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Board 49: Enhancing Student Active Learning via Concept Mapping in an Undergraduate Engineering Course

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

6

Permanent URL

https://peer.asee.org/32360

Download Count

2

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Paper Authors

biography

Ning Fang Utah State University

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Ning Fang is a Professor in the Department of Engineering Education at Utah State University, U.S.A. He has taught a variety of courses at both graduate and undergraduate levels, such as engineering dynamics, metal machining, and design for manufacturing. His areas of interest include computer-assisted instructional technology, curricular reform in engineering education, and the modeling and optimization of manufacturing processes. He earned his Ph.D., M.S., and B.S. degrees in mechanical engineering. He is a Senior Member of the Society for Manufacturing Engineering (SME), a member of the American Society of Mechanical Engineers (ASME), and a member of the American Society for Engineering Education (ASEE).

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Abstract

Concept mapping is a visual technique for knowledge organization, representation, and elicitation. This poster presentation describes how concept mapping was implemented in an engineering dynamics course, a required, high-enrollment and high-impact course in many engineering programs, such as mechanical, civil, and aerospace engineering. This poster presentation describes the results of a questionnaire survey administrated at the end of a recent semester to find out student experiences with concept mapping. The results show that overall, concept mapping had a positive impact on student learning.

Fang, N. (2019, June), Board 49: Enhancing Student Active Learning via Concept Mapping in an Undergraduate Engineering Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32360

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