Collection

2015 Northeast Section Meeting

Authors

Md. M. Rashid; Mahbub Ahmed

2015 ASEE Northeast Section ConferenceHow to Make Our Syllabus Mor e Effective to Student’ s L ear ning Exper ience By Md. M. Rashid, P.E.1, and Mahbub Ahmed2AbstractSyllabus provides basic course related information to students, and creates a first impressionabout an instructor and his or her attitudes toward teaching. A syllabus is seen as an agreementthat serves as a “ virtual handshake” between an instructor and students regarding mutual rightsand responsibilities. Research indicates that a traditional syllabus contains checklists of itemsthat provide basic information such as course goals, course requirements, grading, schedule andso on. The existing literature contains many of

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

focus of this presentation.MethodIn order to maintain consistency with the on-campus version of the electrical systems course, thesame syllabus, calendar and lab manual were used. The only changes made were thosenecessary in order to deliver the course online. The on-campus course met 4 times per weekincluding three 50-minute lectures and one 150-minute lab. The online version of the course hadthe video version of the same lectures delivered by using partial lecture notes. There were 3 Page 26.1464.4midterms, 2 lab practical exams, 8 labs, 10 quizzes, 10 homework assignments and a final exam.Students were required to successfully complete all of

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Omaima Almatrafi, George Mason University; Khondkar Islam; Aditya Johri, George Mason University; Karthik Nagappan, George Mason University; Aref Modanlu, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

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

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Colin Neill; Joanna DeFranco; Amanda Neill

Implementing Peer tutoring in an online course Colin Neill, Joanna DeFranco, Amanda Neill The Pennsylvania State UniversityPrevious research in a large scale experiment provided no evidence that working on a successfuland effective team had a positive effect on individual student performance. Thus, to facilitateindividual learning, we implemented peer tutoring while students worked on an effective team inan online graduate software engineering course. This paper presents an online peer tutoringdesign. The results of a constant comparative qualitative analysis will be presented in order toprovide insight into the success of this peer tutoring implementation.I

Conference Session

Curricula Innovations in Engineering Economics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Letitia M. Pohl, University of Arkansas; Shelly Walters, University of Arkansas

Tagged Divisions

Engineering Economy

be much less than thecontact hours in an equivalent live class. In our example class, the number of class time hours ifit had been offered face-to-face would have been about 40 hours (minus the midterm and finalexams). Our instructional videos totaled approximately 13 hours, or 32.5% of the live class time.This is due in large part to the lack of announcements and administrative information, questionsand answers, and “detours” the instructor may be prone to take in a live class. Online studentsare much more likely to receive course administrative information in written form rather thanfrom the instructor orally, e.g., syllabus information, announcements and instructions for exams,homework due dates, bad weather policies, etc. Our experience

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Talat Salama, Central Connecticut State University; Namhun Lee, Central Connecticut State University; Glynis Fitzgerald, Central Connecticut State University; Lee W. Lee, Central Connecticut State University; Mary M. McCarthy, Central Connecticut State University

Tagged Divisions

Construction

education needs to be assessed as compared to on-ground (in the classroom) education. To continue growth and experience in e-learning,universities are encouraged to develop online graduate and undergraduate courses andspecialized certificate programs. A large comprehensive state university in New England,Central Connecticut State University (CCSU), created a task force to look closely at theuniversity’s online and hybrid courses to ensure that the university delivers high quality onlineand hybrid instruction. Comprised of educators, administrators and technology experts, the taskforce’s objective is to develop recommendations to ensure that 1) online and hybrid coursestaught at this state university reflect the best practices for online course

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Computers in Education

be based on unproctored quizzes(one per week) and an unproctored Final Exam. Although numerous online proctoring servicesare available, they require participants to pay an additional fee and it was decided to forego thisextra feature for the first offering of the MOOC. Additional information about the course can befound in the course syllabus in Appendix A.The lead author was given two units of release time (from a 12-unit teaching load) to develop theMOOC website and recruit participants during Winter Quarter 2014. During the enrollmentperiod, which began on January 20, 2014, participants were able to self-enroll in the coursethrough CourseSites and were recruited through various means including:• A story about the MOOC was featured on the

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

the course content. Details ofcourse content will be discussed in the following section.Finally the course shell was assembled and finalized. The entire course shell was structured intothe following: Course Home; Project Documents (where all project related materials anddocuments are located); and Weeks 1 through 7.5. Under Course Home, course syllabus,instructor introductions, student introduction discussion board, course tour video, coursematerials, course schedule, teams, as well as hallway conversations discussion board (forstudents to ask and answer questions) are included.Course ContentCourse content for this online course will be introduced and described based on the followingcategories: teamwork, engineering design process, basic

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

is no exception (Quinn, Amer, Lonie, Blackmore, Thompson &Pettigrove, 20126; Shambhavi & Babu, 20157).An opportunity for faculty to develop skill and expertise in teaching both placed-based andonline, education developers at KTH Royal Institute of Technology created a course entitledTeaching Strategies and Design for Online and Blended Learning (see Appendix A for a copy ofthe course syllabus). The course is equivalent to two weeks of full-time studies. KTH, and mosthigher education institutions in Sweden, require at least ten weeks of full-time studies in the fieldof teaching and learning in order to be tenured.In order to assess the value participants found in the experience of learning in an online and

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sheng-peng Wu, University of Wisconsin at Madison

Tagged Divisions

Continuing Professional Development

Collaborate, and email contact with students. Some instructors have participated in Teach Online, a professional development workshop for UW- Madison faculty and staff who are involved in online course preparation and delivery. Meanwhile, it is the instructors’ responsibility to make sure that expectations of students’ course performance are clearly stated in the syllabus/Course overview in terms of assignments, participation, and feedback.Authoring Tools for Video Captions and Accessible PDFsAuthoring tools are software and services that “authors” (web developers, designers, Page 26.141.13writers, etc.) use to produce web

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University; Frazier Benya, National Academy of Engineering; Karin Ellison, Arizona State University; Rachelle D. Hollander, National Academy of Engineering; Kelly Laas, Center for the Study of Ethics, Illinois Institute of Technology; Simil L Raghavan, National Academy of Engineering

Tagged Divisions

Engineering Ethics

Paper ID #12916The Online Resource Center for Ethics Education in Engineering and ScienceDr. Joseph R. Herkert, Arizona State University Joseph R. Herkert, D.Sc., is Lincoln Associate Professor of Ethics and Technology (Emeritus) in the School of Letters and Sciences and the Consortium for Science, Policy & Outcomes, Arizona State Uni- versity and Visiting Scholar at the Genetic Engineering & Society Center, North Carolina State Univeristy. Herkert has been teaching engineering ethics and science, technology & society courses for more than twenty-five years. He is editor of Social, Ethical and Policy

Collection

2015 ASEE Zone 3 Conference

Authors

Bijaya Shrestha

1 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)dollars, of course. Within the system of online education, a classroom does not need to have aphysical structure nor a chiming bell to tell if the class has begun or ended. Time and space areno longer the binding factors, at least, not in the sense of our old school ways. Any time, anyplace, a class can be joined, an exam taken, and a grade earned, within the framework ofestablished schedule, of course. What a concept! Even more interestingly, what a great part ofreality! This wave of online education along with everything else that goes on in the online worldis spreading all over. Even on the other side of

Conference Session

Course Development / Curriculum Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alisa Gilmore P.E., University of Nebraska, Lincoln

Tagged Divisions

Computers in Education

. Eachbehavior requires an appropriate sensor to trigger the activation of the behavior, a component tocontrol what the robot should do based on the sensor data, and computing the appropriatecommands for the left and right wheel motors for robot actions.Analysis of Student FeedbackThe mobile robotics course was first taught with these three enhancements in fall semester of2010. At the end of this semester, a voluntary survey instrument was administered to gatheranonymous feedback using Survey Monkey, a free online survey provider. A link to the surveywas emailed to students during the last two weeks of the semester by the department secretary.To provide motivation to complete the survey, bonus points were awarded to all students basedon the percentage

Conference Session

Course Development / Curriculum Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlotta A. Berry, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

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

Conference Session

ECCD Innovative Teaching Applications

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thomas E McDermott P.E., University of Pittsburgh; Renee M Clark, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

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

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E Morris, Portland State University; Jack C. Straton, Portland State University; Lisa H Weasel, Portland State University

Tagged Topics

NSF Grantees Poster Session

simulations ofperformance. The initial course plan is shown in Table 4.. Lectures Simulation Labs Syllabus & Introduction to EE concepts Introduction to EE concepts (cont’d) Nanoparticles 1. Introduction to LT-SPICE Electron tunneling 2. Coulomb blockade Carbon Nanotubes (CNTs) 3. Quantum Cellular Automata (QCA) Resonant Tunnel Diode (RTD) 4. CNT composites NanoCMOS (NanoHUB) 5. RTD & circuits Single Electron Transistor (SET) 6. SET & circuits Memristor 7. Memristor &

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Rajarajan Subramanian

the courses that require a lot of hands-onactivities and construction site related activities. Right now, most of the bidding on projects isdone online. If students are not exposed to online software and online method of doing business,it is difficult to keep pace with the construction process. Building construction is a uniqueprocess and it needs different level of management for each building. Usually, CM is taught witha textbook and a set of construction law and scheduling books. In the recent years, it has become difficult to teach the theory oriented courses in theclassroom environment with PowerPoint slides presentations only. In this paper, an attempt hasbeen made to explain about how a variety of activities is introduced inside

Conference Session

Entrepreneurship & Engineering Innovation Division – Innovative Course Offerings

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

- Page 26.1565.5lined in a previous conference proceeding 24 . Briefly, students engaged in backward archeaologyon an over-the-counter medical device for the first half of the semester and then turned to forwardarchaeology for the second half of the semester. The PAC appears in the syllabus of the course toshow students the topics we will cover. It should be noted that the PAC was initially created for acourse focused on medical devices, a field with one of the highest financial and regulatory barri-ers to entry. This will become significant when the PAC is compared to the Business Model Canvas.In the backward archaeology, teams of three students put themselves in the shoes of the com-pany five years before their product was launched. The

Conference Session

Industrial Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farnaz Ghazi-Nezami, Kettering University; Mehmet Bayram Yildirim, Wichita State University

Tagged Divisions

Industrial Engineering

- ficient manufacturing systems, supply chain and operations management, and engineering education. In educational research, her interests include online education, active learning and entrepreneurial mindset development in engineering classes.Prof. Mehmet Bayram Yildirim, Wichita State University Page 26.149.1 c American Society for Engineering Education, 2015 Active Learning in Supply Chain Management CourseAbstractThis paper presents an active learning approach implemented in the Supply Chain Management(SCM) course. In this course, the fundamentals of supply chain and logistics

Conference Session

Division Experimentation & Lab-Oriented Studies: Pedagogy of Lab-Oriented Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

a small scale, prepares students for future, larger research projects. At afundamental level, students have the opportunity to explore research in their field of interest anddeveloped a general sense of whether they would like to pursue research further in their career.With a focus in many universities on providing more research experience for students, providinga structured yet creative research methods experience expands the availability of researchexperience to a greater number of students. Here, we detail the development and initial findingsof an inquiry-based, engineering-wide undergraduate research course.MethodsThe Course We developed the course content and syllabus by obtaining input from a number of researchfaculty in our

Conference Session

Multidisciplinary Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deanna H Matthews, Carnegie Mellon University; Kelly Klima, Carnegie Mellon University

Tagged Divisions

Multidisciplinary Engineering

conducted a needs assessment of the faculty, staff, and students. In this study,we investigate current course offerings and ask: 1) What did the lecturers expect students to learn, and what did the students actually learn? 2) How much of current climate related classes are overlaps of previous material as a) listed in the syllabus and b) perceived by students? 3) What do instructors self-report as being needed to manage these topics better?MethodsIn Fall 2014, we interviewed nine faculty members from five departments and two academicadvisors who participated in teaching or recruiting for climate related courses in engineering,architecture, policy, and social sciences. The faculty members ranged from mature lecturers(taught the class

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Peter Mark Jansson; Amal Kabalan

semester2015. Course Schedule: Week 1 - General introduction to design process — review of course syllabus, deliverables and outcomes and Project 1: the design, Solidworks® modeling of BNC ‘dust cap’. Weeks 2 + 3 - Review of basic design process and principles and work on 3-D printing of BNC ‘dust cap’ - introduce presentation skills (3 D printing deliverable due). Week 4 – 6 - Review of detailed 7-step design process cycle including additional requirements of Project 2 – A Pod holder / storage / protection and use platform. Week 7 - Each team is assigned one function of the 5-week project: Solar PV lantern. Weeks 8 – 11 – Each team will work with in collaboration with other functional teams to

Conference Session

Construction Education Topics

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ford, Western Carolina University; Aaron K. Ball, Western Carolina University; Sungho Tae, School of Architecture & Architectural Eng., Hanyang Univ., Ansan, Korea; Michael E. Smith Ph.D., Western Carolina University

Tagged Divisions

Construction

., Drnevich, V., Irfanoglu, A., and Bullock, D. (2012). Summary of developments in the civil engineeringcapstone course at Purdue University. Journal of Professional Issues in Engineering Education & Practice, 12(1), pp95-98.Dougherty, J., and Parfitt, M. (2013). Student and practitioner collaboration in an online knowledge community:Best practices from a capstone course implementation. Journal of Architectural Engineering, 19(1), pp 12-20.Ford, G. and Ball, A., (2011). The evolution of engineering and engineering technology educational programs in theUnited States. Conference proceedings of the American Society of Engineering Educators. Vancouver, BC,Canada .Ford, G., Kinard, C., and Sims, B. (2012). Measuring educational program effectiveness

Conference Session

Mechanical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yeow Siow, University of Illinois Chicago

Tagged Divisions

Mechanical Engineering

the curriculum.The approach presented herein consists of two parts: tactile and software. In part one, studentsare tasked with sculpting a p-v-T surface using any foodstuffs and bringing the completedsculpture to the following class. In part two, a CAD model is to be created and subsequentlyimported into a freely-available scientific visualization tool, with the best submitted modelselected for 3-D printing. Page 26.938.3Figure 1 below illustrates the process. It begins with adjusting the grading scale to accommodatethe projects. For this project-based approach to succeed, the course syllabus must be modified bythe instructor such that the

Conference Session

Educational Strategies in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Tennessee State University

Tagged Divisions

Architectural

Paper ID #14075Integration of Project Management Course to Satisfy ABET’s RequirementsDr. Gouranga Banik, Tennessee State University Gouranga Banik, Ph.D., P.E., PMP., F.ASCE, is the departmental chair and professor of civil and archi- tectural engineering at Tennessee State University. Dr. Banik completed his Ph.D. in civil engineering at Iowa State University. He has 11 years of experience working in both the private and public sectors as an engineer and/or project manager. A registered professional engineer and certified project manager (PMP), Dr. Banik has more than 40 refereed publications in the area of civil

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Bullock, Boise State University; Janet Callahan, Boise State University; Susan E. Shadle Ph.D., Boise State University

Tagged Divisions

Mathematics

similar pedagogical approachwhich included devoting class time to solving problems, working in small groups, facilitated bythe lead instructor and a learning assistant. In subsequent semesters, all calculus instructors haveopted in to the common, coherent approach to the course (except for those teaching online orhonors sections).Pass and withdrawal rates pre and post implementation reveal an increase in pass rate of 13.4%and a drop in withdrawal rate of 3.9% as a result of the project. Results from anonymous facultysurveys show that faculty in the project changed their teaching practices in Calculus, that theyobserved positive effects of this in their classrooms, that they took advantage of the FLC to learnfrom their colleagues and that their

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna Blaser, University of Washington; Katherine M. Steele, University of Washington; Sheryl Elaine Burgstahler, University of Washigton

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

in engineeringthrough the inclusion of UD and disability topics in the curriculum. A long-term goal is todetermine whether incorporating UD into engineering curriculum attracts and retains studentswith more diverse characteristics into the engineering field. These potential students includethose with disabilities, women, and other underrepresented groups that have demonstrated aninterest in and preference for improving the world around them.In this paper, we present findings from a preliminary online discussion and site visits toengineering labs with students with disabilities. Based on these findings, we identifyopportunities for including disability and UD topics in engineering curricula as well as ways inwhich engineering courses can be

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul J. Weber, Lake Superior State University; Joseph P Moening, Lake Superior State University

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

c American Society for Engineering Education, 2015 Providing Deep, Foundational Learning in an Introductory Energy Systems & Sustainability Course Paul J. Weber and Joseph P. Moening School of Engineering & Technology Lake Superior State University Sault Ste. Marie, Michigan, 49783, USA Email: pweber@lssu.edu, jmoening@lssu.eduAbstractAn understanding of current energy issues is becoming increasingly important, given that energyinfluences many aspects of modern life. It was with this in mind that a new course entitledEnergy Systems & Sustainability was developed. This

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

concepts.This online assignments have video based coaching problems, tutorials with hints to guidestudents to learn the electrical circuit concepts and regular text book end of chapter homeworkproblems. As part of the course requirement, students are assigned to do the conceptual problemsto self-learn and to do more advanced problems to master the concepts. This mandatory requisitemakes them learn the chapter-materials in more in-depth. The aim of this study was to determinewhether this tool will indeed help students to learn the course materials to their own as well as totheir instructors’ satisfaction.This report will present information about the Mastering Engineering approach used in oursections and the weekly workload assigned to students. The

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Edward J. Jaselskis, North Carolina State University; Rodolfo Valdes-Vasquez, Colorado State University; Satyanarayana N. Kalidindi; Linda D. Krute, North Carolina State University; Hongling Guo, Tsinghua University; David Comiskey, Ulster University; Dede M Nelson, North Carolina State University

Tagged Topics

International Forum

a local instructor who presentsrecordings from NC State in class to their respective students. Each of the partnering universitiescreated their own course website for this course where students upload assignments, and accessthe syllabus and other reading materials. Although students from each participating institutionshare the same lecture content and readings, specific assignments and grading requirements aredetermined by the local instructors at each institution. However, a common online open-sourcediscussion forum known as Piazza was used for all registered students, regardless of theinstitution where they were enrolled. The goal was for all students to interact with one anotherthrough the Piazza discussion forum and share their opinions