Dickrell, P. L., & Hill, I. J., & Jackson, P. (2016, June), Demonstrations in Large Enrollment Courses: Designing for Impact  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26651

\bibitem{asee_peer_26651}
  Dickrell, P. L., \& Hill, I. J., \& Jackson, P. (2016, June), \emph{Demonstrations in Large Enrollment Courses: Designing for Impact}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26651

Pamela L. Dickrell, Ira Jerome Hill, and Philip Jackson.  "Demonstrations in Large Enrollment Courses: Designing for Impact".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26651 Internet.  18 Apr, 2024

\bibitem{asee_peer_26651}
  Pamela L. Dickrell, Ira Jerome Hill, and Philip Jackson.
  "Demonstrations in Large Enrollment Courses: Designing for Impact".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26651 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_26651
author = "Pamela L. Dickrell, Ira Jerome Hill, and Philip Jackson"
title = "Demonstrations in Large Enrollment Courses: Designing for Impact"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26651}
number = {10.18260/p.26651}
}

TY  - CPAPER
AB  - What impact do course demonstrations have on engineering students motivation and knowledge?  Can the addition of a few core demos of engineering practical applications influence the effectiveness of course materials across students of different ethnic backgrounds and genders?  This work investigates the design and effect of in-class demonstrations in three large enrollment service courses: Dynamics, Circuits, and Computer Programming for Engineers, offered at a land-grant public university.
Within these large enrollment engineering service courses our college of engineering has set goals of improving retention and student self-motivation for active participation.  This work outlines the design of multiple in-class demonstrations; including physical demonstration structures, materials used, and related core course learning outcomes for three service courses. Demonstrations are designed to show practical applications of course concepts for students across multiple majors. This work highlights each demonstration with pictures and the basic details of experimental setup for the benefit of other universities interested in developing their own related materials.
Following each in-class demonstration students are anonymously surveyed about their impressions and the impact of the in-course demonstrations.  Student surveys include qualitative and quantitative feedback of the impact of the demonstrations on: student engineering topical interest, self-motivation to attend class, inspiration to learn demonstration related concepts further, and both immediate and longer-term retention of related course theory knowledge.  Outcomes of student survey results are examined statistically in regards to results by: overall response of all students participating, impact of each specific demonstration, responses by student gender, and responses by student reported ethnic background; in order to evaluate the impact of demonstration inclusion across multiple audiences.  Both student qualitative and quantitative feedback will be evaluated to gain a larger understanding of the impact these demonstrations provide towards engineering student growth and retention in large enrollment courses.

AU  - Pamela L. Dickrell
AU  - Ira Jerome Hill
AU  - Philip Jackson
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Demonstrations in Large Enrollment Courses: Designing for Impact
UR  - https://peer.asee.org/26651
DO  - 10.18260/p.26651
ER  -