Velegol, S. B., & Zappe, S. E., & Brannon, M. L. (2014, June), Online Modules Enable Prerequisite Review and Mastery During Design Courses  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22886

\bibitem{asee_peer_22886}
  Velegol, S. B., \& Zappe, S. E., \& Brannon, M. L. (2014, June), \emph{Online Modules Enable Prerequisite Review and Mastery During Design Courses}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22886

Stephanie Butler Velegol, Sarah E. Zappe, and Mary Lynn Brannon.  "Online Modules Enable Prerequisite Review and Mastery During Design Courses".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22886 Internet.  15 Dec, 2024

\bibitem{asee_peer_22886}
  Stephanie Butler Velegol, Sarah E. Zappe, and Mary Lynn Brannon.
  "Online Modules Enable Prerequisite Review and Mastery During Design Courses".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22886 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_22886
author = "Stephanie Butler Velegol, Sarah E. Zappe, and Mary Lynn Brannon"
title = "Online Modules Enable Prerequisite Review and Mastery During Design Courses"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22886}
number = {10.18260/1-2--22886}
}

TY  - CPAPER
AB  -      Online modules enable prerequisite review and mastery during design                                  courses.        All engineering capstone courses are designed with the expectation that students will useknowledge they have obtained in prerequisite classes to design an engineering solution.However, students often come into the design course without mastery of the prerequisitematerial. Faculty then use class time to review this material, reducing the time that can be spenton the objectives of the course such as engineering design, professional correspondence, andimproving technical writing and presentations skills. To solve this problem, we have created aset of online instructional materials that can be used by students in an EnvironmentalEngineering capstone course to ensure that they have mastered the prerequisite material beforeand while engaging on the design project.        In this case the students designed a water treatment system to remediate acid minedrainage entering the headwaters of a local river. This design required knowledge of massbalances, reactor design, acid/base chemistry and particle setting. To test for mastery of theseprerequisite topics, a pre-quiz was given on these topics during the first week of class. Thesequizzes were graded for mastery and returned to the students. The students were directed to arelated online video that reviewed the specific engineering topic covered by the question. Thestudents then took a quiz on the same topics during the 3rd week of the course that counted aspart of their grade.       We will discuss how the use of the videos affected their mastery of the material, asassessed by their post-test performance. In addition, we will discuss how the students interactedwith these online modules as assessed by student surveys and focus groups. Finally we willinclude the benefits and costs from the faculty perspective. This will allow us to makesuggestions for applying this technique to other disciplines within engineering and otherEnvironmental Engineering courses.
AU  - Stephanie Butler Velegol
AU  - Sarah E. Zappe
AU  - Mary Lynn Brannon
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Online Modules Enable Prerequisite Review and Mastery During Design Courses
UR  - https://peer.asee.org/22886
DO  - 10.18260/1-2--22886
ER  -