on a shorter time frame and if the onlinemodules are tied to text chapters and pages, every time the course text is revised, the onlinecourse requires major revision. The use of modules provides autonomy for the online coursematerials. A detailed learner-centered syllabus is also developed to structure the course, andprovide a schedule for the course development. It serves as the roadmap for course materialsthat need to be obtained and developed.During the course design phase, faculty at Old Dominion University are engaged with, and workclosely with an instructional designer and instructional technologists to ensure that the finalcourse design is rich, challenging, and provides an effective learning experience for students.The overall course
time management are course calendars and having all the course requirements spelled out at the beginning of the course (as in a syllabus document, perhaps). There were no course features that the students were queried about that were little used that were also perceived as very beneficial to time management.Using the same techniques, a Benefit Factor was determined for four course policies todetermine their perceived benefit to time management. Results are presented in Table 6. Page 24.372.10Table 6: Course Policies Ranked by BenefitReview of the summarized course policies data reveals the following. The policy perceived to
collected from the LearningManagement System (Oncourse). Further, the data was collected entirely from the site stats toolin the LMS for the two online sections to better understand if any of these elements contributedboth to the student grade and then the resulting engagement in the course. The data collected(including that from the site stats tool) provided per student: Gender Total site activity and usage (this is a wide variety of activity within the course site including login, chat, message, access assignments tabs, access syllabus, and more) Total Site Visits (to the course site): = total logins to the course site no matter how they get there; through Oncourse, Onestart, etc. Chat room activity
, campus climate, and electronic and online tools [7]. Student retentionand success are more probable if students are exposed to in-school social connections and groupactivities throughout their course of study. Such engagement helps to build relationships amongstudents and makes education an important part of their everyday lives.Hybrid courses offer some of the convenience of all-online courses without the complete loss offace-to-face contact [8]. Hybrid teaching style encompasses recording traditional lectures,providing complementary PowerPoint presentations and text materials, 24/7 online access tolectures, tailoring the teaching method to learning needs, higher level of class discussion,targeting needy areas and topics, maintaining
importance of power electronics technology in the processof power conditioning and controlling. The decentralized electric power system concept will beintroduced” quoted from the course syllabus. Topics related to doubly-fed-induction-generatorfor wind energy harvesting are also covered. The prerequisite of the course is circuit II and isoffered as a technical elective to undergraduate students. The knowledge linkage between the Page 24.427.2course and the rest of the ECE curriculum is shown in Figure 1. Besides circuits, senior electrical 1engineering
other courses,preferred sections filling up very quickly, and the overall course schedule) – able to choose theirpreferred sections for multi-section courses. In online learning courses, where students have moreautonomy over their study schedule, there is a strong correlation between chronotypes andstudents’ preferred time to do online learning 18, 20. Since the majority of students in these studiesfell into late chronotypes, students access online learning material and join discussions moreoften later in the day compared to early mornings. That – given the choice to access material laterin the day, students will – additionally suggests that early morning classes are not studentspreferred time of class.II. Research Purpose and
the ASCEcode on structural loads.In addition to the change in the course sequence, a new grading scheme was adopted for the two Page 24.1393.2structural engineering courses. Grades are not determined based on a typical “points” system.Instead, an outcomes-based grading scheme is used in which students must demonstrate masteryof specified learning outcomes to pass the class.To illustrate how the outcomes are defined and implemented, Table 2 lists the outcomes thatwere covered on the first exam. (The full list of outcomes for the course is given in the syllabus,which is provided as Appendix A.) The letter in the outcome label (“A”, “B”, or “C
required reorganization of thecontent (including a primer on Matlab programming, for example) and has limited the potentialpool of analysis problems. Beginning in the fall of 2014, the calendar transition will be completeand all students will have taken all of the desired prerequisites, including a structuredprogramming course.The course outcomes stated on the syllabus include the following: Upon completion of the course, students will be able to: 1. solve engineering problems using a variety of analysis methods and software tools. Page 24.18.3 2. apply numerical techniques such as Runge-Kutta methods and finite-difference methods to
the techniques. In an effortto reduce these hurdles and encourage more faculty to use these methods, we have created adigital, open-access course package for two chemical engineering courses, thermodynamics andmaterial and energy balances. These course packages can also be used as templates for facultywho want to develop other courses that are student-centric and involve active learning. Many ofthe resources within the package stem from our online inventory of over 1,400 ConcepTests and1,000 screencasts. These encompass topics in core chemical engineering courses, but manytopics are also common to other engineering disciplines (i.e., fluid mechanics, heat transfer,thermodynamics, material science, and computing). The course packages use
ThermodynamicsAbstractThe first course in thermodynamics has traditionally been a challenge for students inengineering programs. The course typically introduces students to concepts of energy andcontinuum mechanics, both of which are novel to the students. Often, the theory reliesupon still-new calculus concepts for the students. With such a dense topic, this course ismost often delivered in a traditional lecture-based structure. In a program throughout 7partner universities, this first course in thermodynamics has a reputation for being the“weed-out” course for students.In the fall of 2013, the author took an established course having 6 lab experiments, apopular textbook, a well-evolved syllabus, and overturned the motivational structure tocreate a new delivery
no maintenance and has low operating costs. Its applications are in walls, floors, androofs. [28], [29]Teaching approachIn the SRCD course, the sustainable aspects of reinforced concrete will be introduced through avariety of techniques outlined below.Lectures: The course will be conducted through classroom and online lectures that will integratesustainability into the traditional syllabus. Because of time constraints, the sustainability aspectadded to the traditional course topics will be presented in the form of online lectures. Studentswill discuss what they have learned and ask questions, which will enhance the student-lecturerinteraction.Review of literature: Students will be required to perform a literature search on byproductmaterials
weeks), that met once a week for 2hours and 45 minutes. I. Course Objectives: In particular, having successfully completed the course, students will be able to: a) Create organized and theoretically effective syllabi b) Articulate correspondences and differences between education theory and education practice c) Perform peer reviews of other instructors and constructively discuss their performance d) Productively reflect on teaching practices to improve student learning and class environment e) Draw on classroom experiences to develop useful formative assessments f) Develop a teaching portfolio that articulates and illustrates the student´s teaching philosophy II. Syllabus: Following are the
Villanova have obtained funding to develop joint courses to teach both sets ofengineering students the design of technologies to benefit and improve the lives of ruralNicaraguans. Prof. Maria Virginia Moncada, Head of the Electronic Engineering Department atUNI spent the fall 2013 semester at Villanova University working with ECE and BusinessSchool professors developing course materials for a new Design Seminar course focused ondeveloping technologies for Rural Nicaraguans. The first iteration of this course is being offeredto nine Villanova ECE students and eleven electronic and computer engineering students at UNIduring the Spring 2014 term.This paper will present details of the course syllabus, sample materials and our experiences inrunning this
topics relevant to the course outcomes. [III] (g, i) {knowledge}5. Employ the ability to learn independently or to know when to ask for help, to most efficiently and successfully acquire knowledge. [III] (d, g) {application}6. Comprehend the ethics of programming. [I] (f) {comprehension}7. Identify how programming and mathematical content applies to the field of engineering. [I,II] (h) {knowledge}[ ] course outcome link to course goal( ) lower case letters (a-k) link to ABET student outcomes{ } Bloom’s taxonomy’s cognitive level of learning (knowledge, comprehension, application, analysis, synthesis,evaluation)Figure 1 – An excerpt from the syllabus showing the course goals and outcomes mapped to each other, ABET
objectives, an Internet search ofweb sites from universities, colleges and programs was conducted for courses entitled“Introduction to Engineering”, “Engineering 1”, or courses with similar titles. A team ofundergraduate research assistants was tasked with executing this Internet search and summarizingresults in cooperation with the principal investigator during the 2012 spring semester. Researchersused common search engines to search for “introduction to engineering” and similar terms. Whensuch a course was identified, an additional search for the course syllabus was completed. Eachsyllabus found was reviewed to ensure that the course was meant to apply as a commonengineering course rather than a technically oriented, discipline specific course
hands-on activities, and to enhance other forms of collaborative and active learning.Consistency in coverage had been a problem with this particular course, which is taught everyterm and has 8-9 sections of 45-50 students each. The instructors are senior PhD students, manyof whom are interested in academic careers. A survey of the instructors showed a largeinconsistency in coverage, upwards of 20% mismatch in topics between sections. High levels ofinconsistency across multiple sections of a course is not unusual even among experiencedinstructors when the syllabus is considered to be “packed with material.” Blending the coursewith all course lectures online and common homework and exams across all sections removesmost of the inconsistency across
engineering, diversity issues in engineering, and distance delivered engineering education. She is member of ASEE, ASME and IEEE.Dr. Joshua Marquit, Utah State University Joshua Marquit is an Instructor in the Psychology Department at Utah State University. He has a doctoral degree in psychology, with an emphasis on applied and experimental methodology. He teaches under- graduate and graduate research methods and statistics courses on campus, online, and through distance broadcast learning formats. He has previous research experience with the U.S. National Parks Service, NASA, and Utah Department of Environmental Quality. His research interests include computer-mediated communication, Internet infidelity, online medical
also an issue, as some students areunable to attend on-campus lab classes because they live too far away from the main campus.Prior to 2006, primary communication between the lecturer and the students was by means ofa course website or learning-management system.8 The course syllabus, assignments, lecturenotes, problem solutions, and announcements would be posted on-line for the students todownload in their own time. Communication between students was mainly by email or bymeans of on-line noticeboard/communications forum attached to the course website. Individualcommunication between students and lecturers was by email or telephone. For cooperative orgroup work, students would be put into on-line groups and would use on-line discussion
participation, while examination grades are a stronger measure of mastery ofthe topics studied. Three examinations were given throughout the semester and collectivelycover all of the topics in the syllabus. Thus, a student's performance on the in-courseexaminations can be directly compared to their performance on the final examination. Averagedin-course examination grades are moderately correlated with student's previous academicperformance as measured by PGPA, with an average correlation coefficient of 0.486. The mean,median and standard deviation of averaged in-course examination grades are presented inTable 5.Treatment Mean Median SDSpring 2012 77.19 78.75 10.17Spring 2013 74.57 76.00 12.30Summer 2013 75.03
Initial designscourse structure. Therefore, all of these factors went into theinitial course prep, along with finding the right textbook, 4 Finalize design and work on final reportdeveloping the syllabus to accurately reflect the role of S-Lwithin the framework of the course, developing course lessonsto expand on the S-L aspects within the technical content, (negotiate) a project scope, keeping in mind the shortdesigning assignments, exams, and activities to encompass nature of the projects, as well as being realistic of theirboth the S-L within the technical education. capability to do the tasks that the community partners As reflection is a crucial component
Paper ID #9046The Development of Competencies in a Design Course from a Student Per-spectiveDr. Warren F Smith, UNSW, Canberra, Australia Warren Smith is a Senior Lecturer in the School of Engineering and Information Technology, University of NSW, Canberra at the Australian Defence Force Academy. He joined the University in 1998 after spending 20 years as a practicing Naval Architect with the Australian Department of Defence. He is also an Affiliate Research Scholar at the University of Oklahoma. He is passionate about project-based authentic and immersive learning in engineering design education, believing design is
one third of the classsessions. The course was traditionally taught on Mondays, Wednesdays, and Fridays with arecitation on Thursdays that was run by graduate student instructors. A fixed syllabus has beenused for many years and we kept that strictly in place. The same textbook and the sameassessment tools (two midterms and a final) were used. What was changed was that onWednesdays, no lecture was given. Instead, active learning methodologies were used to coverthe main points that the lecture would have been focussed on. Instead of using the lecture tointroduce material, we had the students read the book and take a short online quiz. We alsoprovided a short, optional, video about the topic to be covered on Wednesdays. These videoswere
: Instructions Provided to Students Self-Assessment. (10%; pass/fail) • The five learning objectives listed in the table below are drawn from the course syllabus. Assess the degree of development you achieved in each area through both informal and formal learning you did in this course. (The table simply repeats the outcomes outlined above. The most significant feature of its design is that it requires students to provide evidence to support their assessments.) Provide evidence to support each of your assessments. Your self-assessment will notaffect your course grade. The goals here are self-awareness and differentiating degrees ofdevelopment. Specifically, • Convey your assessment by filling out the
and technology education.Pilot RunCourse DescriptionThe syllabus of the pilot course was centered on standard critical-thinking material. Thesetypically include cognitive science and psychology6, logic, epistemology, and philosophy ofscience. In addition, key concepts in Statistics7, experiment design, history of medicine, andcomputational techniques from machine learning and decision making were incorporated toforge connections to the students’ technical majors. These were, in turn, linked to the humanitiescontent through several means, including prompted written and oral inquiry into connections andparallels between contemporary and historical issues and their representation, the use of a6 Such as content from [19–25
receive thegrades and instructor comments. Chat, blog, and forum functions are usually a part of a CMS.Woerner used a combination of common academic software and the Blackboard online coursemanagement system as an ELN in an advanced undergraduate Chemistry lab at DukeUniversity11. The students used Microsoft Word and graphing software to ‘create’ their labnotebook components. Once their work was written, the students submitted their electronic filesinto the dropbox of Blackboard. Woerner reported that the students found typing equations to betime-consuming, and noted that pre-lab work went very well using the course managementsystem.Hesser and Schwartz12 described a General Chemistry course at the University of New Haventhat used iPads in
being listed initially as special topicscourses for upper class engineers of all disciplines, with a recommended syllabus of basic skillsand concepts that can be tailored to the local curriculum. This will be paired with an annualwicked problem that is chosen by the larger community and shared by all schools. The samelarger community will provide professional expertise in relevant disciplines via online Page 24.1257.18courseware and mentoring throughout the semester. ESW has a history of operating courses atthe local level, and already operates a distributed community that the instances of this course canparticipate in.Improving engineering
Paper ID #9632Engineering habits of the mind - an undergraduate course that asks: ”Whatis it that makes someone an engineer?” and ”What distinguishes engineersfrom other professionals?”Prof. Joseph M LeDoux, Georgia Institute of Technology Joe Le Doux is the Executive Director for Learning and Student Experience in the Department of Biomed- ical Engineering at Georgia Tech and Emory University. He has also previously served as the Associate Chair for Undergraduate Studies for the Department. Dr. Le Doux’s research interests in engineering education focus on problem-solving, diagrammatic reasoning, and on the socio-cognitive
time In the months prior to the course, several Skype information was not adequate to complete each section in series, we hadsessions were held to encourage mechanical engineering one student from each team complete each section of the lab.students to register for the new PBL course. 26 students Student teams then designed a lung tissue engineering system,expressed interest, and of these, 20 attended the Skype using the lab data as supplemental material.sessions. Course philosophy and syllabus were presented, and 4. HIV Lab on a Chip (Noh): In this module, student teamsstudent questions were answered. created new microfluidic devices to either diagnose HIV or
industry), we are strongly committed to helping themdevelop greater competency in teamwork, as opposed to simply participating in an unguidedteam experience. To facilitate teamwork learning, we historically used two instruments: (1) anintra-quarter peer review and self-review and (2) an end-of-the-quarter reflective memo (benefitsand limitations of this approach have been described elsewhere1,2,3).In the fall of 2011, our first-year program partnered with the university’s Center on Leadership tooffer students more opportunities for teamwork reflection, peer- and self-assessment andteamwork improvement throughout the two courses that comprise the program. Students used acombination of online exercises and team meetings to create a team charter
San Jose State University Page 24.391.2 Developing and Implementing Effective Instructional Stratagems in STEMAbstractA student passage rate from 65% to above 90% requires student grade improvement of two-sigma. The different components of active learning techniques and the percentage of theiradditive standard deviations were considered over the past four semesters in an “Introduction toCircuit Analysis” course at San José State University (SJSU) to achieve such a result. A blendedmodel of learning by merging content from an online MOOC with in-class, team-basedinstruction as part of a required undergraduate circuit theory course