Posters

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  • Sample Poster

    Template for developing the FOEE posters.

    Resource Added: August 31, 2016

    Sample Poster 125KB, PPTX
  • Attracting Product-oriented Sophomores to ECE

    An introduction to Northeastern's revices ECE curriculum with two lab-oriented introductory sophomore courses for discovering the range of EE, and CE topics respectively. This presentation also touches on our efforts for introducing a common platform for hands on active learning in ECE.

    Resource Added: October 25, 2015

    Attracting Product-oriented Sophomores to ECE 1MB, PPTX
  • Expanding and Aligning Design Innovation Offerings Across Campus

    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

    Expanding and Aligning Design Innovation Offerings Across Campus 4MB, PDF
  • Integrating Formal and Informal Engineering Learning through a Residence-based Educational Approach

    The Global Engineering Residential Academic College at CU-Boulder is a Foreign Language and Global Geopolitics-focused residential 4-year program for Engineering Students.

    Resource Added: October 24, 2015

    Integrating Formal and Informal Engineering Learning through a Residence-based Educational Approach 1MB, PPTX
  • Concept-oriented, step-by-step animated, stress-free courses

    The objective of my education innovation is to teach Structural Engineering in form of an interesting and motivating raising scheme that invokes students' interest, keep them attentive and involved, and excites their wish to deepen their knowledge after the lecture is completed. My two main innovations in teaching engineering are (i) concept-oriented, yet detailed, step-by-step animated PowerPoint slides, made available to students, and (ii) “make-up” and “self-check” possibilities for “stress-free” interim quizzes and exams. In addition, simple physical models, professional visits to sites and structures, selection of impressive examples from real life, assignment of intriguing homework and challenge problems, and less conventional tools such as Lego and Geomag play sets, and humor, are used.

    Resource Added: October 23, 2015

    Concept-oriented, step-by-step animated, stress-free courses 228KB, PDF
  • Leveraging Student Educational Diversity: Graduate/ Undergraduate Student Mentoring in Proposal Development Projects

    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

    Leveraging Student Educational Diversity: Graduate/ Undergraduate Student Mentoring in Proposal Development Projects 223KB, PPTX
  • Adding Context to Engineering Education Design Projects

    EE courses often use artificial contexts that do not consider users or business constraints. The Maker Movement promotes lifelong learning by engaging Makers to learn what they need to in order to solve problems of their choosing. This innovation seeks to add context to design courses to promote lifelong learning and student engagement, while integrating elements of the Maker mindset into the classroom.

    Resource Added: October 22, 2015

    Adding Context to Engineering Education Design Projects 1MB, PPTX
  • “Viral Videos” on the Mechanics of Materials

    Improving communication and comprehension by student-created video content. Project: Create a short educational video that conveys an important concept from Mechanics of Materials in an insightful and enjoyable way.

    Resource Added: October 22, 2015

    “Viral Videos” on the Mechanics of Materials 2MB, PPTX
  • Final Challenge Approach to Robotics Education

    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

    Final Challenge Approach to Robotics Education 193KB, PPTX
  • Facilitating high-level understanding in engineering education through STE inspired examples

    Teaching high level concepts in systems engineerly easy in comparison to some other STEM majors (such as mathematics or particle physics). The theoretical foundations of engineering are however very complex, and the successful teaching of these foundations somehow requires one to properly convey to the students why these concepts are taught at all. A significant fraction of the students have trouble understanding concepts if these are not properly motivated. Most of the time, this high level explanation about the course structure requires one to give examples in which the methods taught in the class are not applicable. My objective is to build a list (for each concept) of examples of applications of concepts, as well as examples in which these concepts are not applicable, focusing on real-life examples/

    Resource Added: October 22, 2015

    Facilitating high-level understanding in engineering education through STE inspired examples 158KB, PPTX
  • Electronic Resources for Mechanical and Chemical Engineering Courses

    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

    Electronic Resources for Mechanical and Chemical Engineering Courses 473KB, PDF
  • Preparing Mechanical Engineering Students for Collaborations Across Distance and Disciplines (CADD)

    Traditional teaching and learning methods in engineering seem ill-suited to create the mechanical engineers needed in today’s job market. Some educators fail to realize that scientific and engineering research increasingly involves multidisciplinary collaborations, sometimes across multiple organizations. The goal of this proposal is to take the initial steps towards developing an integrated CADD education-research-outreach program that will provide experiences to students through multidisciplinary collaborations with universities, industry and other institutions that can be equivalent to industry-respected internships.

    Resource Added: October 21, 2015

    Preparing Mechanical Engineering Students for Collaborations Across Distance and Disciplines (CADD) 2MB, PPTX
  • Virtual Hands-on Teaching

    An efficient method to connect course materials to real-world applications is to show students how things are working in reality. However, in some fields, including power engineering, it is impossible to actually implement the experiments on real systems. The objective of developing “Virtual Hands-on Teaching” is to provide student with real-world experience through virtual experiments by using computer programs

    Resource Added: October 21, 2015

    Virtual Hands-on Teaching 241KB, PPTX
  • Development of “do it at home” thermo-fluidic labs for online education and 3D imaging outreach activities

    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

    Development of “do it at home” thermo-fluidic labs for online education and 3D imaging outreach activities 9MB, PDF
  • Enviropedia: on-line game and learning environment to study  materials engineering

    Understanding the environmental impacts of materials we use in our daily lives and translating this knowledge into effective educational strategies are crucial to making sustainable and environmentally sound choices. These strategies can provides current and future engineers with real incentives to develop innovative materials solutions that reduce environmental impacts on our planet. Sustainable materials play a central part in our future economy whereby by carefully selecting the most environmentally friendly and energy efficient materials we can reduce our energy consumption and increase sustainability of our life style. Development of innovative educational tools to teach future engineers on both materials selection and on environmental impacts of their design decision is at the heart of this proposal.

    Resource Added: October 20, 2015

    Enviropedia: on-line game and learning environment to study  materials engineering 478KB, PDF
  • Living the Computational Life

    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

    Living the Computational Life 154KB, PPTX
  • An Applied Engineering Experience: From First Year Through Capstone Design

    Our engineering college has been tremendously successful implementing undergraduate research programs and courses to provide students multiple pathways into faculty-mentored and student-defined research. However, many engineering students are focused on careers in industry or starting their own business, yet the structure for providing co-curricular opportunities to these students is not as developed as that supporting undergraduate research. This innovation describes a co-curricular program to prepare industry-bound and entrepreneurial students in a manner that parallels opportunities currently provided for research. Through this program, students will be better prepared for positions in industry or their own startups by having significantly greater experience in engineering innovation, design, entrepreneurship and teamwork by participating in, co-curricular, long-term engineering projects.

    Resource Added: October 20, 2015

    An Applied Engineering Experience: From First Year Through Capstone Design 1MB, PDF
  • Scaffolded Prototyping Activity to Support Reflection and Learning in a Product-Based-Learning Engineering Design Course

    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

    Scaffolded Prototyping Activity to Support Reflection and Learning in a Product-Based-Learning Engineering Design Course 972KB, PPTX
  • Engaging the Online Classroom

    Goal: Create an online classroom environment that supports active learning, enables group work, and results in engaged peer-to-pear interaction through in-class problem-solving activities. I applied strategies that I previously developed for an in-person flipped Statics class, and brough the in-class activities online using virtual collaboration tools.

    Resource Added: October 20, 2015

    Engaging the Online Classroom 382KB, PDF
  • Development of Technical Writing Skills During An Undergraduate Laboratory Course

    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

    Development of Technical Writing Skills During An Undergraduate Laboratory Course 1MB, PPTX
  • Experiencing Urban Engineered Systems

    How do cities work? Why are they built as they are? And who is in charge of it all? This new course for non-engineers at Northeastern University is designed as a grand tour of the engineering marvels that enable modern urban life but that remain largely unappreciated, using Boston as our classroom. Each week, students study a new infrastructure system, first by learning and discussing the engineering principles behind its design and operation, and then by experiencing our local infrastructure through visits to local operation centers, city officials, and private contractors who manage and maintain them.

    Resource Added: October 19, 2015

    Experiencing Urban Engineered Systems 2MB, PPTX
  • Promoting engineering education to non-technical audiences:“Your water: where’s it come from, what’s in it, and will it be here tomorrow?”

    To raise public awareness and understanding of society’s looming water crisis and increase the number of highly qualified students from diverse educational backgrounds pursuing careers related to water resource policy, technology and management, this multi-disciplinary course was developed to educate non-technical audiences about society’s fragile relationship with its freshwater resources. Notably, this undergraduate level course is unique because of its target audience (i.e., non-engineers and, typically, non-scientists) and the instructional materials upon which it is built (i.e., recent books and other forms of popular/social media about the past, present and future of our water resources).

    Resource Added: October 19, 2015

    Promoting engineering education to non-technical audiences:“Your water: where’s it come from, what’s in it, and will it be here tomorrow?” 265KB, PPTX
  • Making Change through University Maker Spaces

    Resource Added: October 19, 2015

    Making Change through University Maker Spaces 1MB, PPTX
  • Motivating First-Year Engineering Students to Inspire Future Engineers

    What events and experiences in childhood ignite enthusiasm for science and engineering? This project seeks to motivate first-year engineering students, through participation in a semester-long project experience, to inspire future generations to pursue engineering careers. By fostering interdisciplinary interactions between the Department of Engineering, Department of Education, and external clients, such as the local children’s museum and K-12 schools, sets of exciting, engaging, and informative activities and demonstrations for a K-12 audience will be engineered. Such a client based project will provide motivating and collaborative interactions between engineering and education students to inspire K-12 students and enhance the pipeline for motivated engineering students.

    Resource Added: October 19, 2015

    Motivating First-Year Engineering Students to Inspire Future Engineers 497KB, PDF
  • Improving First-Year Engineering Student Retention, Success, and Time to Graduation: An Innovative Approach to Teach First-Year Engineering Seminars/Courses

    The overarching educational outcomes of the “Improving First-Year Engineering Student Retention, Success, and Time to Graduation” approach is to increase engineering student retention, improve overall GPA, reduce time to graduation, and foster personal and academic improvement. It is the goal to provide a template of this approach to the engineering education community to ease the adoption and provide experience and guidance.

    Resource Added: October 19, 2015

    Improving First-Year Engineering Student Retention, Success, and Time to Graduation: An Innovative Approach to Teach First-Year Engineering Seminars/Courses 1MB, PPTX
  • Engineering Student Self-Assessment Through Confidence-Based Scoring

    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

    Engineering Student Self-Assessment Through Confidence-Based Scoring 6MB, PPTX
  • Hands-On, Systems-Based Engineering in the Classroom

    Creating drop-in modules to teach fundamentals of systems engineering. Students like them, I like them ... but do they work?

    Resource Added: October 19, 2015

    Hands-On, Systems-Based Engineering in the Classroom 187KB, PPTX
  • Making World History Relevant to Engineers

    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

    Making World History Relevant to Engineers 727KB, PPTX
  • Maximizing Learning Experience in a Multidisciplinary Team-Taught Course

    Development of a multi-disciplinary team-taught course: Survey of bioengineering, targeting undergraduates and graduate students in Chemical, Materials, and Biosystem engineering.

    Resource Added: October 19, 2015

    Maximizing Learning Experience in a Multidisciplinary Team-Taught Course 1MB, PPTX
  • Modeling and Simulation in Engineering Dynamics

    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

    Modeling and Simulation in Engineering Dynamics 943KB, PPTX
  • The Chemical Engineering Capstone Experience: Design, Research, Entrepreneurship, or All of the Above?

    The Chemical Engineering (CHE) senior design sequence the University of Cincinnati (UC) is the capstone experience for the CHE program. CHE students in dual-degree (BS+Masters) programs face particular challenges due to the difficulty of completing Masters work in parallel with other required courses. BS-only students interested in research careers face similar challenges. Traditional students should benefit from working on teams with research- and entrepreneurship-focused students. Meeting this broad range of needs calls for a revisioning of the CHE capstone framework. The objective of this project is to develop a capstone project framework that meets the traditional learning objectives of the UC CHE Program; addresses the specialized needs of research- and entrepreneurship-focused students; coordinates with, but does not replace, MS thesis research and entrepreneurial capstones; and enriches the capstone experience for traditional CHE students.

    Resource Added: October 19, 2015

    The Chemical Engineering Capstone Experience: Design, Research, Entrepreneurship, or All of the Above? 2MB, PPTX
  • The Freshman Experience and Nanotechnology Solutions to Engineering Grand Challenges

    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

    The Freshman Experience and Nanotechnology Solutions to Engineering Grand Challenges 684KB, PPTX
  • Integrating Formal and Informal Engineering Learning through a Residence-based Education Approach

    The College of Engineering at the University of Colorado has made a comprehensive commitment to a more integrated educational experience that transcends the classroom. To cultivate a culture of intentionality, creativity, collaboration, leadership, critical engagement, community, initiative and responsibility requires not only a different approach and priorities, but a different set of resources as well. It requires a comprehensive vision that coordinates all the resources of the university: faculty, students, staff, residence life, facilities, dining, service organizations, industry and research opportunities. The Engineering Honors Program, CU’s first residential college, has become the model for expanding this experience throughout the college.

    Resource Added: October 19, 2015

    Integrating Formal and Informal Engineering Learning through a Residence-based Education Approach 1MB, PPTX
  • Learning from Engineering Disaster

    Learning from engineering failures is a critical need, not only for engineers, but for an informed citizenry which must contend with navigating an increasingly complex technological landscape. For those learning to become engineers, especially in fields critical to solving major challenges in energy needs, aging infrastructure, the impacts of climate change, and managing emerging technologies, the study of engineering disasters and the nature of risk in complex systems, and their broader societal and ethical context, is an educational necessity. This course, offered in a classroom format for the past six years to over 700 students, has been very successful and has proven to enhance engagement in engineering-related topics for students from diverse backgrounds and academic majors. On-line development will leverage these successes while expanding accessibility through use of electronic portfolios, online collaboration tools, new video content, and a multimodal assessment methodology.

    Resource Added: October 19, 2015

    Learning from Engineering Disaster 2MB, PPTX
  • The Multilane Highway to an Engineering Career

    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

    The Multilane Highway to an Engineering Career 3MB, PPTX
  • Increasing Diversity in Engineering education And Labor force (IDEAL)

    The purpose of IDEAL is to develop innovative pedagogical interventions focused on healthcare applications to engage and motivate students, particularly females, to complete their engineering degree and join the workforce in the healthcare-engineering sector.

    Resource Added: October 19, 2015

    Increasing Diversity in Engineering education And Labor force (IDEAL) 793KB, PPTX
  • “Guided Hands-on Learning” in Electrical Engineering: Computer Simulations and Personal Laboratories

    The understanding of a theoretical concept and application of a concept to problem solving and design are serious challenges for many engineering students. Properly designed projects based on computer simulations and low cost, very compact versions of fully digital test equipment have the potential to facilitate these processes by highlighting students’ misconceptions. Using computerized interactive laboratory simulations and personal laboratories, students confront their knowledge and intuition by successfully forming and testing multiple hypotheses of their own.

    Resource Added: October 19, 2015

    “Guided Hands-on Learning” in Electrical Engineering: Computer Simulations and Personal Laboratories 650KB, PPTX
  • Developing Engineering Students’ Self-Regulation through a Discipline Specific Student Success Course

    Many engineering students find the transition from high school to college difficult because their previous academic experience did not prepare them with the academic skills they would need to be successful in a challenging learning environment. The purpose of this project is to provide students an opportunity to build the academic skills that are critical to success in engineering by teaching them self-regulated learning (SRL) skills. By focusing on the development of SRL skills, my hope is to retain more students beyond the first year of engineering and through on to graduation.

    Resource Added: October 19, 2015

    Developing Engineering Students’ Self-Regulation through a Discipline Specific Student Success Course 211KB, PPTX
  • Flipping of Large Engineering Courses in Resource-Limited Settings

    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

    Flipping of Large Engineering Courses in Resource-Limited Settings 219KB, PPTX
  • Flipping the Laboratory: Active and Student-Centered Learning for Biotransport Laboratory

    This project is focused developing an interactive student-centered environment for practical application of transport principles to biomedical engineering problems. Prior to this course, other laboratory courses in the curriculum follow a formulaic approach to completing the material. Here, through inquiry-based modules, students are required to design, test, and analyze their own experiments. Additionally, we find that students have trouble applying computational modeling to real-world examples. Integration of simulations and experimental design is required in each module. Current challenges are to use multimedia to increase student engagement in the online material, closely align this content with activities in the lab, and to develop in-class materials for active peer learning. A simultaneous goal is to design course activities to be scalable with our expanding program, and possibly to translate to other programs interested in inquiry-based modules for teaching transport phenomena.

    Resource Added: October 19, 2015

    Flipping the Laboratory: Active and Student-Centered Learning for Biotransport Laboratory 2MB, PPTX
  • Making General Education relevant for Engineering Students

    It isn’t always clear for students why General Education can be a synergistic with the engineering portion of a student’s education. I propose to develop a course (as a model to be expanded) that covers General Education content (humanities, arts, and social/behavioral sciences) framed in the context of engineering applications as a way help provide a relevant GenEd experience. This would be one way to make general education more meaningful and relevant to students while giving them a “safer” way to explore those domains.

    Resource Added: October 19, 2015

    Making General Education relevant for Engineering Students 2MB, PPTX
  • Inquiry-Based Learning in Engineering Laboratory Classes

    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

    Inquiry-Based Learning in Engineering Laboratory Classes 520KB, PPTX
  • Using Video & Social Media in a Flipped Classroom: Blending Informal and Formal education

    This project focusedson integrating the informal eduction done in new media (like YouTube) with formal education (classroom). I have pioneered the use of new media, especially internet-delivered video, to educate the public about engineering. My YouTube channel has over a quarter million subscribers and over sixteen million views. I have developed techniques to deliver high-quality, clear, and compelling videos that detail how engineers think and work. I’ve discussed LCD monitors, microwave ovens, quartz watches and atomic clocks.

    Resource Added: October 19, 2015

    Using Video & Social Media in a Flipped Classroom: Blending Informal and Formal education 647KB, PPTX
  • From Calculations to Design: Putting Chemistry and Design into Introductory Courses in Chemical Engineering

    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

    From Calculations to Design: Putting Chemistry and Design into Introductory Courses in Chemical Engineering 3MB, PPTX
  • MINDSET, ECOSYSTEMS, AND DISCOVERY-BASED LEARNING IN MULTIDISCIPLINARY TEAMS (DBL-T)

    The overarching goal of DBL-T is to bring together mindset, ecosystem thinking, and multidisciplinary, immersive discovery-based learning to produce engineering students capable of effective discovery and design in the modern research/design environment.

    Resource Added: October 19, 2015

    MINDSET, ECOSYSTEMS, AND DISCOVERY-BASED LEARNING IN MULTIDISCIPLINARY TEAMS (DBL-T)  484KB, PPTX
  • Technology-Based Fluid Mechanics: A Problem-Based Approach

    The overarching objective of technology-enabled fluid mechanics is to improve the student learning experience in gateway engineering courses. Related to this overarching objective, I had three direct objectives.1) Enhance student learning and problem solving skills in a structured environment where students can learn from peers as well as from instructors. 2) Increase student retention within the College of Engineering by preparing students for upper level course work through problem solving skill development. 3) Provide an experiential learning opportunity in the face of limited resources.

    Resource Added: October 19, 2015

    Technology-Based Fluid Mechanics: A Problem-Based Approach 1MB, PPTX
  • Blended Learning Strategies in a First-Year Engineering Program

    Blended or flipped learning has been heralded as the one of the next big instructional changes and many educators have embraced this trend. My current research focus is on the development and assessment of blended learning in a first-year engineering program. Over the past two years, my colleagues and I in the Engineering Fundamentals Department have developed and implemented a series of blended learning activities for the first-year engineering program at Michigan Technological University. An analysis of our results indicate significant improvements in student performance.

    Resource Added: October 19, 2015

    Blended Learning Strategies in a First-Year Engineering Program 993KB, PPTX
  • Team-Based In-Class Coding Exercises

    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

    Team-Based In-Class Coding Exercises 839KB, PPTX
  • Appropriate Point of Care Diagnostics: Designing Medical Devices for Resource Limited Settings

    There is a growing interest among undergraduate engineering students in taking on high impact problems in healthcare. In particular, the challenge of delivering high quality medical care to resource limited settings has attracted much attention. For example, Tuberculosis (TB), a disease that currently infects 1/3 of the world’s population, cannot be adequately diagnosed in the rural and poverty-stricken regions where it most often occurs. Addressing these challenges require multidisciplinary solutions, international partnerships, and awareness of the pitfalls of trying to solve problems in regions with unfamiliar economic, political, and cultural landscapes. I am creating an introductory course, which includes travel to Ghana, to prepare engineering undergraduates to work in this area.

    Resource Added: October 18, 2015

    Appropriate Point of Care Diagnostics: Designing Medical Devices for Resource Limited Settings 112KB, PPTX
  • Choose your own aerospace adventure: An interactive electronic textbook for introductory design

    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

    Choose your own aerospace adventure: An interactive electronic textbook for introductory design 921KB, PDF
  • Dissemination of Active Teaching Methods: Peer Instructor Networks in Large Intro Classes

    An abundance of studies documents evidence of effective teaching improving STEM recruitment, retention, and conceptual gain; despite this, a substantial gap exists between awareness and implementation of these techniques. Here, we test the use of peer instructor networks in multi-section introductory classes as a vehicle to improve trial and adoption of empirically validated teaching approaches. Furthermore, we ask if this approach can lead to systemic adoption of effective teaching approaches throughout the curriculum. We share preliminary successes and barriers that limit adoption of these techniques.

    Resource Added: October 18, 2015

    Dissemination of Active Teaching Methods: Peer Instructor Networks in Large Intro Classes 808KB, PPTX
  • Policy Analysis for Engineers

    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

    Policy Analysis for Engineers 5MB, PPTX
  • Learning to learn through reflection and connection

    The objective of this project is to help students become more aware of their own learning and study habits through reflection activities so that they can become better learners and agents of their own education. I intend to achieve this in my dynamics class through a homework structure that 1) requires students to reflect on their study habits and 2) provides a level of autonomy by allowing them to choose to work alone or in small groups. Passing rates have improved and I have expanded the idea into a First-Year Seminar course.

    Resource Added: October 18, 2015

    Learning to learn through reflection and connection 2MB, PPTX
  • A Framework for Design in Single and Multi-Disciplinary Classrooms

    This poster presents a preliminary framework for developing design activities. Designettes use the architecture and industrial design tradition of charrettes or ‘intense periods of design or planning’ to teach engineering design thinking through short-term design experiences. These rapid and creative learning experiences enable educators to integrate design learning in a single class, across courses, across terms, and across disciplines. The preliminary framework for composing these design activities focuses on disciplinary learning objectives, motivational elements, design scope, and prototyping. At Georgia Tech, a novel engine designette is being tested in a thermodynamics course in collaboration with multiple professors. Two primary challenges are expected in developing a generalizable approach for creating these activities: (1) encouraging depth of analysis, and (2) the heterogeneity of backgrounds.

    Resource Added: October 18, 2015

    A Framework for Design in Single and Multi-Disciplinary Classrooms 899KB, PPTX
  • Problem Solving Motivated Engineering Curriculum

    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

    Problem Solving Motivated Engineering Curriculum 464KB, PPTX
  • Integration of Real-life Engineering Design Problems into Engineering Education: A Case of a Capstone Course

    A new capstone project idea was developed for senior Industrial Engineering students in Integrated Engineering Design course, which is the Capstone course in the Industrial Engineering undergraduate program at the Southern Illinois University Edwardsville (SIUE). The course encompasses the integration of industrial engineering concepts expanded to enterprise application. Outcome of the course was a detailed business plan that included the product, marketing, production, management, product costing, and financial analysis for a medical product/service.

    Resource Added: October 17, 2015

    Integration of Real-life Engineering Design Problems into Engineering Education: A Case of a Capstone Course 606KB, PPTX
  • A Vertically Integrated Laboratory (VIL) in Geomechanics and Energy Geotechnology

    The objectives are to engage sophomore-to-Ph.D. students of all engineering disciplines in a Vertically Integrated Laboratory and to create an international research collaborative network in geomechanics and energy geotechnology .

    Resource Added: October 17, 2015

    A Vertically Integrated Laboratory (VIL) in Geomechanics and Energy Geotechnology 4MB, PPTX
  • www.makecourse.com: Hands-On Intro to Engineering Design

    The Makecourse teaches the basic skills for engineering design projects. In 15 weeks students learn using CAD software, realize their animated designs with 3D printers, build control systems using a microcontroller (Arduino), and write code in C++. There are essentially no limits on the project topic, i.e. students can unleash their creativity and pursue a project they find personally interesting. All students at USF can enroll. There are no prerequisites. For a sample of student project videos, please, visit www.makecourse.com and click on the ‘student projects’ tab. For most of the students this course was their first time to invent, design, and build an engineering project. The Course Kits are distributed by the IEEE USF Student Chapter, helping their recruitment efforts. All course materials are publicly available via YouTube. The Makecourse was developed by Prof. Rudy Schlaf (EE) and Eric Tridas (Cand. PhD, E) in Spring 2014 at the University of South Florida.

    Resource Added: October 17, 2015

    www.makecourse.com: Hands-On Intro to Engineering Design 3MB, PPTX
  • Changing Attitudes Towards Calculus: Application to Engineering Problem Solving

    The proposed project seeks to bridge the gap between calculus and trigonometry education and its application to engineering in the freshman and sophomore levels. We also seek to improve attitudes towards mathematics, and student performance in the calculus sequence of courses and track performance in core engineering classes that have inherently heavy math content. New course content as active learning projects is created to encourage students to realize calculus and trigonometry as problem-solving tools for engineering. Students in introductory engineering design and programming classes are required to work in groups to solve problems involving robotics and programming by using concepts learned in calculus and trigonometry courses, in order to introduce and reinforce the idea that calculus and trigonometry are at the core of engineering.

    Resource Added: October 16, 2015

    Changing Attitudes Towards Calculus: Application to Engineering Problem Solving 817KB, PPTX
  • Cloud-based experimental platform for understanding dynamics and controls

    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

    Cloud-based experimental platform for understanding dynamics and controls 3MB, PPTX
  • Leveraging Evidence Based Research and Entrepreneurship Education for Engineering Professional Formation

    The professional context for the future engineer is changing. Engineering graduates can no longer expect a career with a single employer and they must be prepared to meet the needs of diverse organizations. Companies are looking for engineers who can identify unmet needs, problem solve under time constraints, and adapt to an increasing rate of technological change. Graduates must be both technically proficient and cognizant of how an engineer’s role must change as they navigate between small start-ups and large companies. In response to changing career needs, higher education institutions are reforming how they train engineers. Most recently, this reform has led to the incorporation of entrepreneurship into engineering undergraduate curriculum. This work looks to integrate learning sciences and education research findings into engineering entrepreneurship education to develop more effective means of engineering professional formation.

    Resource Added: October 16, 2015

    Leveraging Evidence Based Research and Entrepreneurship Education for Engineering Professional Formation 746KB, PPTX
  • A New Introduction to Electrical & Computer Engineering ‘ENEE101: From Gadgets To Theory’

    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

    A New Introduction to Electrical & Computer Engineering ‘ENEE101: From Gadgets To Theory’ 3MB, PPTX
  • A Project-Based Data-Driven Flipped-Classroom for Statics

    National statistics show that the sophomore-level Statics course can exhibit failure rates from 38% to 52%. Similar rates have been observed at UTEP. In spring 2014, 46% of students in a large-enrollment (N>160), traditionally taught Statics course did not pass. Since the summer of 2014, the PI has focused on improving student performance through implementation of project-based, data-driven, and flipped classroom teaching methods. The PI’s new Statics course includes a capstone design project, daily online, pooled, randomized homework assignments and quizzes; lecture videos; tablet-based teaching; and personal mass email communication. These efforts have reduced the failure rate in Statics to 28% and 27.2% in the fall 2014 and spring 2015 semesters respectively. These results prompted the Dean of the College of Engineering to invite the PI to present a teaching technology and pedagogy lecture to the Faculty.

    Resource Added: October 14, 2015

    A Project-Based Data-Driven Flipped-Classroom for Statics 2MB, PPTX
  • Practical Relevance: Project-based learning for undergraduate student engagement

    This teaching style links students to relevant engineering issues through application of methods used in practice to relevant comprehensive projects. Projects are individualized yet share a common core of data collection and step-by-step design tasks. Students utilize practical references for information on appropriate means and methods needed such as course textbook equations, and environmental data records and design codes from regulatory and government agencies. Class meetings are utilized for presenation and review of the course topic concepts and application of methods in group setting.

    Resource Added: October 14, 2015

    Practical Relevance: Project-based learning for undergraduate student engagement 347KB, PPTX
  • Creativity and Innovation in Programming Courses

    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

    Creativity and Innovation in Programming Courses 170KB, PPTX
  • Using Curriculum to Change the Culture in Engineering

    The persistent under-representation of women and people of color in engineering degree programs and professional practice suggests that the culture of engineering continues to be chilly for some people. The goal of this innovation is to promote inclusive attitudes among all engineers through curriculum changes in first-year courses. Promoting inclusion in engineering benefits engineering practice by helping to retain individuals with unique talents and by providing for a cognitively diverse workforce which encourages innovation.

    Resource Added: October 13, 2015

    Using Curriculum to Change the Culture in Engineering 885KB, PPTX
  • Increasing the Retention of Incoming Chemical Engineering Undergraduates through Increased Student Connectedness and Autonomy

    The School of Chemical Engineering at Purdue has ~200 incoming students each year enter the introductory course in the program. Taught as a single section, individualized student attention has not been placed at the fore to date. As such, the retention of students from traditionally underrepresented groups in chemical engineering has lagged behind those of other student types. Here, we address this issue through implementing a series of programs aimed at increasing the student autonomy and connections between students, the course material, their peers, and the course instructors while still providing content to ~200 students. Importantly, the outcomes with respect to student success will be tracked both within the course and across the entirety of the time that the student is enrolled at Purdue. In this way, we anticipate being able to provide content that will allow for a higher level of education and success from students at the very outset of their chemical engineering careers.

    Resource Added: October 13, 2015

    Increasing the Retention of Incoming Chemical Engineering Undergraduates through Increased Student Connectedness and Autonomy 133KB, PPTX
  • Coupling of the Flipped Classroom Approach with Project-based Learning in a Construction Engineering Undergraduate Course

    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

    Coupling of the Flipped Classroom Approach with Project-based Learning in a Construction Engineering Undergraduate Course 386KB, PPTX
  • A Low Cost Approach for Rapidly Creating Demonstration Models for Hands-on Learning

    Demonstration models allow students to readily grasp theory and relate difficult concepts and equations to real life. One major drawback of using demonstration models is that they are costly to purchase from vendors and that they take a significant amount of time to build. These two limiting factors pose a significant obstacle for adding demonstrations to the curriculum. This poster presents an assignment to overcome these obstacles. To date the assignment has resulted over 30 demonstration models being added to the curriculum. Overall, significant improvement in student learning outcomes, due to the addition of demonstration models, has been observed.

    Resource Added: October 9, 2015

    A Low Cost Approach for Rapidly Creating Demonstration Models for Hands-on Learning 612KB, PPTX
  • Pittsburgh Water Microbiome Project

    Poster for the Pittsburgh Water Microbiome Project at FOEE (Kyle Bibby, University of Pittsburgh). In the PWMP, middle school students sample drinking water, undergraduate engineering students analyze the microbiology of the samples, and results are shared with the public through an interactive display at the Carnegie Science Center.

    Resource Added: October 8, 2015

    Pittsburgh Water Microbiome Project 4MB, PPTX
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