GLASS: Group Learning At Significant Scale via WiFi-Enabled Learner Design Teams in an ECE Flipped Classroom

Abstract

is a Professor in the College of Engineering and Computer Science (CECS) at the University of Central Florida with 24 years of experience in Electrical and Computer Engineering disciplines. His educational research interests focus on classroom and laboratory instructional technology, and the digitization of STEM assessments. He has completed over 200 technical and educational publications, 34 funded projects as PI/Co-I, and established two research laboratories. He serves as the founding Director of the Evaluation and Proficiency Center (EPC) in CECS, and is an iSTEM Fellow. He has developed 7 Computer Engineering courses which have been added to the UCF catalog as the sole developer, plus as the co-developer of 2 courses. He received the Joseph M. Bidenbach Outstanding Engineering Educator Award from IEEE in 2008.

Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

“…The novelty of STEM-BDP is to apply Virtualized Active Learning weekly in the case of EEL3801 or biweekly in the case of EML4142. Namely, the authors developed the Group Learning and Assessment at Significant Scale (GLASS) approach to increase the scalability and efficacy of student design teams during group sessions [9]. GLASS allows the instructor to manage multiple design teams to conduct a weekly Challenge Problem during in-class time.…”

Data Mining of Assessments to Generate Learner Remediation Teams: Method, Efficacy, and Perceptions in an Undergraduate Engineering Pilot Offering

“…This rising tide of complexity necessitates future graduates at all levels within STEM fields to function effectively as disciplinary specialists who need to work closely together and interact frequently during most phases of research and product development. While always an integral element of STEM curricula, the research emphasizes the benefits to learners immersed in collaborative learning activities to elevate the needed proficiencies of team-based skills (R. F. DeMara, Salehi, Chen, & Hartshorne, 2017). Thus, forward-looking educational technologies that demonstrate significant benefits for team-based instruction have become a high priority of researchers.…”

Adapting Mixed-Mode Instructional Delivery to Thrive within STEM Curricula

“…The novelty of STEM-BDP is to apply Virtualized Active Learning weekly in the case of EEL3801 or biweekly in the case of EML4142. Namely, the authors developed the Group Learning and Assessment at Significant Scale (GLASS) approach to increase the scalability and efficacy of student design teams during group sessions [33]. GLASS allows the instructor to manage multiple design teams to conduct a weekly Challenge Problem during in-class time.…”