Conference Session

Accreditation, Program Evaluation, and Education Resource's Impact in Latin America

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jones, University of Texas, Arlington; Vettrivel Gnaneswaran, University of Wisconsin-Platteville; Beatriz Murrieta, Tecnologico de Monterrey, Campus Queretaro

Tagged Divisions

International

data-collection, analysis and reporting. The sub-questionsalong with assessment methods and brief explanations were shown in the following discussions.Assessment sub-question #A: “To what extent does being immersed in a different cultureinfluence a student’s ability to conduct culturally competent undergraduate engineeringresearch?” Assessment methods for sub-question #A: (1) pre-survey and post survey ofstudents’ level of intercultural communication, sensitivity and expectations; (2) focus group withstudents at the end of their summer experience; (3) reflective journals and weekly meetings withfaculty. In assessment method #1, to better capture the information, students were given theIntercultural Development Inventory developed by Milton

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Malgorzata Zywno

items to reduce inter-scale correlation.I. IntroductionFelder Learning Style ModelThe Felder model of learning styles1, 2 focuses on aspects of learning styles significant inengineering education, and is very popular among engineering educators even though thepsychometric instrument associated with the model, the Index of Learning Styles3 (ILS), has notyet been fully validated. In brief, the model has five dimensions: Processing (Active/Reflective),Perception (Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) andOrganization (Inductive/Deductive). Felder recommends the inductive teaching method (i.e.problem-based learning, discovery-based learning), while the traditional college teaching methodis deductive, i.e

Conference Session

Assessment Issues

Collection

2003 Annual Conference

Authors

Greg Kremer

during and just after the course is finished while the results of whatworked and what didn’t work are still fresh in the instructor’s mind. An instructor reflectiontemplate that guides the definition of planned changes for continuous improvement based onactive reflection at the end of a course greatly simplifies the preparatory work that needs to bedone the next time the course is taught. Procedures and templates for “area of expertisecommittee” reviews and discussions offer a great opportunity for mentoring, sharing bestpractices, and encouraging the implementation of applicable pedagogy (for instance to encouragethe use of active learning with attention to learning principles) when there are gaps between theactual and desired student

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

phenomenological study was conducted on the categories of variations in students’ perceptions towards learning as they go through a course that fully utilized CPBL in a whole semester. The main purpose is to identify students’ perception towards CPBL in two aspects: the student perceptions and acceptance/rejection, and the benefits and improvements that students gained along the learning process. The paper illustrates the extent of acceptance and effectiveness of CPBL method for an engineering class taught by a lecturer who had undergone a series of training on cooperative learning and problem based learning, but is new to implementing CPBL. Through classroom observations, students’ self-reflection notes and interviews with

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael S. Trevisan, Washington State University; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, University of Idaho; Phillip L. Thompson, Seattle University; Paul R. Leiffer, LeTourneau University; Howard P. Davis, Washington State University; Susannah Howe, Smith College; Jennifer E. LeBeau, Washington State University; Robert E. Gerlick, Pittsburg State University; Patricia Brackin, Rose-Hulman Institute of Technology; M. Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

knowledge, skills, and behaviors needed by engineering graduates to succeed in arapidly changing world? Industry has presented its lists of desired attributes.4 The NationalAcademy of Engineering has defined attributes needed by the engineer of 2020.5 Notable amongdesired abilities are to: communicate effectively across disciplines and cultures, collaborate tocreate practical and innovative solutions, anticipate and adapt to change, and learn fromexperience.6, 7 We must teach students to learn from and innovate amid engineering design andproblem-solving challenges and to use reflection to make new discoveries, gain deeperunderstanding of problems, and find better solutions.8Engineering design courses provide opportunities to develop many important

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla Zoltowski, Purdue University; William Oakes, Purdue University

Tagged Divisions

Engineering Ethics

decision-making process that studentscan adapt and implementin their own projects. We have also created methods of assessment to determine how muchprogress students make in their moral decision-making abilities and in their ability to identify,characterize, and reflect on the specific ethical issues they encounter in their project work. Tothis end we have created reflection questions, lectures, workshops, and an assessment instrument. Page 15.763.3As with all curriculum development, these tools are continually updated as we learn more aboutthem, but our data so far suggest these tools have enabled us to be effective in our task ofteaching

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

goalthrough other avenues? This study explored the attitudes of female students at the end of theirfirst semester in engineering in order to help answer this question. Students’ reflective essaysfrom first year introduction to civil engineering (CE), environmental engineering (EvE), andarchitectural engineering (AE) courses were analyzed for content. The students were asked todiscuss if they were interested in continuing to major in CE/EvE/AE and why or why not. Arubric was used to score the extent to which the students indicated that helping people was amotivation toward engineering; 35% of CE students and 32% of EvE students indicated that theirprimary motivation toward the major was the ability to help people. Engineers Without Borders(EWB) and

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

students and theircommunity partners and other stakeholders is important [6], [7]. Research suggests that criticalexperiences, where design assumptions are confronted, and immersive experiences are needed todevelop more comprehensive ways of understanding design [8].This past summer, EPICS offered an immersive design experience to a group of 13 students (12undergraduate, 1 graduate) from a variety of majors. Another publication provides a broaderdescription of this course and includes data from the participants’ reflections [9]. The designteam’s goal was to make the camp more accessible to children with physical disabilities throughtwo projects: the design of an accessible tree house and the adaptation of a sailboat to allowcontrol of the steering

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

:  Pedagogical  Objectives  The pedagogical foundation for the 2D Design Activity rests in the Kolb learning model18, whichdescribes the complete progressive cycle of learning experiences. As shown in Figure 1, thismodel is based on four fundamental progressive experiences needed for learning: concreteexperience, reflective observation, abstract conceptualization and active experimentation. In theKolb model of learning, the goal for any course or teaching activity is to follow this progressionof student led learning, and to act as a facilitator in the natural inquisitive exploration that willoccur in this progression. Concrete

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

quality of life. These components may help educators create stronglearning scaffolds to help students manage the complexity of designing for people living inpoverty.23 I found engineering design educators24, 25 who used reflection to identify learningneeds of their students developed these stronger scaffolds intrinsically. Furthermore, I wanted tooffer guidance to engineering educators assessing student work that targeted marginalizedcommunities around the world. Design as improving the quality of life has four components. 1. Design activities center on wellbeing objectives. 2. Critical knowledge to understand wellbeing objectives rests in diffuse communities. 3. Designers use social networks to manage design activities. 4. Assessing

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Edward Evans; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar

programs in science” (p. 28). Consequently, equity is equalopportunities for both boys and girls to succeed in science (Levin & Matthews, 1997). However,equity in science learning reflects broader responsibility, embodied by the social justice model:the obligation to prepare all students to participate in a postindustrial society with an equalchance at attaining the accompanying social goods—rights, liberties and access to power (Lynch,2000, p. 16). In order for the science learning to be equitable, it is necessary to have “full and activeparticipation in a contextually equitable classroom” (Krockover and Shepardson, 1995, p. 224).Lee (2003) posits: “from an anthropological perspective, science teaching should enable studentsto make smooth

Conference Session

Assessment in Engineering Graphics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Niall Seery, University of Limerick; Diarmaid Lane, University of Limerick; Donal Canty, University of Limerick

Tagged Divisions

Engineering Design Graphics

students graphically communicate their design solution effectively?  Will students work produce evidence to suggest that they understood the conceptual approach of a DCG brief (by comparative experience)?  Is there evidence on completion of the process that the students have the capacity to reflect on the activity and derive an educational value/meaning?ApproachThis study was conducted with third year undergraduate students on the Materials &Construction and Materials & Engineering initial teacher education degreeprogrammes at the University of Limerick. The activity took place within theirEngineering Design Graphics 1 module in the first semester of year 3. The approachtaken to the graphics module was to divide the

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Leonardo Rivera

, pictures, diagrams and demonstrations are favored; Verbal Learner when sounds and words (and their written representations) are preferred.• What is the organization of the information preferred? If prefers to start from applications and phenomena to infer fundamental principles from them is an Inductive Learner; if, on the other hand, prefers to know the technical foundations, the basic concepts and then derive the applications and uses is a Deductive Learner.• How is the information processed? An Active Learner likes to take part in physical activities and group discussions, a Reflective Learner likes to have time to himself to reflect and elaborate individually.• How does the person move towards the understanding of the

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Michael Thompson; William Oakes

mixed results. Projects were assigned but with only part of theone credit available, it was difficult to find enough time to meet the needs of the community andto accomplish something significant from the students’ viewpoint. These factors createdfrustration on both the students and the community partners. These trials did, however, providevaluable experience to gauge the capabilities of the first year students and allow the instructionalteam to develop materials to support the service-learning projects. These experiences reinforcedthe fact that reflection was imperative to help students process their experiences in thecommunity. These experiences also showed that the seminar format was an excellentenvironment for these reflection discussions

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University; Shane M Curtis, University of Tulsa

Tagged Topics

Student Development

= 3.07, SD = .84; RQI: PreM = 3.07, SD = .37); see Figure 1(c).Both groups reported gains on post-program test scores, but those for the NanoJapan students weregreater such that these students reported higher post-test scores than their RQI counterparts(NanoJapan: PostM = 4.18, SD = .53; RQI: PostM = 3.81, SD = .57). This difference between thetwo groups was significant, suggesting that the NanoJapan students experienced greater gains oninterpersonal development as compared with the RQI students. This may reflect an importantdifference between the programs in that throughout the summer, the NanoJapan students completeda curriculum that required written updates and reflection exercises on not only their researchprojects but also intercultural

Conference Session

Accreditation and Assessment in SE Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan E. Conry, Clarkson University

Tagged Divisions

Software Engineering Constituent Committee

similarities. To theextent that these factors seem to be correlated with administrative housing, perhaps theinstitutional context has shaped the character of the program more.Table 2 summarizes the data relative to the overall content of the technical curricular componentand the degree to which it reflects required coursework. Table 2(a) gives the relevant data forcomputer engineering programs, while Table 2(b) and Table 2(c) summarize this information forcomputer science and software engineering programs. Some interesting patterns emerge whenthis data is analyzed. First, the relative size of the technical component in the computerengineering and software engineering programs is similar – an average of about 51% of the totalcurriculum is technical in

Conference Session

Interdisciplinary Experiences and Assessment in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

4.6 responsibilityWritten communication NR 4.8 4.3 5.3 5.0 4.9Oral communication NR 5.0 3.2 5.6 5.1 5.0Impact of engineering in a NR 4.7 4.5 4.8 4.9 5.1 societal contextLifelong learning NR 4.5 3.5 4.7 4.8 5.1Contemporary issues NR 3.6 3.4 4.6 4.6 4.4NR = not rated since the question was not asked that year; items with ratings above 5.0 havebeen highlightedStudents’ Reflective EssaysAll students in the course were required to write reflective essays. This was a

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-5183: EASING INTO ENGINEERING EDUCATION: AN ORIEN-TATION PROGRAM FOR GRADUATE STUDENTSStephanie Cutler, Virginia TechWalter Curtis Lee Jr., Virginia Tech Walter Lee is a Graduate Assistant and doctoral student in engineering education at Virginia Tech. His pri- mary research interests focus on diversity and student retention. He earned a B.S. in industrial engineering from Clemson University.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include

Conference Session

ETD Design I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Aurenice Menezes Oliveira, Michigan Technological University

Tagged Divisions

Engineering Technology

answer of item 3 relate to the cutoff frequency of the low pass filter? Page 25.56.8Experiment 6: Basic Time Domain Reflectometry (TDR)Concepts: Impedance matching and mismatching, line loss, reflected wave, cable’s propagationvelocity, matching load, line discontinuities, transmission line characteristic impedance, loadimpedance, reflection coefficient.Objectives: Students become familiar with the use of TDR as a standard procedure in detectingfaults in transmission lines. This technique is especially useful in cases where it is difficult toinspect the transmission line visually such as buried cables. One was the goals of this

Conference Session

Technological Literacy and Technological Policy

Collection

2012 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Barbara A. Heifferon, Louisiana State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

visual artifacts in a website. ENGL 2000, however, requiredmore total pages of writing in a greater variety of genres. ENGL 2000 IE 4785 Blog Daily Journal Reflections Excursions Webpage Cultural Analysis Primary Research Daily Assignments Secondary Research Brochure Research Paper Figure 3: The diagram shows the overlap of the class assignments given in ENGL 2000 and IE

Conference Session

Industrial Engineering Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria Townsend, University of Windsor; (Ruth) Jill Urbanic P.Eng., University of Windsor

Tagged Divisions

Industrial Engineering

utilized. In the pedagogicalliterature, Kolb’s experiential learning cycle is often referenced. Kolb’s learning cycle consistsof a concrete experience (feeling), reflective observation (watching), abstract conceptualisation(thinking), and active experimentation (doing)[5]. This is quite similar to Deming’s plan (think),do (and feel), check (reflect), and act (revise) learning cycle. Deming’s PDCA cycle is used herebecause it also further grounds the students’ learning in industrial engineering practice, asstudents may have learned about Deming and his work in their studies on quality, management,and continuous improvement, which is also cited in the project management literature[6, p.229].This enables the learning strategy to potentially be

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Richard Chiou, Drexel University (Eng. & Eng. Tech.); M. Eric Carr, Drexel University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

using low-costfluorescent cameras, visible and near-IR cameras, and far-infrared thermal cameras areused to characterize the grain structure, defects, surface roughness, reflectivity,electroluminescence, photoluminescence, and photovoltaic operation of solar cellmaterials (e.g., monocrystalline and multicrystalline silicon wafers), thin-film and nanosolar cells, commercial silicon solar cells, and photovoltaic modules. Students canimport captured images into MATLAB or other widely-available image processingsoftware for analysis and interpretation. Topical laboratory modules and projects arebeing developed suitable for on-line delivery.Overview, Purpose and Broad Aims: The purpose of this work is to develop, validate,and disseminate a series of

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

specific setting.19 Observation of the expert helps the novice to develop aconceptual model of the task which provides a useful framework within which the novice canorganize, interpret, and reflect on feedback from the expert.19 The apprenticeship model is thecore of the undergraduate research experience, whereby a faculty researcher mentors anundergraduate student through hands-on, authentic, self-directed scientific investigation thatmakes an original contribution to the field.Out-of-class experiences are as equally effective as class-related experiences on improvededucational outcomes, suggesting that a holistic approach fosters students’ college success.20Extra-curricular opportunities for undergraduate students to be involved in faculty

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7218Raze the Silos: Using Digital Portfolios to Increase Integrative ThinkingDr. Lisa DuPree McNair, Virginia Tech Dr. Lisa DuPree McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Jeffrey A. Starke P.E., Marquette University; Margaret L McNamara P.E., Marquette University; Richard J. Povinelli P.E., Marquette University; Daniela Castillo-Perez, Marquette University; L. Noelle Brigham, Marquette University

the course topics.” (LeDoux and Waller, 2016) In this approach, students workin small groups (typically dyads) to analyze problems and develop solutions through interactionwith their peers. The interaction with instructors is intended to provide positive reinforcementand “just in time” intervention using the principles of being a reflective teacher outlined byBrookfield (1995). In the PSS, the interactions meet the criteria defined by Chi et al and providefor increased formative assessment opportunities within the learning environment from peers andinstructors “in the moment.” Furthermore, LeDoux and Waller (2016) measured the impact ofthis approach on student learning with summative assessments and conclude that “no matterwhat level of

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4: Curriculum and Programmatic Effects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tate Cao, University of Saskatchewan; Shaobo Huang, University of Saskatchewan

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

Alignment Model,In this paper, the authors attempted to investigate current engineering entrepreneurship educationthrough the lens of Constructive Alignment. We want to understand if this framework can capturethe nuts and bolts of the abovementioned diverse entrepreneurship education program designs. Theauthors proposed a modified model for the existing constructive alignment model to reflect thefeedback we received from the field.2. Methodology2.1 Data SourceTo obtain a comprehensive view of Canadian entrepreneurship education, we accessed the list ofdesignated educational institutions from the Canadian Federal government’s web tool provided byEmployment and Social Development Canada. We limited the scope of the project to educationalinstitutions

Conference Session

First-Year Programs Division (FYP) - GIFTS

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona; Paul Hottinger, California State Polytechnic University, Pomona

Tagged Divisions

First-Year Programs Division (FYP)

[2,3] showed that students have high self-reported IL skills but are in factlacking in their academic ability; finding, evaluating, citing, and synthesizing information.Providing a way to link IL to the field makes it more relevant and worthwhile for students. Thisalso is a way to support students in the development of their writing skills in a supportive,content-related way.ObjectivesLearning objectives for the collaboration between the engineering faculty and librarian includedteaching the first-year engineering students information literacy skills; the set of integratedabilities encompassing the reflective discovery of information, the understanding of howinformation is produced and valued, and the use of information in creating new

Collection

ASEE-NE 2022

Authors

Yuliia Kleban, Ukrainian Catholic University

accreditation procedure using one study program case study. Thirdly, theexperience and practices of the Faculty of Applied Sciences (APPS) at the Ukrainian CatholicUniversity (UCU) are shared concerning the set of central stakeholders (Academic programdirectors, professors, students, internal supporting departments, and external stakeholders). Finally, the paper contains the reflection part and further improvements to continuousimprovement and a shortlist of suggestions for a broad audience. There is an improveddashboard designed, and the build-in markers are presented to improve the experience of themain stakeholders. Background National system of HEI accreditation in Ukraine experienced several years ofstagnation motivated by the low

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jonathan Brown, The Ohio State University; Janet Meier, The Ohio State University; Jenifer Locke, The Ohio State University; Brandon Free, The Ohio State University

assignments with lower stakes were duethroughout the week: a reading/lecture quiz, a survey to submit questions, and a shortenedhomework assignment. Finally, we changed some content near the end of the course to allowstudents to connect the course to their own career aspirations, which we expect can aid in long-term retention. Specifically, students chose among several possible topics to cover in the finalweeks, covered via typical pre-recorded lectures and reading, and also guest lectures. They wrotean abstract-length reflection on how they could use what they learned in this course later in theircareers. Overall, students remained engaged with the course throughout the semester andprovided favorable comments and evaluations of the course, including

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ismail Haltas

the results and achieve a conclusion with higherconfidence.IntroductionLearning happens in many ways, such as seeing, hearing, reflecting, acting, reasoning,memorizing, and visualizing. Teaching methods, materials, and activities also vary. Someinstructors lecture, others demonstrate or discuss, some focus on principles, and others onapplications. There are studies arguing that the most effective teaching can be achieved when thematerials and activities overlap with the students' learning styles [1], [2]. There are several methodsand indexes categorizing learning styles [3]. This case study aims to improve the teachingeffectiveness within the context of engineering courses and is based on the hypothesis that studentshave a set of preferred