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Implementation of a First-Year Engineering Course and Active Learning Strategies at a University in India

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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

Nontraditional Teaching Approaches

Tagged Division

International

Page Count

23

DOI

10.18260/1-2--28476

Permanent URL

https://peer.asee.org/28476

Download Count

177

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Paper Authors

biography

Walter McDonald Virginia Tech

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Walter McDonald is an assistant professor at Marquette University in the Civil, Construction & Environmental Engineering department. He received a B.S. in civil engineering from Texas Tech University, a M.S. in civil engineering from Texas A&M University, and a Ph.D. in civil engineering from Virginia Tech. He has extensive experience in urban stormwater management, hydrology, and engineering education research. He has developed and implemented watershed-based active-learning activities into community college, undergraduate, and graduate level courses within both domestic and international contexts.

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biography

Daniel S. Brogan Virginia Tech

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Daniel S. Brogan a postdoctoral associate working on engaged learning at the Institute for Critical Technology and Applied Science at Virginia Tech. From 2011 to 2017 he was a doctoral student in engineering education at Virginia Tech, where his research involved the development and classroom implementation of the Online Watershed Learning System (OWLS), a guided, open-ended cyberlearning environment that is driven by HTML5, JavaScript and CSS (http://www.lewas.centers.vt.edu/dataviewer/) and serves as a user interface to the Learning Enhanced Watershed Assessment System (LEWAS) Lab. In 2011 he founded Bhutanese-Nepali Christian Media Ministries, which utilizes online media to address needs in Christian ministries for people in these language groups. Prior to June 2010, he was a graduate student at the University of New Hampshire, where he earned his BS and MS degrees in electrical engineering.

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Vinod K. Lohani Virginia Tech

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Dr. Vinod K. Lohani is a Professor of Engineering Education and also serves as the faculty director of education and global initiatives at an interdisciplinary research institute called the Institute for Critical Technology and Applied Science (ICTAS) at Virginia Tech. He is founding director of an interdisciplinary lab called Learning Enhanced Watershed Assessment System (LEWAS) at VT. He received a Ph.D. in civil engineering from VT. His research interests are in the areas of computer-supported research and learning systems, hydrology, engineering education, and international collaboration. He has led several interdisciplinary research and curriculum reform projects, funded by the National Science Foundation, and has participated in research and curriculum development projects with $6.4 million funding from external sources. He has been directing/co-directing an NSF/Research Experiences for Undergraduates (REU) Site on interdisciplinary water sciences and engineering at VT since 2007. This site has 85 alumni to date. He also leads an NSF/Research Experiences for Teachers (RET) site on interdisciplinary water research. He has published over 85 papers in peer-reviewed journals and conferences.

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Gopalkrishna H Joshi KLE Technological University

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I hold a PhD in Computer Science and Engineering.

Areas of research:
1. Data Engineering
2. Engineering Education Research

Current position: Professor and Head of Computer Science and Engineering, Director of Centre for Engineering Education Research

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Abstract

This paper presents the results of collaborative efforts between a large research university in the U.S. and a university in India to develop and integrate a first-year engineering program at the university in India. It is well known that the first two years in an engineering program are crucial to student retention and success. As such, a first-year course was developed to provide students with active and collaborative hands-on learning experiences in order to improve student engagement and learning during their first-year. Classroom modules included hands-on problem solving activities that covered methods and topics, such as mechatronics and watershed monitoring, that can be integrated throughout a 4-year engineering program via a spiral curriculum approach. The first-year course was piloted in the Fall 2015 semester and is ongoing in the Fall 2016 semester, each with an enrollment of approximately 500 engineering students. Student learning and motivation were assessed using a mixed-methods post-test survey that included quantitative and qualitative questions. Results from the pilot course implementation reveal that 95% of the students felt that hands-on activities improved their ability to learn in the class and that what they were learning in the course was useful for their short- and long-term goals. Course implementation in the Fall 2016 semester is ongoing, but results will be included within the final paper.

McDonald, W., & Brogan, D. S., & Lohani, V. K., & Joshi, G. H. (2017, June), Implementation of a First-Year Engineering Course and Active Learning Strategies at a University in India Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28476

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