for students (homework exercises, online tutorials), resources for faculty (solution manual, PowerPoint lecture slides), price, and acceptability. If many of your students transfer to other institutions, it may be worth considering a textbook utilized by many faculty in your discipline. A textbook is essential if at least 60% of your material and assignments are available in one source. Once a textbook has been selected, use it as much as possible. Students tend to dislike purchasing a required textbook only to have it lying unused. Some of the textbook publishers offer the option of creating a custom book for your course, which includes sections from several stand-alone textbooks.4. Course Syllabus: Once you have decided on
Academy of Engineering, The Engineer of 2020: Visions of Engineering in the New Century. Washington D.C., USA: National Academic (2004).[5] Bruhn, Russel E. and Judy Camp. "Capstone Course Creates Useful Business Products and Corporate Ready Students." Inroads 36.2 (2004): 87-92. Online. 21 April 2012. .[6] Howe, S. and Wilbarger, J., 2005 National Survey of Engineering Capstone Design Courses. Proceedings of the American Society for Engineering Education, Chicago, IL, 2006.[7] Frank, M. P., & Amin, K. E., & Okoli, O. I., & Jung, S., & Van Engelen, R. A., & Shih, C. (2014, June),Expanding and Improving the Integration of Multidisciplinary Projects in a Capstone Senior Design Course
. Page 14.200.61. Introduction a. Syllabus and course outline b. Lab reports c. Lab notebooks2. Good Laboratory Practices a. Health and safety b. Recording data c. Data handling d. Analyzing data (including MATLAB)3. Cellular and Molecular Biotechnology a. Introduction to the Biological Lab i. Pipetting exercise ii. Sterile technique b. GFP Transformation into Bacteria (E. coli)4. Bioinstrumentation a. Data acquisition basics b. Measure and analyze EKG (Electrocardiography) signals5. Bioimaging a. Collection of biological images b. Techniques for image analysis c. Biomedical and clinical applications6. Biomaterials a. Use photopolymerizable monomers
-classenvironment itself provides this opportunity, but in online formats, the instructional designshould be pre-structured to make it happen. Community building can be added to the syllabus aspart of a learning assignment. For example, grouping students for topic search, sharing resources,or any other low-level activities can help build relationships. Forming small groups is always agood idea so that students have the opportunity to contribute equally.ConclusionThis exploratory study contributed to the field of STEM education and, specifically, tounderstanding how STEM graduate students learn in shared collaborative learning environments.The findings revealed that inquiry-based online courses with integration of applied research peerreview activities need
. Click Announcements from the course Web site tool bar to view course announcements. Course Information: Course Information displays descriptive materials about the course. Materials usually posted here include syllabus and course objectives. Staff Information: Provides background and contact information on course instructors and teaching assistants. Course Documents: Contains learning materials and lesson aids, such as lecture notes. Assignments: Assignments lists the due date and description for class work. The instructor posts assignments and can modify the task and due date. Communication: Course users communicate through the Communication Center. The Communication Center allow
deliver web based learning. These can beviewed as a continuum. At one end is pure distance learning in which course material,assessment, and support is all delivered online, with no face to face contact between students andteachers. At the other end of the spectrum is an organizational intranet, which replays printedcourse materials online to support what is basically a conventional face to face course. However,websites that are just database of knowledge, without links to learning, communication, andassessment activities, are not learner centered and cannot be considered true web based learning.The hybrid delivery model is a mixture of static and interactive materials which ensure that theindividual face to face teaching is supplemented by the
Society for Engineering Educationthree-credit course would be comprehensive. Responsibility for the course can be an informationor communications specialist, engineering professor, or team. Course Format Table 1 lists a sample syllabus for a one-credit course. Each week’s meeting may includelecture (thesis sections, scientific method, tools, etc.), seminar (exchange of ideas), presentations,small group tasks and/or writing lab. Students use a logbook, same as or similar to the logbookin the lab. This fosters the behavior of having a thesis workbook handy at all times to jot downspeculations, experiences, insights, etc. as they occur. All in-class writing is expected to be inthis notebook (or laptop
motivation and opportunity to revamp the electric machinery course. In fall 2013,the syllabus was refined to cover the weekly topics shown in Table 1, and the textbook waschanged to incorporate more power electronics content5.Table 1: Course Topics in 2013 and 2014Week Fall 2013 Topic (13 Students) Fall 2014 Topic (21 Students) 1 Three-phase power and harmonics 2 Magnetic circuits 3 Transformers Transformers and the per-unit system 4 Principles of finite element and circuit Transformer connections simulation software (guest lecture) 5 Mechanical load systems 6 Induction machines I – equivalent circuits and tests 7 Induction machines II
published online curriculum as well as catalog descriptions ofthe courses. Most of our analysis comes from that data. In several cases where the softwarecontent of a course was not clear from a catalog, we contacted the department chair by email orphone.We compared our results with the data from the version of the Curriculum Guidelines forUndergraduate Degree Programs in Computer Engineering published by the Joint Task Group onComputer Engineering Curricula Version 2015 October 3.We provide a summary statement but we make no recommendations. We believe thisinformation will be useful to anyone developing a new computer engineering program or to thosewho are in the process of curricular revision.IntroductionThe ABET website currently lists 250
Engineering Ethics; and the editorial board chair for the Online Ethics Center. © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: Empathy Development in Community-Engagement CourseAbstractThis Work in Progress paper presents an ongoing study on empathic development within acommunity-engaged engineering design course. Empathy is increasingly recognized as a criticalskill and disposition for engineering practice as it can help engineers effectively contribute to theneeds of their community. Understanding how empathy changes in a community-engaged designexperience can inform the development of a wide range of design and community
flipped. Videos and other online materials were made forthese lectures. Lectures notes, homework assignments, and laboratory materials were developedto support the flipped classroom effort. Virtual help sessions on eCampus using BlackboardCollaborate Ultra were created to help students learn the material. Based on the results in thetwo-year period, it will be determined how much of the lectures will be flipped. Challenges andlessons learned during the first semester are discussed, these include: What if students do notspend time prepare for the flipped class? What if it takes longer time to cover the materials usingthe flipped classroom approach? Is there an impact on the faculty teaching load or the actual timethey spend in teaching the course
are encouragedto talk with other students about approaches to solving the assigned problems. However,all written work and program development is to be done individually. All computerprograms and reports must be individually developed. It is stressed that copying workfrom other students will result in all involved students receiving a grade of 0 for theassignment and the possibility of a failing grade in the course.Each syllabus for these courses contains the following warning. "Plagiarism" (from a Latin word for "kidnapper") is the presentation of someone else's ideas or words as your own. Whether deliberate or accidental, plagiarism is a serious and often punishable offense. Deliberate plagiarism includes copying a
, “Component Reuse in Software Engineering”19, which couldbe accessed online, was optional. We relied on a series of research papers as the core readingsfor the course, which provided us with a better overview of recent research in software reuse.Our reuse course was designed to be a seminar course, not a pure lecturing course, at the outset.The active learning and cooperative learning strategies were implemented as follows.¾ ORIENTATION AND MOTIVATIONThe students could be active learners only if they were motivated and found the subject matterinteresting and challenging. The first two classes of the semester were thus devoted to motivatingthe students. In particular, the importance of software reuse was emphasized. In addition to thecommonly cited
simulations ofperformance. The initial course plan is shown in Table 4.. Lectures Simulation Labs Syllabus & Introduction to EE concepts Introduction to EE concepts (cont’d) Nanoparticles 1. Introduction to LT-SPICE Electron tunneling 2. Coulomb blockade Carbon Nanotubes (CNTs) 3. Quantum Cellular Automata (QCA) Resonant Tunnel Diode (RTD) 4. CNT composites NanoCMOS (NanoHUB) 5. RTD & circuits Single Electron Transistor (SET) 6. SET & circuits Memristor 7. Memristor &
ResourcesAnalysis of my experiences integrated with input from fellow faculty members has led tothe following lessons learned. They are presented as a case study in good practices. Anyinstitution considering the establishment of a teaching center should consider thefollowing elements of training for distance learning faculty.1. Training prior to the first online course – New faculty candidates should be required toattend an intensive training program that introduces them to the organization’s standards,procedures and its teaching/learning philosophy. As part of this program, the facultycandidates should have an opportunity to present online lectures, create a syllabus,participate in and organize group exercises, provide feedback on sample
assessment practices, or describe orillustrate actual or potential student learning activities are provided in appendices. The attachedappendices include these artifacts: 1. The prior course syllabus revised for the new course design. 2. An example of a guest speaker biography ( used in the prior course for the Tuesday night 9:00 pm free pizza talk). Page 23.379.5 3. Rubrics that will be used to judge the quality of the presentations by guest speakers as well as students and to guide the reflections written on guest speakers and student presentations to help students learn to identify and
module. Since the discipline-specific modules are stand-alone, new modules can bedeveloped and replace older ones as the landscape of the specific field changes over time or asfaculty members teaching the course change over time. Also, because the teaching facultydeveloped the module themselves, they retain autonomy over that component of the coursematerial even though they are teaching according to an identical course syllabus. The benefits ofhaving 10 sections teach the same material at the same time, and having 10 instructors withownership over course material was realized using this model.The idea became to create a course based on three modules consisting of a general engineeringmodule and two discipline-specific modules that are designed
. Page 7.557.4 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”1. Training prior to the first online course – New faculty candidates should be required toattend an intensive training program that introduces them to the organization’s standards,procedures and its teaching/learning philosophy. As part of this program, the facultycandidates should have an opportunity to present online lectures, create a syllabus,participate in and organize group exercises, provide feedback on sample studentassignments, provide feedback on fellow student assignments and observe a distancelearning class in action.2. Support during
Delivery and Course Design: 1. The course syllabus was easy to locate and follow. 2. Course content was divided into manageable parts. 3. Content presented online was clear and understandable. 4. I was able to find and follow directions for assignments. 5. I was able to locate and use the content material necessary to complete assignments. 6. Assignments were well designed to reinforce course content. 7. Graphics and images were used to enhance the content without being a technological burden. 8. Examinations were effectively designed to evaluate my knowledge of course material. 9. Supplemental material, tutorials and links to additional information were available
background images2.III. Developing Web CoursesDeveloping quality web courses takes time 3. The front end of your web page shouldinclude a welcome screen, syllabus, testing information, posting of grades online, and abulletin board. There are many different web page editors available in the market todaythat can be used in order to quickly create a functional Web page. Microsoft FrontPage2000 is relatively easy to use considering our University’s familiarity with the MicrosoftOffice suite. FrontPage 2000 allows you to create Web pages using one of the pre-developed program templates and from blank pages. Page 7.313.2Proceedings of the 2002 American
classroom andlaboratory exercises. Through these opportunities, students are expected to develop an understanding ofimportant issues regarding the application of engineering tools in the study of biological structures and theirfunction. Complete syllabus for the course is provided in the Appendix.Course Management SystemCanvas Infrastructure (Salt Lake City, UT) was used as an online learning platform to distribute all course contentincluding pre-recorded content videos, lecture slides, in-class problems, additional review problems, laboratorymanuals, and to administer and grade homework assignments. Additional features of the online coursemanagement system included discussion boards and a messaging system to provide a line of communicationbetween
run the gamut as shown in Figure 1 below from simple to complex, one-way tomulti-way interactions. Online courses can be partially online to fully online, thus requiring arange of interactions. Web Collaborative Video Resources Activities Conferencing Web Asynchronous Synchronous Simulated and Syllabus Discussions Discussions real-time control Figure 1. Range of possible interactions in an online courseThe dimensions of interactions may include students, instructors, practitioners, and technicalsupport staff. These may take the
section explains more details about the class policy, address the most common questions that students raised in homework, laboratory problems, or tests, and inform missing links or corrections for class materials, etc. The announcements can also be sent to students through emails so that all students can have immediate attention.2.2 Start HereThis section introduces online course, technology prerequisites which include internetbrowsers readiness, PDF reading capability, and Blackboard and PLE.2.3 Ask the ProfessorStudents can use this forum to ask professor questions in the course content or havediscussions with other students taking the same course. After subscribing to this forum,students will receive notification from the instructor when
C and two earned D’s.Subjective feedback was for the most part positive. The interweaved practice seemed to beappreciated by the students, and could potentially be expanded in future offerings. Studentsunderstand that the majority of their assessment, particularly on the final exam, will be based onproblem solving. Perhaps we could attempt to entirely interleave the course, working problems fromthroughout the course syllabus each lesson. Some might even suggest using mastery techniques, orasynchronous online methods so students could practice at their own pace. Using such approachesmight sacrifice the sense of community that was developed in the classroom, and the collaborativeproblem-solving techniques that were appreciated by the majority
-stage" lecture time and shifting some of the teachingcomponents to the online environment. More time can then be spent in the face-to-face classapplying course materials, often with real-world example problems 12.Levels of blendThe first critical decision was be to choose the level of “blend” to be used in the course. AtRensselaer Polytechnic Institute we use a modified version of Jones, Harmon, and Lowther’slevels of Web use 13 to define the level of blend used in a specific course (Table 1). Level Name Description 1 Administrative/ • No course content Web-enhanced • Administrative information (syllabus, schedule, contact info., ...) 2 Supplemental/ • Some
identifying common concepts, student learning objectives and assessmentmethodologies was a search of university websites for courses entitled “Introduction toEngineering”, “Engineering 1”, or courses with similar titles. When such a course wasidentified, a further search for the course syllabus was completed. A team of undergraduateresearch assistants was tasked with executing this internet search and summarizing results incooperation with the principle investigator during the spring semester 2012. Each syllabus foundwas reviewed to ensure that the course was meant to apply as a common engineering courserather than a technically oriented, discipline specific course: for example, delineating between“Introduction to Engineering” and “Introduction to
informed choice. The common intellectualtheme is presented in the context of a mini-conference – bringing together a variety of technical Page 15.1075.4and professional competencies to meet a uniquely 21st century challenge. One of therequirements of this freshman composition course has been that students must “watch” andanalyze the news (using online tools such as Google news and its archives) to be aware of whatis going on space exploration and how new developments can affect specific technical orengineering opportunities and society. Appendix B is an informal summary of some of the mainevents that demonstrated that “space exploration” is a
MethodThe author started instruction for the course in 2018 using the traditional classroom lecturemethod using the learning management system (LMS) "Blackboard" (Bb). However, theassessment approaches and lessons learned apply to other LMSs. The course migrated to ahybrid delivery in 2019. The LMS and video conferencing (Zoom) technology facilitated themigration in delivery methods. This trend continued, and the course went entirely online in theSpring of 2020 with the onset of the Covid-19 pandemic. During this period in 2020, the authorbecame aware of the “flipped classroom” delivery method. [14] The syllabus was reworked tomove the lecture material out of the classroom into video presentations ranging in length from 10to 45 minutes. [13] Each
other universities4. The home page, whichProceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationincludes the syllabus for each of the classes, bulletin board for students to discuss topicswith each other, and online grade information for the students’ benefit, were all madewith the help of the CSTL. Students are happy to have the means to communicate witheach other5 as is provided by the bulletin board program.The School of Extended Learning at Southeast Missouri State University is making amajor push towards offering courses online. The School of Extended Learning is evenoffering incentives for faculty teaching on-line
. (2001). Hybrid courses are best, Syllabus, (1), 22.[14] Johnson, S. D., Aragon, S. R., Shaik, N. and Palma-Rivas, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments, JI of Interactive Learning Research, 11(1), 29-49.[15] Koohang, A. and Durante, A. (2003). Learners’ Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model, Journal of Information Technology Education, 2. © American Society for Engineering Education, 2016