS) interaction data from onlineundergraduate engineering courses can be prepared for analysis. We provide the rationale anddetails involved in choices related to data preparation, feature creation, and feature selection aspart of a larger National Science Foundation-funded study dedicated to developing a theoreticalmodel for online undergraduate engineering student persistence. LMS interaction data providesdetails about students’ navigations to and submissions of different course elements includingquizzes, assignments, discussion forums, wiki pages, attachments, modules, the syllabus, thegradebook, and course announcements. The sample dataset presented

Conference Session

Novel Entrepreneurship Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

entrepreneurship courses are examined herein.At the University of Maryland, priority for introducing online technology entrepreneurshipcourse is placed on courses that are already created and offered regularly face-to-face on campus.Face-to-face courses are recorded on video and catalogued for later use in online sessions. Thisprovides a tested syllabus with proven deliverables and existing pedagogy. From a technologyperspective, preference is given to technologies that are already familiar to students and faculty.A dynamic offering of video-based lecture content inclusive of course slides is the basis of theonline course.Learning objectives and achievements for the online course match those of the correspondingface-to-face course. The online learning

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Talal Gamadi; Marshall Watson, Texas Tech University

this modality(synchronous) Figure1: PE students’ feedback on synchronous online teaching Attendance during Synchronous InstructionWith synchronous courses being offered online the inclusion of asynchronous video content, active participation,viewing, and attendance of all content can be difficult to ensure and confusing for students. Here is a list ofrecommendation to ensure the attendance during synchronous instruction based on faculty member’s input.• The syllabus should reflect the various modes of content delivery. Instructors should have the effects of non- attendance on grading clearly outlined in the syllabus. When group work is involved a clear attendance policy should be outlined for such work

Conference Session

Ethical Cases and Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Rhonda B. Dittfurth, West Texas A&M University

Tagged Divisions

Engineering Ethics

coursework online. Ethics instruction can be readily implemented in an onlinelearning environment.This paper will address the author’s experience in instructing engineering ethics at multiple universities in thetraditional lecture format and compare and contrast that experience with offering an online engineering ethicsformat. The author will describe engineering ethics course construction for use with traditional in-seat lecture andonline instruction. Student scores appear to indicate that this topic can be implemented successfully online or in-seat. Online instruction allows for greater flexibility for students to fit required coursework into busy schedules.IntroductionThe Engineering and Computer Science (ECS) Department at West Texas A&M

Conference Session

Using Computers, Software, and Writing to Improve Mathematical Understanding

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bipin K. Pai, Purdue University, Calumet

Tagged Divisions

Mathematics

conducting exams online.METHODOLOGYThe course grading policy is explained to the students at the start of the semester and thebreakdown is as follows. The mid-term and final exams count for 35% and 40% of the totalgrade respectively. Both exams are given in a face-to-face class session. Of the remaining 25%,homework and online quizzes count for 20% and the online discussions count for 5% of the totalgrade. The syllabus explained all the requirements, including the policies and expectations foronline activities.The Numerical Methods course is divided into four modules. The first module introduces thestudents to Taylor series, finite difference calculus, interpolation and extrapolation. The secondmodule deals with roots of equations, solutions of

Collection

2000 Annual Conference

Authors

Yellamraju Vikas; Tony Ramanello; Kurt Gramoll

. Page 5.603.2The primary purpose of this paper will focus on examining all the different types of electronicmedia used in the Dynamics course. All of the electronic media was accessed through the mainDynamics course web page (Fig. 1) except the basic course theory and examples that were madeavailable separately on the course CD-ROM. This paper will give the reader a completeoverview of a typical online course used for students on and off the campus, without the optionof a classroom, and traditional teaching methods. The paper will address five main parts of theonline course and its content namely, lectures, discussion groups, online course management,quizzes, and homework. General course information, such as syllabus, is not discussed since it