COURSE / PROGRAM

•  Architectural Engineering 3805: Building Lighting Systems - Blended Course

ABSTRACT

The building lighting systems course is a redesign of a former course that use to combine both electrical and lighting systems. The two subject matters were split to two separate courses allowing students to have more in depth knowledge on each of the subject matter. The course is required by all undergraduate architectural engineering students but may be considered for course sharing with with other architectural related programs throughout the UM system. The course has the potential of being offered via distance ed with the strong possibility of extending it to professionals who are seeking to maintain their licensing requirements through professional development hours.

The course will contain a series of online lessons and lectures, case-studies that will reinforce the lessons learned, some tests and quizzes and a project. Both formative assessments such as the case-studies, quizzes and summative assessments such as a final project and final exam will be used to measure student success in the course.

COURSE / PROGRAM

• Chemical Engineering 5241: Chemical and Biochemical Process Safety - Blended Course

ABSTRACT

Overview of Project

• This project will result in a blended version of Chemical Engineering 4241/5241 (Chemical and Biochemical Process Safety). The course is being designed as a three credit hour course in which one class period per week will be replaced with online modules for student learning.
• This course offers opportunities to learn biosafety principles not commonly taught in chemical engineering programs at other universities. With the future development of a fully-online version of this course, the potential for external outreach increases.
• The upper level version of this class, 5241, will become a new technical elective for undergraduate students. The new Chem. Eng. curriculum (to start in Fall 2016) includes six technical electives.
• Another important feature of this course is that it fulfills previously missing requirements for ABET accreditation.
• This redesign course is being developed by Dr. Daniel Forciniti, Professor and Associate Chair of Chemical Engineering, as a part of the newly developed and aligned curriculum for the Department of Chemical Engineering.

COURSE / PROGRAM

• Mining Engineering 4113: Mine Atmosphere Control - Blended Course

ABSTRACT

Mine Atmosphere control is a required course for Mining Engineering degree offered at senior levels. This course is taught at three levels:

1. MIN ENG 4113 Mine Atmosphere Control (Lab and Lecture) for Undergraduate Students
2. MIN ENG 5113 Advanced Mine Atmosphere Control-I (Lab and Lecture) for Graduate Students
3. MIN ENG 6133 Advanced Mine Atmosphere Control-II (Lecture) for Graduate Students

Generally, MIN ENG 4113 and 5113 are offered together with grading requirements for MIN 5113 different from MIN 4113; however, the lab portion is common for both levels. The MIN ENG 4113 and 5113 are offered in the spring semester every year. Current enrollment for this course is ~70 students each semester. In the last few years, major focus was on theoretical portion of delivering lectures rather than practical application of the material learned through experiments and field-testing. The lab (if conducted), was mostly in the “Experimental Mine” due to lack of proper lab setup.

However, with the construction of new building at experimental mine site, a new lab will be established for mine ventilation. This lab will be equipped with the state of the art lab apparatus and equipment. Keeping in view the current developments of physical infrastructure and the Missouri S&T Strategic Plan, it is fitting that the lab course be redesigned to realign it with the theoretical portion and make it a blended course with both F2F and online components.

During the student feedbacks from previous years and mid semester survey conducted during the Spring 2016 semester, the most common concern for the students was a lack of practical portion of the ventilation course and/or when practical lab work was conducted, there was a major disconnect between theory and lab portion. This course redesign will realign the lab course with the theoretical/lecture portion of the course and develop a stronger connection between both portions of the complete course. This will be attained by redefining course objectives, developing lab material relevant to theoretical portion of that particular lab session, adding online portion, redesign/redevelop course material keeping in view the latest developments and current practices/requirements of the industry. The course redesign will involve updating course objectives, developing diagnostic lab exercises, tutorials, quizzes, and homework to gauge student learning, individual and ingroup activities for enhancing interactions, development of text material with directions to other relevant material for mastering the specific topics and blending the course to provide the opportunity of self-learning and self-assessment.

COURSE / PROGRAM

• Civil Engineering 2211: Mechanics of Materials - Blended and Flipped Course

ABSTRACT

Mechanics of materials is a fundamental course for many engineering disciplines such as civil, mechanical, aerospace, architectural, and metallurgical engineering. This course is also a part of programs such as environmental, manufacturing, nuclear, and petroleum engineering. The engineering mechanics courses introduce students to the analysis and design of basic structural components of engineering machines and structures such as airplane, automobile, spacecraft, bridge, power plant, residential or commercial building, etc. The mechanics of materials in particular is aimed at developing the student's ability in analyzing the equilibrium of loads in stationary or moving objects and analyzing the effects of forces on solid bodies (stresses and strains).

This proposal is aimed at redesigning the CE2210 (Mechanics of Materials) lecture course into a blended and flipped format for the spring of 2017. The subject and scope of this course will be kept unchanged but the materials will be presented mostly in online format. Offering the course materials in the online format will allow for students to study and review the course materials out of regular class time.
The recorded lectures, online assignments and interactive solved problem ebook, which the instructor is currently creating, enable the instructor to flip the on-campus classroom in which students learn theory from online videos, and spend part of classroom time developing skills with respect to solving actual problems related to their field.

Dr. Douglas Ludlow Professor Director of Freshman Engineering Program   Chemical and Biochemical Engineering	Dr. F. Scott Miller Teaching Professor Associate Chair for Undergraduate Programs Director of Advanced Materials Characterization Lab Materials Science and Engineering

COURSE / PROGRAM

• Freshmen Engineering 1100: Freshmen Engineering - Blended Course

ABSTRACT

The proposed eFellows grant is for the design of FE 1100, the single largest class taught on the S&T campus (>1200 students in Fall 2015 and a slightly larger amount in Fall 2016). This course has an impact on all of the students who come to S&T expecting to major in one of the engineering fields. The course is taught in 20 sections by three different instructors.

Due to the number of students enrolled in the class, the structure of large lectures and even larger workshops are not working effectively. Students are less engaged in class than is desired for them to learn the skills and knowledge they need to help them become effective (engineering or otherwise) students at S&T. Using blended learning strategies and online resources the students will be able to have a closer interaction with the course materials and will better be prepared for future studies on campus. The development of short video descriptions of the various majors, including information on types of companies that hire graduates, the types of careers, and departmental activities for the students while on campus will better allow the students to better align their major with those things they would like to accomplish with their careers. This ought to improve student retention if the students are more vetted for their intended major. The development and use of small videos describing some of the experiential learning activities that students can participate in such as coop, design teams, and undergraduate research will better help students decide and actively participate in the various experiential learning opportunities available to them on campus. This should enhance retention and student satisfaction. Having an improved design of FE 1100 will allow students to learn the skill they need to more quickly move into the degree-granting programs.

COURSE / PROGRAM

• Ceramic Engineering 3410: Characterization of Inorganic Solids - Blended and Flipped Course

ABSTRACT

The Cer Eng 3410 course is taught in the spring semesters only by Dr. F. Scott Miller as a required course for Cer Eng and Met Eng juniors. The course enrollment has doubled from 35 students in 2011 to 70 in Spring 2016. Due to lack of departmental resources and steady faculty numbers, adding another section or instructor is not feasible at this time, so a redesign is envisioned to accommodate the growing number of students and reduce the subsequent time for the instructor to provide effective and timely assessment and feedback. The course will be configured as an MWF for a 50-minute “lecture” course, rather than the current T, TH for 75 minutes. I intend to work with the instructional designers in EdTech to (a) redefine what are the essential outcomes of the course and (b) how can the course be reconfigured to most effectively accomplish those outcomes for a course of this size.

COURSE / PROGRAM

• SP&M 2181: Communication Theory - Blended and Flipped Course

ABSTRACT

COURSE / PROGRAM

• Art 3260: Exploring Digital Art - Blended and Flipped Course

ABSTRACT

Digital art allows ample opportunities for people to amplify their ideas and increase their impact. Learning to be a producer of digital media is a key to success in all aspects of discovery and invention. Art is the creative component of innovation and the need for creativity has never been greater. The importance of learning online collaboration in a global community and the chance to learn to be creative is crucial for future success. Students are challenged to learn something new, explore the digital world in a unique way, and become producers of digital media.

COURSE / PROGRAM

• Art 1180: Art Appreciation - Blended Course

ABSTRACT