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visualization, the use of learning management systems for large-sample educational research studies, student applications of the design process, curriculum development, and fulfilling the needs of an integrated, multi-disciplinary first-year engineering educational environment through the use of active and collaborative learning, problem-based and project-based learning, classroom interaction, and multiple representations of concepts.c American Society for Engineering Education, 2015 Page 26.1701.1 Video-Annotated Peer Review (VAPR): Considerations forDevelopment and Implementation AbstractThe knowledge associated with engineering education has grown considerably with efforts related to empirical research regarding the cognitive basis of learning and changes in student demographics and needs. Unfortunately, there has been a lag in the adoption of research-based teaching approaches by practitioners. At the same time faculty are limited in the development of their instructional practices to short courses, workshops, conference proceedings and publications. All of these developmental activities require substantial time, effort, and funding with no guarantee of application to the classroom and university context of participating faculty. In addition, faculty feedback is generally limited to student evaluations and periodic observations associated with promotion and tenure.This paper describes the implementation of a video-annotated peer review (VAPR) process seeking to address a growing need to support the diffusion of research-based instructional practices and create a formative feedback process that will enhance faculty development. In support of the description of the VAPR process, this paper provides a review of diffusion of pedagogical practices, faculty peer-review, and social reflexivity theory.Utilizing a qualitative design, a focus group of VAPR participants was conducted after the first round implementation to explore the benefits and limitations of VAPR. Findings from the focus group illuminate how VAPR overcomes common barriers to diffusion.

visualization, engineering design education, diffusion of evidence-based teaching practices, the use of learning management systems for large-sample educational research studies, curriculum development, and fulfilling the needs of an integrated, multi-disciplinary first-year engineering educational environment through the use of active and collaborative learning, real-world application and examples, problem-based and project-based learning, classroom interaction, and multiple representations of concepts.

This paper presents the design and testing of a fluid loss characterization device for use in engineering education as a classroom or laboratory demonstration in a core curriculum fluid dynamics course. The design is specifically tailored for clear demonstration of the abstract concept of fluid loss in a way that supports collaborative, hands-on, active, and problem-based learning. This stand-alone device is intended as a prototype for a Desktop Learning Module (DLM) cartridge. The DLM module framework was developed by engineering educators at Washington State University as part of a collaborative NSF-sponsored program. The fluid loss characterization device was sponsored by the Embry-Riddle Aeronautical University Honors Program in Daytona Beach, Florida. The purpose of the experiment is to have students determine the loss coefficients and friction factors of different piping components in a fluid flow system. The experiment involves measuring volumetric flowrate changes in the system due to the introduction of minor and major losses. A pump circulates water at a specified rate tunable by the students to achieve a steady state flow condition. Height sensors report tank heights and a flow meter shows volumetric flow rate which is verifiable with student’s data collection. A graphical computer interface allows students to control pump rate and also reports tank height in real time. The computer and height sensors are not critical to the learning objectives and may be replaced with rulers and a potentiometer for motor control. The educational goals are for students to gain a better understanding of the transition between Bernoulli’s flow equation and the Energy equation, to study major and minor losses, and experimentally determine volumetric flowrate. Fluid flow loss concepts can be reinforced by experimentally verifying these concepts immediately after presenting them on the whiteboard. Educational assessments measuring gains with pre- and post-tests and a conceptual test one week later were performed with a control group and experimental group. Results are presented that allow direct comparison between a hands-on activity versus conventional lecture-based instruction alone. The results indicate no statistically significant differences in gains between control and treatment groups; however the trend indicates improved ability to describe abstract concepts on the material 1 week later in the experiment group. The most promising results show that a greater percentage of students who were actively involved with the demonstration increased their scores from post- to conceptual assessment. This agrees with previously published results on CHAPL [1]. The majority of passive observers showed decreased scores. These results warrant more devices be built and tested to engage the entire class in the hands-on collaborative experiment.