Advancing Engineering Education through Technology-Driven Teaching Innovations
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
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Entrepreneurship & Engineering Innovation Division Technical Session 4
- Tagged Division
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Entrepreneurship & Engineering Innovation
- Tagged Topic
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Diversity
- Page Count
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18
- DOI
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10.18260/p.26532
- Permanent URL
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https://peer.asee.org/26532
- Download Count
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876
Paper Authors
Mohamed Yousef Ismail Texas A&M University - Qatar
Mohamed Y. Ismail received the B.Sc. degree in Electrical Engineering from the University of Toledo, Toledo, Ohio, USA, in 1989, and the M.E. and Ph.D. degrees in Electrical and Computer Engineering from the University of Florida, Gainesville, Florida, USA, in 1992 and 1997, respectively. He is currently a Senior IT Consultant with Texas A&M University at Qatar, since 2014. During 2013 and 2014, he taught a course on cyber security for the University of Maryland University College. From 1998 to 2014, he worked for several international companies in senior management roles.
Hamid R. Parsaei Texas A&M University - Qatar
Hamid R. Parsaei is a Professor of Mechanical Engineering and Director of Academic Outreach Office at Texas A&M University at Qatar. Dr. Parsaei is also a Professor of Industrial and Systems Engineering and Mechanical Engineering in Texas A&M University in College Station. Dr. Parsaei is a Fellow of American Society for Engineering Education and Fellow of Institute of Industrial Engineers. he has published over 250 articles in the refereed archival journals and conference proceedings. Dr. Parsaei is a registered professional engineer in Texas.
Bing Guo Texas A&M University - Qatar
Dr. Bing Guo is Assistant Professor of Mechanical Engineering and a Dean’s Fellow at Texas A&M University at Qatar. He teaches introductory engineering mechanics, thermal dynamics, thermal fluid sciences, and experimentation design. Dr. Guo has been involved in teaching innovation with technology since 2013, with notable products such as an app for enhanced learning of 3-D objects and video lecture libraries for mechanics and thermodynamics. Guo received his bachelor’s, master's and doctoral degrees in Thermal Engineering from Tsinghua University.
Konstantinos E. Kakosimos
Texas A&M University - Qatar
orcid.org/0000-0001-9730-0525
Dr. Konstantinos Kakosimos received his PhD from the Chemical Engineering Dept. of Aristotle University of Thessaloniki in 2009. He worked as Postdoctoral Research Fellow/Assistant in the same university, as visiting Research Assistant in the National Environmental Research Institute, Aarhus University Denmark and also as a Design Engineer and Environmental Consultant for a number of private firms (Hellenic Petroleum, Titan Cement Company SA, Hellenic Gold, HYETOS GP etc). In October 2012 he has been appointed Assistant Professor of Chemical Engineering in Texas A&M University at Qatar and he is also affiliated with the Mary Kay O'Connor Process Safety Center extension in Qatar. He has co-authored 3 books (among which “Fires, explosions, and toxic gas dispersions: Effects calculation and risk analysis” published by CRC Press) and more than 20 papers in international peer-reviewed journals.
Raelene Dufresne Texas A&M University - Qatar
Ms. Dufresne is an educator with 20 years experience in both secondary and tertiary educational institutions in North America and abroad, teaching students from all over the world. A proponent of using technology in the classroom, she currently flips her classes using videos and interactive learning activities to improve student understanding, as well as to level the playing field for her freshmen mathematics-for-engineers classes at an overseas branch campus of Texas A&M University. Notably, her secondary students at the American School of Doha in Qatar had an impressive record on the AP Calculus AB/BC and AP Physics Mechanics C exams. Ms. Dufresne holds a Master's and PhD (ABD) in Applied Mathematics from the University of Waterloo and a B.Ed. in Secondary Mathematics and Physics Education from The University of Western Ontario. She has delivered workshops around the world on topics such as: Using Technology in the Mathematics Classroom; Main Math Myths - Dispelling Mathematics Misconceptions; Teaching for Conceptual and Enduring Understanding; and Interactive Engagement in the Mathematics Classroom.
Nasser Alaeddine Carnegie Mellon University - Qatar
Nasser I. Alaeddine is the Director of Educational and Media Technologies at Carnegie Mellon University Qatar. He previously worked as the Director of Enterprise Applications and Educational Technology at Texas A&M University at Qatar. Dr. Alaeddine also taught courses as an adjunct faculty at University of Phoenix and University of Maryland University College. He has more than 18 years of experience in managing, developing, and leading enterprise IT projects. Dr. Alaeddine has published a number of papers in refereed journals and conference proceedings.
Abstract
With the proliferation of technologies that are able to overcome the obstacles of time and space, it is inevitable that change would transform and reshape the traditional ways of doing things. In higher education, the impact of educational technologies and their potential to enhance the teaching and learning experiences as well as improve learning outcomes is yet to be felt in any tangible way. This is mainly attributed to the lack of motivation by faculty to utilize new technologies in their classrooms. To further motivate faculty to introduce and integrate digital technologies into the classroom as teaching aids, a comprehensive plan was developed at Texas A&M University at Qatar (TAMUQ) to promote and encourage the use of technology in innovative ways.
The groundwork for triggering successful technology adoption cycles requires developing targeted strategies that promote the use of technology. Transitioning from the state of non-acceptance to the state of adoption involves going through several intermediary stages that inform, train, and reward faculty members. Although strategies employed at TAMUQ address each of the three stages, they go beyond the goal of adoption to stimulate innovation. In order to promote the innovative use of technology, an annual Teaching Innovation with Technology competition was introduced with the goal of encouraging faculty to experiment with new technologies and assess their impact on their classrooms. The competition has been running for two years and has resulted in several innovative ideas.
This paper summarizes the results from the three finalist projects coming out of the second year competition. The results demonstrate that technology can reshape teaching and learning in engineering education in productive ways. On one hand, students involved in classes that employed technology to complement the educational process have become more interested and engaged in their classrooms. On the other hand, faculty exposed to motivational strategies have become more receptive to the idea of employing and experimenting with new technologies in innovative ways.
Ismail, M. Y., & Parsaei, H. R., & Guo, B., & Kakosimos, K. E., & Dufresne, R., & Alaeddine, N. (2016, June), Advancing Engineering Education through Technology-Driven Teaching Innovations Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26532
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