multiple sub-groups since a student has multiple identities based on these sub-group definitions. The class consisted of: 12 first-generation and 28 continuing-generationcollege students, 11 students from historically marginalized populations in STEM (women andpeople of color) and 29 from historically privileged populations in STEM, 3 female identifyingand 37 male identifying students.Communication skills were broken down into several sub-skills and had explicit instruction andactivities around strengthening those sub-skills. The students assessed their self-efficacy aroundthese communication skills at the beginning and end of the seminar though a Likert scale surveyon the following statements: 1. I am able to build my social capital
improvements, the main advantage of this version is the automation capability.Measurements for versions 1 through 3 of the device were made manually and were not onlyvery time consuming but in previous versions still had opportunity for there to be greater concernof possible human error in portions of the protocol that had yet to be automated. Our researchteam had received feedback from reviewers of our academic publications as well as otherprofessionals which have kept us in a continuous improvement modality. To minimize thesecriticisms in the future as well as to eliminate as much opportunity for human error as possible,one of the core objectives for this research project in the past few years has been to minimise thehuman input into the system – in
technology to fully develop the idea.There is often exists a dialogue between the mind and the other senses during the process ofcreating something tangible.A summary of these stages of creative expression can be reduced to: 1. Imagination of creator 2. Technology to implement creation 3. Physiology of viewerFor painting: 1. Creator’s Imagination 2. Paint 3. Observer’s VisionFor music: 1. Creator’s Imagination 2. Musical Performance 3. Listener’s HearingCommonly, feedback is required between the creator and the technology, such as the composerand the keyboard. This can have higher levels of complexity, such as a musician workingthrough a music producer and musicians for a particular venue. The same is true in the fine arts,where
addressing a committee thatconsists of faculty members and industrial advisory board members with different technicalexpertise. The presentation should convince the committee of the technical adequacy of theirdesign and merits of their proposed changes/improvements. It is your responsibility to make surethat each member of your group will have adequate (equal) time for presentation. Eachindividual member of your group will be evaluated for presentation and the grade is based onindividual performance, not group performance. Table 1. Rubric for Evaluation of Student Presentations Rating Scale Evaluation of Presentation 1 2
describes someone with a deep andaccessible subject knowledge of their field [6] but who may struggle to apply their expertisemore broadly and in different contexts. A seminal work describing these differences between AEand routine expertise was provided by [5] in which two expert historians were studied and thecharacteristics of adaptive expertise identified.Based on a contemporary literature review, four characteristics of an adaptive expert wereidentified by Fisher and Peterson in 2001 [7]. These four identified constructs of adaptivenesswere used to develop a framework for the assessment of AE: (1) multiple perspectives, (2)metacognition, (3) goals and beliefs, and (4) epistemology. An important distinction here is thatthe authors of this
then compared with corresponding angles measured with agoniometer.Background: Physical therapy (PT) affects millions of people every year who wish to regain thefunctional use of a part of their body. PT and occupational therapy (OT) can be costly, and apatient with or without insurance can end up paying out of pocket for therapy sessions. The costscan exceed one hundred dollars a session [1]. This can create a significant financial burden forpatients and society. Patients, insurance companies and health care providers all have a stake intracking therapy progress and patient compliance with OT and PT. In particular, functional hand motion and grip are important for independent living andquality of life. Often a sufferer’s main
and can be adopted in learning environments for valuable hands-onexperience.RHIL presents the opportunity to test industry-grade equipment in power protection systemstudies. Liu et al. [1] modelled the inverse time-overcurrent characteristics of an ABB relion relayin Simulink and tested the performance on a microgrid simulation model, executed on a real-timesimulator. The validation of relay performance was carried out through comparison with resultsfrom a physical ABB relion relay under same fault conditions in the RHIL environment. Similarto the work done in [1], authors in [2] used an Opal-RT signal amplification interface to connectthe real-time simulator to an external SEL-351 Protection System, to perform experiments onovercurrent and
prepare local underrepresented students and filling the skillgaps for many companies. The apprenticeship program is a new pedagogical approach tocombine traditional learning with training during working process to help students getmentorship and professional training for the targeted areas. The apprenticeship program alsoprovides students earn and learn during program and could obtain a fulltime position fromsponsoring company upon completion the program [1].The Dimon Fellowship was founded for supporting faculties in CUNY community colleges tobecome leaders in expanding and strengthening apprenticeships programs in NYC area. Themajority of students in CUNY community colleges are low-income and underrepresented, whichgives them multiple barriers
students within STEMfields. Upon participating, students are challenged to develop business ideas, think creatively,work collaboratively, and adhere to tight deadlines. They may experience increased confidence,a greater awareness of diversity, and an increased entrepreneurial spirit resulting from theseprograms. Due to the flexible nature of many design challenge ideas, students are also given theopportunity to expand their cultural knowledge to address global issues. McKenzie [1] proposesthat participating in these programs has been linked to higher success rates, higher employment,higher profits and sales, and greater firm entry. Kwong et al. [2] note that they may also discoverneeds in their own community that they might be inspired to address
to findviable alternatives [1].Finding alternative fuel solutions for aviation, in particular, provide unique challenges as theymust possess certain properties to enable aircraft flight over long distances. In order to beconsidered as sustainable aviation fuels (SAF), alternative fuels need to have high energy contentwith good flow characteristics and possess particular levels of thermal stability. One approach tomeeting such properties is to blend carbon neutral biofuels with petroleum, which also hasshown positive effects in reducing the CO2 emissions of current engines [1]. As such, if industrycan achieve high enough levels of biofuel production, engines could be designed to run offmostly biofuel, allowing for an increasing scale of
technology and engineering education) [1]. Regardless ofeducational reforms, curricular shifts, and technological advances over the past century, safety inP-12 engineering education programs has remained relevant and is applicable to moderninterdisciplinary learning environments where engineering learning is occurring, “The woodshop of the past is now seeing new life in makerspaces that cut across various media (e.g.,sewing, metalworking, woodworking, electronics, etc.) with state-of-the-art tools and resources”(p. 868) [2]. Although the emergence of new technologies and processes has spawned improvedsafety features and protocols, there are potential hazards and health/safety risks associated withcurrent tools/equipment and facilities that provide
to a wide range of applications, andprovide details about the Simulink and ETAP exercises, including schematic diagrams.IntroductionSoftware simulation has become an integral component of a comprehensive learning experiencein engineering and technology programs. Popular software packages include PSpice, LabVIEW,MATLAB/Simulink, and Multisim, [1-6]. This paper describes the use of software packages fordeveloping several laboratory exercises that reinforce learning in a power systems analysiscourse. The course covers a range of topics including three phase power, transformers,transmission lines, power flows, faults, and system protection.The main purpose of the exercises was to supplement the classroom lectures with laboratorymaterials that
circuit elements without defining the restrictions of therequired design leads to a circuit that will fail to meet the specifications.To obtain a deeper understanding, students are required to investigate the relation of differentdesign parameters from different aspects, visualize the dependency of circuit performance onvarying different parameters, and comparing design simulations with built circuits.In order to obtain a final circuit design that satisfies the requirements and meets the requiredfunctionality, students will be practicing the Kolb’s Experimental Learning model [1] shownin figure 1. Students go through a ring process between mathematical derivations, parametersetups and calculations, circuit simulations, model testing, circuit