’ that isconducted at the beginning of the semester. The survey looks into each student’s perception onhis or her level of skills in writing, computer, calculations, research, and organization. Groupsare then formed such that each group could offer a balance of the aforementioned skillsaccording to students’ self-assessment. The groups maintain their composition throughout thesemester.Prior to this course, based on the mechanical engineering curriculum, it is anticipated thatstudents have received writing instruction in an Academic Writing Course, and a Physics Lab. Inthe Academic Writing course, they are given a foundation on writing, reading, and thinkingprocesses that are anticipated at the university. The course emphasizes drafting, revision
database.IntroductionDatabase is a collection of data that organizations and businesses may use frequently. It is veryimportant that this date be valid and consistent as organizations and businesses’ life depends onthis data. To ensure the integrity and consistency of data in a database, the database designers needto consider many rules called business rules or constraints. This is done mainly by action assertionstraditionally implemented in procedural logic buried deeply within user’s application program ina form that is virtually unrecognizable, unmanageable, and inconsistent. This approach places aheavy burden on the programmer, who must know all the constraints that an action may violateand must include checks for each of these constraints. An omission
Paper ID #34091Studying the Impact of Humanitarian Engineering Projects on StudentProfessional Formation and Views of Diversity, Equity, and InclusionDr. Kirsten Heikkinen Dodson, Lipscomb University Dr. Kirsten Heikkinen Dodson is an assistant professor of mechanical engineering in the Raymond B. Jones College of Engineering at Lipscomb University. She graduated from Lipscomb University with her Bachelors degree before completing her Doctoral Degree at Vanderbilt. Upon completing her research at Vanderbilt, she joined the faculty at her alma mater where she has focused on thermal-fluids topics in teaching and
ElementsAbstract:Geometric Dimensioning and Tolerancing (GD&T) is an extremely important skill formechanical engineering students who will mainly design mechanical devices and components.However, a GD&T course is typically not included in an undergraduate mechanical engineeringcurriculum. In our mechanical engineering curriculum, bits of basic concepts of GD&T arebriefly mentioned or discussed in several different courses. It has been observed in the lastseveral years that some students in their senior capstone project designs still didn’t know how toproperly define assembly dimension tolerances or component dimension tolerances. In the lasttwo years, the authors used one and a half weeks out of a total of a fifteen-week semester toteach GD&T
courses'competitive nature.Engagement is one of the main factors that can be used to predict academic success. An engagedstudent is more likely to have short-term goals such as an intention to participate in an internshipprogram or long-term goals such as intentions to pursue graduate studies or move into the technicalworkforce. Tutoring sessions, field trips, and research projects have been introduced to theundergraduate engineering student's curriculum ostensibly to increase engagement. Peerdiscussions in undergraduate courses have helped develop the personal and social skills to thrivein an engineering major. Peer discussions seem to enhance student learning compared with coursesthat do not allow peer discussions [2]. Capstone projects serve as a great
ID #34553Melissa Shuey is an incoming Ph.D. student in Science and Technology Studies, at Virginia Tech (Blacks-burg, VA). She received her B.S. in Mechanical Engineering at Rensselaer Polytechnic Institute (Troy,NY) with a minor in Science, Technology, and Society. Under the direction of Dr. Atsushi Akera andDr. Alan Cheville, she has worked as an undergraduate and post-baccalaureate research assistant on twoNSF-sponsored studies. Her current research is on documenting the student experience as educationaltechnologies are integrated into engineering education. American c Society for Engineering Education, 2021 Situating Engineering Education in a World Impacted by COVID
“Simulation…hasbecome ubiquitous in engineering education.” More recently, Magana [4] presents research donewith a panel of 18 experts from academia and 19 from industry, on what modeling andsimulation (M&S) practices should be integrated into engineering education. There wassignificant consensus on the need for skills related to validation, acknowledging uncertainty inthe interpretation of simulation predictions, and developing intuition and being critical of results.Developing a healthy doubt of computer-generated results in students is an issue that others haveaddressed [5], [6]. Both the increasing use of M&S, and the need for the credibility of M&Sresults to be questioned, is addressed in the ASME Guide for Verification and
Massachusetts Amherst Dr. Yadi Eslami is a senior lecturer at the ECE department of UMASS Amherst. He is the coordinator and an instructor of the Field Degree program. Before joining UMASS Amherst he has been an assis- tant professor at West Virginia University Institute of Technology. His industrial experience includes working as a design engineer at DRAM R&D, Micron Technologies Inc., Boise, Idaho, and as a system design engineer at SciTech AAG, Inc., in Toronto, Ontario. He has several articles and presentations in refereed journals and conferences and holds four patents on DRAM and FeRAM circuits. His research interests are reconfigurable processor architectures, special-purpose processors, embedded systems, and
from an understanding that engineers need systems thinking skills to address complexengineering problems, our research is aligned with best practices in curriculum and trainingmaterial development. Once a desired result is identified, in this case the goal is to developengineers who are able to use comprehensive systems thinking knowledge and skills to addresscomplex problems, the next step is to determine how the achievement of that goal will beassessed [8]. Such assessment(s) then guide the development of learning activities andexperiences, e.g., methods for teaching systems thinking [8]. Our analysis sought to understandthe ways in which existing systems thinking assessments relevant in an engineering contextattend to various dimensions
. and Ph.D in Chemical Engineering from the University of Connecticut.Dr. Guillermo D. Ibarrola Recalde, Stevens Institute of Technology Dr. Ibarrola Recalde (he/him) is a Postdoctoral Research Associate at Stevens Institute of Technology. He earned a Ph.D. in STEM Education and Learning Technologies from Drexel University, and both an M.A. in Chemistry and a B.A. Interdisciplinary Studies, with concentrations in Biology and Chemistry, from Queens College of the City University of New York. His research focuses on the integration, implemen- tation, and evaluation of active learning pedagogies and learning technologies in Science and Engineering classrooms, as well as the creation of formal and informal learning
focused research remains a priority [9].Wright College, an urban Hispanic Serving open-access community college within the CityColleges of Chicago (CCC) system, understands and appreciates the opportunity and need todevelop equitable frameworks that are focused on access and excellence. In the past eight years,Wright College and CCC have adopted many of the best practices to improve student access andsuccess. Wright College prioritized equity work and inclusive excellence, by integrating diversityand equity within mission and operations [10]. These efforts set the foundation for an innovativeengineering transfer program. Through NSF-HSI funded research, Wright College found successin developing aspiring engineers and computer scientists. Diverse
courses in thermodynamics, heat transfer, energy systems laboratory, cryogenics, and vacuum technology.Mr. David J Gagnon, University of Wisconsin - Madison David Gagnon is the director of Field Day, an educational video games studio and research lab in the Wisconsin Center for Education Research at the University of Wisconsin - Madison. American c Society for Engineering Education, 2021 ThermoVR: A Virtual Laboratory to Enhance Learning in Undergraduate ThermodynamicsAbstractAn interactive Virtual Reality (VR) based simulator is being used as part of a virtual laboratoryactivity with undergraduates in mechanical engineering to help them
possessed, or MS Excel to a lesser extent. 3We began by examining the curriculum for the BME110 Introduction to Engineering course todetermine what concepts the students would be introduced to throughout the course and howvarious concepts could be naturally expanded upon within a discussion on advancedmanufacturing by the use of UAVs. A pretest was presented prior to any discussion pertaining toadvanced manufacturing and the construction or analysis of the UAVs.Since Phase I involved an introductory course, students were beginning to understand keyconcepts of engineering and some were simultaneously enrolled in the materials course. Wefocused on the fundamentals of design, structure, and analysis of
judgment and design principles within the scope of governing building codes and regulations to design an engineering system (i.e., footbridge). 2. Pursue an engineering project from conceptual design to physical completion, implementing comprehensive project management skills in a team setting. 3. Collaborate effectively with external stakeholders (i.e., partnering NGOs, local municipalities, partnering communities, alumni, other EIA university programs, or sister academic institutions abroad). 4. Integrate traditional knowledge and stakeholder perspectives to create engineering designs that are sustainable, community-driven, and that ultimately empower long-term development. 5. Understand the importance
similar to pre-pandemic semesters and have far fewer U (unsatisfactory) grades than inSpring 2020 when the whole campus went online midway.IntroductionTeam-teaching has a long history when many educators had attempted integration acrossdifferent disciplines [9], curriculum [4] [14], and even country borders [12]. Besides traditionallecturing, projects [1]-[3],[5][6], and service-learning [8] could also be used in team-teaching.Despite the challenges in implementation, team teaching provided a wide array of benefits, evenfor faculty mentoring [13] and team-building [11]. Communication [10] and faculty help hadbeen deemed important ever since the remote-working technology was emerging [7].Traditional team-teaching may involve multiple instructors
Paper ID #32371Engineering Students’ Experiences of Socially-mediated Exclusion andInclusion: Role of Actors and DiscoursesMs. Minha R. Ha, York University Minha is a PhD Candidate in Mechanical Engineering, whose qualitative research focuses on the socio- technical knowledge integration in engineering design practice. As an interdisciplinary researcher with formal training in Molecular Biology and Education Research, she integrates grounded theory and Critical Discourse Analysis methods in order to study the transdisciplinary aspects of responsible design. Inquiry learning and knowledge co-creation are at the heart of
curriculum design principles. The literature, often drawing on work from informaleducation, including ”MakerSpaces,” and museums, highlights the importance of studentownership and authorship in this work [3], of contexts that allow for multiple pathways andsolutions [4], of materials that provide rapid feedback [1], and of pedagogies that support anorientation to ”mistakes” as simply drafts to be refined [4].The context: The EDISIn ProjectThe Next Generation Science Standards [11] calls for engineering — and particularly engineeringdesign — to be part of students’ science education throughout K-12, with engagement inengineering practices integrated into students’ learning of disciplinary core ideas. However, fewscience teachers have an engineering
first cohort of RISE-UP students and faculty.An example of integrating real life problems in the curriculum was the student involvement afterthe January 2020 earthquakes. During the first course of the curricular sequence, students learnedmethods to assess building structural vulnerability and damages. These lectures were followedby a site visit where they conducted case studies to assess the seismic vulnerability of severalbuildings. Following the 2020 earthquakes, RISE-UP students assisted faculty and professionalengineers in assessing structural damages at our campus following the earthquake. Studentsindicated that witnessing firsthand the complexities of assessing infrastructure damage duringand after an intense seismic event enhanced their
seeking help related to mental health.Interview questions were grounded in the Integrated Behavioral Model, which recognizes theimportance of the perceived barriers and facilitators associated with mental health related help-seeking. Researchers used Braun & Clarke’s thematic analysis to identify emergent themesrelated to engineering students’ mental health help-seeking beliefs. Six major themes wereidentified: 1) An unsupportive engineering training environment creates stress, 2) Difficult workand time constraints create stress, 3) Supportive input from others promotes help-seeking, 4) Iftime is limited, mental health is a lower priority, 5) Students operate on a suck it up mentalityunless they’ve reached a breaking point and 6) Help-seeking
mental models and tools by presenting and tackling moreill-defined real-world problems so that there is a natural transference of learning and practicetoward the students. This work provides an opportunity for educators, curriculum designers, andresearchers in this field to innovate instructional design and create methodologies to interrogate,pinpoint, and remedy potential misconceptions, which may be largely influenced by students beingunable to have a tangible outlet for which they can apply their learning of abstract and intangibleengineering concepts.Keywords: electrical engineering, electric circuit concepts, misconceptions, real-world electricalphenomena 1IntroductionOne of the goals of
University. Her work centers on engineering education research as a psychometrician, program evaluator, and data analyst, with research interests in spatial ability, creativ- ity, engineering-integrated STEM education, and meta-analysis. As a psychometrician, she has revised, developed, and validated more than 10 instruments beneficial for STEM education practice and research. She has authored/co-authored more than 50 peer-reviewed journal articles and conference proceedings and served as a journal reviewer in engineering education, STEM education, and educational psychology. She has also served as a co-PI, an external evaluator, or an advisory board member on several NSF-funded projects
. To better understand such perceptions of students, this studyexplored the following research question:RQ: How do students perceive the affordances that an integrated active, blended, andcollaborative learning environment offers?BackgroundWe began applying the Freeform environment in 2009. Based on the integrated advantage of theABC learning approach, the Freeform system consists of the following components: in-personinstruction with various active and collaborative learning activities, focused on problem solving;a dynamics lecturebook designed to be student friendly with lecture notes, including fundamentalconcepts, key example questions, and open-ended questions on wide white spaces that enablestudents to actively take notes and solve
learningopportunities. As Eyler points out, such opportunities provide students with “‘real world’challenge” [5, p. 41], and through workplace experiences students often come to see “therelevance of the curriculum to life in a complex organization” [5, p. 50]. Eyler (1993) morespecifically found that co-op students learned how to be “an expert on people and organizations”[5, p. 47], including how to be an effective member of their employing organization. It has alsobeen argued that internship or co-op programs are helpful for students’ professional growth [6].Based on their empirical study with business students, Bhattacharya and Neelam reported thatstudents developed greater confidence, negotiation skills, social sensitivity, and cross-culturalunderstanding
. Bjork and R. A. Bjork, “Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning,” in Psychology and the real world: Essays illustrating fundamental contributions to society, 2nd Editio., M. A. Gernbacher and J. Pomerantz, Eds. New York, NY: Worth, 2014, pp. 59–68.[20] N. C. Soderstrom and R. A. Bjork, “Learning versus performance: An integrative review,” Perspect. Psychol. Sci., vol. 10, no. 2, pp. 176–199, 2015, doi: 10.1177/1745691615569000.[21] S. M. Smith and E. Vela, “Environmental context-dependent memory: A review and meta- analysis,” Psychon. Bull. Rev., vol. 8, no. 2, pp. 203–220, 2001, doi: 10.3758/BF03196157.[22] M. S. Birnbaum, N. Kornell, E. L. Bjork
build on each other increasinglyand try to methodically account for all the developmental changes students go through at college[37]. These include developing competence, developing autonomy, establishing identity, freeinginterpersonal relationships, developing purpose, and developing integrity. These impact studentlearning in the classroom and their identities in their chosen career.Other models describe a student’s path from rudimentary to a more complex train of thought andintellectual development [38–40]. The student’s current development level in this process has aprofound impact on racial discourse in the classroom: ● Initially, students approach knowledge as either right or wrong, an elementary duality (or dichotomy). Students at
for large classrooms and developing K-16 curriculum in earthquake engineering and spatial visualization.Prof. Nathan Delson, University of California at San Diego Nathan Delson is a Teaching Professor at the University of California at San Diego. His research inter- ests include robotics, biomedical devices, and engineering education. He teaches introductory design, mechanics, mechatronics, capstone design, medical devices, and product design & entrepreneurship. His interests in design education include increasing student motivation, teamwork, hands-on projects, and integration of theory into design projects. In 1999 he co-founded Coactive Drive Corporation (currently General Vibration), a company that provides
Core Curriculum cultivates social justice, civic life, perspective, andcivic engagement. It involves community-based learning with a social justice emphasis. Studentsare required to (i) engage in 16 hours of community-based learning experiences and (ii) performcritical reflection and evaluation of their experiences. A primary goal of the ELSJ requirement is“to foster a disciplined sensibility toward power and privilege, an understanding of the causes ofhuman suffering, and a sense of personal and civic responsibility for cultural change.”The specific learning objectives of an ELSJ class are as follows:• Recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities (Civic Life
thedevelopment of the projects. The second program is the IDEAS Learning Community thatengages about 25 first-year students yearly in a one-semester partnership with an outreachprogram from Indianapolis, Indiana which is about an hour from campus. The central classcombines career exploration and integration into the university with discussions and experiencesaround diversity. The engagement with the outreach program provides a context and activitiesthat enhance the learning goals and provides experiences to bring the class together. Thedeliverables are activities for K12 students both at the outreach center and for an annual visit tocampus.EPICS ResultsEPICS is large and complex, with many stakeholders. We first examined the three commonstakeholders of
Paper ID #34865Engineering Judgment and Decision Making in Undergraduate Student Writ-ingDr. Royce Francis, George Washington University Dr. Royce Francis is an Associate Professor in the Department of Engineering Management and Systems Engineering [EMSE] at the George Washington University. At George Washington, Dr. Francis stud- ies decision-analytic sustainability measurement in infrastructure systems, risk- and resilience-informed management of infrastructure systems, and the intersection of engineering judgment with engineer iden- tity.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie
practice is an important skill for computing students to master; responding toreflection prompts can aid students in developing problem solving skills. However, there is limitedempirical evidence on the effectiveness of reflective practice in Data Structures courses, in whichcomputing students are honing problem-solving skills. To fill this gap, we evaluate theeffectiveness of assigning guided reflection prompts with programming assignments in anundergraduate Data Structures course in encouraging students to articulate their problem-solvingstrategies. 219 students completed two programming assignments and were asked to respond toreflection prompts after each. Students’ responses were (1) analyzed for word and sentence countas a measure of