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Assessing Online Resources for an Engineering Course (under review) Melinda Hess, Corina Owens, Autar Kaw
To determine, improve, and refine the quality of the online resources for an engineering course in Numerical Methods, three assessment instruments were used to gather feedback from 1) the independent instructors of the numerical methods course, 2) the students who use the majority of the resources, and 3) the general students worldwide who use resources on an as-per-need basis. The findings of this study provide strong evidence that the use of the website modules is a valued aide to most students. The availability of information in multiple modes and formats, at any time, for the students provides them with accessible and convenient learning material that enhances traditional methods. In addition, the analyses of the open-ended items by both faculty reviewers and students provided insights into how a website used in a technical course such as Numerical Methods can be effectively organized and implemented to enhance student learning. Using the multiple and innovative approaches described in the paper, the instruments and methods illustrated in this study can be used in any other course to help instructors assess their own online initiatives. Introducing and Assessing laboratory Experience in a Numerical Methods Course for Engineers (2009) Autar K. Kaw and Ali Yalcin ASEE Computers in Education Journal Vol. XVIIII (3), July-September 2009, pp. 57-65.
Several low cost, low space, low setup time experiments were developed and implemented in an undergraduate course in Numerical Methods for Engineers. The analysis and interpretation of the collected experimental data encompassed most of the mathematical procedures covered in the course. This paper describes these experiments and shows how they were used throughout the course. The effect of introducing experiments in the course was quantitatively and qualitatively surveyed via student satisfaction surveys over a two-semester period. The results of the student surveys indicate high student satisfaction, especially in the areas of applying programming concepts, problem formulation, and relevance to their engineering major.
Problem-Centered Approach in a Numerical Methods Course (2008) Autar K. Kaw and Ali Yalcin Journal of Professional Issues in Engineering Education and Practice Vol. 134, No. 4, October 2008, pp. 359-364
This paper is an illustration of using a problem-centered approach in an undergraduate course in numerical methods. The problem used in the course was first encountered in a research project that related to the assembly procedure of the fulcrum of bascule bridges. It involved the study of the fulcrum assembly procedure where a trunnion cooled in a dry-ice/alcohol mixture for shrink fitting became stuck halfway in the hub before full insertion could take place. The solution of the problem and its implementation involved numerical solutions of mathematical procedures taught in a typical numerical methods course. The effect of the problem-centered approach in the classroom was quantitatively and qualitatively surveyed over a two-semester period. The results indicate very high student satisfaction in helping them: acquire basic knowledge and skills; reinforce information presented in class, reading assignments, and problem sets; learn to clearly formulate a specific problem and then work it through to completion; develop generic higher-order thinking and problem solving skills; and develop a sense of competence and confidence and see the relevance of the course material to their major.
Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course (2007) Autar Kaw and Melinda Hess International Journal of Engineering Education Vol. 23, No. 3, pp. 508-516, 2007.
The effectiveness of four instructional delivery modalities, (i) traditional lecture, (ii) Web-enhanced lecture, (iii) Web-based self-study and (iv) Web-based self-study and classroom discussion, was investigated for a single instructional unit (Non-linear Equations) over separate administrations of an undergraduate engineering course in Numerical Methods. Two assessment instruments - student performance on a multiple-choice examination and a student satisfaction survey - were used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.
Assessment of a Web-Enhanced Course in Numerical Methods (2005) Autar Kaw, Glen Besterfield, and James Eison International Journal of Engineering Education Vol. 21, No. 4, pp. 712-722, 2005.
Effectiveness of web-based modules developed for a course in Numerical Methods was measured via three mixed assessment instruments – student satisfaction survey, student performance in a multiple-choice examination based on Bloom’s taxonomy, and summative rating of the modules based on content, learning, usability and technology. The web-based modules are holistic and are customized based on a student’s engineering major and choice of computational system. Statistical analysis of the assessment data indicates that web-based modules for instruction improved both student satisfaction and performance.
Techniques Employed by Highly Effective Engineering Educators (2005) Autar Kaw ASCE Journal of Professional Issues and Engineering Education Vol. 131, No 3, pp. 175-177, 2005.
Techniques include being organized, understand the importance of first day, use teaching tools effectively, being compassionate, give rapid feedback, ask questions, and having high expectations.
Holistic but Customized Resources for a Course in Numerical Methods (2004) Autar Kaw, Nathan Collier, Michael Keteltas, Jai Paul, Glen Besterfield Computer Applications for Engineering Education Vol. 11, No 4, pp. 203-210, 2004
Prototype web based resources have been developed for an undergraduate course in Numerical Methods. The web modules are holistic, that is they include pre-requisite information, real-life applications, presentations and notes, simulations, and self-assessment. The student interest and learning are maximized by providing customization of content based on a student’s engineering major and computational system of choice.
On Comparing Computational Systems - Maple, MathCAD, MATHEMATICA & MATLAB (2004) Nathan Collier and Autar Kaw ASEE Computers in Education Journal Vol. XIV, No 1, pp. 12-24, 2004.
For developing web-based resources for an undergraduate course in Numerical Methods, four computational systems (Maple®, MathCAD®, MATHEMATICA®, and MATLAB®) were used to illustrate algorithms, convergence, and pitfalls of different numerical methods. In this paper, we discuss the advantages and drawbacks of each mathematical package based on this experience. Also as an example, from the four computational systems, we show the source code and output for one of the simulations. |
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