presentation) as the final comprehensiveexamination.Considering the project-based course format, it is preferable to have the course materialcovered earlier in the semester, concomitant with project selection and preliminary design,then project implementation, testing and presentation, conducted during the last half/third ofthe semester.References1. Bentley, P.J., and S. Kyvik, S. 2012. “Academic Work from a Comparative Perspective: A Survey of FacultyWorking Time across 13 Countries.” Higher Education, 63: 529-547.2. Covey, S. 1989. The Seven Habits of Highly Effective People. New York, NY: Simon and Schuster.3. Hutchings, P. April, 2010. Opening Doors to Faculty Involvement in Assessment. National Institute forLearning Outcomes Assessment Occasional
voluntaryminorities15. Voluntary minorities, on the other hand, are in the United States under a differentset of circumstances, namely for educational or economic opportunities. Therefore, voluntaryminorities more likely than involuntary minorities see utility in U. S. institutions and acquiesceas necessary in order to achieve success (for example, intentionally overcoming language andcultural barriers).Although in a predominantly Black learning environment, such as an HBCU, race-basedstereotyping becomes less salient and the need to culturally reposition to maximize educationalfit should be lowest for African American students, African American males may still be at riskfor negative stereotyping and lower expectations based on ethnicity and gender. It is
our engineering program to reinforce thestudents’ understanding of engineering designs, especially for a multidisciplinary problem. Asurvey was conducted during and after the project. The corresponding results showed thechanges on the students’ conceptions of engineering designs. The students’ feedbacks in theprogress and final reports were positive. As a future work, the survey will be conducted in asenior design capstone course to track the development of these students’ conceptions ofengineering design.Bibliography1. http://www.abet.org/engineering-criteria-2012-2013/#2. Gomez Puente, S. M., van Eijck, M., and Jochems, W., “Towards characterising design-based learning in engineering education: a review of the literature,” European
. (2005). A dynamic, systematic method for developing blended learning. Education, Communication & Information, 5(3), 221–232.4. Bassett, E., & Gallagher, S. (2005). Students prefer hybrids to fully online courses. Recruitment & Retention in Higher Education, 19(8), 7–8.5. Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences: Theory & Practice, 12(1), 438–442.6. Musawi, A. S. A. (2011). Blended learning. Journal of Turkish Science Education (TUSED), 8(2), 3–8.7. George-Palilonis, J., & Filak, V. (2009). Blended learning in the visual communications classroom: Student reflections on a multimedia course. Electronic Journal of e-Learning, 7(3), 247–256.8. Scherrer, C. R
treatment(s) were statistically significant. Resultsfrom the two semesters under study are presented in Tables 1, 2, 3, and 4. A normalized form ofthe result, Hake Gain 30, was calculated for both years. as well as for Krause 24. Other studies inthis paper did not calculate Hake Gain; hence were not included in this comparison. These resultsfor 2012 and 2011 classes will be compared with each other and with those of prior similarstudies.Exit post tests scores for both visual matching and written explanations were higher in 2012 than2011 (Tables 1 and 2). On the schematic matching (Visual) section, Hake Gain values for 2012were .65, .48 and .35 while those of 2011 were .14, .26, and .37 for unsaturated, saturated andsupersaturated solutions
the movie(s) by holding discussion sessions (held by the instructor, assistant, oramong students themselves) for those videos that had a pertaining assignment. Moreover,the instructor provided detailed assignment questions and requirements that directlytargeted the course objectives covered by the watched videos. This role was reflected Page 23.1193.5slightly by the students’ perceptions to the importance of holding post-video discussion sessions and by their performance on the written assignments. However, the analysis of this role will not be analyzed in depth in this study as it is beyond the main scope. Before responding to the questionnaire
National Council for Science and Technology ScholarshipNo. 293125. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation, nor The United States - Mexico Commission for the Educational andCultural Exchange, neither those of Mexico’s National Council for Science and Technology. Page 23.1211.14References1 Melsa, JL (2007) ‘The winds of change’. ASEE Banquet Keynote Speech.2 Chubin, Daryl E., May, Gary S. and Babco, Eleanor L. (2005) ‘Diversifying the engineering workforce’. Journal of Engineering Education
instruments proposed in this study in order to provide further verification andvalidation. Finally, another proposed area of future work is the inclusion of originality andcomplexity measures in the assessment of the proposed device.7. AcknowledgementsThe author wishes to thank the Department of Mechanical Engineering and especially Prof. Edwin Ekwue andMs. Nimba Whatuse for their support of this research project. Page 23.1212.128. References [1] Dutson, A. J. Todd, R. H. Magleby, S. P. Sorensen, C. D., 1997, A Review of Literature on TeachingEngineering Design Through Project-Oriented Capstone Courses, ASEE Journal of Engineering Education
Smith, K., Sheppard, S., Johnson, D., & Johnson, R. 2005. Pedagogies ofenvironment engagement: classroom-based practices. Journal of Engineering Education,support learning? 94(1), 87-101.CAP Course ThemesThe backward design approach to course development outlined by Wiggins and McTighe1provided the structure of the CAP course. The backward design approach is described asbeginning the course design process with the end in mind. For example, Wiggins & MicTigherecommend that course development follow three stages: Stage 1: Identify desired outcomes and curricular priorities (content) Stage 2: Identify acceptable evidence of student learning (assessment) Stage 3: Plan and develop instructional
actual course such asDynamics. Based on the results of the present paper, the authors concurred that continuousassessment and evaluation of engineering students on their math preparation throughout theirundergraduate study is essential. Therefore, more assessment and evaluation on higher mathtopics such as differential equations and statistics will be conducted in junior and senior levelengineering courses.Bibliography1. Fahmida, M. and Abulkhair, M., “Effect of Math Competency on Success in Engineering Science Courses,” Proceedings of 2011 ASEE Annual Conference and Exposition, June 2011, Vancouver, Canada.2. Wood, S., et al. “Integrated Engineering Math-Based Summer Bridge Program for Student Retention,” Proceedings of 2007 ASEE
de Almeida, Fernando Carvalho. 2012, International Journal of e-Collaboration, Volume 8, Issue 3, pp. 36- 52.2. E-Collaboration and E-Commerce In Virtual Worlds: The Potential of Second Life and World of Warcraft. Kock, Ned. 2008, International Journal of e-Collaboration, Volume 4, Issue 3, pp. 1-13.3. Dorr, Meena and Kelly, Kip. Developing Real Skills for Virtual Teams. Chapel-Hill, NC : UNC Executive Development 2011, 2011.4. Five challenges to virtual team success: Lessons from Sabre, Inc. Kirkman, Bradley, et al., et al. 2002, Academy of Management Executive, Volume 16, Issue 3, pp. 67-79.5. Something(s) old and something(s) new: Modeling drivers of global virtual team effectiveness. Maynard, M. Travis, et al., et al
Outreachactivities Indicate Dual Benefits, American Society for Engineering Education, 2010[2] Rippon, S., Collofello J., and Hammond R. (2012). That’s What an Engineer Does?: Freshmen Developing aPersonal Identity as an Engineer. American Society for Engineering Education, 2012[3] Poole, S.J., deGrazia, J.L. and Sullivan, J.F. (2001). Assessing K-12 Pre-Engineering Outreach Programs.Journal of Engineering Education, January 2001, 43-48.[4] Louis S. Nadelson and Janet Callahan, A. (2001). Comparison of Two Engineering OutreachPrograms for Adolescents. Journal of STEM Education, Volume 12, Issue 1 & 2, January-March 2011[5] Bachnak, R., Chappa, E., and De La Rosa, K. (2009). Exposing K-12 Students to Science and Engineering,October 18 - 21, 2009, San
20 (2004) 7-11. Page 23.573.11 13. Chang, T.P., 2009;, “Output energy of photovoltaic module mounted on a single-axistracking system “Applied energy, 86 pp. 2071:2078. 1014. M.M. Abu-Khader, O.O. Badran , Abdallah S. Evaluating multi-axes sun tracking system atdifferent mode of operation in Jordan, Renewable &sustainable Energy Reviews. 12 (2008) 864-873.15. S. Abdullah, the effect of using sun tracking systems on the voltage-current characteristicsand power generation on flat plate photovoltaic, Energy Conversion & Management. 45 (2004
Engineering Education This paper attempts to quantify the hiring pattern in the field of EE/CS at the top 10 electricalengineering research programs in the United States. This is important as people who have trainedat great length and expense to be researchers confront a swindling number of academic jobs5. In1974, fewer than 30% of all science and engineering (S&E) Ph.D.s were working in industry,and more than 45% were in tenure-track faculty positions. By 1999, the trend had reversed withnearly 38% S&E Ph.D.s who had received their training in the United States were working in industry, whereas about 25% were working in a tenure‐track position in academe5. MethodologyColleges and universities now customarily provide information about their
sponsor. Review potential industry projects and match with intern’s interests. ii. Begin the NDA process with Legal department b. Three Months before assignment i. Complete the NDA process ii. Review and select industry project(s) c. One Month before assignment Page 23.593.6 i. Start the onboarding process. 1. Background check 2. Drug Screening ii. Pre-work for industry assignment 1. General background information on assigned project (non
, making enforcementof this requirement possible.Sometimes there are multiple valid ways of solving a problem but not enough class time todemonstrate each method. In these situations, demonstrate one method in class and screencastthe other method(s).In a software skills-focused course, there is rarely time to cover all of the useful features thatstudents might find useful in the future. Screencasts demonstrating some of the advancedfeatures could be used as a resource for the more advanced students who desire an additionalchallenge above and beyond the basic material.Screencasts can help answer student questions outside of classScreencasts can be an effective method of answering student questions. When teaching a classthat involves the use of
IPnetworks each month in 2016 1. The growing demands for bandwidth and capacity requirecontinuous upgrades in the optical communication network: the faster network speed (40Gb/s 100Gb/s 400Gb/s) and expanded network topologies (Long haul, Metropolitan, Access, Fiberto the Home). From the educational institutes’ standpoint, we must make sure that our graduateshave the knowledge and practical training to support the on-going changes. In response to these demands, the School of Engineering at Grand Valley State Universitydeveloped a three-credit senior elective course EGR458 “Introduction to Fiber Optics” in 2009 2.For the first two offerings, short active-learning exercises were supplemented for the lecture.Feedback from students showed that
students from ages 7 through 13. Table 2 is a breakdown ofparticipants’ ages, grades, and gender. There were a total of ten student volunteers, two instructorvolunteers and assistance from two part-time employees from the Section 8 housing complex. Table 2 Participant Demographics Grade Age Male(s) Female(s) Total Level Group participant per grade level 1st 6 to 7 1 2 3 2nd 7 to 8 1 2 3
2. www1.villanova.edu/villanova/engineering/departments/civil/undergrad/capstone.html, accessed December 20, 2012 3. Coles, S., Hirzel, D., “CIVE 4750 Civil Engineering Capstone Project Fall 2007 – Crossroads of America – Draft Final Report” 2007 4. Pines, David S., Keshawarz, M. S., “Town Government, Industry, and University Involvement in the Capstone Design Course at the University of Hartford”, in ASEE Annual Conference and Exposition, 2001. Page 23.717.11
presentation expectation. Thediscussion of the philosophy and the intent of the sustainable design should be added in thelecture to help address the importance of the IBL in which some students may not realize. Moreactive learning activities should be included in the class time to help students get familiar witheach other and help build a better and stronger team with better communication. REFERENCES[1] Thacker, B., K. Eunsook, K. Trefz, and S. Lea, “Comparing Problem Solving Performance of Physics Studentsin Inquiry-Based and Traditional Introductory Physics Courses,” American Journal of Physics, Vol. 62, No. 7,1994, p. 627.[2] Heflich, D., J. Dixon, and K. Davis, “Taking It to the Field: The
Coalition”, Proceedings 2003 Annual Meeting of the American Society for Engineering Education, ASEE (2003).2. J. Carpenter, “Integrating Calculus and Introductory Science concepts”, Proceedings 2007 Annual Meeting of the American Society for Engineering Education, ASEE (2007).3. L. Gentile, L. Caudill, M. Fetea, A. Hill, K. Hoke, B. Lawson, O. Lipan, M. Kerckhove, C. Parish, K. Stenger, and D. Szajda, “Challenging Disciplinary Boundaries in the First Year: A New Introductory Integrated Science Course for STEM Majors”, J. College Science Teaching, 41(5), 2012, pp. 44-50.4. M. L. Temares, R. Narasimhan and S. S. Lee, “IMPaCT - A Pilot Program”, 1996 ASEE Annual Conference Proceedings, ASEE (1996).5. D. Pines, M
conventional labs in the course. In addition, the survey asked students whether they wereplanning to stay in Mechanical Engineering or were considering a change of major. The survey isshown below.ME-105 Student SurveyAs part of the ME departments ongoing effort to improve our Intro to Mechanical Engineeringcourse, it is important for us to know what‟s working and what‟s not! Please take a few minutesto rate your enjoyment of the lab exercises listed below: 1. Lego Clock design lab: a. I really enjoyed this lab and wished that there were more like it in the ME-105 curriculum. b. I generally enjoyed this lab exercise c. This lab was OK; not great, not bad. d. I didn‟t enjoy this lab e. I strongly
Program in Engineering for Middle andHigh School Mathematics and Science Teachers,” Proceedings of the 2007 American Society for EngineeringEducation Annual Conference & Exposition, American Society for Engineering Education8. Carpinelli, J. D., Kimmel, H. S., Hirsch, L. S., Burr-Alexander, L., Kwabena A. Narh, K. A., andDave, R. (2011). “Translating Research Experiences into Class- Room Practice: An RET Project,” Proceedings ofthe 2011 American Society for Engineering Education Annual Conference & Exposition, American Society forEngineering Education9. Kristen L. Sanford Bernhardt, K. L. and Mary J.S. Roth, M. J. S. (2004). “Undergraduate Research: The LafayetteExperience,” Proceedings of the 2004 American Society for Engineering
Imaging and Graphics 19:3-25, 1995.2. Alon P: Bringing the Internet and multimedia revolution to the classroom. Campus-Wide Information System 17:16-22, 2000.3. Athanasiou S, Kouvaras I, Poulakis I, Kokorogiannis A, Tsanakas P, and Koziris N: TALOS: An interactive Web-enabled educational environment on mobile robot technology, 10 th Meditmean Electrotechnical Conference, I:387-390, 2000.4. Ballinger JR: Basic concepts of MRI (online textbook). URL: http://www.mritutor.org/mritutor/index.html5. Bransford JD, Brown AL, Cocking RR. Eds. How People Learn. National Academy Press, Washington, D.C., 1999.6. Carroll NL, MarkauskaitéL, and Calvo RA: E-Portfolios for Developing Transferable Skills in a Freshman Engineering
Conference for Engineering and Technology (LACCEI’2006), 2006.9. Edward J. Coyle, Leah H. Jamieson and William C. Oakes, “Integrating Engineering Education and Community Service: Themes for the Future of Engineering Education”, Journal of Engineering Education, January 2006, pp. 7-11.10. Bernard Amadei, “Engineering for the developing World”, http://www.engineeringchallenges.org/cms/7126/7356.aspx.11. Russel C. Jones and Bethany S. Oberst, “Capacity Building – Engineers For Developing Countries”, Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, 200312. Smith, Anna Gabriela Richardson, “Building Blocks for Life: Improving the Quality of Concrete Masonry Units in
Page 23.315.10 effect on engagement effect on understanding concepts neutral 9% diagree/s omewhat neutral disagree 21% 5% diagree/s agree/so agree/so omewhat mewhat mewhat disagree
Paper ID #7777Connection between mathematical and visual approaches in engineering classesDr. Pyoyoon Hong P.E., Southern Polytechnic State University Dr. Pyoyoon Hong is an assistant Professor in Architecture Department at Southern Polytechnic State University. Dr. Hong earned the Ph.D. in Structural Engineering from the University of Oklahoma, the M.S. in Structural Engineering from the University of Oklahoma, the M.S. in Architectural Engineer- ing from Pusan National University in S. Korea, and the B.S. in Architectural Engineering from Pusan National University in S. Korea
providevery large offers may attract outstanding students who may have otherwise attended otherinstitutions, but changing which institutions the students attend may not increase the number ofunderrepresented students in the profession. In addition, the scholarship awards need to becomplemented with academic support programs so that students persist to graduation.In this paper, these ideas will be illustrated using results from a National Science Foundation(NSF) Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) projectthat targets students from underrepresented groups who have financial need, but do not qualifyfor university-level scholarships. The project provides scholarships of full in-state tuitionsupport for up to four
groups, (4) provideclassroom materials and activities the HS educators can use in their STEM content courses (e.g.logistics), and (5) increase their awareness of the professional opportunities in the coastal regionwith a variety of site visits (e.g. Huntington Ingalls Industries, Port of Gulfport). A sample K-12curriculum in logistics is summarized in Table 6.Table 6: Modules ObjectivesModule 1: Fundamentals Understand the impact of intermodal transportation in national economyof Intermodal Understand the concept of intermodalismTransportation Learn how to select the best mode/s of transportationModule 2: Panel Understand current state of art practice
heuristics, knowledge, and action. Entrepreneurship: Theory & Practice, 33(1), 167-192. doi:10.1111/j.1540-6520.2008.00285.x2. Huggins, R., Jounes, M. & Upton, S. (2008). Universities as drivers of knowledge-based regional development: a triple helix analysis of Wales. International Journal of Innovation and Regional Development, 1(1): 24-47.3. Taatila, V.P. (2010). Learning entrepreneurship in higher education. Education + Training, 52(1), 48 – 61. doi: 10.1108/004009110110176724. Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: an exploratory investigation. Learning and Instruction, 1(2): 87-111