Matthew Alan Verleger
- Title
- Professor
- verlegem@erau.edu Email
- Department
- Engineering Fundamentals
- College
- College of Engineering
Office Hours
I have dedicated office hours posted outside my office door which change from semester to semester, though generally I will meet with anyone if they come by my office.Areas of Expertise
Engineering Education, Software Development
External Links
The views expressed on faculty and external web pages are those of the author and do not necessarily represent those of Embry‑Riddle Aeronautical University.
Biography
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 the Embry‑Riddle faculty, 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 been studying how students learn to develop mathematical models for complex engineering problems. He studies this through the use of Model-Eliciting Activities (MEA), a type of Problem-Based Learning. To facilitate his analysis, he developed the MEALearning.com website infrastructure for helping to 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. degree in Agricultural & Biological Engineering, and a B.S. degree 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 retention of undergraduate students, graduate student professional development, and education in the field of automation.
In his down-time, Dr. Verleger is a hobbyist woodworker, having made 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.
Education
- 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
Courses Taught
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
Research Projects
Publications
- How iLEARN Modular Scaff olding Supports Student Outcomes and Accessibility in a First-Year Graphical Communication Course Pure Portfolio (2025)
- Deadline Flexibility and the Effects on Assignment Resubmission Rates and Course Performance Pure Portfolio (2023)
- Student Awareness of Models in First-Year Engineering Courses Pure Portfolio (2023)
- Workshop Pure Portfolio (2023)
- Education and Qualification for Control and Automation Pure Portfolio (2023)
- Developing a Program to Assist in Qualitative Data Analysis Pure Portfolio (2022)
- An Undergraduate Research Experience in Unmanned Aircraft Systems (UAS) Cybersecurity - Outcomes and Lessons Learned Pure Portfolio (2022)
- Work in Progress Pure Portfolio (2021)
- Types of Models Identified by First-Year Engineering Students Pure Portfolio (2021)
- Comparing students' solutions to an open-ended problem in an introductory programming course with and without explicit modeling interventions Pure Portfolio (2020)
- Change in student understanding of modeling during first year engineering courses Pure Portfolio (2020)
- Infographic: Career Readiness Challenge (CRC) Summary Publications (2020)
- Impact of a modeling intervention in an introductory programming course Pure Portfolio (2019)
- A Pilot Study Integrating an AI-driven Chatbot in an Introductory Programming Course Pure Portfolio (2018)
- Developing Reviewer Profiles Using Analysis of Prior Authorship Pure Portfolio (2018)
- Developing reviewer profiles using analysis of prior authorship Pure Portfolio (2018)
- Zui Quan pedagogy: The art of risk taking in the classroom Pure Portfolio (2017)
- Board # 147 : Go With Your Gut! – Using Low-Time-Investment Evaluations of Student Work for Identifying High versus Low Quality Responses Pure Portfolio (2017)
- Go with your gut! - Using low-time-investment evaluations of student work for identifying high versus low quality responses Pure Portfolio (2017)
- Small Wins - Big Impact: Narratives from Behind the Scenes Publications (2017)
- Small Wins - Big Impact: Narratives from Behind the Scenes Pure Portfolio (2017)
- Selecting Effective Examples to Train Students for Peer Review of Open‐Ended Problem Solutions Publications (2016)
- Selecting Effective Examples to Train Students for Peer Review of Open‐Ended Problem Solutions Pure Portfolio (2016)
- Just Five More Minutes: The Relationship Between Timed and Untimed Performance on an Introductory Programming Exam Pure Portfolio (2016)
- The Doctorate Journey: Mapping Perceptions of the Ph.D. Process Pure Portfolio (2016)
- The doctorate journey Pure Portfolio (2016)
- Implementation and Evaluation of a Second Language Acquisition-Based Programming Course Publications (2016)
- Implementation and Evaluation of a Second Language Acquisition-Based Programming Course Pure Portfolio (2016)
- What the Heck is that?! Adaptation of evidence-based instructional practices Pure Portfolio (2015)
- Pilot study on applying natural language processing techniques to classify student responses to open-ended problems to improve peer review assignments Pure Portfolio (2015)
- PILOT STUDY ON APPLYING NATURAL LANGUAGE PROCESSING TECHNIQUES TO CLASSIFY STUDENT RESPONSES TO OPEN-ENDED PROBLEMS TO IMPROVE PEER REVIEW ASSIGNMENTS Pure Portfolio (2015)
- Pilot study on applying natural language processing techniques to classify student responses to open-ended problems to improve peer review assignments Pure Portfolio (2015)
- Using Natural Language Processing Tools to Classify Student Responses to Open-Ended Engineering Problems in Large Classes Pure Portfolio (2014)
- The PEER collaborative Pure Portfolio (2014)
- Development of a multiple-choice MATLAB theory and syntax exam Pure Portfolio (2013)
- Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course Pure Portfolio (2013)
- The lord of PhD: Fellowship of the dissertation - A guide to surviving the pursuit of a PhD Pure Portfolio (2013)
- First-Year Math and Physics Courses and their Role in Predicting Academic Success in Subsequent Courses Pure Portfolio (2013)
- The Flipped Classroom: A Survey of the Research Pure Portfolio (2013)
- A Teaching Assistant Training Protocol for Improving Feedback on Open- Ended Engineering Problems in Large Classes Pure Portfolio (2013)
- Feedback effects: Comparing the change resulting from peer and TA feedback to student solutions of Model-Eliciting Activities Pure Portfolio (2012)
- Multidiscipline interactions in STEM: Analysis by artifact Pure Portfolio (2011)
- Work in progress — Using multiple methods to investigate the role of feedback in open-ended activities Pure Portfolio (2011)
- Work in progress — Using the levenshtein distance to examine changes to teams' model-eliciting activity solutions throughout a semester Pure Portfolio (2011)
- Challenges to Informed Peer Review Matching Algorithms Publications (2010)
- Challenges to Informed Peer Review Matching Algorithms Pure Portfolio (2010)
- Facilitating teaching and research on open-ended problem solving through the development of a dynamic computer tool Pure Portfolio (2010)
- ASEE Student Members’ Needs Analysis: Implications For The ASEE Student Constituent Committee Pure Portfolio (2010)
- ASEE student members' needs analysis Pure Portfolio (2010)
- Student reflections on peer reviewing solutions to Model-Eliciting Activities Pure Portfolio (2009)
- Multidimensional Tool For Assessing Student Team Solutions To Model Eliciting Activities Pure Portfolio (2009)
- Insights Into The Process Of Providing Feedback To Students On Open Ended Problems Pure Portfolio (2009)
- Education and Qualification for Control and Automation Pure Portfolio (2009)
- Insights into the process of providing feedback to students on open-ended problems Pure Portfolio (2009)
- Multi-dimensional tool for assessing student team solutions to model-eliciting activities Pure Portfolio (2009)
- Impact of feedback and revision on student team solutions to model-eliciting activities Pure Portfolio (2008)
- An engineering teaching assistant orientation program: Guidelines, reactions, and lessons learned from a one day intensive training program Pure Portfolio (2007)
- Training Of Teaching Assistants On Technology Driven Lesson Development Pure Portfolio (2007)
- Training of teaching assistants on technology driven lesson development Pure Portfolio (2007)
- Workshop Guided Peer Feedback for Improved Student Team Responses to Open-Ended Engineering Problems Pure Portfolio (2006)
- Kevin Bacon, Tactical Warfare, And Protein Networks An Interactive Online Quantitative Cellular Biology Learning Module Pure Portfolio (2006)
- Workshop guided peer feedback for improved student team responses to open-ended engineering problems Pure Portfolio (2006)
- Kevin Bacon, tactical warfare, and protein networks - An interactive online quantitative cellular biology learning module Pure Portfolio (2006)
- An online bioengineering learning module: gene regulation Pure Portfolio (2005)
- Drag The Green Ion An Interactive Online Quantitative Cellular Biology Learning Module Pure Portfolio (2005)
- An online bioengineering learning module Pure Portfolio (2005)
- Drag the green ion - An interactive online quantitative cellular biology learning module Pure Portfolio (2005)
Publications
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.
Memberships and Credentials
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
Awards, Honors and Recognitions
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