Meaningful Writing Assignments into TechnicalCourses,” NCIIA Annual Conference, San Diego, 2005.[5] Calibrated Peer Review, http://cpr.molsci.ucla.edu/ (16 January 2007)[6] LEGO® Mindstorms®, http://mindstorms.lego.com/ (16 January 2007)[7] Indiana School for the Blind and Visually Impaired, Indianapolis, IN, http://intra.isbrockets.org/public/ (16January 2007)[8] National Collegiate Inventors and Innovators Alliance, http://www.nciia.org/ , (16 January 2007) Page 12.235.11Appendix A: ECE361 SyllabusECE 361 Engineering Practice 1R-3L-2C F,W Pre: ECE 200. Creativity, project design specifications,team roles, effective conduct of team
comprehensive method that addresses both objective andsubjective criteria while giving students confidence in the validity of the critique. In this method,peer and instructor feedback is given informally as students develop their ideas, and formally atproject completion with a traditional class critique. This is followed by completion of an on-lineform incorporating Rikert scales and comment fields for specific criteria. Works being evaluatedare also posted so students can view each piece as they complete the form. Results are compiledinto a database, and a password protected report is automatically generated for each studentshowing the average ranking for each question and compiled comments. Anonymity ispreserved, allowing students a comfortable way
work. Some companies sponsored teams toget an advance look at students for future hires. For students without previous experience in atechnical summer job, taking a plant trip and communicating with their sponsor’s engineers wasespecially valuable.Course Logistics 3—Grading and AdvisingThe instructor, team advisors, student peers, and the sponsors gave feedback and were involvedin evaluating the work. Eight advisors worked with the 24 teams. By the end of Step 6, only 10%of the total possible points could be earned. At this stage, students received much feedback andeditorial help on their writing and on using proper formats for the documentation. Individualpoints were earned through the midterm exam, the design journal, and the allocation of
senior member of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than a dozen papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assessments that
professional engineer.”3 Appropriate attitudes are also necessary. Attitudesdetermine how an engineer uses knowledge and skills and they reflect one’s values and how oneperceives and reacts to the world.4 Johnston5 writes, “An attitude is simply a predisposition toapproach or avoid an idea, event, person or object. In other words, it is a tendency to act in oneway or another toward an ‘attitude object.’" Attitudes do not exist in a vacuum; they require anobject toward which to act. Attitudes can be positive and negative and either might beappropriate given the object toward which the attitude acts.Several have shown that “attitudes” are important in the effective use of knowledge and skillswhen accomplishing engineering tasks. Elms noted that “besides
participated in writing a conference paper based on the developed tool2.Figure 2. Graphical Modeling Tool snapshot Piggyback Product Research Page 12.1508.6 The second research project was to establish fundamental principles, teachable methods, and guidelines for designing product architectures that can evolve to cope up with the changingrequirements to enable proactive obsolescence management. Technology is advancing at a fasterrate everyday. In order to prevent a product from becoming outdated sometimes add-ons can bedeveloped to increase the lifetime or functionality of a product. These products are commonlycalled piggyback products.Four REUs
andArchitecture, but also to industry.LITERATURE REVIEWStudies have shown that retention and student development are correlated with socialintegration3. It has been suggested that a student’s interaction with his peers is the single mostimportant factor in student development 1,2 and that the lack of peer group study is a significantfactor regarding students changing majors from math, science and engineering fields in college14.Tinto’s15 longitudinal model targets academic and social integration as a key reason for studentsdropping out of college programs as well. The literature clearly states that social integration in Page 12.21.3any setting, both
participants. Results indicate that many strategies exist and “goodness” ofstudy guides does not necessarily map onto successful exam performance. Also, students mayneed detailed training on how to develop a useful study guide. Finally, we have found that theremay be a benefit to peer-sharing of study guides.IntroductionCourse examinations are ubiquitous throughout highereducation, regardless of the subject area.When an instructor announces an exam, one question is sure to follow: “Can we use our bookand/or notes on the exam?” [That this is asked, and not some default assumed, speaks to thevarious answers that students often receive to the question above.—this sentence is awkward]One approach used across fields is to disallow students access to their
interaction per scenario. 5 more minutes to gather your final thoughts and write them down.Submission: Submit electronically a written report. Your responses should include: (a) A summary that indicates that you have captured the spirit of classroom, peer- group discussions. (b) Your own point of view as to how you would handle the Ethics Scenario presented.Requirements: Approximately 100 words per scenario. 4 scenarios, 400 words total.Commentary: Reflect on this classroom exercise and comment on the way it was organized and conducted. (No lectures, but peer-group discussions.) Indicate the importance of Ethics in Engineering Profession. What are your
EducationThermodynamics (ME680) during their fourth or fifth years. Like their peer institutions, RIT hasthe desire and requirement to improve curriculum structure, integration, and assessment. ME413 and 680 form a progression in course work into the study of Thermodynamics and,therefore, the courses are carefully integrated. This integration is achieved through a courseassessment process conducted by the faculty leads from both courses.The goal of Thermodynamics is to provide studentswith practical and relevant engineering science Table 1. Summary of Topics Exploredbackground in thermodynamics. The course also in Thermodynamics (ME 413)provides the groundwork for subsequent courses in Topical Areas
instructional strategy Page 12.1083.3 in a series of environmental biotechnology courses; 2. Deliver course content to learners in a variety of settings and across disciplines within a single university system; 3. Assess student learning to substantiate that the instructional methods result in increased (a) student conceptual knowledge and understanding, (b) critical thinking skills, (c) ability to seek out new information, (d) ability to work collaboratively in teams; and (e) ability to engage in productive assessment (self-assessment, peer assessment, program assessment). 4. Provide faculty with the
their understanding with respect Page 12.293.9 to their project experiences. Collect student responses. 4. Ask students to exchange their work and to assess one another’s performance using the rubric associated with the exercise. Ask the assessors to assign a performance score and to write specific comments for improving the performance. Return these to the student whose work was assessed. 5. Collect the student work and assessment feedback provided by a peer. Review these and add instructor comments to the scoring sheet for the benefit of the student being assessed. 6. Return the assessment and feedback (scoring
her team working experience in addition to rating their fellow peers. Students on teams withgood team dynamics indicate a level of satisfaction with respect to their completed projects andgroup, while the converse is true for students on teams with poor team dynamics. Communitypartners and course instructors also evaluate the teams’ effectiveness as a group. Our resultsindicate a direct correlation between team harmony and quality of project from a pedagogicview. Methods to facilitate evaluation of pre-course assessment surveys are underway. Page 12.1526.2Introduction:A team is defined as a group of people who aggregate to fulfill a common
regarding toinstructor adaptations, student adaptation to US educational culture, interactions with faculty andstaff, student interviews, faculty interviews, mid-term evaluations, and student performance. Page 12.916.4ObservationsChinese Student DifferencesChinese students have both positive and challenging aspects that make learning easy and at times,difficult. Based on the teaching of Chinese students in China and in the US, we have observed somepositive aspects that are quite remarkable. Some of these positive aspects are; students are polite andrespectful (not only their professors but also their peers). Additionally, Chinese students are
execution of theirprojects, subject to instructor approval. Students thus have an opportunity to engage inexperimental design at a level that prepares them for the upcoming Capstone projects thefollowing year.Course AssessmentAssessment of the course after each module was conducted using oral and writtencommunication from the students. Course evaluations were collated at the end of each semester,and individual exit interviews and anonymous surveys were conducted for two graduatingclasses. Students complete peer evaluations each semester regarding the performance of theirfellow group members in the lab and in writing the reports. Summative assessment of studentlearning consisted of pre-lab quizzes each week, laboratory reports for each module, one
, for students who are just learning these processes, auniversal model may not be the best way to build performance skills. This work was undertakento help novices understand unique characteristics of each process and the circumstances underwhich each process is most effective and efficient. This paper examines two tools that werecreated to build this understanding: (i) a matrix analyzing the similarities and differences amongthe processes and (ii) a graphical presentation highlighting key skills that are hypothesized foreach process. Effectiveness of the two tools was evaluated in a freshman design course whereteams of five students work on a six-week design mini-project. Data collected included notes bythe instructor, observations by peer
. Page 12.1014.1© American Society for Engineering Education, 2007 Leaving Tenure Behind: Lessons LearnedIntroductionThe goal of many Ph.D. engineering graduates who aspire to an academic position is to land atenure-track job at a large research university. Certainly, this was my goal – I had been trained ata large engineering research institution (ERI), and was unaware of that the majority ofengineering colleges in the U.S. were smaller, undergraduate-focused engineering teachinginstitutions (ETI). Indeed, when I was considering whether or not to pursue an academic careerafter graduating, I was encouraged by my Ph.D. advisor and student peers to apply only to thetop-ranked research universities. I also assumed that a tenure
of efficacy based on their ability to contribute toteam efforts or diminished confidence in success when they repeatedly required the assistance oftheir peers during group work.25, 26 This type of vicarious experience remained an influenceamong CHE 205 students as well. Ben, an international student in CHE 205, described doubts inhis ability to succeed in the course because he seemed to always be the person in his homeworkgroup asking questions and not understanding. …we’re sort of set up in like this group project where um, you’re working with a group on your homework and…I go in, personally, like reading the homework in advance and try to do it by myself but whatever I don’t understand, like I can’t – I don’t feel
) fields.Students are offered a variety of training experiences and opportunities to prepare them foracademic careers.At the UF, seventy-four students in 22 STEM departments have been directly served throughmonetary awards to support their studies and research, travel to professional conferences,professional development seminars, mentoring, and peer support. These students include 41African American, 31 Hispanic, and 2 Native American students. At the end of the fifth year ofthe grant, the program had an 86% retention rate. To date, program participants have earned 12Ph. D. and 7 Master’s degrees, and an additional 47 are currently enrolled and making progresstowards their degrees. Minority graduate enrollments in STEM departments have increased 56%over
), specifically supported five of the 14 outcomes: a, b, e, g, andk. The assessment tools comprised prelab homework, exams, an experimental design project,written reports, oral presentations and team/peer evaluation. The senior capstone design course,taken in addition to ME Lab, accounted for another seven outcomes. It was decided by thefaculty that one or two courses are not sufficient to demonstrate the necessary assessment of theprogram outcomes. There were several outcomes, though, which made more sense to beassessed by a laboratory course. For instance, all accredited engineering programs must have acomponent of experimental design in their curriculum. ABET Criterion 3b states “Engineering
equality in the study of engineering. It is suggested [10] that women’s learning isbetter supported in an environment that is different from those in traditional education and from thosethat support men’s learning. The ‘chilly climate’ in engineering classrooms has been identified as themajor reason that leads to women’s inferior experiences to their male peers [9]. Through addressingsome commonly identified issues for female students in male dominated courses, Lewis [21]elaborates what is required for technical education to be gender inclusive. She pointed out three Page 12.779.2aspects that have been neglected in the construction of
. Aproject management tool, Basecamp, is used to manage everyday planning and communication.A knowledge management tool, WSU Wiki, is used for long-term knowledge sharing beyond thecourse of a single semester.2. BackgroundThe Design Clinic, as it is called by participants, is a project-based, ABET-certified program.Students work on industry-sponsored projects for one semester. They are responsible for everyaspect of project management, from specification writing to product delivery. In the fallsemester of 2005, two new technologies were made available to students, one for projectmanagement (PM) and the other for long-term knowledge sharing, or knowledge management(KM). From the beginning, students participated in a research project that analyzes
detailed in Boyer’s articulate and visionary review 14 ofscholarship in a post-war, modern environment.As a general rule, definitions of scholarship and research are characterised by Page 12.795.5originality, have investigation as a primary objective, have the potential to produceresults that add to humanity’s stock of knowledge (theoretical or practical) and aredeemed so by public scrutiny via peer appraisal. Yet they are also sufficiently broadand flexible to be useful in a TTOC environment.Research MetricsResearch metrics should be defined for a transition period as research activity growswithin the TTOC, and then final metrics can be implemented
UW.Gary Lichtenstein, Stanford University Gary Lichtenstein, Ed.D. is a Consulting Associate Professor of Engineering at Stanford University, specializing in quantitative and qualitative research methods. His areas of intellectual interest include engineering education, community-based research, and education evaluation and policy. His extensive teaching experience includes courses on qualitative research methods (for graduate students), and on writing and critical thinking (for students ranging from high school to professionals). He lives in southeast Utah. He can be contacted at: garyL@stanfordalumni.org.Heidi Loshbaugh, Colorado School of Mines Heidi G. Loshbaugh is an Assistant Research
Mathematics), tutor (Math Support Center, Learning Strategic Center, Engineering Learning Initiatives). He has also served as a peer-counselor/tutor at Delaware State University (while participating in Intensive Summer Science Program, ISSP) and College Counselor/Mentor for National Society of High School Scholars (NSHSS). His research interests cover a range of science and engineering disciplines ranging from mathematics education, mathematical modeling and methods in Physical, Biological, Engineering; Political Science (Concentrating on African Continent); Nanobiotechnology with emphasis on Micro-fluidic device, biosensors, thin-film, and nano/micro-actuators; to Dynamical and theoretical
societies in which technology is sopervasive.2The report on an NSF sponsored workshop at eth National Academy of Engineering in 2005includes the statement that technological literacy is important because, We live in a technological world. Living in the twenty-first century requires much more from every individual than a basic ability to read, write, and perform simple mathematics. Technology affects virtually every aspect of our lives, from enabling citizens to perform routine tasks to requiring that they be able to make responsible, informed decisions that affect individuals, our society, and the environment. Citizens of today must have a basic understanding of how technology affects their world and how
PerspectiveAt the end of the semester students were asked to fill out a survey and write a reflection abouttheir experiences.The survey used a Likert type scale where students would rate various components ofperformance quality as Excellent (4), Very Good (3), Satisfactory (2), Marginal (1), Terrible (0).Following are the average responses for each statement: Page 12.304.3 Statement Cooperative- Independent- Teams Teams Class Average Class Average 1
of IEEE and is a member of ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented more than a dozen papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assessments that enhance
development perspective, assistant professors may need help transitioningfrom graduate school to the role of an academic so activities relevant to them may includementoring and peer consultation with an emphasis on course reduction and reduced servicecommitments in the first year or two as they develop productive research program and teachingcredibility 8. One way of helping new faculty may be to consider team teaching or to ensure anew faculty member received early and ongoing feedback on teaching practices.In terms of research, it may help new faculty to be aware of university and government researchgrant opportunities, perhaps through the Research Office. The Research Office may also befamiliar with industry grant opportunities that are often
Scientific and Technical Communication program at Michigan Technological University. Her research interests include interdisciplinary theory and practice as well as the intersections of rhetorical theory and communication in the workplace.Karina Jousma, Michigan Technological University Karina Jousma is an undergraduate student earning a Bachelor of Science in Scientific and Technical Communication at Michigan Technological University. Her concentrations include writing and engineering. She joined Civil and Environmental Engineering International Senior Design this summer. Page 12.944.1