American Secondary Schools”, Educational Researcher, 28, 26-37. 1999.14. Harry G. Lang, M. S. Stinson, F. Kavanagh, Y. Liu, and M. Basile, “Learning Styles of Deaf College Students and Instructors’ Teaching Emphases”, Journal of Deaf Studies and Deaf Education, 4, 16-27. 1999.15. A. F. Grasha, “Teaching with style: A practical guide to enhancing leaning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers. 1996. Page 12.659.14
integral was introduced by Gottfried Leibniz in 1675. The integral Page 12.806.5symbol he used, " ", was derived from an elongated letter S, standing for summa (Latin for "sum"or "total"). Newton was at times a very nasty man. Following the death of Leibniz, Newton isreported to have declared that he had taken great satisfaction in "breaking Leibniz's heart."Newton seemed to be characterized by a lack of publishing for much of his life. This may havebeen due to the fact that he was very sensitive to criticism. For example, the conflict he had withRobert Hooke over optics resulted in his ceasing all publications until after the death of Hooke
(p<0.05) relative to lecture formatfirst PBL unit and with learning overall was generally supported in the student interviews (Table3), although it was also clear that students had difficulty discriminating between student-directedlearning and simply being asked to work in groups. Two of the four students interviewed at the endof the first PBL unit believed the unit was “lecture-based”. Some engineers reported feelingoverwhelmed by the biology course content at the end of the first two units, but it is also possibletheir assessment was colored by a certain temptation to default to the biology student(s) rather thanassume responsibility for the new content. Quiz scores at the end of the second unit did notindicate that the majority of
sixyears of data. Nevertheless, this system must continue to evolve, with the understanding that“All assessment is a perpetual work in progress.”17The author wishes to thank his colleagues in the Electrical and Computer EngineeringDepartment for their assistance in utilizing this assessment scheme over the years. The authoralso wishes to thank the reviewers of this paper for their insight and constructive suggestions.Bibliography1. Angelo, T.A., Ewell, P.T., and Lopez, C., “Assessment at the Millennium: Now What?”, Assessment to Promote Deep Learning - Insight from AAHE’s 2000 and 1999 Assessment Conferences.2. Sarin, S., “A Plan for Addressing ABET Criteria 2000 Requirements”, Proceedings of the 1998 ASEE Annual Conference.3
such equipment as exists is not or cannot beinstrumented extensively enough. A possible exception is fluid handling equipment – fans,compressors, and, especially, pumps. Experience with a student “engineered” pump test usingPTC 8.2 Centrifugal Pumps will be described later in this paper.Having the students read and report on a PTC (or a few sections of a PTC) is simple toimplement and allows for a wide range of flexibility. The topic of the course allows theinstructor to pick the appropriate PTC(s) to be read and reported. For example, if the course isFluid Mechanics, PTC 19.5, Flow Measurement would be an obvious choice. The exerciseworks particularly well in a laboratory course where the students can extend and strengthentopics and practices
to attempt this project allowed theproject to proceed.Bibliography1. ABET Engineering Accreditation Commission, “Criteria for Accrediting Engineering Programs,” Nov. 2006, p.2. Page 12.1405.132. Wheeler, E. and McDonald, R.L., ”Writing in Engineering Courses,” Journal of Engineering Education, vol. 89, no. 4, 2000, pp. 481-486.3. Taylor, W.L., “Using Drafts in History 231: American Economic Development,” Writing Across the Curriculum, vol. 8, August 1997, pp. 10-12.4. Manuel-Dupont, S., “Writing-Across-the-Curriculum in an Engineering Program,” Journal of Engineering Education, vol. 85, no. 1, 1996, pp. 35-40.5. Fitzpatrick
Games. Future Play, 2005, URL: http://www.futureplay.org/papers/paper-184_becker.pdf9. Jimenez-Peris, R., Khuri, S., and Patino-Martinez, M. Adding Breadth to CS1 and CS2 Courses Through Visual and Interactive Programming Projects. The proceedings of the thirtieth SIGCSE technical symposium on Computer science education, 1999, pp. 252-256.10. Reidel, J. The Learning Game. The View, 2003, URL: http://www.uvm.edu/theview/article.php?id=96011. Lewis, C. and Repenning, A. Playing a Game: The Ecology of Designing, Building, and Testing Games as Educational Activities. Trails, URL: http://www.trails- project.org/resources/papers/Colorado_EdMedia_paper.pdf12. XNA: http://msdn.microsoft.com/directx/XNA/default.aspx13. Developing Games on
). Retrieved from http://www.crra.com/ewaste/ttrash2/ttrash2/.14. Center for Policy Alternatives. Mercury Poisoning Prevention (2006). Retrieved from http://www.stateaction. org/issues/issue.cfm/issue/MercuryPoisoning.xml.15. Environmental Protection Agency. Chromium Compounds Hazard Summary (January 2000). Retrieved from http://www.epa.gov/ttn/atw/hlthef/chromium.html.16. National Institute of Environmental Health Sciences. Dioxin Research (April 24, 2001). Retrieved from http://www.niehs.nih.gov/oc/factsheets/dioxin.htm.17. Birnbaum, Linda S., and Daniele F. Staskal. “Brominated Flame Retardants: Cause for Concern?” Environmental Health Perspectives 112, no.1 ( January 2004): 9-17.18. Rayner, Mary, and Bruce Bingham. “Do You Compute
it’s something that requires a lot more, it’s just because maybe it requires a lot more time, it just, it’s a, it, you know, it becomes a bigger part of you than a major might for a non-engineering person. (Walt, University of Coleman, sophomore year) Eleanor: I think that engineering students are stressed. And they are, they have a lot of work to do they, I-, s-, [inaudible] myself and my roommate, like I’m a engineering student this last semester, this semester, and she’s a, a communications major, and she, I never see her do any work. And she’ll always ask me, “Why you have so much work to do?” She always see me, uh, do homework, sitting at the computer, and I always see her on the phone
students (instead of smaller teams, like many other CS courses have)MC Different teams working on different project ideas (as opposed to working on the same project)MC The project idea that your team developedMC The shared project space of your team (e.g., wiki pages, repositories, etc.)MC The official course website: announcements, course schedule (with slides and videos) resources, milestone submissionsFF Which portion(s) of the course website were most useful to you?MC The class mailing listMC Your team’s mailing list (or other electronic communication medium you used)MC Your team’s project scheduleMC Your team’s project specificationMC Your team’s architecture and design documentsMC Your team’s test
(s). ItSubmitted to 2007 ASEE Annual Conference & Exposition (New Engineering Educators Division), June 24-27, Honolulu, Hawaii, USA.is a common practice for the faculty in the US, to mention the text book page numbers thathave been covered for a specific class. Course end student evaluation: Course end student evaluation is also a part ofinternal quality assurance measures in the UK. These evaluation outcomes are notconsidered that seriously to assess the teaching quality. However, in the US, in theabsence of any other continuous monitoring mechanisms, student evaluation is a majorfactor towards measuring one’s teaching quality. Sometimes, these evaluations areidentified as one of the reasons for grade
MT’s smallsize, some departments only offer courses once a year; if a student falls out of sequence for anyreason, s/he must wait an entire year to make up lost credits.At MT, as at Coleman, fundamental courses were often seen by students as something to getthrough before they could begin to engage in their “real work” as engineering students. The tworequired semesters of physics, an ethics and technical writing class, and an earth science classwere widely described as something to be survived before students could get to the Holy Grail:courses in their majors. Nevertheless, as with Coleman, required courses also introducedstudents to non-engineering majors and faculty. This was particularly the case among studentswho had been considering a
these programs have been far-reaching.Multiple studies have proven that a country’s gross domestic product can be directly tied to thelevel of sophistication of its infrastructure. The IRF, through its education and training activitieshas allowed countries around the world to expand the sophistication of their infrastructures usingstate-of-the-art technologies, and it continues to do so today. While the original focus of theorganization in the 1940’s was to help rebuild Europe after the war, today it is focusing itstechnology transfer efforts on emerging countries in Asia, Latin America, the Middle East andAfrica. These countries want to grow, and they understand that with better roads the citizens willenjoy better lives. The study of roadway
requirements -15% f The project contributed to my ability to use modern 74 engineering tools and techniques 24% k 80 The project had significant practitioner involvement 18% d,kThe strong survey increases are supported by further examining the student responses to eachcriterion since integration of the ABET criterion is evaluated by each student throughout theexperience, both for the in-country and on-campus design experience. While on-site, studentsmaintain a learning log. For each entry or experience, the ABET requirement(s) that apply to theproject task, experience or lesson are to be documented. A summary report of how