Matthew Alan Verleger

Title
Professor
Email
Department
Engineering Fundamentals
College
College of Engineering

Office Hours

Dedicated office hours for the semester are posted outside of the office door. Generally available for drop-in meetings as well.

Areas of Expertise

Engineering Education, Software Development

Matthew Alan Verleger

Dr. Verleger is an Associate Professor in the Engineering Fundamentals department. He teaches the EGR 101 (Introduction to Engineering), 115 (Introduction to Computer Programming), and 120 (Introduction to Engineering Graphics) courses. He has also co-taught the ME 700A (Introduction to Research Methods) course. Prior to joining Embry-Riddle, he was an Assistant Professor of Engineering Education at Utah State University for two years, where he taught courses in numerical methods and computer programming.

Dr. Verleger’s research interests are in the development of software tools for educational impact. He has also studied how students learn to develop mathematical models for complex engineering problems. He studies this using Model-Eliciting Activities (MEA), a type of Problem-Based Learning. To facilitate his analysis, he developed the MEALearning.com website infrastructure to help manage the complex interactions of MEAs in the classroom. This led to a general interest in eLearning and how to develop eLearning software and tools.

He holds a Ph.D. in Engineering Education, an M.S. in Agricultural & Biological Engineering, and a B.S. in Computer Engineering, all from Purdue University.

​Dr. Verleger has authored papers for conferences and journals addressing a variety of engineering education topics ranging from the first-year experience to faculty development to hybrid/flipped-classroom learning. He has also explored issues in the retention of undergraduate students, graduate student professional development and education in the field of automation.

In his downtime, Dr. Verleger is a hobbyist woodworker, making his daughter's changing table, a replica of Thor's Mjolnir hammer, and numerous other projects. He often uses his EGR120 design skills to develop blueprints for his wood constructions.

  • Ph.D. - Doctor of Philosophy in Engineering Education, Purdue University-Main Campus
  • M.S. - Master of Science in Engineering: Agricultural and Biological Engineering and Biological and Food Process Engineering, Purdue University-Main Campus
  • B.S. - Bachelor of Science in Computer Engineering, Purdue University-Main Campus

EGR101 - Introduction to Engineering Design

EGR115 - Introduction to MATLAB Programming

EGR120 - Introduction to Graphical Communication

ME700A - Introduction to Research Methods


(At a prior university)
Numerical Methods
Visual Basic Programming

PEER REVIEWED JOURNAL ARTICLES

  • Verleger, M., Rodgers, K. J., Diefes-Dux, H. A.. 2016. Selecting Effective Samples to Train Students for Artifact Peer Review. Journal of Engineering Education 105 (4):585–604. DOI 10.1002/jee. 20148 – Honorable Mention Recipient of 2017 William Elgin Wickenden Award
  • Verleger, M., H. Diefes-Dux, M. Ohland, M. Besterfield-Sacre, and S. Brophy. 2010. Challenges to Informed Peer Review Matching Algorithms. Journal of Engineering Education 99 (4):397-408. DOI: 10.1002/j.2168-9830.2010.tb01070.x

​BOOK CHAPTERS

  • Pasik-Duncan, B., & Verleger, M. (2009). Education and Qualification. In S. Y. Nof (Ed.), Springer Handbook of Automation: Springer.

CONFERENCE PUBLICATIONS & PRESENTATIONS

  • Verleger, M., (2017) Go With Your Gut! – Using Low-Time-Investment Evaluations of Student Work for Identifying High versus Low Quality Responses, ASEE National Conference Proceedings, Columbus, OH.
  • Verleger, M., (2016) Just 5 More Minutes – The Relationship Between Timed and Untimed Performance on an Introductory Programming Exam, ASEE National Conference Proceedings, New Orleans, LA.
  • Cutler, S., Pembridge, J., Verleger, M. (2016) The Doctorate Journey: Mapping perceptions of the PhD process, ASEE National Conference Proceedings, New Orleans, LA.
  • Pembridge, J.J., Cutler, S., Verleger, M., Jordan, K., (2015) “Zui Quan Pedagogy: The Art of Risk Taking in the Classroom”. ASEE National Conference Proceedings. Seattle, WA.
  • Verleger, M., (2015) “Pilot Study on Applying Natural Language Processing to Classify Student Responses to Open-Ended Problems”. ASEE National Conference Proceedings. Seattle, WA.
  • Verleger, M., (2014) “Using Natural Language Processing Tools to Classify Student Responses to Open-Ended Engineering Problems in Large Classes”. ASEE National Conference Proceedings, Indianapolis, IN.
  • PEER Collaborative (13 authors) (2014) “The PEER Collaborative: Supporting engineering education research faculty with near-peer mentoring unconference workshops”. ASEE National Conference Proceedings, Indianapolis, IN.
  • Verleger, M., (2013) “Work-In-Progress – Development of a Multiple- Choice MATLAB Theory and Syntax Exam”. Frontiers in Education Conference Proceedings, Oklahoma City, OK.
  • Cutler, S., Pembridge, J.J., Verleger, M., Thomas, L., (2013) “The Lord of PhD: Fellowship of the Dissertation; A guide to surviving the pursuit of a PhD”. Frontiers in Education Conference Proceedings, Oklahoma City, OK. – Helen Plants Award Winner
  • Bishop, J., Verleger, M., (2013) "Testing the Flipped Classroom with Model-Eliciting Activities and Video Lectures in a Mid-Level Undergraduate Engineering Course". Frontiers in Education Conference Proceedings, Oklahoma City, OK.
  • Bishop, J., Verleger, M., (2013) “The Flipped Classroom: A Survey of the Research”. ASEE National Conference Proceedings, Atlanta, GA.
  • Verleger, M., Diefes-Dux, H., (2013) “A Teaching Assistant Training Protocol for Improving Feedback on Open-Ended Engineering Problems in Large Classes”. ASEE National Conference Proceedings, Atlanta, GA.
  • Pembridge, J., Verleger, M., (2013) “First-Year Math and Physics Courses and their Role in Predicting Graduation”. ASEE National Conference Proceedings, Atlanta, GA.”. ASEE National Conference Proceedings, Atlanta, GA. (In Review)
  • Bishop, J., Verleger, M., (2012) “Feedback Effects: Comparing the Change Resulting from Peer and TA Feedback to Student Solutions of Model-Eliciting Activities”. Frontiers in Education (FIE) Conference, Seattle, WA.
  • Bishop, J., Verleger, M., (2011) “Work In Progress – Using the Levenshtein Distance to Examine Changes to Teams’ Model-Eliciting Activity Solutions throughout a Semester”. Frontiers in Education (FIE) Conference, Rapid City, SD.
  • Schreuders, P., Verleger, M., (2011) “Multidiscipline Interactions in STEM: Analysis by Artifact”. Frontiers in Education (FIE) Conference, Rapid City, SD.
  • Cardella, M., Diefes-Dux, H., Verleger, M., Fry, A., Carnes, M., (2011) “Work-in-Progress: Using Multiple Methods to Investigate the Role of Feedback in Open-Ended Activities”. Frontiers in Education (FIE) Conference, Rapid City, SD.
  • Verleger, M., Diefes-Dux, H., (2010) “Facilitating Teaching and Research on Open-Ended Problem Solving Through the Development of a Dynamic Computer Tool”. ASEE National Conference Proceedings, Louisville, KY.
  • Torres, A., Bumblauskas, D., & Verleger, M. (2010) “ASEE Student Members’ Needs Analysis: Implications for the ASEE Student Constituent Committee”. ASEE National Conference Proceedings, Louisville, KY. (Best Student Paper – Graduate Studies Division)
  • Diefes-Dux, H., Verleger, M., (2009) “Student Reflections on Peer Reviewing Solutions to Model-Eliciting Activities”. Frontiers in Education (FIE) Conference, San Antonio, TX.
  • Diefes-Dux, H., Verleger, M., Zawojewski, J., & Hjalmarson, M., (2009) “Multi-Dimensional Tool for Assessing Student Team Solutions to Model-Eliciting Activities”. ASEE National Conference Proceedings, Austin, TX.
  • Cardella, M., Diefes-Dux, H., Oliver, A., Verleger, M., (2009) “Insights Into the Process of Providing Feedback to Students On Open-Ended Problems”. ASEE National Conference Proceedings, Austin, TX.
  • Verleger, M., Diefes-Dux, H. (2008) “Impact of Feedback and Revision on Student Team Solutions to Model-Eliciting Activities”. ASEE National Conference Proceedings, Pittsburgh, PA.
  • Verleger, M., Velasquez, J., and Jurich, J. (2008) “A Teaching Assistant Orientation Program: Preparing Today’s Graduate Students to be Tomorrow’s Teachers”. Center for the Integration of Research, Teaching, and Learning (CIRTL) Forum 2008, Madison, WI. (Poster Presentation)
  • Verleger, M., Velasquez, J. (2007) “An Engineering Teaching Assistant Orientation Program: Guidelines, Reactions, and Lessons Learned from a One Day Intensive Training Program”. Frontiers in Education (FIE) Conference, Milwaukee, WI.
  • Velasquez, J., Verleger, M. (2007) “Training of Teaching Assistants on Technology Driven Lesson Development”. ASEE National Conference Proceedings, Honolulu, HI.
  • Diefes-Dux, H., Zawojewski, J., Verleger, M., Moore, T., and Oware, E. (2006) “Guided Peer Feedback for Improved Student Team Responses to Open-Ended Engineering Problems”. Frontiers in Education (FIE) Conference, San Diego, CA.
  • Verleger, M., Diefes-Dux, H.A., and Rickus, J. (2006) “Kevin Bacon, Tactical Warfare, and Protein Networks - An Interactive Online Quantitative Cellular Biology Learning Module”. ASEE National Conference Proceedings, Chicago, IL.
  • Verleger, M., Diefes-Dux, H.A., Rickus, J., and Schaffer, S. (2005) “An Online Bioengineering Learning Module: Gene Regulation”. Frontiers in Education (FIE) Conference, Indianapolis, IN.
  • Mong, C. J., Huang, W., Ottenbreit, A., and Verleger, M. (2005) “Development of a Diagnostic Interactive Instructional System for Autonomous Learning”. National Educational Computing Conference (NECC), Philadelphia, PA. (Poster Presentation)
  • Verleger, M., Diefes-Dux, H.A., Rickus, J., and Schaffer, S. (2005) “Drag the Green Ion - An Interactive Online Quantitative Cellular Biology Learning Module”. ASEE National Conference Proceedings, Portland, OR.
  • Verleger, M., Diefes-Dux, H.A., Rickus, J., and Schaffer, S. (2005) “An Online Bioengineering Learning Module: Phylogenetic Relationships”. ASEE Illinois/Indiana Section Meeting, Dekalb, IL.
  • Verleger, M., Diefes-Dux, H.A., Rickus, J., and Schaffer, S. (2005) “Interactive Online Cellular Biology Learning Modules - Their Design, Their Use, & Their Effectiveness,” Teaching and Learning with Technology Conference, West Lafayette, IN.


REFEREED WORKSHOPS/SPECIAL SESSIONS

  • Cutler, S. L., Pembridge, J.J., Verleger, M. (2017) Zui Quan Pedagogy: The Art of Risk Taking in the Classroom. 46th ASEE/IEEE Frontiers in Education Conference. Indianapolis, IN.
  • Cutler, S.L., Pembridge, J.J., Verleger, M, Thomas, L.D. (2013) The Lord of PhD: Fellowship of the Dissertation; A guide to the Engineering Education PhD. 42nd ASEE/IEEE Frontiers in Education Conference. Oklahoma City, OK.
  • Pembridge, J.J., Verleger, M., Cutler, S. L. (2015) Zui Quan Pedagogy: The Art of Risk Taking in the Classroom. ASEE Annual Conference. Seattle WA.

Certifications

  • Certified CATIA V5 Associate – Part Design - Dassault Systemes - 3/2018
  • Certified CATIA V5 Associate – Assembly Design - Dassault Systemes - 3/2018
  • CATIA V5 Mechanical Designer Specialist - Dassault Systemes - 3/2018

​Memberships

American Society for Engineering Education

  • First-Year Engineering Division
  • Educational Research and Methods Division
  • Engineering Design Graphics Division

Counsel on Undergraduate Research

William Elgin Wickenden Award – Honorable Mention - Journal of Engineering Education - 2017

Helen Plants Award, ASEE/IEEE Frontiers in Education - IEEE/ASEE - 2013

2nd Best Paper Award, First-Year Programs Division - ASEE - 2013

Frontiers in Education New Faculty Fellow - IEEE/ASEE - 2011

Best Student Paper Award, Graduate Studies Division - ASEE - 2010

Apprentice Faculty Grant, Education Research and Methods Division - ASEE - 2009