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This study examined student self-assessment as a course activity to enhance learning. Over 350 engineering economics students from three cohorts of nine (9) sessions participated in the study. After submitting their homework to the professor, students graded a copy of their own work using the homework answer keys. Students' self-assigned grades were compared with corresponding grades assigned by the Teaching Assistant (TA). A questionnaire was administered at the end of the semester to collect additional data on students' perception on the self-assessment exercise. The result of the study suggests a positive correlation between the Teaching Assistant (TA) grades and the students self-assigned grades. Results also show that the average grade assigned by the TA was consistently higher than the average grade assigned by the students. Even though the students' acknowledged self-assessment helps them engage in the course and potentially improve their grades, the results indicate that they will only do that with an incentive. [ABSTRACT FROM AUTHOR]

A variety of natural and engineered systems from blood flow to water distribution networks require energy loss calculations. In fluid mechanics for example, a remote lab can help to mitigate issues around available lab resources, which typically are limited at universities. Calculations of energy loss are consequently an important component of Fluids labs within several engineering majors. Using the interactive remote laboratory described in this paper, students are able to experiment in real time with the effects a pipe system has on energy losses. Making the lab equipment usable remotely, we are able to offer more and diverse options for self-guided experimentation experiences to the students. This BYOE paper will outline the design, build and implementation of such a lab in an introductory fluid mechanics course. The BYOE demonstration will include details on different aspects of the system. For example, users are able to control flow rate, valve function, and pressure port readings in order to develop friction factor versus Reynolds number plots (Moody diagram) and calculate minor loss coefficients for fittings. The presented experiment allows us to use such remote lab environments for a student-centered learning experience in a class that otherwise does not have a laboratory component. We will focus on the possible assignments that can result from the multiple configurations of inputs/outputs for the system. Finally, we will share first, preliminary evaluation data from pilot tests with students. [ABSTRACT FROM AUTHOR]

Flipped classrooms with different forms of implementation are now popular in engineering programs. Instructors use the flipped model to focus on learning activities in the classroom, application of theoretical concepts, and students have to gain understanding on the concepts from videos or other instructional material prior to class. Thus far, the research on this pedagogy focused largely on students' perspective of this type of classroom and inquiry has been done on its effectiveness over the traditional lecture. The purpose of this study is to gauge students' understanding of the concepts presented in the video they are supposed to watch prior to class. Students enrolled in three sections of "Introduction to Fluid Mechanics" participated in this study. To test the impact of review before quizzes on student performance, a quasi-experimental study with three conditions for test-taking was used: a) with brief review of notes before the quiz b) with brief reflection on videos before the quiz c) no review/reflection before quiz. In each condition, students took a three-minute, one-word quiz. By being provided only one word as a prompt, student learning is aided because students are required to recall, rather than identify, pertinent information through identification of the context of the word and explain the concept in their own words. [ABSTRACT FROM AUTHOR]

In their pursuit for a bachelor's degree in engineering, some students use a transfer pathway from a twoyear college to a four-year institution. Prior research on transfer students focuses on the challenges these students face during this transition, often referred to as "transfer shock," and the differences between student experiences during their tenure at the two institutions (e.g., involvement in extracurricular activities; contact with faculty; academic advising/counselling services). This research has been instrumental in highlighting the challenges of adapting to the realities and expectations of four-year institutions and have informed programs that are built with the intention of easing this transition and adjustment to the new institution's climate and culture. Our research builds on this prior work by focusing on the assets, specifically strengths and resources, that transfer students bring to four-year institutions, and how the new institution can foster these assets for not only an easier transition, but to build confidence and integration in the new community. We examine two research questions: i) What assets (i.e., strengths and resources) do transfer students bring with them to four-year institutions? And, ii) To what extent do students recognize these assets as relevant during and after their transition period? Since its establishment in 2012, the College of Engineering at the University of Georgia has increased in enrollment from 200 to over 2,100 undergraduate students. Approximatively 20% of these students transfer into the second or third year from one of the state colleges in our state. In order to create a shared understanding of the assets that transfer students bring to our institution, two faculty worked closely with two undergraduate students and one adviser. Data collection involved guided reflection writing by the two students and adviser on topics as informed by the theoretical framework. These reflections bring to light some psychological, social, cognitive, and environmental resources that students in transition can draw on to maximize success and minimize the transfer shock phenomenon. [ABSTRACT FROM AUTHOR]

How students approach learning could be indicative of their cognitive engagement with the learning tasks they encounter in their engineering programs. Their cognitive engagement with learning tasks could have implication for actual performance and whether they continue to feel motivated to deeply engage with learning, or become disengaged, disinterested and eventually consider dropping out of their engineering program. However, students' approach to learning engineering material could be deeply ingrained in their achievement goal orientation - meaning that efforts at helping students to become better learners might benefit from helping them set and realize achievement goals that orientate them towards adopting productive learning habits. In this study, we examined the relationships between the achievement goals that students adopt, their approach to learning and performance in an engineering classroom. Participants included 87 students enrolled in an introductory Fluid Mechanics course. Students participated in classroom activities and exam scores as well as took measures of achievement goal and learning approach. We conducted correlational analysis of three goal types: task-related, self-related and other-related, and two learning approaches: deep learning and surface learning strategies and student's final performance in the class. Lastly, we conducted multiple regression analysis to determine the relative contribution of each variable to predicting students' academic performance. Implications of these findings for student engagement in engineering classrooms will be discussed. [ABSTRACT FROM AUTHOR]

The article discusses the development, implementation, and evaluation of a video- and game-based instructional tool called a concept tutor. These concept tutors focus on one concept at a time, and they can be used as supplemental material to a lecture. It informs that these tutors provide additional help to students in explaining the concepts taught in class and reinforcing their learning.