AC 2008-2025: TEACHING ENGINEERING ECONOMY ONLINE INCONSTRUCTION PROGRAMGabriel Alungbe, Morehead State UniversityJaby Mohammed, Morehead State UniversityYuqiu You, Morehead State University Page 13.1160.1© American Society for Engineering Education, 2008 Teaching Engineering Economy Online in Construction ProgramAbstractThe importance of Engineering Economy is very evident as more and more engineering andtechnology programs are offering it as a required course. The course is very important becausemost topics covered in it are used everyday in our both personal and professional endeavors.Although students have difficulties with the course when offered in the traditional
-face teams and virtual teams.Materials Available to StudentsAvailable to online and traditional students were the syllabus, Power Point slides, class notes (lectureoutlines), textbook publication website, and Internet resources. The online class was identical to thetraditional class except for the addition of discussion board assignments for the online students.RequirementsTwo tests were scheduled for the class along with homework assignments, small projects and a finaldesign project. As part of their course grade, the online students only were required to post relevantmaterials on the bulletin board weekly. The tests and other work were almost identical in both sessionstaught by the same instructor with minor variations in the exams. The
-face teams and virtual teams.Materials Available to StudentsAvailable to online and traditional students were the syllabus, Power Point slides, class notes (lectureoutlines), textbook publication website, and Internet resources. The online class was identical to thetraditional class except for the addition of discussion board assignments for the online students.RequirementsTwo tests were scheduled for the class along with homework assignments, small projects and a finaldesign project. As part of their course grade, the online students only were required to post relevantmaterials on the bulletin board weekly. The tests and other work were almost identical in both sessionstaught by the same instructor with minor variations in the exams. The
-face teams and virtual teams.Materials Available to StudentsAvailable to online and traditional students were the syllabus, Power Point slides, class notes (lectureoutlines), textbook publication website, and Internet resources. The online class was identical to thetraditional class except for the addition of discussion board assignments for the online students.RequirementsTwo tests were scheduled for the class along with homework assignments, small projects and a finaldesign project. As part of their course grade, the online students only were required to post relevantmaterials on the bulletin board weekly. The tests and other work were almost identical in both sessionstaught by the same instructor with minor variations in the exams. The
. 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
EngineeringIntroductionMost of the training future faculty receive in graduate school focuses on the research aspects ofthe enterprise. The typical new faculty member has little if any opportunity to prepare for theteaching aspects of an academic career. In this paper I share my experiences in nine offerings ofa graduate course on Teaching Engineering. The goal of the course is to prepare graduatestudents for the teaching responsibilities of a faculty position, acquaint them with learningtheories, give them a chance to discuss teaching issues and give them practice preparingmaterials for a course they might teach someday. These materials include: Educationalobjectives using higher levels of Bloom’s taxonomy, textbooks and other supporting material,detailed syllabus
Engineering Technology (JET) and he was the past Editor-in-chief of JET. Page 13.1132.1© American Society for Engineering Education, 2008 Synchronous Delivery of Engineering Technology Courses to a Remote Location − issues and challenges related to Technology and students’ learningAbstract Distance delivery of a course is a compromise between a true online classroom and aclassroom having live audience. The issues and challenges related to synchronous delivery oflecture and laboratory based engineering technology courses to a remote location are discussedin this paper. In summer (2007
lays the foundation for educating students in engineering design. In the course,design education includes methodologies of design, 6 validation of results, and optimization throughproject work.The details of the course, as well as lectures and videos, have been described in a previous paper. 7 Insummary, the learning objectives of the course (as stated in the syllabus) are that the student should: (I) Develop a proficiency in solid modeling using Pro/Engineer, (II) Develop the ability to use Pro/Engineer as a design tool, (III) Be able to perform dynamic simulation using Pro/Mechanism, (IV) Understand the theoretical basis of finite element analysis (FEA) and perform limited, simple analysis with Pro/Mechanica Structure, (V
lays the foundation for educating students in engineering design. In the course,design education includes methodologies of design, 6 validation of results, and optimization throughproject work.The details of the course, as well as lectures and videos, have been described in a previous paper. 7 Insummary, the learning objectives of the course (as stated in the syllabus) are that the student should: (I) Develop a proficiency in solid modeling using Pro/Engineer, (II) Develop the ability to use Pro/Engineer as a design tool, (III) Be able to perform dynamic simulation using Pro/Mechanism, (IV) Understand the theoretical basis of finite element analysis (FEA) and perform limited, simple analysis with Pro/Mechanica Structure, (V
lays the foundation for educating students in engineering design. In the course,design education includes methodologies of design, 6 validation of results, and optimization throughproject work.The details of the course, as well as lectures and videos, have been described in a previous paper. 7 Insummary, the learning objectives of the course (as stated in the syllabus) are that the student should: (I) Develop a proficiency in solid modeling using Pro/Engineer, (II) Develop the ability to use Pro/Engineer as a design tool, (III) Be able to perform dynamic simulation using Pro/Mechanism, (IV) Understand the theoretical basis of finite element analysis (FEA) and perform limited, simple analysis with Pro/Mechanica Structure, (V
as feedback. Lecture notes andreadings are posted in advance to allow efficient coverage of the theory and more time for in-class examples and assessment. In-class “board-work” using the document camera is scannedand placed on the class webpage. Electronic submission of homework and projects isencouraged, allowing students to make fewer trips to campus. Fourth, flexibility should beincorporated into the course syllabus. Most non-traditional students have outside commitmentssuch as work and family which require missing at least 1 class per semester. Allowing studentsto drop their worst exam, quiz, homework, etc., helps students overcome such absences. Finally,assessment needs to be an integral part of each course. Instructors need to
Solving Linear Simultaneous Equations 26 Symbolic Math 27 Review 28 Exam 4To facilitate the large quantity of lecture materials, quizzes, and Muddiest Points for 300 plusstudents, the BlackBoard Academic Suite6 of online resources was utilized for the course. Thiswas also a readily available application on Clarkson’s campus and was already in place for other Page 13.626.5courses. All PowerPoint lectures were posted on BlackBoard for students to access at any time.Quizzes and Muddiest Points were programmed to be accessible to students only during classtimes
. Page 13.179.1© American Society for Engineering Education, 2008 An Exploratory Assessment of Distance and On-Ground Delivery of Business, Math and Engineering Technology CoursesAbstractThis exploratory and interdisciplinary study illustrates students’ assessments on teamwork,creativity, communication, and critical thinking skills developed in multiple study areas acrossthe campus of Tennessee Tech University located in Cookeville, Tennessee. Specifically, thisillustration covers business (management and marketing), mathematics, and engineeringtechnology courses that were delivered both traditionally on-ground and fully online distanceover a period of six years. A total of 781
led by faculty members who have experienced success in their classrooms or whofeel that their experiences may be valuable to other faculty members. Engineering faculty haveserved as leaders for three workshops.Searchable Database. CxC also offers an online searchable database for faculty interested inlooking at syllabi, rubrics, and assignment ideas. The resources in the database are produced byfaculty at this institution and are also gathered from other universities, providing a wide scope ofideas, discussion, and viewpoints on issues regarding communication.The Engineering Communication Studio (ECS). The ECS assists Engineering faculty throughconsultation on syllabus and assignment generation, help with meeting C-I course requirements,and
learning mode using acombination of synchronous and asynchronous modes. In 2006, Engineering Technologyreceived a grant from Hewlett-Packard to develop a course that was delivered in the summer of2007 that employed Tablet PCs and interactive software in an on-line environment. This paperdiscusses the structure for this course, some of the technology that was used and the results ofthis effort.IntroductionSeveral papers have been written recently about blended or hybrid courses. Duemer1 discussedthe use of online synchronous discussion groups in a traditional course to enhance communityformation and professional identity development. Kim2 discussed a hybrid model that combinedface-to-face meeting with significant on-line learning activities
required materials) • Instructor Bio • Contact Information • Basic Course Information (Course title, number, prerequisites, start and end dates, Page 13.423.6 etc.) • Course Syllabus • Systems Information (System Requirements and Tech Support Information) • Policies (Excelsior College policies of Academic Honesty, Electronic Use, etc.)Under the syllabus, following items are addressed: • Detailed Course Description • Course goals, objectives/outcomes • Required and recommended Course Materials • Library and Reserve readings • Course Outline with due date schedule • Procedure for communicating with
. Stated another way, it is the student’s responsibility to learn the technicalaspects of the given domain. During lab, the instructor serves as just another available resource tothe student.2.5 DisclaimerKeep in mind that students resist change.18 Some students may have already taken collegecourses or have family members that have described typical college course experiences. At the Page 13.715.5very least, practicing life-long learning is something they almost assuredly did not encounter inhigh school. To cope with this, an instructor should: • clearly state the objectives and goals of the course on the syllabus, • clearly state the
and get students to searchand organize the information for themselves, an exercise that I hope will promote greaterlearning.Class Wiki DescriptionBelow is an introduction to the class notes/wiki that I put on the course syllabus: The textbook has always been a struggle – I have yet to find the perfect textbook to complement this course (someday I’ll find the time to write my own – but then I fear you’ll only be exposed to one perspective). So… through the term we will create our own set of class notes based on lectures, discussions, and outside resources. Everyone in the class will collaborate to create the class notes, which you will be allowed to use for quizzes and the final exam. I am confident that by synthesizing
and get students to searchand organize the information for themselves, an exercise that I hope will promote greaterlearning.Class Wiki DescriptionBelow is an introduction to the class notes/wiki that I put on the course syllabus: The textbook has always been a struggle – I have yet to find the perfect textbook to complement this course (someday I’ll find the time to write my own – but then I fear you’ll only be exposed to one perspective). So… through the term we will create our own set of class notes based on lectures, discussions, and outside resources. Everyone in the class will collaborate to create the class notes, which you will be allowed to use for quizzes and the final exam. I am confident that by synthesizing
AC 2008-1165: A PROJECT-BASED ELECTRONICS MANUFACTURINGLABORATORY COURSE FOR LOWER-DIVISION ENGINEERING STUDENTSJianbiao Pan, California Polytechnic State University Dr. Jianbiao (John) Pan is an assistant professor in the Department of Industrial and Manufacturing Engineering at Cal Poly, San Luis Obispo, CA. After completing a PhD at Lehigh University in Industrial Engineering in 2000, he joined the optoelectronics center at Lucent Technologies/Agere Systems as a member of technical staff. He received a M.E degree in Manufacturing Engineering from Tsinghua University, Beijing, China, and a B.E. degree in Mechatronics from Xidian University, Xian, China. Dr. Pan's research interests include
SyllabiAbstractThe course syllabus is a tool for teaching and a kind of contract with the students and theaccreditation bodies. Our experience with accreditations at the institutional or program level, bynational, regional, and state accrediting bodies indicates that a common cause for findings/concernsby these agencies is the syllabus. Different accreditation agencies will require your program’s syllabiin different formats, making it critical to keep these diverse formats in synch with each other. Alsoimportant is that information on your syllabi and the school’s catalog and website is in synch. Thesyllabus could also support your ABET accreditation goals by being an ideal place to state the skillsstudents are expected to acquire. These skills are phrased
thatstudents would rather buy the equipment than travel over 30 miles1.To give students real lab experience in the online mode of teaching, we have incorporated theuse of real lab kits and lab components so that the students can conduct the labs on their own, athome, on a weekly basis. When the course was offered online for the first time, the students wereallowed to borrow lab equipment and components, but this proved to be an impractical solution,as it was difficult to keep track of the equipment. Enhancement to lab kit was made when coursewas offered in Fall of 2006. Particular thanks to Professor Robert W. Hendricks, Virginia Tech,for his kind assistance and ideas.Course contentThe course materials contain a syllabus with instructor information
insight about EL through workshops and criteria provided by the NationalSociety for Experiential Education (NSEE).2 Once the National Society for Experiential Page 13.884.2Education standards of practice for EL have been defined within the course, faculty can sharepedagogies for best practices through syllabus and introductory materials. The pedagogicalcommunication among faculty will help to elicit best practices and program assessment methodsfor an EL course and program objectives.Benefits of Experiential LearningThe real-world experience is reflected in the learner EL portfolio. The EL portfolio goes beyondthe traditional classroom
Assessing the Motivational Impact of Including Rapid Prototyping into a Freshman CAD Class John T. Tester, Ph.D. Perry G. Wood, P.E. Northern Arizona University, Flagstaff, AZAbstractNorthern Arizona University’s College of Engineering and Natural Sciences is incorporating theuse of a rapid prototyping machine into its freshman computer-aided design (CAD) course, ME180. The authors have created a simple, online instrument using an internet survey tool. Thecurrent effort is to collect data from sections of ME 180 which do not have rapid prototypingincorporated into the class offering. This data will
. Both students and instructors require support. Student and instructional needs may differ, but lack of support leads to low satisfaction in both groups.• Clear and specific specifications for the student’s computer hardware, software, and telecommunications must be published prior to course registration so that enrolling students can be ready to participate in the online course.• Students should be trained on how to effectively use the Centra (or Adobe Connect) system. This should happen before the first formal lecture.• Course syllabus should clearly identify the number of synchronous class teachings, amount of expected asynchronous learning by students, expected conduct during the synchronous delivery, and grading
this study is to compare the objectives of the Security+ exam with the twoCisco Networking Academy security courses. The Security+ certification exam objectives covermost of the basics of security and they can be integrated into the first security course of most ITprograms. Finally, a master course syllabus that covers the Security+ exam objectives isdeveloped to map each course objective with its corresponding certification objective. It isanticipated that colleges and universities will benefit from this study by using the proposedcourse syllabus as a framework for integrating the Security+ certification exam objectives intotheir curriculum.IntroductionCertification establishes a standard of competency in specific areas of the IT field which
, the course syllabus used in Spring 2008 is provided in Table 1, andthe graded events are noted in Table 2. There are 40 lessons in each semester.Table 1. Course syllabus for ME472 during Spring 2008. 1 State of World Energy 2 Fuels and Combustion 3 Adiabatic Flame Temperature 4 Chemical Exergy I 5 Chemical Exergy II 6 Chemical Equilibrium 7 Biomass 8 Hydrogen 9 Fuel Cells 10 Exam I
greater‘depth of analysis’ and mature synthetic processes bordering on the creative. Their feedback on theexperiment was overwhelmingly positive and we decided to implement the first blended course oncampus.Blended learning is a “combination of face-to-face and online instruction5”.At RPI we use an adaptation ofHarmon and Jones6 levels of Web use to define our blended courses. With Level 0 being the traditionalface-to-face class, Level 1 reflects the Administrative/Web-enhanced first option. At this level, there is nocourse content posted and the online component is mainly used for administrative information such as thesyllabus, the schedule, or contact information. Level 2 refers to Supplemental/Web-enhanced courses.There is some course content posted
below: • Students will demonstrate their ability to critically assess the efficacy of current manufacturing systems to determine how to convert those systems into lean manufacturing by individually completing labs, completing the semester project, via online discussions (moderated by the instructor), and as essay questions on written exams. • Students will demonstrate their ability to identify manufacturing systems as either push or pull by visiting a manufacturing plant providing the instructor a short research paper outlining the current process and possible improvements.Another example is taken from the Material Testing course above. What evidence ofunderstanding is
∃# !(∗(26 2− #∃1∀0(!∃ 2∋∃ 1.∃∀(%(∀ 2(−,1 ,# −.∃0 2(−, −% +∃ 130(,& ∃/3(.+∃,2How are such maps created? While there is no one best method, a reasonable approach beginswith course syllabi. Every course should have a syllabus and as part of that syllabus, courseobjectives. Many of these objectives can be directly related to the performance criteria set up ascomponents of the student learning outcomes. A first pass at mapping performance criteria intoclasses can be done by a faculty committee, such as the curriculum or assessment committee,based upon available syllabi. After preliminary maps for coverage and tracking