David Williamson Shaffer's presentation on Virtual Internships: Cyberlearning and Cyberassessment of 21st Century Engineering

Resource Added: October 26, 2016

8MB, PDF

We have developed a software system (Bricks) for active teaching of introductory programming. It has been used and evaluated in 5 offerings of COMP 110 at UNC Chapel Hill, and has been shown to be effective at improving student comprehension of the subject. Moreover, it has been very well received by the students, with many calling the class fun, even one of the best they have taken. The main active learning principle in Bricks is that we learn best the things we do, not the things we read or have told to us. A student spends class time writing programs, doing what the instructor is showing them how to do. The programs are graded by the system as they write, providing instant feedback on success or misunderstanding. Students share their work with the class for discussion, and get real-time on-line help with coding questions from TAs during instruction.

Resource Added: September 23, 2016

581KB, PPTX

There is growing consensus that the system of incarceration in the United States needs reform. The mission of the Education Justice Project is to create a model college-in-prison program that demonstrates the positive impacts of higher education upon incarcerated people, their families, the communities from which they come, and society as a whole. This poster describes how (and why) for-credit undergraduate engineering courses were taught in prison as part of the Education Justice Project.

Resource Added: September 22, 2016

1MB, PPTX

Department of Chemical Engineering Auburn University

Resource Added: September 25, 2016

139KB, PDF

This poster presents an overview of two NSF-funded research and education projects aiming to improve the understanding of the challenges and unique potential of students with attention deficit hyperactivity disorder (ADHD) in engineering programs. Engineering education should capitalize on the unique strengths of neurodiverse students to promote creativity. Literature suggests that individuals with ADHD characteristics demonstrate unique creative potential. Despite this significant potential, these individuals are largely underrepresented in engineering programs due to the academic and emotional challenges imposed by the current rigid education structure. Changes need to be made in the way engineering is taught in order to make the field more welcoming to students with different thinking and learning styles. These projects are helping to generate the knowledge necessary for encouraging the participation of students with ADHD in engineering.

Resource Added: September 20, 2016

439KB, PPTX

This poster presents a community-based engineering design challenge on STEM education into two first-year engineering courses by partnering with a local science center, Imagination Station. In project teams of four, students move through a design cycle. This innovation affects ~240 students per semester. They participate in need finding and problem scoping through visiting the science center as well as researching developmental stages of children to craft appropriate topics for the exhibits. Students engage in idea generation, concept reduction and selection through prototyping, and communication through final presentations to the director for Imagination Station. The best projects are constructed in the science center and provide ways to improve both the undergraduate student experience as well as the experience of local elementary and middle school students who may learn about engineering for the first time at this science center.

Resource Added: September 20, 2016

5MB, PPTX

This poster presents an overview of how project-based learning was integrated into a 200-level engineering statistics course at Arizona State University in the Spring 2016 semester. The motivation theory guiding the course design choice is also described. A synopsis of the student outcomes are included along with challenges to implementing PBL and future plans to scale-up.

Resource Added: September 20, 2016

492KB, PPTX

This poster describes a new foundational course sequence 16AB for first-year EECS (and other engineering) students at UC Berkeley. This sequence has linear-algebra at its core while teaching students how to think like engineers and engage in design-thinking. Every theoretical concept is motivated and grounded in applications and an integrated lab allows students to have hands-on experiences that make physical the class concepts. Because the course is intended to be taken in parallel with an introduction to computation, students also engage with real data and simulations using IPython in both homeworks and labs. Around the linear-algebraic core, students learn basic circuits and systems concepts, but do so in the context of modern contemporary EECS rather than classical questions. This course has been successfully offered at scale (hundreds of students per semester) since Fall '15 and has been built to welcome intellectual diversity as well as a diversity of prior EECS exposure.

Resource Added: September 20, 2016

1MB, PDF

This poster describes work to teach students the "forgotten steps" of fabrication, testing, and iteration in the engineering design process. Rather than open-ended projects, students are trained in fundamental skills early in their education as engineers in order that they may be employed in design classes later in the curriculum. Psychometric measures such as creativity, self-efficacy, and self-concept are well-aligned to these efforts, and provide realistic indicators of our progress.

Resource Added: September 19, 2016

4MB, PPTX

Culturally, students already use social media to share their thoughts, meals, crushes, dislikes, birthdays, everything -- except education. This work explores both transforming ordinary assignments and creating extraordinary assignments with sharing in mind in a theme of "education worth sharing". To date, student-created coursework has accumulated over 2,000,000 interactions.

Resource Added: September 19, 2016

1MB, PPTX

Chemical Engineering undergraduate laboratories challenge students to design and conduct experiments, analyze and interpret data, and demonstrate mastery of theoretical concepts within a summative written technical report. Feedforward Learning Controls utilizes formative assessment and refinement of the individual technical report elements, allowing for practice, feedback and revision prior to report grading. Individual assessment of writing skills, data processing and presentation skills, and core theoretical knowledge creates intervention opportunities at crucial junctions and ensures individual students have access to the tools needed to bridge the knowledge gap. The instructor and peers critique drafts and provide feedback, identifying errors and guiding students toward resources. This strategy reduces stress and enhances student competence, confidence and dedication. The result is enhanced student learning and dramatic improvement in the average written report quality.

Resource Added: September 19, 2016

522KB, PDF

The engineering process is fundamentally creative and artistic, requiring the making of things that did not exist previously and that, ideally, possess attractive aesthetics. In most structural engineering curricula (and other engineering curricular generally), the essential and enjoyable aspects of engineering creativity, and its associated artistic qualities, are commonly overlooked and not instructed explicitly, even though the satisfaction of the creative and artistic processes are wonderful sources of inspiration for students to pursue studies and careers in STEM fields. The main objective of this activity is to incorporate explicit teaching and assessment of the creative process into the Structural Engineering Senior Design course at Northeastern University in Spring 2017.

Resource Added: September 19, 2016

830KB, PPTX

This poster describes efforts to create introductory engineering courses that combine hands-on design with online education in order to create both a high-contact environment while managing large enrollments. We do this for introductory electrical engineering and computer science classes that focus on robotics, medical devices, and the Internet of Things.

Resource Added: September 19, 2016

2MB, PPTX

This project focuses on a recent effort to productively use smartphones and other mobile smart devices in the classroom by engaging students through familiar neural pathways while simultaneously displacing distractive behavior linked to the ubiquitous devices.

Resource Added: September 19, 2016

2MB, PPTX

This effort is developing synergies in education, research, training, mentoring, and outreach within the interdisciplinary fields of mechatronics and robotics. Its outcomes are multifaceted and include i) students with demonstrated learning; ii) curricula to integrate education and research; and iii) broader audiences benefiting from an integrated ecosystem of K-12 STEM education programs.

Resource Added: September 18, 2016

4MB, PPTX

This effort is directed at exploring the role of self-efficacy and metocognition within the context of student study habits and strategies. Students are often not clear about the potential of their own confidence in themselves, their own study skills, strategies, and habits, and how these can impact their learning and grades.

Resource Added: September 16, 2016

363KB, PPTX

Integrating an entrepreneurial mindset into a non-traditional engineering course to educate and promote entrepreneurship skills relevant to the field while promoting engineering design principles.

Resource Added: September 16, 2016

2MB, PPTX

Introduction of the Nation's First Degree in Engineering Leadership built upon a multi-disciplinary Engineering Core with emphasis in Leadership Development, Innovation and Entrepreneurship, and Business Acumen.

Resource Added: September 12, 2016

1MB, PPTX

Template for developing the FOEE posters.

Resource Added: August 31, 2016

125KB, PPTX

Resource Added: November 17, 2015

36MB, PPTX

A look at Northwestern's project-based Design Innovation offerings on campus, across the Design for America studios, and through the newly formed Integrated Design Innovation program consortium.

Resource Added: October 25, 2015

4MB, PDF

In a thematic elective on tissue engineering I have students with educational levels from junior undergraduate to advances graduate. In addition to diversity in experience levels, this course attracts students from engineering departments as well as Biology and the School of Medicine. I have incorporated a semester long proposal development project with out-of-class assignments designed to guided students from their area of initial interest, to a research question, to a fundable written proposal. My innovation lies in pairing graduate students with undergraduates in defined and agreed upon mentor:mentee rolls and having the pairs chose a tissue of interest and work collaboratively on all assignments. Together students formulate research ideas that they each incorporate into individual final written proposals. This pairing gives all students accessibility to another student with the same interests but very different perspectives with whom they can exchange ideas.

Resource Added: October 22, 2015

223KB, PPTX

Students often have difficulty understanding the application of theoretical concepts, and lose intrinsic motivation to learn as a result. In an attempt to address this difficulty, I have developed an approach that I refer to as a ‘Final Challenge’ structure. The Final Challenge structure combines concepts from both lab-based teaching methods and the project-based approach. In the Final Challenge structure, a semester begins with students in the class introduced to a defined project, task, or device to be built, which is referred to as the ‘Final Challenge’. Students are informed that at the end of the semester, they will have a defined amount of time (in my classes, the time is two weeks) to complete the Final Challenge. Students are informed that in order to successfully complete the Final Challenge, they will need to apply all of the knowledge and skills they have gained over the course of the semester.

Resource Added: October 22, 2015

193KB, PPTX

My colleagues and I have developed and implemented a multitude of resources to help instructors use electronic resources in their classrooms, including 1.) a tablet PC with Microsoft OneNote, 2.) the preparation and dissemination of screencasts, 3.) the dissemination of concept questions, 4.) the preparation and use of interactive simulations, and 5.) the use of finite-element algorithms in SolidWorks to visualize stress distributions and deformation of parts in a Mechanics of Solids course.

Resource Added: October 22, 2015

473KB, PDF

Online degrees facilitate access to affordable college education, however, requirement of laboratory courses makes introduction of fully online undergraduate engineering programs challenging. So far this problem was resolved for electrical engineering—a cost-effective circuit kit with related software was sent to each student. My interests are in developing an equivalent kit and activities that could be performed with it at home for mechanical engineering.

Resource Added: October 20, 2015

9MB, PDF

Computer Science is a famously non-diverse discipline, a by-product of lack of exposure, lack of confidence and a lack of “computational play”. Extensive research has shown that K-12 students are not exposed to computing in public schools and that lack of familiarity causes them to avoid computing classes in college. We believe that combining a residential college experience coupled with a strong social component in the classroom will lead students to adopt the “hacker / maker culture” of computational building and exploration through expanded familiarity. Challenges to this include expanding our successful residential college program beyond Engineering to integrate other computational disciplines from the sciences and social sciences

Resource Added: October 20, 2015

154KB, PPTX

Building and creating physical prototype artifacts can be a means to demonstrate course learning objectives and support professional formation for engineering students. I seek to further understand and develop scaffolded prototyping assignments for product-based learning, mechanical engineering design courses to encourage genuine iteration and reflection. I incorporate prototyping activities for students to solve problems and demonstrate their technical and holistic learning. There are pre-defined milestones and assignments for the student teams that additionally encourage student team self-efficacy and independence. For students, they are “building to think,” reflecting and iterating expansively to evolve and address both the problem and solution. A prototype of any type also allows student teams to seek feedback from their imagined users, relying less on feedback from me as the instructor.

Resource Added: October 20, 2015

972KB, PPTX

Am attempting a shift away from group report writing towards individual reports in a junior level chemical engineering lab course. The goal of this change would be to enhance the technical writing capabilities of all students and to ensure that all students passing the course are capable of effectively communicating in a written form. Past efforts are discussed as well as practical matters such as providing effective feedback to the students.

Resource Added: October 20, 2015

1MB, PPTX

Resource Added: October 19, 2015

1MB, PPTX

This confidence-based scoring method encourages students to both think about their answers in a different way and to evaluate their confidence in the answer. Each answer is scored based on whether the answer is right or wrong and whether the student is confident or not in that answer. The method also benefits instructors by indicating the topics that students tend to be less certain of, even if the students are getting the right answers, and identifies students that are either over or under confident.

Resource Added: October 19, 2015

6MB, PPTX

In the crowded engineering curriculum, required general education courses such as history provide a prime opportunity to incorporate objectives like global competency, while also transforming courses that many students currently do not engage with because they do not see how the generic content relates to their professional development as engineers. To this end, a team-taught, two-course sequence in world history is being developed that is tailored for engineering students, with a focus on key concepts such as materials, construction, transportation and power.

Resource Added: October 19, 2015

727KB, PPTX

I found that traditional textbooks and e-textbooks did little to nothing to reinforce what I was teaching my students. These textbooks were static not dynamic. How can we teach students about dynamics without showing them dynamics? Therefore, shortly after Apple released iBooks Author in January 2012, I started writing my own Engineering Dynamics iBook to include interactive widgets, videos, and simulations. In 2013 I published Dynamics: Supplement to the iBookstore to supplement all of the traditional textbook information with applications to real-world systems. The iBook contains 20 different physical systems that are modeled using only the concepts from an introduction to dynamics course. Each problem is solved using an easy-to-follow 9-step process and also includes MATLAB numerical integration is required. An appendix is also included that contains exhaustive derivations of all the basic dynamics equations used in the book.

Resource Added: October 19, 2015

943KB, PPTX

Modules that introduce nanotechnology solutions to engineering grand challenges are being incorporated into Auburn’s freshman Introduction to Engineering classes. This effort is complementary to the NAE’s Engineering Messages and Grand Challenges activities, data showing that millennials are more likely to stay in engineering if they understand societal implications, and White House announcements related to both the engineering grand challenges and grand challenges for nanotechnology. The goals of the modules are to 1) increase nanotechnology awareness and understanding as part of achieving ABET student outcomes 2) to familiarize students with the current grand challenges in engineering and potential nanotechnology enabled solutions, and 3) to increase student understanding of the importance of grand challenges and nanotechnology to the engineering profession. Modules for at least six of the grand challenges will be developed and disseminated.

Resource Added: October 19, 2015

684KB, PPTX

Graduates of engineering programs need to demonstrate adequate competencies in technical knowledge and problem-solving abilities, but not necessarily on the credit-hour-based curricular timelines. Unfortunately, courses are structured to receive and deliver an educated cohort on a fixed timeline regardless of individual student capabilities. The proposal explores the potential for individual students to demonstrate competency at different speeds to accelerate graduation for rapid learners and offer more appropriate speeds to retain methodical learners. Feedback is requested to help determine mechanisms to restructure department teaching assignments and assist students that wish to adjust their speed as competencies are achieved.

Resource Added: October 19, 2015

3MB, PPTX

The goal of this project is to provide an alternative to traditional lecturing for engineering students so that students get more engaged, learn better and, consequently, we reduce the number of dropouts in early years of engineering education as well as produce engineers that are fully prepared for the 21st century workforce. While some private schools and well-funded public universities are able to achieve this goal easily, the challenge is to come up with an alternative that can be adopted for large courses in cash-strapped state schools.

Resource Added: October 19, 2015

219KB, PPTX

This project deals with incorporation of guided inquiry in a Materials Science and Engineering (MSE) laboratory course. The objective is to improve student learning of core class concepts by connecting these concepts to projects and people that are relevant to the students. The proposed activity is a set of projects for the final lab of the class. Students select their own groups and each group chooses one project from the set. Projects are sourced from a variety of MSE focus areas, including active research at Carnegie Mellon University. Each group is provided a prompt to design an experiment that uses structural characterization as part of an evaluation of a material for a certain application. Students submit a work plan, conduct experiments, and write a final report.

Resource Added: October 19, 2015

520KB, PPTX

Introductory chemical engineering classes have traditionally focused on chemical process calculations. However, they do not provide students with a good understanding of how these calculations are related to actually designing chemical processes to make useful products. I developed a new course to equip students to employ creative strategies of chemical process synthesis and to understand the connection between chemistry and engineering. I wrote a textbook and developed online materials so that the class can be taught in hybrid mode. Students leave the class with strong problem-solving strategies, more confidence in their design skills and stronger identification as engineering professionals-in-the-making.

Resource Added: October 19, 2015

3MB, PPTX

In an in-class coding exercise, students work in teams of 3-4 on a series of well-defined tasks to develop a small piece of computer code. They are told in advance so that they can bring their laptops. The tasks are related to materials covered in lecture that day or week and are often a starting point for upcoming homework problems. The instructor circulates around the room, with the help of TAs in large courses, interacting with all teams. By gauging student progress, the instructor discusses the tasks every 10-15 minutes with the entire class.

Resource Added: October 18, 2015

839KB, PPTX

This textbook will build on my existing partially flipped course model to complete the transition from the lecture model to self-guided student inquiry. Outside class, students will progress through the electronic textbook, watching videos, doing exercises, and working on their design project. Inside class, students will perform team presentations on background topics, receive guidance on problem areas (identified by the textbook performance metrics tool), and do in-class summative assessments to ensure that individual students are keeping up to date.

Resource Added: October 18, 2015

921KB, PDF

Public policy issues are important to every field of engineering. Yet, most engineering students know little about the topic. For most students, however, an entire course focused on the topic is not necessary. To respond to this need, I have developed an online module where engineering students learn about the interrelationship of engineering and public policy, how to conduct neutral policy analysis, and then apply that knowledge in case studies to practice the skills they have learned. The modules takes a flipped classroom/active learning approach by using short videos to educate students, activities to practice the skills taught, and incorporates real-world examples such as hydraulic fracturing, drones, and 3D printing. The online module is designed to satisfy ABET criteria 3c and 3h. An ANOVA analysis of pre/post data found that the effect on student’s knowledge of public policy analysis was highly significant.

Resource Added: October 18, 2015

5MB, PPTX

The traditional teaching format of lectures complemented by laboratory or discussion sections can efficiently deliver knowledge to the subset of students who learn well using this format. Other students, however, learn and become excited about building things and quickly seeing the fruits of their efforts instead of being passive recipients of theoretical knowledge that may have some vague application later on. These students typically do not perform well in class as they are bored easily and do not have the patience to passively sit through lectures, but can be excellent in projects or engineering competitions where clear, tangible outcomes are expected. How do we engage these students and keep them interested? The objective is to develop a problem-based learning environment where students who prefer to learn by doing rather than by passively listening can learn engineering principles on their own.

Resource Added: October 18, 2015

464KB, PPTX

The proposed project aims at improving understanding of concepts of systems dynamics and controls engineering for undergraduates and/or graduate students. The main idea is that students are able to interact with a physical platform while being inside or outside a classroom, send commands and observe/analyze responses of physical systems in a wireless and uninterrupted manner. A physical platform combined of a DC motor, a motor drive controlled by a microprocessor, and sensors to measure motor rotation and current drown by the system, will be present in a room in the ASU campus, connected to the network. Each student (or team of 2-3 students) will be able to upload control parameters to the Arduino wirelessly via their laptop or tablet. The platform will be online 24/7 to allow for remote control of the setup and ability to receive response data (in log files) in real-time by the students, even from their homes.

Resource Added: October 16, 2015

3MB, PPTX

This is a freshman level course that introduces fundamental concepts in electrical and computer engineering using hands-on, applications-based pedagogy. The intention is to provide contextual understanding of advanced topics that students will encounter in future ECE courses. In doing so, the retention rate in the freshman-sophomore transition is expected to improve, along with the reduction of DWF rates in upper level ECE courses. Eight unique modules are developed and span the general areas of electronic circuits, power, controls, filters, transforms and spectral analysis, signal and image processing, microprocessor programming, software design and ethics. The 3-credit course features a 75-minute lecture and two 110-minute laboratory sessions per week.

Resource Added: October 14, 2015

3MB, PPTX

Many engineering students consider themselves not to be creative, although the essence of engineering is to create new solutions to problems. Many of those same students consider computer programming to be a tedious and frustrating experience. This project attempts to tackle both problems at once by integrating creativity and innovation experiences into an introductory programming course and an embedded microcontrollers course. The goal is to increase students' programming skills, self-efficacy, engagement, and their perception of themselves as creative people.

Resource Added: October 14, 2015

170KB, PPTX

The objective of the proposed work is to redesign 'ARE 323k: Project Management and Economics', which is a required upper division undergraduate course for Civil and Architectural Engineering majors, coupling the flipped classroom approach with project-based learning. As our classes have been increasing in enrollment in the past years, the challenge is to continue to provide students with unique real-world project-based experience to foster and maintain student interest in Construction Engineering. In the past, the theoretical background students needed to develop their project was provided in traditional lecture-type classes. I would like to experiment with using the flipped classroom approach to teach the basics and focus on using class time for hands-on problem solving and project development.

Resource Added: October 12, 2015

386KB, PPTX

Expansion of integrated engineering curriculum (IEC) to enhance students understanding of materials for biomedical applications through hands-on, project driven labs.

Resource Added: February 16, 2015

2MB, PDF

Mathematical modeling encompasses the highest learning objectives in Bloom’s taxonomy, but more importantly, modeling is a task that cannot be automated; in contrast, there are many tools that excel at performing the algorithmic tasks emphasized by most texts and professors. Therefore, one of my major interests in teaching is to provide education and training in formulating/modeling real-life problems as optimization problems.

Resource Added: December 17, 2014

1008KB, PDF

The purpose of this project is to incorporate a laboratory-based component into an existing Biotransport course offered in the chemical engineering department at the New Jersey Institute of Technology. Mathematical modeling and numerical simulation of actual processes, conducted in class, and a sound dissemination plan will prepare undergraduates for developing and conducting experiments based on transport phenomena principles learned in the classroom. This strategy will stimulate learning, facilitate the transition between theory and practice and help students embrace the challenge of developing efficient devices that may lead to sensible solutions to a range of current biomedical transport problems.

Resource Added: December 17, 2014

308KB, PDF

Summary of the "most interesting thing I learned" responses following the Turn-Key Tools panel.

Resource Added: December 11, 2014

17KB, DOCX

This innovation introduces the Arduino micro-controller board as a educational tool in an undergraduate Mechanical Engineering teaching lab. I want to offer students the opportunity to do more hands-on work, and the low cost of the Arduino platform will allow each student to borrow a board and a set of sensors during the entire semester. The core of the innovation is a final group project in which students will work with a sensor of their choice to design a simple experiment in order to test a hypothesis.

Resource Added: November 20, 2014

2MB, PDF

This poster describes the successful Incorporation of modern and emerging science fundamentals, with focus on nanoscale principles and molecular engineering, into any engineering curricula. To date this program has been adopted at the University of Washington by departments in Bioengineering, Chemical Engineering, Electrical Engineering, Material Sciences and Engineering, and Mechanical Engineering.

Resource Added: November 10, 2014

167KB, PDF

Data analytics forms the backbone of most engineering operations. This poster introduces a pedagogical ecosystem that was developed and successfully implemented for engineering data analytics education. The mission of this ecosystem is to immerse students in the technical challenges associated with contemporary data analytics i.e., extract and process data from sources such as websites, spreadsheets, and sensors; design and apply descriptive and predictive statistics to analyze this data; use technical software required to perform these analyses (Excel and MATLAB); and prepare and present visualizations (reports, charts, infographics, apps) that provide meaningful insights gleaned from the analyses.

Resource Added: February 12, 2014

1MB, PDF

Slides from the MUST-ACT affinity group's talk at FOEE2013. We propose to take concepts and make them physically real using multi-sensory tools that enhance learning and fosters creative thinking in students across engineering disciplines. These new tools would stimulate and engage multiple parts of our creative brain.

Resource Added: January 27, 2014

6MB, PDF

To implement the next generation engineering curricula in a holistic manner that synergistically integrates technology and problem based learning to meet the needs of students with different learning styles so that they become leaders and meet the needs of the 21st century workforce.

Resource Added: January 23, 2014

765KB, PDF

Engineering class facilities need to be more flexible and better suited for how engineers learn and work. Very few practicing engineers learn primarily from sitting at a desk for 50 minute increments while an expert plays the "sage on the stage." Engineers need to be able to transition between notes, files, readings, videos, simulation and design tools, and their laboratory equipment, without artificial constraints. Using these ideas, we developed the concept for "mixed-mode" lecture-laboratory where every bench has a computer and a complete set of laboratory equipment. This presentation highlights: 1) Challenges inherent in implementing the mixed-mode classrooms 2) How the mixed-mode classroom has worked 3) How we are documenting the effectiveness of the mixed-mode classroom 4) How the concept of a mixed-mode classroom can be scaled up

Resource Added: January 14, 2014

942KB, PPTX

To better prepare our biological engineering students, a hands-on, project-based lab component was added to our material/energy balance course that integrates lecture materials with design in biological engineering, market analysis, team building, written and oral project reporting. The laboratory portion of the course is structured around two projects that are completed incrementally week-by-week, culminating in a written report (project 1) and a written and oral report (project 2). Both projects require application of materials presented in the lecture portion of the class (material and energy balances, thermodynamics) as well as subject matter as varied as market analysis, sensory evaluation, heat/mass transfer, and process scale up. The latter subject matter is introduced and resources for further exploration and application are presented.

Resource Added: January 9, 2014

454KB, PDF

NAE FOEE poster by Rashaunda M. Henderson

Resource Added: January 8, 2014

2MB, PDF

Adrienne R. Minerick's NAE FOEE teaching innovation poster

Resource Added: January 7, 2014

1MB, PDF

This project based learning course at Arizona State University (ASU) is designed to connect engineering students with planning and social science students as well as local policy and decision makers to explore innovative solutions for improving the sustainability of infrastructure. There are two main dimensions to the course: 1) lectures that cover how infrastructure systems work and how they enable activities in cities that are generally considered unsustainable, and 2) a semester-long project that the class completes as a group, where they identify an infrastructure challenge and work with local policy and decision makers to design solutions.

Resource Added: December 31, 2013

478KB, PDF

This poster describes a tool/platform that is a vehicle for bringing project-based, active and collaborative learning into the computer engineering curriculum. The platform can be used across multiple courses, and thus also serves as the thread that weaves the different concepts and skills learned in different courses, allowing students to see the connections between these courses.

Resource Added: December 30, 2013

421KB, PDF

NAE FOEE 2013 Poster by David Garmire

Resource Added: December 30, 2013

152KB, PDF

NAE FOEE 2013 Poster by A. Taflanidis

Resource Added: December 30, 2013

72KB, PDF

NAE FOEE 2013 Poster by Kathryn Johnson

Resource Added: December 30, 2013

178KB, PDF

Resource Added: December 30, 2013

901KB, PPTX

Resource Added: December 30, 2013

135KB, PDF

Our Groups Presentation on Feedback and Automated Individualized Learning at FOEE 2013

Resource Added: December 13, 2013

271KB, PPTX

The objective of this project is to develop and assess a fully integrated set of teaching/learning tools designed to eliminate any “extra” effort associated with the implementation of active learning in the classroom. The TExT (toolkit for exceptional teaching) provides the resources needed by both teachers and students to “flip” the classroom. While it is specific to undergraduate ChE kinetics and reaction engineering, it could serve as a prototype for a 21st century “textbook” on most engineering subjects.

Resource Added: December 30, 2013

1MB, PDF

K. Meyers 2013 - Poster - Large Lecture Classes

Resource Added: December 30, 2013

179KB, PDF

NAE FOEE 2013 Poster by Sujata Bhatia

Resource Added: December 30, 2013

172KB, PDF

NAE FOEE 2013 Poster by Steve C. Chiu

Resource Added: December 30, 2013

284KB, PDF

NAE FOEE 2013 Poster by Ergun Simsek (GW)

Resource Added: December 30, 2013

461KB, PDF

NAE FOEE 2013 Poster by Jenna Gorlewicz

Resource Added: December 30, 2013

613KB, PDF

NAE FOEE 2013 Poster by Eric Torng

Resource Added: December 30, 2013

180KB, PDF

NAE FOEE 2013 Games for Learning Breakout Presentation

Resource Added: December 11, 2013

409KB, PDF

Introductions and Clicker Questions and Responses from Panel 1.

Resource Added: December 8, 2013

841KB, PDF

Presentation from FOEE 2013 panel discussion.

Resource Added: December 5, 2013

12MB, PDF

This is an overview of my experience running an introductory engineering MOOC on Coursera.

Resource Added: December 3, 2013

1MB, PDF

Resource Added: November 18, 2013

2MB, PDF

Establish classroom structures that change the students' and teacher's perceived rights and obligations in the classroom

Resource Added: October 2, 2013

199KB, PDF

Empowers Students and Inspires Creative (and Practical) Designs

Resource Added: October 2, 2013

1MB, PDF

Determine the smallest possible body of knowledge which, when mastered, give students the broadest possible understanding of the subject.

Resource Added: October 2, 2013

665KB, PDF

Creating effective multi-sensory, multi-modal learning experiences that motivate life-long learning while deepening student understanding of and appreciation for the complexities of the electric power grid and the challenges we face to make it intelligent, efficient and sustainable.

Resource Added: October 2, 2013

4MB, PDF

Allow non-engineers to develop proficiency in some of the critical and analytical aspects of engineering, science, and technology, not merely in content, but also to embody a way of thinking.

Resource Added: October 2, 2013

365KB, PDF

Objectives: To promote students to define engineering in terms of health, happiness and safety and to enhance students’ understanding of possible careers in chemical engineering

Resource Added: October 2, 2013

2MB, PDF

Fill an "application gap" in protein engineering courses while providing students with hands-on design experience in molecular/protein engineering.

Resource Added: October 2, 2013

4MB, PDF

Learning Concepts by Teaching to High School Students

Resource Added: October 2, 2013

4MB, PDF

Taking a Project-Based Learning Approach that Introduces Sustainability to the Next Level

Resource Added: October 2, 2013

2MB, PDF

Curriculum development - undergraduate research experience - interdisciplinary meetings

Resource Added: October 2, 2013

3MB, PDF

Just as people are encouraged to exercise every day to keep the body fit, the Weekly Innovation Challenge is designed to keep the mind fit. It is a creative workout for the brain.

Resource Added: October 2, 2013

9MB, PDF

Fundamental Missions: Impart a solid understanding of fundamental knowledge; Nurture student so that they can articulate scientific facts and apply them in a more creative framework; Inspire and motivate students to engage in the quest for further knowledge. A possible route to accomplish these missions is laboratory research for undergraduate students.

Resource Added: October 1, 2013

64KB, PDF

The goal is to establish a multi-disciplinary capstone design program that leverages many of the common engineering core courses allowing some senior design projects to encompass students from multiple disciplines.

Resource Added: October 1, 2013

326KB, PDF

Rhea embodies a new teaching paradigm in which students take on a leading role. Inventing and developing the technology that enables students to step into this new role is actually part of the paradigm!

Resource Added: October 1, 2013

153KB, PDF

To use Diabetes disease model as a platform to disseminate STEM concepts. Diabetes, being a highly prevalent and familiar disease model, will be readily identified by a broad range of student community.

Resource Added: October 1, 2013

456KB, PDF

The FBEI modules cover the areas of energy, materials, math, computer switches, sensors, nano concepts, micro and nano fabrication, system integration, mindcontrolled games and systems, cognitive training, bullying, dancing, etc.

Resource Added: October 1, 2013

289KB, PDF

The psychology, art, and science of seriously playful computer science education

Resource Added: October 1, 2013

894KB, PDF

The HBV-Ensemble can be used for in-class lab practices and homework assignments, and assessment of students' understanding of hydrological processes. Using this modeling toolbox, students can gain more insights into how hydrological processes (e.g., precipitation, snowmelt and snow accumulation, soil moisture, evapotranspiration and runoff generation) are interconnected.

Resource Added: October 1, 2013

3MB, PDF

Teaching ethics approaches are often didactic or role playing as it is difficult to put students in truly unethical situations. True first hand experiential learning is possible with unethical products however.

Resource Added: October 1, 2013

256KB, PDF

There is a need for innovative educational experiences that unify and reinforce fundamental principles at the interface between the physical, chemical, and life sciences.

Resource Added: October 1, 2013

1MB, PDF

The innovation described here can best be categorized as an innovation in context. The overall goal is toward de-compartmentalization of some of the solid mechanics courses in the Aerospace Engineering (ASE) curriculum by integrating mechanics concepts and topics through integration of research and experiential training. Initial efforts to integrate research with active and project-based learning in the undergraduate aerospace structural analysis and engineering mechanics (EM) courses is presented.

Resource Added: October 1, 2013

4MB, PDF

A Method to Improve Student Career Self-Efficacy and Retention

Resource Added: October 1, 2013

340KB, PDF

With ongoing smart grid activities, there is a strong need for a workforce with interdisciplinary expertise to have sustained development and progress, specifically cyberphysical security.

Resource Added: October 1, 2013

521KB, PDF

Teamwork and innovation abilities are critical in the profile of a new engineer. I am conducting an exploratory innovation initiative at the University of Wisconsin-Stout to develop these abilities through project-based courses.

Resource Added: October 1, 2013

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Objective is to develop a new power electronics curriculum that enhances the relevance of this subject to the undergraduate population by (i) transforming current course syllabi to reflect the role of power electronics as a core enabling technology for renewable energy conversion and electrified transportation, and (ii) creating innovative laboratory facilities for demonstrating the use of power electronics in renewable energy applications.

Resource Added: October 1, 2013

2MB, PDF

This innovation seeks to achieve the purpose of the National Institutes of Health's Team-Based Design in Biomedical Engineering Education Program. The educational objectives are: Address a critical barrier to progress in the biomedical engineering field, Shift current undergraduate biomedical engineering education paradigms, Teach the process of solving clinically-based problems using engineering designs

Resource Added: October 1, 2013

170KB, PDF

The proposed digital textbook is built upon You Can Learn's patent pending Building Block™ technology, which delivers personalized content via mobile applications that adjust the content delivery to a student's preferred learning style. Moreover, lessons are delivered via adaptive assessment with each topic adjusted based upon whether the student requires brief, standard, or detailed versions of the subject presented.

Resource Added: October 1, 2013

1MB, PDF

Students should not see learning engineering as a chore that needs doing; rather, they should see it as an activity that they genuinely enjoy. The second objective is to enhance peer-to-peer learning.

Resource Added: October 1, 2013

26KB, PDF

Short courses for industry in a hands-on format utilizing the state-of-the-art lab facilities in Mechanical Engineering

Resource Added: October 1, 2013

156KB, PDF

Improve, expand and evaluate an existing effort in teaching interdisciplinary capstone engineering.

Resource Added: September 30, 2013

357KB, PDF

Our objective is to implement and assess a sustainable model for faculty development based on small groups of faculty that meet regularly to share experiences and document best practices. We aim to build a network of long-term faculty development groups that are focused on sustained implementation of innovative classroom practices.

Resource Added: September 30, 2013

2MB, PDF

The sophomore course sequence is meant to teach students the engineering design process and prepare the students for the program's four-course, two-year capstone experience - a largely non-directed, group-based design experience marrying the students' design education and engineering science education. In Engineering Design I and II, students design and construct prototypes of human-powered vehicles for a client with cerebral palsy from the local community.

Resource Added: September 30, 2013

1MB, PDF

LabVIEW software and NI-ELVIS II data acquisition platform (National Instruments) as a user-friendly tool to enable our students to get hands-on practice in coupling basic data acquisition hardware with a feedback controller.

Resource Added: September 30, 2013

2MB, PDF

My philosophy for Capstone has been to embrace the concept of "team science and engineering" and apply it to extremely demanding interdisciplinary projects. This class is frequently the first time that the students have worked on a real-world project that ties together concepts studied in their first three years in the program.

Resource Added: May 27, 2013

227KB, PDF

This work involves the development of an approach to significantly modify the introductory Mechanics of Materials (MoM) course to include viscoelastic material behavior as well as an immersive case-study based pedagogical strategy.

Resource Added: May 27, 2013

157KB, PDF

The goal of this innovation is to facilitate students' progression from novices to engineers who are able approach advanced simulation like experts. The basis is cognitive research on "expert" vs. "novice" thinking.

Resource Added: May 27, 2013

658KB, PDF

Our goal is to develop instructional tools that incorporate many of the advances in engineering education such as (1) active learning breaks, (2) everyday examples, (3) global case studies, (4) visualization activities, and (5) increased faculty-student and student-student interactions and subsequently evaluate their effectiveness for both students and faculty.

Resource Added: May 27, 2013

3MB, PDF

The innovation engages engineering students in creative, collaborative, service - based projects as part of a course.

Resource Added: May 27, 2013

567KB, PDF

DREAM is a project-based learning innovation that strives to increase the number of underrepresented and underserved students earning engineering degrees undergraduate engineering students serve as volunteer mentors to underrepresented high school mentees.

Resource Added: May 27, 2013

2MB, PDF

Utilized a problem-based learning approach to develop four hands-on modules to be used in the Cellular Bioengineering class.

Resource Added: May 27, 2013

148KB, PDF

In order to improve student retention and preparation for professional careers, we have been exploring the potential for the studio-based learning (SBL) model - the centerpiece of architecture education for over a century - to transform computing education.

Resource Added: May 27, 2013

860KB, PDF

Combining the use of student response systems (i.e., clickers) with in-class use of computer- based programming assignments/examples for purposes of enhancing active learning in the classroom.

Resource Added: May 27, 2013

329KB, PDF

A new interdisciplinary Honors seminar on "Computation, Complexity, and Emergence." The course explores the nature and effects of complexity in natural and artificial systems, using these topics to teach students computational modeling skills and an understanding of the dynamic nature of complex systems in a range of real-world contexts.

Resource Added: May 27, 2013

405KB, PDF

The Vertically Integrated Projects (VIP) program at Purdue is an innovative project- based learning set-up for undergraduates. VIP couples undergraduates, graduate students, and faculty in a meaningful research partnership.

Resource Added: May 27, 2013

689KB, PDF

The objective is to develop communication skills for engineers. This includes general oral and interpersonal communications, as well as providing for effective teamwork, and ultimately professional engineering proficiency.

Resource Added: May 27, 2013

553KB, PDF

Body Engineering Los Angeles is a new program at the University of Southern California (USC) that aims to involve and prepare our best PhD students to become science, technology, engineering and mathematics (STEM) leaders of tomorrow through a fellowship that incorporated extensive training and K-12 classroom experience.

Resource Added: May 27, 2013

762KB, PDF

The proposed program is to design a fun yet challenging project called Aerial Battle Bots, where teams can design, compete, and innovate technologies required to have large swarms of aerial robots challenge each other in an aerial version of the "capture the flag" game.

Resource Added: May 27, 2013

1MB, PDF

We are developing materials for the just-in- time teaching of engineering based on a conceptual framework. The hallmark of this approach is that students are required to complete online quizzes on the reading prior to each class.

Resource Added: May 27, 2013

325KB, PDF

My innovation addresses the pedagogical area of “active and self-directed learning' that aims at improving the students' self-directed learning by providing them the opportunity of taking multiple versions of an exam on a specific topic until they improve both their knowledge and grades.

Resource Added: May 27, 2013

448KB, PDF

I have developed a novel graduate-level biomedical engineering course, "Natural Engineering" at Cornell University (BME6510) that seeks to discover and integrate new engineering paradigms contained in developmental biology.

Resource Added: May 27, 2013

626KB, PDF

MIT's Energy Studies Minor is a bold experiment in multidisciplinary undergraduate study, fostering fluency across the distinct core domains of energy science, social science of energy, and energy technology and engineering.

Resource Added: May 27, 2013

8MB, PDF

"TeamBuilder" modified dating software helps reduce intra‐team conflict in Georgia Tech’s Industrial and Systems Engineering capstone design.

Resource Added: May 27, 2013

165KB, PDF

How can we teach first-year students to think like professional engineers? And increase diversity? While using active and self-directed learning inside the classroom?

Resource Added: May 27, 2013

104KB, PDF

My approach is to employ open-ended problems as topics for semester-long group projects in a diverse set of engineering courses. These projects serve as a thematic framework for self-directed learning.

Resource Added: May 27, 2013

352KB, PDF

Resource Added: May 27, 2013

3MB, PDF

Increasingly, working engineers conduct design as members of geographically-distributed teams. Engineering students in residential programs of study need to use distributed communication solutions as part of their studies.

Resource Added: May 27, 2013

413KB, PDF

Maximizing student learning is first about engaging students. We investigated whether allowing students to use text messaging for course communication would enhance student instructor communication and concomitantly student engagement.

Resource Added: May 27, 2013

189KB, PDF

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Resource Added: May 27, 2013

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This effort seeks to redesign FTC such that it centers on concepts of exergy (available energy) so that future engineers can seamlessly couple energy and entropy in designing tomorrow's state-of-the-art energy technologies.

Resource Added: May 27, 2013

154KB, PDF

The objective of the proposed engineering education innovation is to develop methods to enhance learning of fundamental STEM concepts relevant to undergraduate researchers' fields of study and increase critical thinking capabilities through undergraduate research experiences.

Resource Added: May 27, 2013

440KB, PDF

Active and Self-Directed Learning.

Resource Added: May 27, 2013

1MB, PDF

As radical and transformative technological revolution significantly changes the way of science and engineering practice, bringing these changes into engineering classroom becomes a need.

Resource Added: May 27, 2013

590KB, PDF

Experiments, labs, and projects can be used to motivate technical discussions and concepts. Utilizing this top-down education style provides perspective and motivation to students, and attracts students to the field.

Resource Added: May 24, 2013

990KB, PDF

These courses are aimed at advanced undergraduate and graduate engineering students, but are also designed to so that science students can engage as well, promoting interdisciplinary interaction.

Resource Added: May 23, 2013

843KB, PDF

The focus is on physical principles and on showing "how biology does nanotechnology" i.e., what principles are inherent in the design of biological sub-cellular structures.

Resource Added: May 23, 2013

1MB, PDF

Resource Added: May 22, 2013

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Resource Added: May 22, 2013

15MB, PDF