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Missouri University of Science and Technology
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
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Full-Text Articles in Engineering
Reducing Costs While Maintaining Learning Outcomes Using Blended, Flipped, And Mastery Pedagogy To Teach Introduction To Environmental Engineering, Daniel B. Oerther
Reducing Costs While Maintaining Learning Outcomes Using Blended, Flipped, And Mastery Pedagogy To Teach Introduction To Environmental Engineering, Daniel B. Oerther
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
As part of a cost-savings initiative, an existing course of 'introduction to environmental engineering' offered using a 'traditional' format of didactic class meetings supplemented with hands-on laboratory sessions, was changed significantly. The 'modified' format uses 'blended', 'flipped', and 'mastery' approaches to teach "2601: Fundamentals of Environmental Engineering" to approximately 60 sophomores pursuing baccalaureate degrees in environmental, civil, or architectural engineering, each semester. This paper presents a summary of the results from eight course offerings over a period of four years to more than 450 total students. Assessments included student grades; open-ended invitations for anonymous feedback at the end of each …
An Inverted Teaching Model For A Mechanics Of Materials Course, Jeffery S. Thomas, Timothy A. Philpot
An Inverted Teaching Model For A Mechanics Of Materials Course, Jeffery S. Thomas, Timothy A. Philpot
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
Instructors at Missouri University of Science and Technology have been offering certain sections of a mechanics of materials course in an inverted format for the past two years. In this format, students learn the concepts outside of class, using a textbook, animations and videos developed by the authors, and work on homework either individually or in groups during the optional class time. Students take eight multiple-choice exams and a final exam that is common to both the inverted sections and the more traditional lecture-based sections. Homework in the inverted sections is assigned but not graded. The in-class exams are given …
Disseminating Molecular Biology For Environmental Engineers With Nsf Ccli Support, Daniel B. Oerther, Catherine V. Maltbie, Baikun Li, Jin Li, Amy Pruden, Peter George Stroot
Disseminating Molecular Biology For Environmental Engineers With Nsf Ccli Support, Daniel B. Oerther, Catherine V. Maltbie, Baikun Li, Jin Li, Amy Pruden, Peter George Stroot
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
For the past five years, more than fifty undergraduate and graduate students at the University of Cincinnati have participated in a term-length course, CEE69 Molecular Biology for Environmental Systems. Using a self-paced approach, teams of students complete laboratory exercises to answer open ended questions about the composition of the microbiological community in an environmental sample. With the financial support of a Adaptation and Implementation (A&I) track grant from the NSF Course, Curriculum, and Laboratory Improvement program the course from Cincinnati is being taught at four partner institutions. This paper highlights the unique challenges of adapting the existing course to other …
Investigating Student Interest In Post-Secondary Stem Education, Anant R. Kukreti, Shafiqul Islam, Daniel B. Oerther, Karen C. Davis, Mark G. Turner, Catherine V. Maltbie, Thaddeus W. Fowler
Investigating Student Interest In Post-Secondary Stem Education, Anant R. Kukreti, Shafiqul Islam, Daniel B. Oerther, Karen C. Davis, Mark G. Turner, Catherine V. Maltbie, Thaddeus W. Fowler
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
Interest among students for post-secondary STEM education and causes behind the declining enrollment rate was analyzed. A K-12 survey was developed at the University of Cincinnati to gather information directly from students to verify the teachers' statements regarding K-12 students' perceptions of the engineering profession and studying engineering in college. The K-12 student survey respondents indicated that about 28% of the 6-12 graders were interested in engineering. The survey also showed that students wanted to be an engineer because it was a stable living.
Integrating Biological Principles In Environmental Engineering Education: Summary Results Of A Three-Year Pilot Study, Daniel B. Oerther
Integrating Biological Principles In Environmental Engineering Education: Summary Results Of A Three-Year Pilot Study, Daniel B. Oerther
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
Teaching biology to engineers is a challenge. For environmental engineers, biological principles are necessary to understand microorganisms that are removed from drinking water as well as microorganisms that treat waste in sewage treatment plants and bioremediation field sites. At the University of Cincinnati, we integrated state-of-the-art research in environmental microbiology within our graduate and undergraduate environmental engineering curricula. For the past three years, we taught a novel course entitled, "Molecular Biology in Environmental Engineering." Course evaluations over the past three years suggested that the course was successful for primarily two reasons, namely: (1) the course employed a problem-based learning approach …
Nsf Ccli: Developing A Molecular Biology Lab Course In Environmental Engineering And Science, Daniel B. Oerther
Nsf Ccli: Developing A Molecular Biology Lab Course In Environmental Engineering And Science, Daniel B. Oerther
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
A new course and associated short course, to teach molecular biology skills to undergraduate and graduate students in environment engineering and practitioners of environmental engineering across the state of Ohio and around the world, is developed. Environmental engineers use microorganisms as biocatalysts to degrade pollutants in sewage as well as in the sites undergoing bioremediation. A series of courses to introduce engineering students to the principles of biology, at the University of Cincinnati are developed. These courses include, 'introduction to environmental engineering', required for all third year civil engineering students.
Introducing Molecular Biology To Environmental Engineers: Through Development Of A New Course, Daniel B. Oerther
Introducing Molecular Biology To Environmental Engineers: Through Development Of A New Course, Daniel B. Oerther
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
The introduction of a course "Molecular Methods in Environmental Engineering" is discussed. The course is developed to address the growing national need for integrating geonomics and molecular biology into the engineering curriculum. Fifteen graduate students were successfully introduced to molecular biology through lectures and hands-on laboratory excercises following the "full-cycle 165 rRNA approach". The course helps in providing supportive and independent learning environment to the students.
Principles Of Biology In Environmental Engineering: Molecular Biology-Based Identification Of Microorganisms, Daniel B. Oerther
Principles Of Biology In Environmental Engineering: Molecular Biology-Based Identification Of Microorganisms, Daniel B. Oerther
Civil, Architectural and Environmental Engineering Faculty Research & Creative Works
The various aspects of a course on use of technology from molecular biology to screen microorganism in environmental samples and to monitor microbial biocatalysts in reactors, is discussed. The objective of the course is to teach students to adapt techniques from molecular biology to address important issues in environmental engineering. In case of methanogens, design considerations in environmental engineering include stabilization of sewage sludge through anaerobic digestion and wastewater treatment. The hands-on format encourages students to develop scientific questions, learn appropriate methodology, conduct careful experimentation, and draw conclusions worthy of presentation.