Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

face-to-face or virtual. A Learning Assistant (LA) was available tohelp all students with learning course concepts, practice problems, and review for assessments(quizzes and exams). The LA held online office hours in the evenings and weekends as needed.This study will provide an assessment of students’ performance on exams for the sections usingBlendFlex mode taught in Fall 2020, compared to previous semesters where students were taughtin a traditional Face-to-Face format. A summary of students’ perceptions will be provided basedon extensive surveys and questionnaires throughout the semester.IntroductionFor the last seven years, the authors have been investigating ways to improve student performancein engineering mechanics (statics and

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peng Li, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

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

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas

Tagged Divisions

First-Year Programs

delivery during the pandemic.2. Online Course OrganizationThe online version of the introduction to mechanical engineering class is offered through theeLearning Black Board learning management system similarly to a previously designed onlinecomputer-aided design course [6]. The top of the course’s homepage, shown in Fig. 1, includes alink to the course syllabus. Immediately below that link is a schedule for the entire semester asalso shown in Fig. 1. The schedule is pasted directly on the homepage and “strikethrough” is usedfor the contents of the past weeks as a quick reference for students. The screen print, shown in Fig.1, indicates that it was taken during Week 9 because all entries in the schedule, up to Week 9 havethe “strikethrough

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Briana Lowe Wellman, University of the District of Columbia; Ludwig C. Nitsche, University of the District of Columbia; Dong Hyun Jeong, University of the District of Columbia

Online Course and Program Assessment Strategies Leading to Effective Continuous ImprovementAbstractDue to the COVID-19 pandemic, many universities quickly adapted by switching learning,teaching, and assessment activities from face-to-face to an online environment to enforce socialdistancing. Faculty had to develop new ways of presenting course content, engaging withstudents, and providing academic support. Concurrently, administrators had to ensure thataccredited programs remain in compliance with their accreditation criteria and policies while inan online teaching/learning environment. As faculty adapted their mode of instruction, they weretasked with ensuring that course learning activities and assessments remain

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Alexander Mendoza-Garcia, University of Florida

Tagged Divisions

New Engineering Educators

Paper ID #34860Re-designing a Large Enrollment Online Course Using a Learner-CenteredApproachDr. John Alexander Mendoza-Garcia, University of Florida John Mendoza Garcia is an Instructional Assistant Professor in the Department of Engineering Education in the Herbert Wertheim College of Engineering at the University of Florida. He received his Ph.D. in Engineering Education at Purdue University, and his Master’s and a Bachelor’s in Systems and Comput- ing Engineering from Universidad de Los Andes, in Colombia, and Universidad Nacional de Colombia respectively. He teaches professional skills like systems thinking, design

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

New Engineering Educators

like syllabus,announcements was retained because administrators and department heads were interested inknowing when these items were posted in the course. The institution adopted specificinformation and requirements to be included in all syllabi. New information included equipmentnecessary for remote instruction while some requirements were that students will keep theircameras on.4. Near-term ImpactsBoth mentors and mentees were surveyed in their usage of the QM dashboard, and surveyanalysis is ongoing. Mentors who underwent QM training agree that the QM dashboard is useful,and they will use it to guide their own online course design efforts. Mentors and mentees alikeappreciated that the tool was visual and allows for immediate recognition of

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Matthew G. Green, LeTourneau University; Chad L File, LeTourneau University

Paper ID #35112Preparing for an Online ABET VisitDr. Matthew G. Green, LeTourneau University Matthew Green serves as Associate Dean in the School of Engineering and Engineering Technology and Professor of Mechanical Engineering at LeTourneau University in Texas. His objective is to practice and promote engineering as a serving profession. He has taught and helped develop design courses for all four years of the undergraduate curriculum, and has taught courses such as Dynamics, Thermodynamics, and Machine Design. Past projects include remote power generation, design methods for frontier environ- ments, enhanced

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis

Tagged Divisions

Materials

pandemic. In March 2020, a “revised syllabus” circulated on theinternet, which provided the following five guiding principles for a term interrupted: 1. Nobody signed up for this 2. The humane option is the best option 3. We cannot just do the same thing online 4. We will foster intellectual nourishment, social connection, and personal accommodation 5. We will remain flexible and adjust to the situation --Brandon L. Bayne, 2020 [2]The authors of this paper adopted these principles as they prepared for teaching in Spring 2020.Remote laboratory courses are challenging to design due to the hands-on activities typicallyutilized for in-person instruction. Furthermore, laboratory courses are vital to

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Rebeka Sultana, California State University, Long Beach

like in F2F classes. To engage students inthe class, Zooms’ Breakroom feature which is widely used in virtual classrooms was also usedduring the first couple of lectures. However, the tool was not used often later in the semester dueto time limit to complete the course content.ConclusionThe results indicate that students in virtual classroom does not vary than the F2F classroom.However, incorporating the following can enhance online teaching and learning among students.• In case of SO mode, to increase students’ interaction, some class time should be dedicated for problem solving in Zoom’s Breakrooms. To accommodate this dedicated time for students’ interactions and completion of the course syllabus, some lectures can be recorded

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Divisions

Graduate Studies

the same LMS course space and the instructional designer workswith each faculty member teaching their first online class at least a semester before thatcourse is offered. This collaboration is the first step in establishing that the onlinestudents are an equal part of the learning CoP. This collaboration begins with a focus onlearning outcomes and corresponding activities and assessments to ensure that the onlinelearners are able to fully participate. As well, the importance of fully integrating thedistance learners into the classroom CoP is emphasized. This involves paying attentionto details like inclusive syllabus language that explicitly recognizes both learneraudiences in cases where course components necessarily involve differing

Conference Session

Assessment in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Lauren Singelmann, North Dakota State University; Stanley Shie Ng, Biola University

Tagged Divisions

Multidisciplinary Engineering

evidence is complete, accurate, and correctly rated on the two scales(knowledge and impact). Tokens are either complete or incomplete; there is no concept of an “Alevel” vs “C level” token. Students may revise and resubmit a token without penalty. This paperdescribes both the implementation details and the performance results of electronic learningtokens with anonymous PR within a course conducted in the fall of 2020.MotivationWe have designed our course around IBL because we believe it delivers superior studentlearning outcomes. Each semester, we seek to make our course both more effective and moreaccessible. We believe that the addition of online anonymous PR enhances IBL in several ways.Though our context is IBL, the following motivations and

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College

Tagged Divisions

Entrepreneurship & Engineering Innovation

a mass online education specificallyfor students and faculty from Tier 2 and Tier 3 colleges. MOOCs (Massive Open Online Course )are online courses which enable large numbers to participate via the web or other technologies.MOOCs have a long history and have primarily been asynchronous so that international studentscan also avail of this. In this article, we delineate how we modified that approach by piloting thissynchronously. The Covid19 situation was an added incentive to offer this course to students whocould not meet in person due to restrictions for in-person classes. Over 350 students from 20different engineering colleges from India were recruited for a pilot program along with the facultyfrom their schools. Each college recruited

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Kate D. Abel, Stevens Institute of Technology (School of Engineering and Science)

suggestions the same for large and small course sizes? These andother topics will be explored as we delve into the new (yet old) environment of online learningduring Covid.BackgroundThroughout the early 2000’s, education over the internet was debated. Some felt it would be atransformative power that would equalize education across time, space, gender, income andnation. Others felt that nothing could take the place of in-person education and anything elsewas inferior. Some universities jumped on the MOOC bandwagon (Massive Open OnlineCourses). Others saw no merit in offering massive courses for little or no credit to multitudes ofpeople for free.There were also many interpretations of online learning throughout the early 2000’s. To thepoint that some

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

,simulations, and games. Popular teaching methods appeal to different levels of studentparticipation such as listening to lectures and participating in group discussions or practicalwork.Teaching Engineering courses always evolve with changes and innovations from year to yearwith different perspectives of pedagogy. Covid-19 virus accelerated the position of colleges anduniversities to move towards online learning for the past year. Besides, it created a situationwherein the new online teaching methods and technologies are developing with a great frenzy.Currently, the use of the internet is increasing, and it is making a tremendous influence on thelives of people. Many of the educational institutions started offering 100 % online courses. Someof the

Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Vetter, United States Military Academy

Tagged Divisions

Military and Veterans

interaction and benefits, whichbecome apparent upon further examination. LMS are online applications that offer a way for students and faculty to connect outsideof the classroom environment and share educational information. The extent of LMS use varies.Some faculty use an LMS to post the course syllabus and key documents while others also utilizethe assignment and gradebook features. More technically proficient faculty also incorporatediscussion groups and other features offered in LMS such as Blackboard and Canvas [2, p. 71].A common attribute across most LMS is that they are typically asynchronous tools. Documentsharing, message boards, and even recorded lectures all can be accessed by students at differenttimes throughout the day, there

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Simson, The Cooper Union; Martin S. Lawless, The Cooper Union; Cynthia Lee, The Cooper Union; Lisa Shay P.E., The Cooper Union; Toby John Cumberbatch, The Cooper Union; Austin Wade Smith, The Cooper Union; Neveen Shlayan, The Cooper Union

Tagged Divisions

Design in Engineering Education

mesoscopic traffic simulations. In 2011, she obtained her Ph.D. degree in Electrical Engineering from the University of Nevada, Las Vegas conducting research in Cyber Physical Systems. She also holds a Master’s degree in Mathematics with a thesis in reconstruction of neutron density distributions. American c Society for Engineering Education, 2021 Teaching the First-Year, Hands-On Engineering Design Experience OnlineAbstractDuring the summer of 2020, a team of faculty reimagined the School of Engineering’s first-yeardesign course to increase consistency among sections, to create space for first-year studentsattending online classes to form friendships, to explicitly teach

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew M. Barry, University of Pittsburgh; Samantha E. Wismer; Tony Lee Kerzmann, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh

Tagged Divisions

Mechanics

introductory statics and mechanicsengineering course in the fall 2020 semester. The three sections had a combined enrollment of 173students during the assessment period, and were under the instruction of the research team. At theend of the semester, students were asked to complete a survey concerning their experiences withthe online text. The survey included no student or demographic identifiers. All three sections usedthe same syllabus and grading schema, and the engineering topics covered in each of the threesections were identical.To assign a point value to the pre-class reading, i.e., utilization of the text via the completion ofthe assigned embedded questions, a participation score of 10% was applied to the course. Thisscore was solely based upon

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rajkumari Jayasekaran, University of Florida

Tagged Divisions

Design in Engineering Education

helped provide the students with a practical learning experience.[7]Methodology: In this research paper, the two-course shells of AutoCAD compared with each other and how theyimpacted student performance overall.Summer 2020 Course shell: The Summer course shell, though available online, had basic information like the course syllabus,weekly schedule, slides, assignments, and emailing platform. Figure 1 and figure 2 display the materialsprovided to the students under the files tab. Figure1: Summer 2020 AutoCAD course shell Figure 2: Course shell with files display The Summer 2020 course shell provided basic guidance for students to attend the online lecturesthrough zoom, had assignment deadlines, and

Conference Session

Holy Cow! We’re Going Online When? 

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Bettina Jeanine Casad, University of Missouri - St. Louis

Tagged Divisions

Civil Engineering

the format in which the class was taught; 2) the prediction that students wouldengage in discussion, group work and project development in an effective way, regardless of theformat in which they communicate; 3) the prediction that students would perform similarly tothose that have completed the course F2F; 4) the prediction that the teaching method used in theF2F environment can be used and effective in the virtual environment; and 5) the prediction thatthe students in the virtual environment would be able to develop a positive rapport with peersand instructor.Course grade, assignment grades and two online questionnaires were used to test the hypotheses.The study results indicate that when comparing course grades the students in the

Collection

2021 Northeast Section Meeting

Authors

Saurav Basnet; Amir Poudel

should be taken care of soon. cannot be left out for the course • Based on the existing class pace and effectiveness,• Changes in the topics: Students were in confusion about prepare a weekly plan of the revisited syllabus the limit and extent of changes they could undertake in the • For topics posing huge challenge in an online setting, they proposal and research. While several students showed no should be skipped during this crisis and once/if the college intentions to change topics, many concurred that their resumes, it should be taught through extra classes. Worst research

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

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

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo

Tagged Divisions

Design in Engineering Education

todemonstrate before graduating from an accredited engineering program. In Canada (and much ofthe world), the Coronavirus pandemic forced universities to close for the safety of their studentsand staff, and so all instruction was quickly transitioned to “emergency remote” delivery (for afull discussion of the differences between remote and online instruction, see [2]). Undoubtedly,the most difficult transitions to remote instruction were design courses. Design coursesfrequently include complex, multi-disciplinary, and/or ill-structured project-based learning, andwill include at least some physical equipment in virtually all engineering disciplines (exceptingpossibly software engineering). This paper describes the changes that were made to two first

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Architectural Engineering

video (mp4) files. Organize online content in a manner that keeps the students engaged The premise is to not overload the students with an abundance of course materials or they may disengage. The LMS permits content to be organized based on the calendar or content. For example, one might choose organizing by week one, two, three, etc. activities or through portals such as syllabus, module 1, module 2, homework and exams, Zoom lectures, etc.Concluding Thought “True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.” ‒ Nikos Kazantzakis [44]Greek writer Kazantzakis understood that

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura J. Carroll, University of Michigan

Tagged Divisions

Educational Research and Methods

the barriers instructors face when using activelearning in first- and second-year STEM courses in online-settings at post-secondary institutions.Here, we focus on fully online courses, taught in both asynchronous and synchronous settings,that have no in-person component. For our purposes, we define active learning broadly, as anytime the instructor goes beyond simply lecturing with the students taking notes. Active learningleads to improved student learning, more engaged students, and increased interest in STEM (e.g.,[1]-[5]). Additionally, active learning increases the quality, number, and diversity of STEMgraduates [5]. Despite these positive findings, adoption of active learning in classrooms has beenslow [4], and researchers have sought

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Ava R. Wolf, University of Illinois at Urbana-Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Divisions

Mechanical Engineering

Paper ID #33054Transforming an Engineering Design Course into an Engaging LearningExperience Using a Series of Self-Directed Mini-Projects andePortfolios: Face-to-Face Versus Online-only InstructionMiss Taylor Tucker, University of Illinois at Urbana - Champaign Taylor Tucker graduated from the University of Illinois at Urbana-Champaign with a Bachelor’s degree in engineering mechanics. She is now pursuing a master’s degree at UIUC through the Digital Environments for Learning, Teaching, and Agency program in the department of Curriculum and Instruction. She is interested in design thinking as it applies to engineering

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Zhen Yu, California State Polytechnic University, Pomona; Menglai Yin, Cal Poly Pomona; Tim Lin

, such as the syllabus with week by week labs spelled out and parts listclearly. The lab rules and safety were also covered. b) Transitioning to Virtual LabTo move a lab course quickly online, Instructor designed the virtual mode of instruction of ECE2200L including three parts:• Teach the content at the beginning of the lab.• Use simulation tools (such as PSpice) to model each circuit.• Show the simulation results through sharing the screen.Instructor modified the previously planned labs associated with the simulation so that studentscan perform it at home. Instructor also prepared for each virtual lab a To-Do list that serves as avery good pre-lab for the students. The To-Do list helps the student to better meet their learningobjectives for

Conference Session

Engineering Economy Course Strategy Panel Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael B. O'Connor P.E., New York University

Tagged Divisions

Engineering Economy

MethodThe author started instruction for the course in 2018 using the traditional classroom lecturemethod using the learning management system (LMS) "Blackboard" (Bb). However, theassessment approaches and lessons learned apply to other LMSs. The course migrated to ahybrid delivery in 2019. The LMS and video conferencing (Zoom) technology facilitated themigration in delivery methods. This trend continued, and the course went entirely online in theSpring of 2020 with the onset of the Covid-19 pandemic. During this period in 2020, the authorbecame aware of the “flipped classroom” delivery method. [14] The syllabus was reworked tomove the lecture material out of the classroom into video presentations ranging in length from 10to 45 minutes. [13] Each

Conference Session

Computing and Information Technology Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University

Tagged Divisions

Computing and Information Technology

University.” https://bulletin.ndsu.edu/past- bulletin-archive/2019-20/academic-policies/undergraduate-policies/general- education/#genedcoursestext (accessed Apr. 20, 2021).[10] “Computer Science (CSCI) < North Dakota State University.” https://bulletin.ndsu.edu/past-bulletin-archive/2019-20/course-catalog/descriptions/csci/ (accessed Apr. 20, 2021).[11] B. Bernard, “CSCI 159: Computer Science Problem Solving Spring 2020 Syllabus,” 2020.[12] C. Stöhr, C. Demazière, and T. Adawi, “The polarizing effect of the online flipped classroom,” Computers and Education, vol. 147, p. 103789, Apr. 2020, doi: 10.1016/j.compedu.2019.103789.[13] A. Amresh, A. R. Carberry, and J. Femiani, “Evaluating the

Conference Session

Labs and Experiential Learning

Collection

2021 Illinois-Indiana Regional Conference

Authors

Benjamin D McPheron, Anderson University; Kenneth M Parson, Thor Motor Coach; Matthew Stein, Roger Williams University

Tagged Topics

Labs and experiential learning

, timely to the tasks being completed in lab. Table 1 presents arough schedule for lecture material. A detailed course syllabus and lecture notes are provided ina GitHub repository, found at: https://github.com/bdmcpheron/Mechatronic-Systems-Design.Table 2 provides the breakdown of graded artifacts in the course. Table 1: Rough schedule of Mechatronics System Design lecture topics Week Topics 1 Intro to Mechatronics, Programming Review 2 Programming Review, Motor Control 3 DC Motor and Servo Motor Control 4 Analog Inputs 5 CAD

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Eric Anderson R.A., Farmingdale State College

becomes available at the end of 2020, it will be compared toprevious class evaluations to determine if the modification of class activities to work within theconstraints of remote class delivery was an effective change to the class program and make a listof best practices to assist with future syllabus development for capstone courses.TEACHING CONSTRUCTION MANAGEMENT CAPSTONE REMOTE 4 Introduction The author has taught the capstone project course for Construction ManagementEngineering Technology (CM) students (CON496) for four years. The course descriptiondescribes the goals and outcomes as follows: This is a