Koenraad Alexander Gieskes

Increasing student-centered learning in a first-year engineering program

This paper analyzes the implementation of a restructured model for activity sections in a first-year engineering program led by graduate teaching assistants. The aim of the new model is to increase student-centered learning and to provide for more uniformity amongst sections led by different graduate teaching assistants. In this program, all freshmen engineering students share a common year during which they are required to take linked Introduction to Engineering and Technical Communications courses. This paper focuses on the Introduction to Engineering course. Following many discussions on possible improvements, along with the results of both student and peer evaluations, a new teaching model was designed and has been implemented. In this paper, both the old and the new model, assessment tools, and some in-class assignments are described. Also, an outcome in terms of student-centered learning and uniformity amongst the separate sections is discussed.

Work in progress — Student learning as a function of attendance in large engineering classes

This study documents an alternative for freshman engineering students to attending a large lecture in their introductory engineering course. In the fall semester students are required to be physically present in lecture. In the spring semester students are given the option of either being physically present, when the lecture is given, or viewing the recorded lecture. Attendance is recorded in the lecture with an iClicker™. Students, who choose to not attend lecture can access the recording on Blackboard™ during the same week the lecture is given. The study compares student performance on first semester midterm exam grades with student performance on second semester midterm exam grades. It is seen that students, as a group, tend to achieve the same midterm grade whether they attend the lecture, when it is given, or not. Lecture assignment completion rates are also compared to lecture attendance. Suggestions for further study are given.

The role of active learning through laboratory experimentation pertaining to memory retention in first-year engineering programs

Retention of material taught to students can be affected by their active participation in a laboratory. The purpose of this active learning memory retention study is to determine how learning, varying active or passive participation, affects memory retention. This paper uses a weekly laboratory in a first-year engineering course as an example. We compare three modes of presentation of material: demonstration, interactive programs, and hands-on execution. Results show that, based on student performance on examination scores, demonstration alone is not as effective as simulation or hands-on labs. However, we found very little difference between the results for simulation and hands-on labs.

Work in progress - Introducing engineering to middle-school students during a Green summer institute

This work-in-progress paper describes the math and engineering module of the Go Green Institute at Binghamton University. This institute is a 10-day summer program for middle school students and was developed in an effort to increase the level of understanding of the scientific aspects of environmental sustainability and to promote interest in science, technology, engineering, and math careers. The Go Green Institute is comprised of three course modules; (1) Biology/Life Science, (2) Chemistry/Physical Science, and (3) Math/Engineering, all with a focus on climate change and sustainability issues. Along with these course modules the institute also included field trips, guest speakers, and team projects that were all related to the institutes goals. The focus of this paper is on the math and engineering module of the institute. The curriculum of this module will be presented and its effectiveness will be discussed. In addition, a plan for an assessment of the effect of the curriculum on the students interest in the field of engineering will be presented.

Work in progress — An example of the variations of visual representations in mechanical engineering education

In all forms of education, the method of representation of the concepts presented has a strong effect on both the learning of the students as well as the overall language and processes that the students will use when dealing with those concepts. With a focus specifically on mechanical engineering education, this paper provides a review of the role of visual representations in learning concepts in mechanical engineering. One of the main examples of such a visual representation is the free-body diagram which is used to display forces acting on a body. These representations not only influence the learning of the students, but also affect the methods used by students when they encounter similar concepts in their work. This review of the role of visual representations consists of several parts. First, an overview of such representations in mechanical engineering education is provided. Then a comparison of the different types of visual representations is presented. This paper culminates in a discussion of the effect such representations have on the language and processes used by mechanical engineering students.