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Generation-Z Learning Approaches to Improve Performance in the Fundamentals of Engineering Exam

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Mechanical Engineering Technical Session: Potpourri

Tagged Division

Mechanical Engineering

Page Count

12

DOI

10.18260/1-2--34705

Permanent URL

https://peer.asee.org/34705

Download Count

15

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Paper Authors

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John Crepeau P.E. University of Idaho, Moscow Orcid 16x16 orcid.org/0000-0001-7277-1347

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Professor John Crepeau received his BS degree in mechanical engineering from the University of California, Berkeley, and his MS and PhD degrees from the University of Utah. After serving as an NSF-NATO Postdoctoral Research Fellow at Humboldt University, in Berlin, Germany, he began teaching at the University of Idaho. He served as chair of the Department of Mechanical Engineering at the University of Idaho from 2009-2015, and is currently the Associate Dean for Undergraduates in the College of Engineering.

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Barry Willis University of Idaho, Moscow

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Barry Willis is the Associate Dean for Outreach at the University of Idaho (UI). His areas of specialty include online learning, leadership and organizational behavior, and designing instruction for GenZ learners. Dr. Willis previously served the UI as Associate Provost and Associate Vice President for Educational Outreach. Professor Willis teaches in the Engineering Management graduate program.

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Sean Quallen University of Idaho, Moscow

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Dr. Sean M. Quallen is an instructor in the Mechanical Engineering department at the University of Idaho--Moscow. He teaches dynamics, fluid mechanics, and heat transfer. His interests include improving the representation of young women in engineering fields and the development of Generation Z students.

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Steven W. Beyerlein University of Idaho

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Dr. Beyerlein has taught at the University of Idaho for the last 27 years. He is coordinator of the college of engineering inter-disciplinary capstone design course. He is also a co-PI on a DOE sponsored Industrial Assessment Center program in which several of the student authors have been involved. Dr. Beyerlein has been active in research projects involving engine testing, engine heat release modeling, design of curricula for active , design pedagogy, and assessment of professional skills.

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Dan Cordon University of Idaho, Moscow

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Clinical faculty member at the University of Idaho with teaching focus in design courses ranging from freshman introductory engineering design through the capstone experience. Technical research area is in the field of internal combustion engines and alternative fuels.

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Terence Soule University of Idaho

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P.K. Northcutt II University of Idaho

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Terri A. Gaffney University of Idaho

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Terri Gaffney is the Associate Director of Engineering Outreach at the College of Engineering, University of Idaho. She has 21 years of engineering distance education experience and has served as the Program Chair for the Continuing Professional Development Division for the Conference for Industry and Education Collaboration (CIEC), 2016 and 2019. She is currently serving as the Publicity Chair for CIEC 2020.

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Jeffrey Kimberling University of Idaho

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Jeff Kimberling has been with the UI College of Engineering for ten years and is currently the Manger of Technical Support Services for Engineering Outreach.

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Angela C. Shears University of Idaho

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Angela Shears has been with the UI College of Engineering for nineteen years and is currently the Academic/Student Support Services Supervisor for Engineering Outreach.

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Ann Miller University of Idaho

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Ann Miller earned B.S. degrees in Mathematics and Chemistry in 2016 and an M.S. in Adult Organizational Learning and Leadership in 2019, from the University of Idaho. She is currently pursuing a Ph.D. in Adult Organizational Learning and Leadership. While working on graduate work, she works within the University of Idaho College of Engineering as the Office Manager of Engineering Outreach.

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Abstract

The Fundamentals of Engineering (FE) exam is now computer-based, allowing examinees to schedule the test more conveniently. The FE is also discipline-specific, so students can focus more on areas related to their course of study. Traditional university FE review courses cover material throughout a semester, eliminating a part of the year where students would take the exam. By developing online learning modules, including short video reviews of particular topics, videos of worked sample problems, and a bank of FE-like problems, students can better prepare for the exam on a just-in-time basis. Redesigning the course to include 5-7 minute topic-specific video reviews, in-class mentoring, application, assessment strategies and more interactive exercises better engages current students, sometimes called Generation Z (GenZ), who are familiar with YouTube, Khan Academy, and other topic-targeted websites. Rather than longer classes with little interaction, students can focus on areas where their knowledge needs improving, view (and re-view) the topic-related videos, and explore example problems on their own, in conjunction with interactive in-class activities. In parallel with subject assessments delivered through our learning management system, we were able to correlate frequency of student viewings of related video reviews to evaluate the overall impact on student performance. This feedback helped the design/development team identify subject areas that students were struggling in. Post-course surveys indicated that students found using the videos and online example problems to be both motivating and instructionally effective. This redesigned approach to the FE review course has been used in consecutive semesters, with encouraging results, and is currently being incorporated in other engineering and computer science courses.

Crepeau, J., & Willis, B., & Quallen, S., & Beyerlein, S. W., & Cordon, D., & Soule, T., & Northcutt, P., & Gaffney, T. A., & Kimberling, J., & Shears, A. C., & Miller, A. (2020, June), Generation-Z Learning Approaches to Improve Performance in the Fundamentals of Engineering Exam Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34705

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