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Board # 25 : Center for Mobile Hands-On STEM

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

8

Permanent URL

https://peer.asee.org/27814

Download Count

56

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Paper Authors

biography

Kenneth A Connor Rensselaer Polytechnic Institute

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Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) where he teaches courses on electromagnetics, electronics and instrumentation, plasma physics, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, biomedical sensors, engineering education, diversity in the engineering workforce, and technology enhanced learning. He learned problem solving from his father (ran a gray iron foundry), his mother (a nurse) and grandparents (dairy farmers). He has had the great good fortune to always work with amazing people, most recently professors teaching circuits and electronics from 13 HBCU ECE programs and the faculty, staff and students of the SMART LIGHTING ERC, where he is Education Director. He was ECSE Department Head from 2001 to 2008 and served on the board of the ECE Department Heads Association from 2003 to 2008.

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Kathleen Meehan University of Glasgow

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Kathleen Meehan earned her B.S. in electrical engineering from Manhattan College and her M.S. and Ph.D. from the University of Illinois under the supervision of Prof. Nick Holonyak, Jr. She worked as a member of technical staff at Lytel, Inc., following graduation. At Polaroid, she was appointed a Senior Research Group Leader, responsible for the design of laser diodes and arrays. After leaving Polaroid, she was employed at Biocontrol Technology. She moved into academia full-time in 1997 and worked at the University of Denver, West Virginia University, and Virginia Tech. She is currently the director of the University of Glasgow-University of Electronic Science and Technology of China Electronics and Electrical Engineering programme. While at Virginia Tech, she collaborated with Dr. Robert W. Hendricks, with assistance of a number of undergraduate students, to develop an instructional platform known as Lab-in-a-Box, which is used in a number of courses within the Virginia Tech B.S.E.E. program. She continues to be actively involved in the development of mobile hands-on pedagogy as well as research on other topics in STEM education, the synthesis and characterization of nanoscale optical materials, and fermentation processes.

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Bonnie H. Ferri Georgia Institute of Technology

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Dr. Bonnie Ferri is a Professor and the Associate Chair for Undergraduate Affairs in the School of Electrical and Computer Engineering at Georgia Tech. She performs research in the areas of active learning, embedded controls and computing, and hands-on education. She received the IEEE Undergraduate Education Award and the Regents Award for the Scholarship of Teaching and Learning. She received her BS in EE from Notre Dame, her MS in ME/AE from Princeton, and her PhD in EE from Georgia Tech.

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Aldo A. Ferri Georgia Institute of Technology

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Al Ferri received his BS degree in Mechanical Engineering from Lehigh University in 1981 and his PhD degree in Mechanical and Aerospace Engineering from Princeton University in 1985. Since 1985, he has been a faculty member in the School of Mechanical Engineering at Georgia Tech, where he now serves as the Associate Chair for Undergraduate Studies. His research areas are in the fields of dynamics, controls, vibrations, and acoustics. He is also active in course and curriculum development. He is a Fellow of the ASME.

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Deborah Walter Rose-Hulman Institute of Technology

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Dr. Deborah Walter is an Associate Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. She teaches courses in circuits, electromagnetics, and medical imaging. Before joining academia in 2006, she was at the Computed Tomography Laboratory at GE’s Global Research Center for 8 years. She worked on several technology development projects in the area of X-ray CT for medical and industrial imaging. She is a named inventor on 9 patents. She has been active in the recruitment and retention of women and minorities in engineering and currently PI for an NSF-STEM grant to improve diversity at Rose-Hulman.

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Abstract

Remarkable progress has been made in the development and implementation of hands-on learning in STEM education. The mantra of See One, Do One, Teach One overly simplifies the idea but does provide a helpful structure to understand how many engineering educators are attempting to change the learning experience of our students. Until recently, this effort has been faced with a major limitation. We can easily incorporate traditional paper and pencil and numerical analysis, synthesis, and simulation in our classrooms. However, the remaining key aspect of doing the job of an engineer – experimentation – has only been included through the use of expensive and limited-access lab facilities. Small, low-cost Mobile Hands-On STEM (MHOS) learning platforms (e.g., mobile personal instrumentation and control devices like myDAQ, Analog Discovery and ADALM1000) provide almost unlimited opportunities to solve this remaining problem in engineering courses. Pedagogy based on these tools has been implemented and studied in several institutions in the US and in other countries, impacting thousands of students each year. In all cases in which hands-on learning has been studied, the pedagogy has been successfully implemented. This has occurred even in traditionally theory-only courses, resulting in more engaged students and instructors. Although the initial assessments of this new approach to STEM education argue for broad application, the definitive case for its adoption has yet to be documented so that all STEM educators can fully appreciate its merit. Goals The Center for Mobile Hands-On STEM is pursuing activities that gather strong evidence of the effectiveness of Mobile Hands-On STEM (MHOS) pedagogy on student learning and develop an effective and pro-active dissemination strategy for the entire STEM educational community. To achieve these goals, we have recently focused on: • Creating and implementing new standardized assessment tools that measure student learning, especially through the development of new experimentally focused concept inventories, as well as measure ease of adoption by instructors. • Identifying implementation barriers for wide-spread adoption and how these might be overcome by applying the business start-up methodology of the NSF I-Corps program, working with faculty who have recently received funding to implement the mobile pedagogy, and holding focus groups among different constituencies. • Delivering a set of workshops for faculty and administrators on effective use of Mobile Hands-On Learning. The first was held at the 2012 ASEE Conference in San Antonio, the second at Georgia Tech in conjunction with the 2013 ASEE conference and there were two workshops the following year, one at ASEE and one at the American Control Conference. Other workshops were offered jointly with other projects, like the HBCU ECP project. It is the last of these goals that has been the focus of the most recent activities of the center. We have been hosting a series of online practitioners’ workshops rather than the usual physical face-to-face workshop, because of the potential for wider and longer term impact. The workshops engaged leaders in various aspects of hands-on learning who developed videos that address issues associated with adoption and sustainability, key areas within engineering curricula where students gain significantly by engaging in active learning, a review of the models of adoption, etc. An exemplar video was created for use as a guide for those who were asked to develop videos on specific topics and as a video associated with the first online workshop. Workshops were held during the summer of 2016 with more planned for the 2016-2017 academic year. Workshop participants presented excellent applications of inexpensive hands-on learning and stimulated engaging discussions of best practices and remaining barriers to implementation. It is clear that while the new pedagogy enabled by MOHS learning platforms has produced some excellent results, it is only in its infancy with much more to be accomplished and many more communities to be served. This paper addresses what has been learned from the workshops both in how best to apply MOHS ideas and how MOHS should evolve in the future.

Connor, K. A., & Meehan, K., & Ferri, B. H., & Ferri, A. A., & Walter, D. (2017, June), Board # 25 : Center for Mobile Hands-On STEM Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27814

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