Exam Question–“Most Valuable Portions of CAEE-201”

Almost everyone received full credit for both the “Least Valuable” and “Most Valuable” portions of CAEE-201. The few that lost points were because their entry was too short, had serious grammar errors, or in one case because they pasted (I assume) a response to the wrong question into the answer.

While grading them I kept notes, about issues you raised, dividing them into general categories. If the same topic came up more than once I put the word “Again” after the comment and thereafter added a “+” for additional instances.

What follows are my overall comments about the “Most Valuable”, with the detailed notes at the bottom.

Overall Opinion

• The answers in the “most valuable” portion were generally longer than in the “least valuable”.  Only the course evaluation at the end of the term will give a numeric opinion about the course, but the tone of most of the comments was quite positive about the benefits and conduct of CAEE-201.

 

Discussions

• Each time we offer CAEE-201 the opinions about the value of the discussions vary, with this time being no different.  Many of you commented positively about what you learned and appreciated about them.
• There was some desire for forcing more interaction in the discussion area by requiring you to read and respond to other’s posts.

 

Lectures

• There were many positive comments about the variety and enthusiasm of the lecturers.
• Several commented on the the particular value of the panel discussion on Graduate Studies, and also on the “Path to the Profession” lecture.

 

LABS

• The labs were overwhelmingly popular, with the field trips to the bridge and the DAC regarded as the highlights of the lab sequence.
• The Senior Design presentations were also very popular because of their contribution to seeing what you’ll be able to do when you graduate.
• Learning Excel in greater depth was popular, as was learning Revit.

 

Developing your thinking

• A number of you commented that the course helped clarify your decision about a change of major.
• Similarly, were inspired to plan what they’d do after graduation – advanced degree specifically.

 

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Full Set of Prof. Mitchell’s Notes on Your Opinions

Administrative
Overall course structure and balance beneficial

Discussions
Valued because of exploration and variety - Again+++++++++++
Would like more choice of discussion article sources

Lectures
Liked having exposure to many professors - Again+++++++++++++++
Move Graduate Studies Panel to early part of course to motivate people
Professional Path lecture valuable - Again+
Graduate Studies Panel - Again+++
EnvE Lectures - student's major

Labs
Labs generally beneficial - Again++++++
Like field trip - would like more connected to labs - Again+
Both site visits equally - Again+++++++++++++++++
Bridge Vist - Again++++++++++++++++++++
DAC Visit - Again+++++
Make DAC visit two hours
Senior Design - good preview - Again++++++++++++++++
Explain beforehand why going to SD is worthwhile
Interaction with grad students good - Again
Benefit of learning Excel - Again+
Revit lab - Again++++
Tanker lab because of detail
Get megaphones for guides on bridge visit
TA's did a good job of explaining labs and being helpful - Again ++
Suggest that students study the work of professors
Suggest visiting a construction site
Excel knowledge - Again+++
Unit conversion focus helpful
Would like full two hours for labs
Would like more rapid return of labs

Major Focus
Variety worthwhile - Again +++
Like having all majors
Reinforced change of major
Helped decide to change major
Would like having more Civil Engineering [Student may not realize that many areas overlap]

Future Plans
Helped decided want masters degree in future
Discussions helped decide on dual AE/CivE major
Helped decide on what major to choose - Again++

Exam Question–“Least Valuable Portions of CAEE-201”

 

Almost everyone received full credit for both the “Least Valuable” and “Most Valuable” portions of CAEE-201.  The few that lost points were because their entry was too short, had serious grammar errors, or in one case because they pasted  (I assume) a response to the wrong question into the answer.

While grading them I kept notes, about issues you raised, dividing them into general categories.  If the same topic came up more than once I put the word “Again” after the comment and thereafter added a “+” for additional instances.

What follows are my overall comments about the “Least Valuable”, with the detailed notes at the bottom.

Administrative Difficulties

• Several students felt the grading was too harsh on labs that had sequential questions. – We’ll be more careful about this
• Several mentioned the acoustically poor room – I agree and will strive never to meet there again.
• A number of you missed having the lecturer’s slides posted after their lectures. – I depended on the lecturers to provide them – if they did I posted the slides.  In future I’ll pursue the lecturers more actively.

 

Labs

• There were many comments about the lab, but (other than the harsh grading), none were that consistent, and a number that were contradictory. – See also the very positive comments about the labs in the “most valuable” post.
• A number of you felt that Excel was used too much and wanted more of other programs.

 

Discussions

• As has been the case every time we’ve offered the class, a number of you disliked the discussions for a variety of reasons ranging from “worthless” to repetitive, to wrong placement, to too basic, too demanding. – See also the very positive comments about the discussions in the “most valuable” post.

 

Course Focus and Effects

• Several students were adamant that they had little interest in anything other than their major, and thus much of the material was unintersting.
• Several felt that there wasn’t enough Environmental Engineering – My belief is that there was considerable EnvE, but that it overlapped with other topics  (e.g IAQ, Solid Waste, Water Treatment)

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Full Set of Prof. Mitchell’s Notes on Your Opinions

Administrative Difficulties
Difficulty seeing site at work because blog is blocked - online discussions.
Felt was forced into different time for labs than scheduled [Never raised issue with instructors]
Poor acoustics mentioned repeatedly (Curtis-340) Again++++

Lectures
Post lecturer slides after lecture - particularly Bridge Visit lecture.  Again++++
Some lectures too general and/or simple
Eliminate one lecture per week - have lecturer available in lab for 2-hour sessions.
Early lectures on what careers in field
s would be were worthless [Mitchell  presumably]
Have lecturers explain why they chose the field

Labs
Lab concepts and excel requirements beyond his knowledge.  Led to harsh grading.
Lab TA's poorly prepared - Again
More TA help with Bridge analysis - Again++
More help with Bridge Collision Analysis
SD too technical - perhaps prep and then see or view recorded.
SD too simple - should look at reports.
Wanted more depth in labs. Again
Lecturers didn't explain labs enough. Again++
Suggest have quizzes on labs afterwards
Lecturers explained too much. Again+
Conversion lab too simple.
Another felt that all labs were about conversions.
Mandatory attendance unnecessary
Language of TA's a problem
Wants Excel format for all labs - also more feedback on errors. Again
HVAC portion of first lab too confusing.
Ensure that each lab is tied to a field trip.  Ones that weren't were less effective.
Grading too harsh particularly on Bridge Impact lab - Again++
Didn't fully understand labs
Need explanation of grading
More Revit - Again

Discussions
Discussions repetitive -  Again++
Would like to read articles after class.
Discussions - had difficulty finding good articles.  Suggest fewer. Admit making up article.
Wanted more feedback on discussion - Perhaps Grader post
Didn't like having to identify what was confusing. Again++
Not clear if needed to read other's posts.
Access science too basic - Again++
Many articles too technical - would have preferred applications articles
Would like more interactivity in discussions - Forced to comment on others - Again+
Special questions for discussions were not helpful - just asking general question again.
Would like different format over course of term - too repetetive. e.g. critique each other as in English
Would like to have to perform calculations based on articles read. - Again
Would like assigned articles - not choice
Articles too general
Entirely worthless

Excel
Too much Excel use - wanted other programs - Again+++++
If statements in Excel - want more depth.
Needed more Excel help - transfer student.

Course Focus
Interested only in their major. Several.  Included disliking discussions on other than major. Again++
Want more EnvE [Mitchell note - the students didn't understand that air quality and solid waste were EnvE] Again ++
Too much EnvE - need more CivE Again
Suggest having labs that have multiple components

Take-Home Exam Results–Overall

I have completed grading the Take Home Exam.  Below are some overall comments.  In separate posts I’ll address your “most valuable” and “least valuable” opinions.

Overall Statistics

Item	Value
Average Score	84%
Highest Score	100%
Lowest Score	47%

 

Questions With Average Correct Scores less than 65%

Question	% Correct	Comment
Weight of Bridge	35%	This required calculating the volume of the volume of steel, carefully considering the description of the box beam, then multiplying by the density.  Many of you had difficulties with units conversion.  I checked your submissions carefully and allowed partial credit in several cases for very close answers or “factor of two” errors.  Drawing a diagram of the box beam was almost essential to visualizing it and thus calculating the volume correctly.
EER Ratio	44%	All of the answers were correct except the statement that EER is dimensionless.
Nested IF function	47%	This one was complex, but addressed understanding the logic of the calculation that you performed in the lab.
Soil Mechanics	59%	Both of the lecturers emphasized that soil mechanics is NOT precise because soils are so varied.

Exam Operation + No Class Monday 6/11

Question

In class, I thought you said that for the online final, the grades for each of our attempts would be released before it was due, but not the questions we got wrong. I took it once yesterday, and it's not showing me my grade. I was just wondering if it was going to show it before Sunday so I know if I should take it again. Thanks!

Also, there's no class monday, correct?

 

Response

You’ll have to make your own evaluation of how well you did on the exam.  We are not providing any intermediate feedback.  If, after you’ve taken it, you decide you could do better you are welcome to take it again.  We’ll use the highest scoring attempt in the grading.

 

No class on Monday 6/11

Senior Design Requirements Documentation

Only this morning (5/22/2012) was the document describing what you need to do in order to document your attendance at Senior Design presentations.attached to the assignment – my goof.  My apologies to any who were baffled.

Here’s the link for the calendar to see who is presenting when in our department.

Cumulative Grade Calculation in VistaBB

We turned on the Grade Calc column in VistaBB today and made sure that the columns for all the fully gradded assignments so far are visible.  The following notes should help you interpret what you see there.

What’s included in the calculation

• Attendance – 21 possible
• Discussion D2 - D7
• Labs L1 - L5

Notes on the Calculation

• This is a “raw” calculation that does NOT yet take into account the allowance for missed attendance.  Nor does it drop your lowest discussion and lab.
• We will make that adjustment before calculating the final grade, but for now you’re seeing the score without those adjustments.
• If you wish to calculate your own grade as a check, the grade calculation uses the “weights” show on the “Assignment Weights” page in the syllabus.

Dealing with errors in the calculation

If you believe there is an error in the calculation (e.g. missing grade that should be present, you should email Dr. Cheng soon, NOT at the end of the term. - mailto:CHENGSC@drexel.edu

Senior Design Presentations

In week-8 your lab is to attend two (2) senior design presentations and write about them as defined in the assignment (on VistaBB). 

Here is the schedule for CAEE Presentations

Here is the schedule (not as updated) for the entire college

All CAEE presentations are in our conference room (AEL-275) which is on the second floor in the middle of the North-South corridor in AEL, the easternmost building of the Main building complex.

Note: Our conference room is NOT large.  The later in the week you go the more likely you are to find it full.  GO EARLY!