from MIT, Master of Science in Nuclear Plasma and Radiological Engineering from University of Illinois Urbana Champaign, and Bach- elor of Science in Mechanical Engineering from MIT, and is currently teaching at St. Ambrose University in Davenport, Iowa teaching a variety of courses including Intro to Engineering, Heat Transfer, Control Theory, Electronics, and Senior Design. ©American Society for Engineering Education, 2023 Design of Entrepreneurially Minded (EM) Effective Learning Strategies for Engineering Students: Course Structure, Grading Rubrics, Syllabus Design, and In-Class Mini Labs for Student Motivation and Learning
Thermodynamics CourseAbstractCan online labs improve student learning in comparison to hands-on labs? Do they have space inour curriculum for online and in-person lab offerings? Can some of the lessons learned apply toin-person lab offerings? Can online labs improve the sense of inclusion and belonging?These questions are addressed in the paper. The paper describes the five labs conducted 100%online in a 3rd-year Introduction to Thermodynamics course in a mid-size comprehensiveuniversity’s mechanical engineering program. The course comprises 200 minutes of lectures and125 minutes of labs per week in a 10-week term. The lectures are offered in a flipped format;lectures are pre-recorded, and class periods are used for problem-solving and
in online course CS102: Content: syllabus, lecture notes, lecture recordings, study guides, sample programs Assignments: labs, homework, tests/exams, surveys Announcements: deadline reminders, class news, internship/scholarship/workshop news Discussion Board & Emails: offline discussion with peers and the instructor Blackboard Collaborate: Virtual classroom for live lectures and student-instructor inter- action, virtual office hoursIn addition to the guided problem solving activities in PBL implementation, the following onlineengagement strategies were employed in CS102, including both passive and active categories: Passive category: reminders in announcement, email communication Active category
]. ▪ Data Analytics: science centered on data analysis to make conclusions about given information [17]. ▪ MATLAB: software used in the engineering field for calculations and simulations [4].The content related to the MOOC comprehends three main items. The first component isrepresented by the syllabus, the second item is linked to the course content and the third elementcovers the simulation results by using Python and MATLAB. For the syllabus it is relevant toinclude the following information: ▪ Course Title- Cybersecurity, State Estimation and Optimization in Electrical Microgrids. ▪ Course Modality- online MOOC ▪ Course description- the course covers the general analysis and some software applications associated with
Paper ID #36967Effects of Online Versus In-Person Course Modalities on StudentParticipation in Flipped Classrooms in EngineeringDr. Crystal Han, San Jose State University Dr. Crystal Han is an assistant professor of Mechanical Engineering at San Jos´e State University. She has a Ph.D. in Mechanical Engineering from Stanford University. She teaches courses in the thermal- fluid area and energy engineering. Her research interests consist of microfluidics, biotechnologies, and engineering education. In particular, in the field of engineering education, she is interested in active learning, collaborative learning, experiential
Paper ID #38874A data-driven comparison of students’ performance in asynchronous onlineversus in-person sections of an introductory graduate statistics courseMajid Nabavi, University of Nebraska - Lincoln Dr. Majid Nabavi is an associate professor of practice in department of Supply Chain Management and Analytics in the College of Business at the University of Nebraska-Lincoln. His research and teaching interests include analytical methods, database systems, and application of analytical models for business problem solving. He has developed and taught online and in-class courses in operations and logistics management
. Allowing students theopportunity to gain confidence in their ability by quickly learning coding andapplying introductory programming concepts could help them to master theseconcepts more quickly and defer programming environment set up to a later date.Accelerating the learning of programming may help to offset future needs, asgrowth in software development jobs is projected to significantly outpace growthin instructional jobs in computer science. This study implemented two versions ofthe same course content in self-paced and instructor-led formats. The instructor-led format included the delivery of online lectures combined with examples andpractice exercises. This was considered a more traditional approach wherestudents were taught using slides
networking, wikis, and alternate reality worlds have grown significantly. Some instructorsshare their course materials and teaching ideas broadly, which expands learning and educationequity. Online content such as open educational resources (OERs) have been developed to supporthigher education students. Open educational resources are teaching, learning, and researchmaterials, commonly in the digital medium and public domain; an open educational resource maybe released under an open license [1]. In other words, an OER allows others to access, use, adaptand redistribute the materials at no cost. An OER may include complete courses, individual courseunits or modules, textbooks, lesson plans, syllabi, lectures, assignments, game-based learningprograms
taught the course onlineonce before, and it was offered to students in two modalities; online and hybrid known as “hy-flex”, which gives students the ability to choose whether to attend face to face lectures, fullyonline, or any combination at any time. Both courses used the same book, syllabus, schedule,assessments, and instructor, the only difference was the modality. All assessments in bothsections opened and closed at the same time. Enrollment in the hybrid class was 34 while in theonline class was 49 for a total of 83. Neither was an honors course, and students knew themodality when registering.The hybrid course had face to face class that met three times per week in a reduced enrollmentclassroom in order to follow social distancing
-classenvironment itself provides this opportunity, but in online formats, the instructional designshould be pre-structured to make it happen. Community building can be added to the syllabus aspart of a learning assignment. For example, grouping students for topic search, sharing resources,or any other low-level activities can help build relationships. Forming small groups is always agood idea so that students have the opportunity to contribute equally.ConclusionThis exploratory study contributed to the field of STEM education and, specifically, tounderstanding how STEM graduate students learn in shared collaborative learning environments.The findings revealed that inquiry-based online courses with integration of applied research peerreview activities need
, the first-named author proposed a syllabus thatopened with the following line: “What does it mean to be an engineer?” Students would beexplicitly encouraged, both in the new syllabus and during class, to find their own answers to thisquestion in light of an eclectic mix of readings, videos, case studies, lectures by guest speakers,self-reflection exercises, and other activities intended to bring engineering’s past, present, andfuture to life. Kicking off the course was an overview of US engineering history from the 19thcentury on through the present day. After learning about the roots of the “pure” science vs.“applied” technology dichotomy, students then learned how engineers redefined themselves asprofessionals while negotiating a balance
3 ended questions/items Questionnaire An online form for evaluating Out Individual 4 understanding of lesson contentAs Table 3 shows, the course introduced students to five tracks and five corresponding cases,each with its own challenge and centered on a problem-solving approach. The two-week casestaught during weeks 2-9 followed a similar pattern, with the first class introducing the case andthe last class involving student presentations and a reveal of the instructor’s solution to the casechallenge. The lead instructor taught Week 1 on their own, and the one-week case wasintroduced without academic background or context.Table 3. [Course] schedule for fall 2020. Week/s
conducts research on engineering education andDr. Helen L. Chen, Swarthmore College Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical En- gineering at Stanford University. She has been involved in several major engineering education initiatives including the NSF-funded Center for the Advan ©American Society for Engineering Education, 2023 Engaging Aerospace Students With Experiential Learning in Hybrid Project-based CoursesIntroductionAs the Stanford Aeronautical and Astronautical department’s project-based Spacecraft DesignCapstone course returned to in-person instruction, elements of online teaching and learning thatwere
can identify latent skills from existing instructional text on existing onlinecourseware [24]. Text mining techniques have been used to connect job descriptions and coursedescriptions and curricula descriptions [25]. In another application, course descriptions arecompared against the resume of a faculty in order to assign adjuncts to courses [26]. Gomez et al.analyzed the text of learners’ reviews of courses in Massive Open Online Course (MOOC)platforms to better support course selection in MOOCs [27].Gender Differences in writing (text data)Numerous empirical studies have been conducted examining text-level linguistic features relatedspecifically to men and women and the effects of gender on linguistic behavior [28] - [32]. Theseworks
accessibility of lesson materials for students in STEM classes in higher education. ©American Society for Engineering Education, 2023 Students’ Self-regulation in a HyFlex Design Thinking Course This is a complete research paper. HyFlex learning models have gained popularity as aresult of the pandemic. Studies and surveys show the potential for blended learning models, likeHyFlex, to improve higher education post-pandemic and for years to come. Simultaneously,researchers have consistently found that self-regulation impacts students’ academic achievementin traditional classroom settings. Since online learning environments increases student autonomy,arguably, self-regulation learning skills are even more
his spare time, Dr. Kump works to combine his research with his love of electronic music performance, teaching machines the craft of songwriting. With extensive course and curriculum design experience, Dr. Kump is continuously committed to developing engineering programs that best prepare students for the ever-changing demands of industry leaders. His teaching interests include online and HyFlex education, as well as classroom flipping and education research-based tasks. He created Maritime College’s ENGR 396 Machine Learning course and has been recognized by Open SUNY for excellence in online teaching, pioneering the School of Engineering’s online course offerings.Van-Hai Bui Dr. Van-Hai Bui received his B.S
general scheme for thinking about each of the 0 – 4values was adapted from the work by Crosswait [2]. This chart (see Table 1) is provided tostudents in the syllabus for the course and discussed during class time. Evaluation Meaning Score EXCEEDED THE STANDARD You have demonstrated complete mastery of this element by completing 4 assessments with no errors. Your work is exemplary and complete. Translates to a grade of A MET THE STANDARD You have demonstrated proficiency in this element. Your work indicates an
two benchmarks, the students were virtually assured that they would receivethe minimum 70 points required to pass the class. An additional 20 points were earned based onhomework average, and on online quizzes that were given following video lectures. Thehomework and quiz performance was also used to earn tokens which represented a chance toretake any exams that the students had failed to achieve the required eighty percent on theirinitial attempt. The final 10 points were available for small independent research projects where studentsexplored examples of how the course material was being used in real world design. Theseresearch projects had no minimum requirement and in fact were not mandatory for the studentsto pass the course. The
holding, “3+2”-axis machining, end mill selection, etc. that will be applied insubsequent computer projects. The course instructor or TA should be available to answerquestions during class while students are tasked with these tutorials.There are a great number of Fusion 360 learning resources to assign to students which will bringthem up-to-speed on how to use CAM: ▪ Fusion 360 offers short, free, online courses through the Autodesk website in milling and turning basics, including how to use the multi-axis capabilities available which are also free to education. This should be the first tool beginners turn to when learning the basic functions of Fusion 360. Since this resource is self-paced, it can serve as a quick, easy-to
civil engineering and gettingthem excited about how our profession can lead the way to face all these emerging challenges.”Similarly, John W. van de Lindt, a professor of Civil and Environmental Engineering atColorado State University, stated, “As a recruiting tool, it will definitely have an impact on theoverall profession by getting some of the best and brightest into civil engineering” [35].However, there is a dearth of publications discussing the application of FWV in civil engineeringeducation. Hall [36] briefly mentioned FWV twice in his paper about the future of civilengineering. ASCE hosted an online webinar to discuss integrating FWV into courses [37]. Thispaper gives an example of the integration of FWV into a first-year
Paper ID #36866Design of an ECE Technical Communication Course for AcceleratingEngineering CareersThomas Garrison, Portland State University Tom is a Vice President and General Manager at Intel Corporation leading the PC client strategy organi- zation. He is a 29 year veteran of Intel ever since his graduation from Portland State University where he received a Bachelor of Science degree in Electrical Engineering in 1994. In his free time he is an avid fisherman.Ms. Yuchen Huang, Portland State University Yuchen Huang received her M.S.E.E. degree from Portland State University. She is the Director of ECE Digital IC
Materials114 In recognition of inequity among the student population, this course requires no textbook.115 All assigned materials are digitally available through UVA’s online learning management116 system. This course design choice enhances accessibility, supporting the course goal of117 inclusion. Foundational texts that have informed the course include Technology Matters: © American Society for Engineering Education, 2023 3 2023 ASEE Southeastern Section Conference118 Questions to Live With by David Nye; Engineering Ethics: Contemporary and Enduring Debates119 by Deborah G. Johnson; and Race After Technology by Ruha Benjamin. Based on the
Technical Managers2023 ASEE Engineering Management Division (EMD) Abstract This work in progress (WIP) paper aims at demonstrating the innovative design ofintegrating a communication course with the Capstone course, which is part of the Master ofEngineering Technical Management (METM), a 21-month online graduate program for workingprofessionals in the engineering technical management fields. As the culmination of theirgraduate study, students must identify an organizational/technical challenge, formulate a feasibleproject plan to address the issue to bring impact to the organization. During this process, theywill conduct research, create a strong business case for their industry sponsors
,who, within their respective areas of competence, is responsible for executing the tasks orworks referred to in the General Law on Urbanism and Construction and the presentordinance" [3].In general, science, technology, engineering and mathematics (STEM) degrees experiencesignificant early-stage dropout due to several factors: course failure, for example, in subjectsincluding physics and mathematics [4]; a low perceived importance of these courses forengineering [5-6]; a general perception of an excessive workload in engineering courses [7];and the modality of the course in question, including asynchronous online courses [8], amongothers.Related literature reports that remedial courses are used to address bottlenecks and students'delayed
university was comprised of seven departments and consisted ofapproximately 175 instructors that contributed to the undergraduate teaching mission eachsemester. All departments were invited and agreed to participate in data collection.Data CollectionAs part of a larger study, teaching artifacts were gathered from each engineering department.These artifacts included course syllabi for all engineering courses taught from the Fall 2019through the Spring 2022 semesters. The Spring 2020 semester included two syllabi – one fromthe start of the semester and a modified COVID syllabus from March to end of the semester. Themodified COVID syllabus was a requirement of the university. For this study, syllabi from asingle department were chosen for analysis as
HyFlex course. Also, they also gave studentsthe message to attend the course and not rely on videos as a substitute for class. The mostsuccessful instructors set expectations for attendance early in the class with both the syllabus andin their course introduction on the first day of class.Exams and cheating: A second problem was how to ensure exams and assessment activities wereequitable. This was an important issue. Instructors grappled with how to administer exams orother assessments in-person and/or synchronously online. They knew they would not be able towrite different assessments that are equitable and commensurate for students. University wide,instructors have addressed this issue differently to uphold academic integrity. Some
.[10] C. Brumfield and B. Haugli, Cybersecurity Risk Management: Mastering the Fundamentals Using the NIST Cybersecurity Framework, Wiley, 2021.[11] United States Coast Guard Academy, "Catalog of Courses 2021-2022," 2022. [Online]. Available: https://cgaportal.uscga.edu/academics/registrar/Course%20Catalogs/COURSE%20CATALOG%2 02021-2022.pdf. [Accessed 22 January 2023].Appendix I – Cyber Risk Management Course 7385 Spring 2022 Syllabus U.S. Coast Guard Academy Department of Engineering Cyber Risk Management (7385) Course SyllabusIntroductionCourse: 7385 Cyber Risk ManagementCourse Offering: Spring
out how to operationalize them in theirclassrooms. Research has shown that faculty interested in pedagogical transformation areoften overwhelmed by the many tools, frameworks, and theories available [13]. One of theobjectives of this paper is to remove this burden on faculty and instructors by providing themwith an organized checklist of inclusive teaching practices stemming from variedframeworks, along with some easy-to-use resources, strategies, and examples, all in a singleresource. Further, our inclusive course design checklist is organized around the variouscomponents of teaching (e.g., writing the syllabus, selecting/training TAs, etc.) so it is (wehope) more pragmatic, accessible, and implementation-ready to educators, all the
attention. It is widely recognized that a keygoal of educators and education policymakers should be to strike a balance between maximizingboth of these critical measures. To that end, several studies [1] have been conducted to investigatethe impact of flexible deadline policies on student academic success and well-being.On one hand, flexible policies have been shown to have several positive effects on students. Theyhave been shown to reduce student stress [1, 2], improve time management [1], increase equity instudent performance [1, 3, 4, 5], and enhance the learning process [1, 6, 2, 7], especially in caseswhere courses are administered either partially or fully online [8, 5]. The key benefit of flexibledeadlines is that they provide students with
collective and individual sustainability choices. The textbook (described in thenext section) provides an outline and structure to the flipped course. Each week, students read achapter, take a short online reading quiz, and respond to several discussion or project questionsprovided in the text. This format opens space in class for discussion of the weekly topic andperhaps additional teaching. Several projects provide additional learning, practice, andassessment throughout the semester.Chapter readings introduce sustainability concepts and provide examples. For instance, thechapter on affluence defines terms such as wealth, consumption, and gross domestic product andpresents the concept of economic metabolism. It describes the challenges of continual