Using Just-in-Time Teaching in a Flipped Undergraduate Biological Systems Engineering Course

This study analyzed the role of the evidence-based instructional practice of Just-in-time (JIT) teaching integrated with the flipped classroom in an undergraduate biological systems engineering course. In the present paper we provide a detailed overview of the course design, development, and implementation of JIT in a flipped approach to instruction by communicating the technologies used, pedagogy employed to integrate online and in-class activities, and the collaboration between the instructional design support and instructor. Based on the results, we provide recommendations for engineering faculty that want to explore the flipped approach to teaching, examples for online learning activities and how to integrate them with clicker in-class active learning activities to increase student engagement and success rates. The flipped classroom is a form of blended learning where the lecture is moved outside the classroom with the help of technology and learning activities occur inside the classroom. Thus, in-class time can be devoted to active learning through exercises, projects, and discussions that engage students in higher-order cognitive skills. The flipped classroom has been successfully incorporated into various STEM classrooms (Gannod et al. 2008; Moravec et al. 2010; Talbert 2012). In fact, recently, engineers with an educational research interest have taken notice of the recently popularized, theoretically grounded, concept of flipping the classroom and have been successfully implementing it in their courses (Bishop and Verleger 2013; Bland 2006; Nelson 2015; Toto 2009). However, as the research on flipped instruction in engineering gains momentum, it is essential to understand how specific instructional strategies effect students’ learning and perceptions. In this study, we took a close look at the JIT strategy using iClickers to better understand its use and effects on students’ learning and perceptions of the course. The instructional challenges that we sought out to address were a.) the diverse group of students (Agricultural Engineering and Biological Systems Engineering Biological Systems Engineering) needed different paces of learning, b) both groups of students had different interests in course modules of the course, c.) to increase student engagement, students were typically reluctant to speak in the classroom, and d.) class time was short did not allow for high levels of student engagement. In terms of the flipped element, students began each week watching online annotated video lectures created by the instructor on a surface pro computer and hosted on the university’s learning management system Blackboard followed by an online quiz. Then, the instructor would review students’ performance and begin each class with the questions that students struggled with the most using iClickers. In terms of the JIT element, the instructor would then adapt his instruction to include a brief summary, overview, or peer-to- peer instruction to enhance students’ understanding of the concepts presented in the online lectures. The results of this study demonstrated the success in combining JIT and the Flipped approach. More specifically, this approach allowed for more classroom time to solve real-world problems through active student engagement in discussions. Just-in-time teaching allowed the instructor to spend dedicated time on unclear and important concept where students needed help the most. Finally, Peer-instruction enhanced student engagement in the class. A t-test analysis comparing students’ performance on the online quizzes and the in-class iClicker questions demonstrated students’ increased performance post peer discussions and instructor dedicated time on topics. The presentation slides are by Tareq Daher, Jiajia Chen, David Jones, as well as Jeyam Subbiah

Using Just-in-Time Teaching in a Flipped Undergraduate Biological Systems Engineering Course

This study analyzed the role of the evidence-based instructional practice of Just-in-time (JIT) teaching integrated with the flipped classroom in an undergraduate biological systems engineering course. In the present paper we provide a detailed overview of the course design, development, and implementation of JIT in a flipped approach to instruction by communicating the technologies used, pedagogy employed to integrate online and in-class activities, and the collaboration between the instructional design support and instructor. Based on the results, we provide recommendations for engineering faculty that want to explore the flipped approach to teaching, examples for online learning activities and how to integrate them with clicker in-class active learning activities to increase student engagement and success rates. The flipped classroom is a form of blended learning where the lecture is moved outside the classroom with the help of technology and learning activities occur inside the classroom. Thus, in-class time can be devoted to active learning through exercises, projects, and discussions that engage students in higher-order cognitive skills. The flipped classroom has been successfully incorporated into various STEM classrooms (Gannod et al. 2008; Moravec et al. 2010; Talbert 2012). In fact, recently, engineers with an educational research interest have taken notice of the recently popularized, theoretically grounded, concept of flipping the classroom and have been successfully implementing it in their courses (Bishop and Verleger 2013; Bland 2006; Nelson 2015; Toto 2009). However, as the research on flipped instruction in engineering gains momentum, it is essential to understand how specific instructional strategies effect students’ learning and perceptions. In this study, we took a close look at the JIT strategy using iClickers to better understand its use and effects on students’ learning and perceptions of the course. The instructional challenges that we sought out to address were a.) the diverse group of students (Agricultural Engineering and Biological Systems Engineering Biological Systems Engineering) needed different paces of learning, b) both groups of students had different interests in course modules of the course, c.) to increase student engagement, students were typically reluctant to speak in the classroom, and d.) class time was short did not allow for high levels of student engagement. In terms of the flipped element, students began each week watching online annotated video lectures created by the instructor on a surface pro computer and hosted on the university’s learning management system Blackboard followed by an online quiz. Then, the instructor would review students’ performance and begin each class with the questions that students struggled with the most using iClickers. In terms of the JIT element, the instructor would then adapt his instruction to include a brief summary, overview, or peer-to- peer instruction to enhance students’ understanding of the concepts presented in the online lectures. The results of this study demonstrated the success in combining JIT and the Flipped approach. More specifically, this approach allowed for more classroom time to solve real-world problems through active student engagement in discussions. Just-in-time teaching allowed the instructor to spend dedicated time on unclear and important concept where students needed help the most. Finally, Peer-instruction enhanced student engagement in the class. A t-test analysis comparing students’ performance on the online quizzes and the in-class iClicker questions demonstrated students’ increased performance post peer discussions and instructor dedicated time on topics. The presentation slides are by Tareq Daher, Jiajia Chen, David Jones, as well as Jeyam Subbiah

ANALYTICAL SOLUTION FOR SPEED TO ACHIEVE A DESIRED OPERATING POINT FOR A GIVEN FAN OR PUMP

The Affinity Laws for fans (and pumps) provide a way of determining new fan or pump speed given fan or pump performance curve data and a desired operating point (combination of flow rate and pressure) that does not fall on the curve. However, the affinity law calculations require using a point on the curve (hereafter referred to as the “basic point”) to determine the new speed. Most references regarding the Affinity Laws do not give a clear description of the method for determining the “basic point”, and improper selection of this point can affect the results considerably. This article describes the requirements for the “basic point,” and presents an analytical solution to determine the “basic point” and the desired operating speed for the fan or pump to operate at the desired operating point conditions

Environmental and occupational impacts from U.S. beef slaughtering are of same magnitude of beef foodborne illnesses on human health

Foodborne pathogens and occupational hazards are two primary safety concerns for U.S. beef slaughterhouses. The anthropogenic environmental impacts due to intensive resource use and pollution also exert threats to human health. Quantifying human health impacts from various sources remain a grand sustainability challenge for U.S. beef industry. We develop a framework to systematically estimate and compare human health impacts associated with U.S. beef foodborne illnesses from major pathogens and environmental impacts and occupational hazards from U.S. beef slaughtering on a common metric, disability-adjusted life year (DALY). Foodborne illnesses and occupational hazards are estimated by synthesizing published data and methodologies while environmental impacts are quantified using life cycle assessment. In spite of inherent uncertainties in estimation, results show that the environmental impacts and occupational hazards from beef slaughtering are of same magnitude with foodborne illnesses from beef consumption on human health. Salmonella and Clostridium perfringens contribute 51% and 28%, respectively, to the beef foodborne DALY; Global warming and fine particulate matter formation, due to electricity and natural gas use, are primary drivers for environmental DALY, accounting 62% and 28%, respectively. Occupational DALY is on average lower than environmental DALY from beef slaughtering and foodborne DALY. The impact of new food safety interventions that use additional resources to improve food safety should be considered jointly with environmental impacts and occupational hazards to avoid unintended shifts and net increase of human health impacts. The methodology and results from this study provide a new perspective on reforms of the U.S. food safety regulations building toward sustainability in the food processing industry

ANALYTICAL SOLUTION FOR SPEED TO ACHIEVE A DESIRED OPERATING POINT FOR A GIVEN FAN OR PUMP

The Affinity Laws for fans (and pumps) provide a way of determining new fan or pump speed given fan or pump performance curve data and a desired operating point (combination of flow rate and pressure) that does not fall on the curve. However, the affinity law calculations require using a point on the curve (hereafter referred to as the “basic point”) to determine the new speed. Most references regarding the Affinity Laws do not give a clear description of the method for determining the “basic point”, and improper selection of this point can affect the results considerably. This article describes the requirements for the “basic point,” and presents an analytical solution to determine the “basic point” and the desired operating speed for the fan or pump to operate at the desired operating point conditions

Environmental and occupational impacts from U.S. beef slaughtering are of same magnitude of beef foodborne illnesses on human health

Foodborne pathogens and occupational hazards are two primary safety concerns for U.S. beef slaughterhouses. The anthropogenic environmental impacts due to intensive resource use and pollution also exert threats to human health. Quantifying human health impacts from various sources remain a grand sustainability challenge for U.S. beef industry. We develop a framework to systematically estimate and compare human health impacts associated with U.S. beef foodborne illnesses from major pathogens and environmental impacts and occupational hazards from U.S. beef slaughtering on a common metric, disability-adjusted life year (DALY). Foodborne illnesses and occupational hazards are estimated by synthesizing published data and methodologies while environmental impacts are quantified using life cycle assessment. In spite of inherent uncertainties in estimation, results show that the environmental impacts and occupational hazards from beef slaughtering are of same magnitude with foodborne illnesses from beef consumption on human health. Salmonella and Clostridium perfringens contribute 51% and 28%, respectively, to the beef foodborne DALY; Global warming and fine particulate matter formation, due to electricity and natural gas use, are primary drivers for environmental DALY, accounting 62% and 28%, respectively. Occupational DALY is on average lower than environmental DALY from beef slaughtering and foodborne DALY. The impact of new food safety interventions that use additional resources to improve food safety should be considered jointly with environmental impacts and occupational hazards to avoid unintended shifts and net increase of human health impacts. The methodology and results from this study provide a new perspective on reforms of the U.S. food safety regulations building toward sustainability in the food processing industry

Agenator: An open source computer-controlled dry aging system for beef

Dry aging of beef is a process where beef is exposed to a controlled environment with the ultimate goal of drying the beef to improve its quality and value. Comprehensive investigations into the effects of various environmental conditions on dry aging are crucial for understanding and optimizing the process, but the lack of affordable equipment focused on data collection makes it difficult to do so. The Agenator was thus developed as an open source system with a suite of features for investigating dry aging such as: measuring and recording relative humidity, temperature, mass, air velocity, and fan rotational speed; precise control within 1% for relative humidity and 50 rpm for fan rotational speed; robust signal integrity preservation and data recovery features; modular design for easy addition and removal of individual chamber units; and non-permanent fixtures to allow easy adaptation of the system for other applications such as investigating dehydration of food products. The open source system comes with user-friendly computer software for interfacing with the system and creating sophisticated environmental control programs. The Agenator is available to the public at https://osf.io/87nck/

System and method for analyzing material properties using hyperspectral imaging

Systems and methods are provided for analyzing material properties of an object using hyperspectral imaging. An exemplary method includes obtaining a hyperspectral image of an object; analyzing the hyperspectral image according to an algorithm; and correlating data obtained from the analysis with material properties of the object

System and method for analyzing material properties using hyperspectral imaging

Systems and methods are provided for analyzing material properties of an object using hyperspectral imaging. An exemplary method includes obtaining a hyperspectral image of an object; analyzing the hyperspectral image according to an algorithm; and correlating data obtained from the analysis with material properties of the object