Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engi-neering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixed-mode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adapta-tions versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on prob-lem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, includ-ing an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.

PSII-B-24 Use of the Elnady technique of tissue preservation to preserve specimens for use in undergraduate animal science courses

The use of tissue specimens for undergraduate instruction is a very valuable tool. However, fresh tissue specimens are not always available and many common preservation techniques can result in discoloration, offensive odors, and/or dangerous chemical residues. The Elnady Technique was developed as a means to produce tissue specimens that “are realistic, durable, have no offensive odor, and are dry, soft and flexible” (Elnady, F.A. 2016 The Elnady Technique: An innovative, new method for tissue preservation. Altex. 33:237–242. doi:10.14573/altex.1511091). Briefly for soft tissue, specimens were preserved by fixing in formalin for one week. The tissue specimen was then dehydrated with a series of acetone baths changed weekly. Once the tissue was fully dehydrated, the specimen was impregnated in glycerin by full immersion in a glycerin bath for one to two weeks. Excess glycerin was then removed by draining followed by immersion in cornstarch for one to two weeks. Cornstarch residue was removed with a soft brush, and the specimen was stored in a plastic bag. Multiple specimens (including female reproductive tract of the cat, goat, horse, and sow; digestive tract of barred owl, cat, chicken, and dog; one day old lamb stomach; goat rumen, reticulum, omasum, and abomasum; deer testicle; and sheep heart and kidney) have been preserved and used in various animal science course laboratories (75 laboratory sections and over 1000 students at Berry College). Some of the specimens have been in use for five years and are still in usable condition. The Elnady Technique has proven to be a useful means of preserving tissue samples used in undergraduate animal science courses.

CREATING IMMERSIVE AND INTERACTIVE SURVEYING LABORATORIES IN VIRTUAL REALITY: A DIFFERENTIAL LEVELING EXAMPLE

Surveying engineering education includes several outdoor laboratories that complement and enhance theoretical concepts taught in class. In addition, outdoor laboratories develop student skills with instruments and surveying techniques. These laboratories are often affected by weather, leading to cancelled laboratories, which reduce the time students spend with instruments and disrupt/delay the academic plan. Furthermore, terrain characteristics are important in surveying, as each terrain and project introduce unique surveying challenges. However, training often takes places in one location, thus, limiting student comprehension and experience on how to use the same instrument and techniques in different terrain conditions. Virtual reality constantly gains ground in education, as it overcomes restrictions of physical laboratories and enhances student learning. This study discusses the development of a leveling laboratory in immersive and interactive virtual reality, as well as the challenges encountered. We have replicated a part of the Penn State Wilkes-Barre campus, where students conduct many of their physical laboratories, in virtual reality with geometric and photorealistic fidelity using remote sensing and photogrammetric methods. Dense point clouds derived from terrestrial laser scanning and small unmanned aerial surveys are used for terrain and man-made object modeling. In addition, we have developed software that simulates surveying instruments, their properties, and user/student interaction with the instrument (e.g., moving the tripod, leveling the level instrument and leveling rod, etc.). This paper demonstrates that by utilizing cutting-edge remote sensing and virtual reality technologies, we can create realistic laboratories that can supplement physical outdoor laboratories and improve/enhance undergraduate instruction of surveying students.

Understanding the Learners

Chapter 4 examines the sequencing of undergraduate instruction in relation to student musical growth. Sample purposes and goals for undergraduate music education and typical degree outlines are provided from the National Association of Schools of Music. Vignettes written by music students are provided for each level of undergraduate student—freshman, sophomore, junior, and senior, which highlight student musical needs at various stages of development. The chapter encourages readers to reflect back on their own musical growth as undergraduate students, and provides instructors with suggestions for differentiating musical instruction.

Undergraduate teaching assistants can provide support for reformed practices to raise student learning

Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.

Defining Open-Ended Problem Solving Through Problem Typology Framework

Problem solving is central to engineering education. Yet, there little agreement regarding what constitutes an exemplary design problem or case analysis problem for modeling undergraduate instruction after. There is even less agreement in engineering education literature regarding the best way to measure students ability or progress in learning to be better problem solvers in these discrete problem categories. We describe the development of a research method toward accessing how students think about design is described, what constitutes a measurable response, and how to compare through qualitative research methods pre and post student performance. The discussion draws from Jonassen’s (2000) framework for problem typology, as well as cognitive learning frameworks of design thinking, and metacognition as a theoretical basis that informs the problem formulation and planned approach for analysis.