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Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

First-Year Programs Division Poster Session

Tagged Division

First-Year Programs

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Paper Authors


Jack Bringardner NYU Tandon School of Engineering Orcid 16x16

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Jack Bringardner is an Assistant Professor in the First-Year Engineering Program at NYU Tandon School of Engineering. He studied civil engineering and received his B.S. from the Ohio State University and his M.S and Ph.D. at the University of Texas at Austin. His primary focus is developing curriculum and pedagogical techniques for engineering education, particularly in the Introduction to Engineering and Design course at NYU. He has a background in Transportation Engineering and is affiliated with the NYU Civil and Urban Engineering department.

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Yona Jean-Pierre NYU Tandon School of Engineering

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Yona Jean-Pierre is the Director of Faculty Innovations for Teaching and Learning (FITL) at NYU Tandon School of Engineering. She received her Bachelor of Arts in Mathematics and Philosophy from the University of Rochester and her Master of Science in Mathematics from NYU Tandon School of Engineering (Formerly known as Polytechnic University). She manages the FITL Center, which encourages and promotes innovative teaching strategies and technologies for learning. The Center provides faculty with training on new classroom technologies, access to technologies and resources, opportunities for research and design, and collaboration on educational and technological projects. Ms. Jean-Pierre has taught Mathematics, Problem- Solving and Academic Success Seminars at Polytechnic University and Columbia University. In addition to her experience in academia, Ms. Jean-Pierre has practical experience in developing online technology and multimedia products having worked in corporate positions at Google Inc. and iVillage Inc.

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This work in progress paper will evaluate the inclusion of video instruction into the laboratory sections of a first-year engineering design course. It aims to improve student performance on activity-based team projects and address strategies for adding innovative flipped classroom approaches into hands-on courses. Video instruction has the potential to combine multiple learning styles in pre-class preparation material. This video teaching methodology for laboratory instructions and assignments provides needed information to students before they attempt the labs or use equipment to expedite the learning process. A first-year engineering program initiative to incorporate more flipped classroom resources began this last summer with the help of an on-campus support center for teaching and learning. This paper will focus on aspects of short, five to ten minute, video instruction that can be used to improve performance in hands-on design projects and labs. Many video projects performed by engineering educators focus on moving in-class lectures to hours of video. In a class that is primarily activity-based, different strategies should be used to add video instruction for equipment, software, and concepts.

Bringardner, J., & Jean-Pierre, Y. (2016, June), Video Instruction to Complement All Learning Styles in a First-Year Introduction to Engineering Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27181

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