-related topics courses for his doctoral students, respectively. He also has extensive experience in working collaboratively with several universities in Asia, the World Bank Institute, and USAID to design and conduct workshops promoting active-learning and life-long learning that is sustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning. © American Society for Engineering Education, 2022 Powered by www.slayte.com Improving Students’ Achievement on Summative Exams in LargeUndergraduate Engineering Classes: Taking Advantage of Online Formative AssessmentsAbstract
. But in most cases, it could be perceived as a possibledistraction from course content and could inhibit learning for some individuals.Regardless of whether instructors opt to or have the ability to restrict cell phone usage, the authorbelieves it is critical that instructors adapt to new learning techniques and appeal to the interests ofthe students. With cell phone usage averaging 8-10 hours per day for college-aged men and women[1, 2], delivering content via digital media may provide another way to reinforce classroomlearning goals. In particular, using online videos appeals to students because it allows adaptationto individual learning needs (exam preparation, missing lectures, homework help), manageability(pausing material, skipping
, nontraditional, and veteran undergraduates in engineering.Mr. Matthew Paul Jouffray c American Society for Engineering Education, 2018Communicating Findings about Online Forum Use among Undergraduates in Distance-delivered Calculus: Developing a Help seeking Usage ModelAbstractThis paper reports on the synthesis of multiple user-centered design (UCD) tools to develop amodel for student help seeking in STEM courses. Data used to construct the model was gatheredamong science, technology, engineering, and mathematics (STEM) undergraduates enrolled indistance-delivered calculus. The resultant help seeking “usage model” serves as a final projectoutcome of an NSF sponsored TUES Type I project entitled “Online Learning Forums
] "Toggl - free time tracking software," [Online]. Available: http://toggl.com. [Accessed 03 February 2020].[19] "What CATME can do for you," [Online]. Available: http://info.catme.org. [Accessed 03 February 2020].[20] "Presentation software | online presentation tools," [Online]. Available: http://prezi.com. [Accessed 03 February 2020].[21] "Kahoot! | learning games | make learning awesome," [Online]. Available: http://kahoot.com. [Accessed 03 February 2020].Appendix: Course Syllabus Vaccine and ImmunoEngineering CHEG 667-017/867-021 Department of Chemical and Biomolecular Engineering University of Delaware - Spring 2019 Instructor: Catherine
syllabus would not suit all projects andall teams. Therefore, we developed a general framework for the course. Then, based on thegeneral framework, each instructor develops a customized syllabus for a particular project.The general framework is as follows: 1) The course is a 1-unit class that comprises a team-based technical project component and a service learning component. It is an activity course, i.e. it may include classroom meetings, lab-based design, service learning, and other appropriate activities to meet the course learning outcomes. 2) The course learning outcomes (CLO) are specific for each project but must satisfy both the technical and service learning requirements
nonlinear programing, and multicriteria decision making. c American Society for Engineering Education, 2016 A distance-education model for project and lab-based coursesAbstractRecent increases in engineering enrollments have spurred interest in developing course structuresthat can increase both the efficiency and effectiveness of course delivery. This need isparticularly acute in project and lab-based courses. One potential model is to convert thetraditional learning environment to an internet-based e-learning system. Such an e-learningsystem can be structured to be essentially independent of class-size, time, and geographiclocation. Online courses also mimic the realities of industrial projects in that
methodologies and students learning styleFor most NAU faculty, teaching in a Chinese university is a very special experience. There arealso well-known differences between the Chinese and U.S. education systems10,11,12. It is ofinterest to illustrate some of these distinctions between higher education systems.First, to a certain degree, the CQUPT education is still very much final exam-oriented, and this isreflected by comparing the course syllabus from both universities. In most CQUPT courses, thestudent’s performance is evaluated through a mid-term exam and final exam. It is very commonthat the final exam grade accounts for at least 50% of a student’s total grade and in many casesas high as 70%. On the contrary, the NAU or U.S. teaching philosophy
objectives for the community and deeper understanding for themselves” ([13],[14]). “Students, Community Partners, and Instructors are key players in developing effectiveservice-learning activities. Service-learning is connected to course content and is organized aroundclear learning goals; service-learning provides meaningful service activities which address realcommunity needs as defined by the community; and service-learning provides studentsopportunities for critical reflection upon their service experiences” ([13], [14]). Service-Learningmay be considered as an Active learning activity [15] where students are fully engaged throughoutthe learning process. Another benefit of research-led activities is the inherent prevention of plagiarism
are used to receiving the syllabus and reading the grading scheme thatis prepared for them. Students were told that by the start of the second class, they have to let theinstructor know via email if they would like to change their grading scheme. If not contacted, theinstructor would assume they are keeping the original scheme. Many students (7 out of 17) optedto keep the original grading scheme for many reasons they have voiced in addition to reasonsthey potentially did not declare. Reasons they shared with the instructor included trusting theinstructor’s judgement, feeling anxious and not confident in changing their assessment since theyare not used to doing it, and not having sufficient information about assessment types. Theinstructor
Renewable Ocean Energy Seminar is evaluated as a success inits first offering.Course StructureThe Renewable Ocean Energy Seminar was a one-credit course that met once a week for theentire length of the Spring 2009 semester. This was an elective course offered in addition to therequired courses of the U.S. Coast Guard Academy. The course started with thirty-one students.Two students dropped the course before the end of the semester, resulting in twenty-ninestudents completing the course. During the first class meeting, students were given a syllabus,outlining the course and the grading structure. The course was web-enhanced with the use ofBlackboard, where assignments were submitted for sharing amongst all students, and referencesto additional
IME 261 is a co-requisite or a prerequisite.In preparation to redesign IME 261, we set the following two challenging objectives: 1) Provide undergraduate students with a positive introduction to engineering statistics. 2) Give students hands-on experience with experimental design, data collection, and statistical analysis.Course Content and StructureCourse topics have been chosen predominantly based on the topic list suggested in "A Core inStatistics for Engineering Students" proposed by Hogg15. The content of Hogg's course wasdeveloped for 45 lecture hours (3 hours a week for 15 weeks), including periods for tests andreview. The syllabus for this course resulted from the collaboration of a
. Derivedfrom the course syllabus, a list of course objectives is shown below.• To foster the atmosphere of individual achievement through the success of the team.• To utilize independent creative thought and research in the solution of a design problem.• To apply previously acquired skills, knowledge, and experience to practical applications encountered in the industrial environment.• To appreciate the structure, format, and procedure necessary in carrying a project through to completion.• To communicate both orally and with technical documentation about the design solutions. 2Course Structure/ScheduleThe engineering capstone design course at UW−Stout combined students from
. Page 13.371.5Class Topics / Source Materials / Scoring RubricsAs mentioned later in this paper (see §Lessons Learned) not all of the intended class topics werediscussed. In this section, those course topics covered in the course are discussed. The pedagogicalcontent of each topic is These topics differ slightly than those originally laid out in the coursesyllabus (see §Appendix A : Initial Course Syllabus). This section lists each of these topics (inbold) and, along with the topic, key concepts, relevant source material and scoring rubrics arelisted.The history numbers the development of basic mathematics. Historical concepts: Rationalebehind the development of numbers, the development of algebra, development of different numbersystems, the
AC 2011-2272: A STUDENT-CENTERED COURSE FOR INTEGRATIONOF ETHICS INTO A BIOMEDICAL ENGINEERING RESEARCH EXPE-RIENCE FOR UNDERGRADUATESEric M Brey, Illinois Institute of Technology Associate Professor of Biomedical Engineering Assistant Dean, Office of Undergraduate Research Illinois Institute of TechnologyKelly Laas, Center for the Study of Ethics in the Professions, Illinois Institute of Technology Kelly Laas is the Librarian/Information Researcher at the Center for the Study of Ethics in the Professions (CSEP) at the Illinois Institute of Technology. During her four years at the Center, she has supervised a number of projects relating to the development of online ethics resources and collections, including the
becreated using templates of software packages developed for on-line instruction delivery. SinclairCommunity College is one of many schools utilizing an on-line instruction software packagecalled Web CT. This software package includes templates, tools and graphics to facilitate thedevelopment of educational materials for higher learning environments. WebCT was implementedat Sinclair to develop both on-line courses and enhancements.WebCT uses icons to guide the student through the enhancement program. The primary iconsused in E&IT course enhancements include: • Start Here • Syllabus • Course Material • Calendar • Discussions • Mail • LinksOther course enhancements
. Eachbehavior requires an appropriate sensor to trigger the activation of the behavior, a component tocontrol what the robot should do based on the sensor data, and computing the appropriatecommands for the left and right wheel motors for robot actions.Analysis of Student FeedbackThe mobile robotics course was first taught with these three enhancements in fall semester of2010. At the end of this semester, a voluntary survey instrument was administered to gatheranonymous feedback using Survey Monkey, a free online survey provider. A link to the surveywas emailed to students during the last two weeks of the semester by the department secretary.To provide motivation to complete the survey, bonus points were awarded to all students basedon the percentage
slides on experimental principles and theory, (c) step-by-stepinstructions to use the equipment, (d) sample data and analysis, (e) a set of multiple-choicequestions, and (f) a student survey. At the beginning of each term, these instructional materialsare integrated into MyCourses, the online course management system developed by Desire 2Learn (www.desire2learn.com) for our institution. Thus, all lab instructors and students nowhave access to and use the same instructional materials.Assessment Rubrics and Design of Instructional MaterialsFor BSME curriculum to meet or exceed the accreditation criteria of the Accreditation Board ofEngineering and Technology (ABET), our department has developed a set of nine mechanicalengineering program outcomes
different avenues for earning college credit, focusing on whatstudents know, rather than on where or how they learned it. Undergraduate credits areearned through a variety of accredited sources including for-credit exams, distancelearning and online courses offered by Excelsior and other institutions; traditionalcampus-based courses; and military and corporate training. Excelsior’s graduate degreesare delivered online. Through these means, the college makes associate, baccalaureate,and master’s degrees more accessible to busy, working adults.Excelsior’s associate, bachelor’s and master’s degree programs in nursing are accreditedby the National League for Nursing Accrediting Commission. Its Bachelor of Science
Page 14.1328.9- a basic appreciation of technology and of the engineering profession,- a better vision of how technological progress occurs,- a recognition of how technological change affects the way people live, and an awareness ofboth the positive and negative results of that change,- a sense of both the potentials and the limits of technological progress,- an appreciation of the effect technology has had on the development of civilization, and- a vision of where we can go from here.The movies used in this course help students to attain these goals.The movie assignments are documented in the course syllabus with deadlines for the students tohave watched each movie. Movie assignments are linked to course material postings online
knowledge. There are other optional courses innetworking, biomedical instrumentation and systems integration; however they are notprerequisites. The content offered in this class covers the basic skills in those areas.The official course outcomes listed in the syllabus are: Student shall be able to operate, configure, program and test relevant communication & processing systems for wireless networking. Student shall be able to identify characteristics of signal acquisition, monitoring, control; and apply them in the design of biomedical systems. Student shall be able to identify the characteristics of wireless communications and apply major protocols (wired, networked, ad-hoc, point-to-point, and epidemic
available either immediately or after a certain date by settingappropriate options on the Control Panel. The instructor can access the Digital Drop Box (Fig.3) using the Control Panel, grade the submitted material, and return files electronically withcorrections, comments and/or grades.A welcome statement with a note to look for new announcements regularly was posted underAnnouncements. Course syllabus was posted under Course Information providing a link toappropriate MS Word files. Creating and modifying announcements and folders, uploading files,and providing links were done using the Control Panel. In the first one or two classes, Dr.Sridhara gave a virtual tour of CourseInfo and briefly described how it would be utilized in theCADD courses
StructureBefore we discuss the application of specifications grading to our junior-level Fluid Mechanicscourse, it is helpful to first describe the structure of the course. Fluid Mechanics is divided intofive modules: Hydrostatics, Internal Flow, Pump and System curves, a discipline specificmodule, and Reynolds Transport Theorem. In each of these modules, students are given threeonline quizzes on video lectures, three homework assignments, three online proficiency quizzes,and an exam. Figure 1 shows the student view of the Hydrostatics Module in Canvas. Inaddition to the assignments within each module, there is a major project covering informationfrom the first three modules, and a mini-project covering the discipline specific module
, Technology and Society (STS) elective.This imposed certain requirements for the class. As stated in the University’s objectives for anSTS course, it must help students be able to: 1) Analyze relationships among science, technology,and the health and welfare of humans and sustainability of the environment; 2) Gain an aware-ness of information technologies and their impact on society, culture, business, and education;3) Understand the social and contextual nature of scientific research and technological develop-ments; 4) Analyze conflicting cultural values in scientific and technological research; and 5)Analyze critically the sources of information about science and technology. As such the follow-ing statements were contained in the course syllabus
ethical situations on BlackBoard and ask students to comment. I understand the online discussions can become quiet lengthy.Many respondents said the amount of time spent on ethics in these courses varies. The faculty is encouraged to spend some time on professionalism and ethics in every civil engineering course. Some do, but some do not. The extent to which ethics is taught in courses that I do not teach, I am not sure. Most of the departments that do not have a standalone course cover ethics in the design courses, with maybe a little taught in the introduction courses. How much time is spent on ethics depends on who is teaching the course; the faculty has a great deal of freedom in
students took ownership over the course syllabus and explored,debated, and defined which topics should be covered, while examining their own assumptions,background, and culture [14]. To this day, the experience in the Rhetoric course is oftendescribed as a moment of true co-design.In the engineering realm, a group of students took part in a course called Creating & Making. Inthe course, students worked in small groups throughout the term to build toys to teach eight-year-olds about a topic of their choice [15]–[17]. Students learned about the user-centered designprocess, ideation techniques, modern fabrication technologies (including CAD), and scrummethodology. Importantly, these kinds of project-based experiences are a part of the
on HRI design as it applies to mobilerobotics. This presentation will summarize the course format, learning objectives as well as thedetails of the assignments necessary to meet those objectives. These assignments includedweekly readings, discussions, quizzes, labs and projects. A big part of this course involved theimplementation of the HRI concepts on an actual robot platform. The Arduino robot wasselected due to the large online community and access to sample code to help students get startedon assignments9. The labs included creating a robot dancer, music machine, touch free robotracer, robot conga line, Braitenberg vehicles, and robot remote control. The first phase of thefinal project involved the creation of an urban search and rescue
Session 3453 Adding Mini-Labs to ENGR101, Tulane’s Freshman Intro to Engineering Course Carol Mullenax, Cedric Walker Tulane UniversityAbstractAs part of the effort to improve the freshman engineering experience for the 2003-04 academicyear, labs were added to our required fall semester “introduction” course. The experiments wereprimarily developed and conducted by graduate students in each of Tulane’s five engineeringdepartments.The ultimate goal for these activities was three-fold: (1) get the freshmen into the research labsin small
this increased interest in biomedical research and education has led to new opportunities,the participation of such a diverse group of students in this Introduction to BiomedicalEngineering course has made the assignment of syllabus topics a challenge. The biomedicalengineering topic set already presents a breadth versus depth tradeoff, and the participation ofstudents with backgrounds in multiple areas of engineering further increases pressure on theinstructor to include topics that make the course relevant to each of these students. This situationis further complicated by (a) differences in student preparation related to subjects such as biology,mathematics, electronic circuits, and programming, (b) variations in students’ core interests
and Knowledge of Contemporary Professional, Societal, and Global Issues (ABET Criteria j)Although certainly addressed during the classroom discussions, the central piece of culturaldiversity education sprang from a requirement for students to select and attend outside-the-classroom cultural events. Students were required to select and attend a minimum of four (4)events that would ultimately broaden their cultural horizon. The course syllabus published anumber of events that are provided through the University Multi-Cultural Resource Center (SeeAppendix B for a list from this semester). These events change each semester and typically offera diverse array of subjects and guest speakers. Students may select from this pre-approved list orselect
. Page 14.1132.1© American Society for Engineering Education, 2009 Teaching Emerging Technologies Using a Socio-Technological Development Model Weapons and Systems Engineering United States Naval AcademyIntroductionThe Systems Engineering department at the United States Naval Academy (USNA) offers anABET-accredited degree program that focuses on feedback control and mechatronics, includingaspects of mechanical and electrical systems design. Several years ago, an effort was beguntoward developing an engineering management elective track to supplement the existingspecialization courses in robotics, control theory, information systems and embedded