expectations and learningoutcomes further increasing the opportunity for success? Can an assessment as learning beutilized by engineering educators to demonstrate the principles of technical contract review using asyllabus as the contract further increases students’ understanding? Method An online engineering mechanics course conducted during the 2023 summer sessionincluded an assignment where 125 students were asked to review the syllabus and complete aquiz. Questions to the quiz could be answered by reading the syllabus. For example, students wereasked questions on office hours policy, alignment of assessments to topics, and prerequisiteknowledge. The instructor recorded emails received from
content delivery, store assignments, sendannouncements, create discussion forums, and manage grades. BB is the official LMSof the institution and is used by instructors to upload the course materials (e.g.lecture slides, lecture and lab videos for the distance learner, syllabus, etc.), conductquizzes, and communicate with the students. Students used it to download andsubmit their assignments, complete the quizzes, access course materials, and seetheir grades.In this paper, section 2 is a literature review of online and face-to-face class Page 26.182.2comparisons. We describe our study in section 3 where we elaborate on the dataand methods used. Section 4
Thermodynamics CourseAbstractCan online labs improve student learning in comparison to hands-on labs? Do they have space inour curriculum for online and in-person lab offerings? Can some of the lessons learned apply toin-person lab offerings? Can online labs improve the sense of inclusion and belonging?These questions are addressed in the paper. The paper describes the five labs conducted 100%online in a 3rd-year Introduction to Thermodynamics course in a mid-size comprehensiveuniversity’s mechanical engineering program. The course comprises 200 minutes of lectures and125 minutes of labs per week in a 10-week term. The lectures are offered in a flipped format;lectures are pre-recorded, and class periods are used for problem-solving and
malware trafficIn a F2F class to be converted, if an in-person approach was used to achieve a particular learningoutcome, we would search for an alternative, online approach. For example, many labsperformed on computers in a physical computer room may be moved to virtual labs online usinga decentralized approach or centralized cloud approaches. More details will be discussed insection 3.5.In another example, in-class student presentations were integral part of some F2F courses. Afterclasses are moved online, students now create presentations using software (Mediasite Mosaic)on their own computers and upload videos to the University Mediasite server for peer review.If no learning outcomes are clearly defined in the syllabus, it is a good idea to
]. ▪ Data Analytics: science centered on data analysis to make conclusions about given information [17]. ▪ MATLAB: software used in the engineering field for calculations and simulations [4].The content related to the MOOC comprehends three main items. The first component isrepresented by the syllabus, the second item is linked to the course content and the third elementcovers the simulation results by using Python and MATLAB. For the syllabus it is relevant toinclude the following information: ▪ Course Title- Cybersecurity, State Estimation and Optimization in Electrical Microgrids. ▪ Course Modality- online MOOC ▪ Course description- the course covers the general analysis and some software applications associated with
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
, instructors were informed in the beginning of the semester to revise theirsyllabus with new PCs, and new ABET outcomes. Instructors were also informed to consult withtheir course coordinator to check if the SLOs were modified for the courses based on the newPCs if they need to be modified. If the SLOs were modified the instructors were required torevise the syllabus to include the new SLOs. In Fall 2019, data collection based on new PCs andnew ABET outcomes was done for the very first time.In Spring 2020, Assessment data from Fall 2019 was compiled into a master assessmentspreadsheet which was made available for viewing by all faculty in the department. The datacollection in Spring 2020 halted due to sudden shift in the mode of instruction to online
specialist. Core classes emphasize online content learning objectives, and module exercises tointegrate the module within the class’s syllabus. One of the modules developed was the Resolving DifficultEthical Issues e-Learning Module [19]. At the University, all 4th-year senior seminar course engineeringand computer science majors study the module as part of the seminar syllabus. Other work related to theassessment of the use of the e-learning modules has focused on contributions to the development ofstudents’ entrepreneurial mindset. The work presented here focuses on the effectiveness of the module tothe topic within the engineering ethics domain. The online module’s learning objectives were formed assequentially [19]. The module asks students to
levels at the beginning of the proposed experiment. The instructors ensured that the subject matter covered in both learning methods was identical. The online and classroom section of all courses had the same syllabus, textbook, instructor, homework assignments, exams and week by week schedule. Online learning modules for each chapter were made available to the students in-sync with the weekly material prescribed in the syllabus for each course. In the onsite version of each course, the instructor assured keeping pace with the syllabus. The pre-recorded online lectures were not made available to the students in the on-site sections of the courses. Thus the students had the same amount of time to work on homework and
students of low socio-economic status. It isnotable that the necessity for student readiness as well as faculty training or mentoring programsfor online teaching to facilitate teaching methods, learner support, and course delivery cannot beoveremphasized. As this pandemic continues, there is a need to identify development areas toenhance faculty competencies in the online environment.Prior to COVID-19, the landscape of higher education was changing rapidly, especially in termsof delivery format. Now, the growth in online education participation has astoundingly increased.All colleges and universities in the United States have now fully transitioned to online education,not driven by the primary purpose of transforming education, continuing
second language. Accordingly, feel free to ask for repetition or clarification. I will be happy to provide it. Beyond addressing inclusion in the syllabus, I also recorded a welcome message that I expectstudents to watch at the beginning of the semester. In that video, I presented these inclusion ideasagain. In addition, I talk about diversity and students’ need to get prepared for the globalworkforce. Being in this course, I say in the video, “will develop your skills of working withnon-native speakers of English because English is my second language.”In addition to this, the instructional designer tested the slides and online content to make surethat they complied with the Americans with Disabilities Act and Section 508 of
. 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
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
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
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
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
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
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
student artifacts used in the assessment, courseinformation such as syllabus and course grades, and the instructor’s assessment of thecompetencies being measured in that course, including a discussion of any in which targets arenot met. An example of the reports produced, which also include a file listing of relevant artifactsand course information, is given in the appendix. These files were stored on CDs, and wereevaluated by the computer engineering assessment committee at the beginning of the followingsemester. Any recommendations for improvement, either from the course instructor or from thecommittee, were documented in the meeting minutes, which were stored with the other ABETassessment files.This process was developed and some assessment
, the first-named author proposed a syllabus thatopened with the following line: “What does it mean to be an engineer?” Students would beexplicitly encouraged, both in the new syllabus and during class, to find their own answers to thisquestion in light of an eclectic mix of readings, videos, case studies, lectures by guest speakers,self-reflection exercises, and other activities intended to bring engineering’s past, present, andfuture to life. Kicking off the course was an overview of US engineering history from the 19thcentury on through the present day. After learning about the roots of the “pure” science vs.“applied” technology dichotomy, students then learned how engineers redefined themselves asprofessionals while negotiating a balance
digital design problem using a Finite State Machine based controller.Student’s knowledge assessment is similar with the previous two courses.The last ABET evaluations for the EET and CET programs at FSC was in 2013.IV. Changes in the Digital Design Sequence of CoursesIn the last three academic years, the junior level course EET 316-Digital Design was updatedcontinuously (syllabus and laboratory experiments). The modifications were made by the firstauthor of this paper, who was appointed course coordinator for this course in the fall of 2014, incollaboration with adjunct faculty, members of the Industry Advisory Board and industryrepresentatives. Students’ feedback was also considered.In the academic year 2012-2013, new FPGA platforms were
the future. My belief is that just as there is a need for public parks and squares to be pleasant and welcoming to a diverse population in order to function effectively, so must the interfaces and places in the online classroom environment, be designed to engender meaning and afford social interactions. I invented several analysis tools for measuring the embodiment of course materials, the flows of communication and information, and the ”sense of place,” using frameworks such as the Vitruvian Triad and the concept of tacit knowledge and Vygotsky’s Zone of Proximal Development. Since the notion of a ”sense of place” is not well understood outside the design fields, my recent research seeks to define the concept
- it stressed me out so much that sometimes it made it hard to focus on the information I was learning instead of the quickest way to get through the quizzes. M. I never took a course that was structured this way and I really enjoyed it. The minimum workload wasn't too much and there was room for the students to earn more if they wanted.” [6].And, “About the course [5605 Environmental Modeling] format: C. Please spend less time going over the 'rules'. Yes, the class has a unique structure, but students should read the syllabus. D. A major strength in this class is the grading system - any student who doesn't earn an 'A' is either lazy or stupid or both. E. The grading system encourages students to take
, depression, and anxiety) and personal resources (self-efficacy, engagement, and motivation) using an online survey. Students also provided permissionto record their grades on course assignments for analysis. Following the end of the semester,participating students’ scores were recorded for the following: (1) Average of scores forhomework assignments; (2) Average of scores on quizzes; (3) Average of scores for each of threephases of the term project; (4) Average of scores for three midterm exams; (5) Score for classparticipation. Data will be analyzed using multiple regression models. The proposed paper willdescribe the course structure and design of the course assignments, which differ in their level offlexibility, as well as the results and
report the results oflaboratory activities and projects in various formats that require strong communication skills.Much of the knowledge, skills, and abilities students gain in this class is used during the yearlongcapstone course the following year in the recommended curriculum.IntroductionThe stated purpose of the Thermal Fluid Science lecture and lab course is for students to learnskills and gain a level of knowledge that will allow them to be successful in laboratory and testsettings in industry and academia. The learning outcomes stated in the course syllabus are: - Students will: 1. Be able to design experiments to characterize a temperature, pressure, mass flow rate within a region of fluid, system or subsystem
and to gobeyond scores on an exam or homework assignment. Adams et al. utilized Schon’s reflectivepractitioner theory as a lens to understand and measure reflective practitioner behavior inengineering students engaged in design activities.1,16 Chen proposed using online tools such asWikis and Weblogs and a technique called Folio Thinking, to support reflective learning in anintroductory engineering design course.17 Folio Thinking is a pedagogical approach wherestudents create learning portfolios, with the end goal being to enhance students’ self-awarenessof their knowledge by making it explicit and visible for themselves as well as for others. Turns etal. specifically focus on reflection on experience as an intentional thinking process.1 They
. Some of the references were very long, such as the 582page congressional report22; no students included this citation in their references (although onestudent clicked on the link). Based on the online course learning tool, the number of studentswho accessed the references typically exceeded the number of students who cited the source(Table 1); so students may have read more widely than their direct reference list implies. Further,some students failed to cite sources that they clearly had used. For example, only five studentsincluded the ASCE Code of Ethics5 in their reference list, while all but one actually cited specificcanons from this code in the assignment (one student used the NSPE code of ethics instead).Table 1. References consulted
applications. Several EE professors had agreedupon a System Engineering curriculum scheme (See Figure 2). At the yearend of2013, the capstone DCS then was renamed as“Dynamic System Simulation andImplementation (DSSI).”DSSI aimed to help students synthesize and integrate skillsand knowledge acquired throughout the SE course.Figure 2: An illustration (at round 0) of System Engineering curriculum scheme that categorizes 100-300 courses into cornerstone, keystone and capstone, respectively.Self-improvement from round 0 to round 1From round 0 to round 1, the DCS professor decided to do self-reflection on previousSC syllabus and examination of System Engineering course structure. Figure 3 listsfour standard steps in system engineering design shown in