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Conference Session
A Focus on Non-Traditional Students and Non-Traditional Course Delivery Methods
Collection
2014 ASEE Annual Conference & Exposition
Authors
Armineh Noravian, San Francisco State University; Patricia Irvine, San Francisco State University
Tagged Divisions
Two Year College Division
on the degree to which their instructor directed their activities. Cohort 2students were asked to compare their experiences in their second year project and a first yearproject. This approach allowed the researchers to understand whether, and if so, which aspects ofstudents’ experiences in well- and ill- structured problems affected their professional identitiesand technical capital.The demographics of the participants reflected the program’s and the county’s demographics inwhich NWCC was situated. The students were white and from working class backgrounds. Theone participant who was female was the only female in the entire program. Some students hadentered the program from high school, while others entered the program after being laid off
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Reza Curtmola, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
, participants were given anassignment to identify a lesson taught in their classroom which could use the cloud as aneducational technology tool and then to write a revised lesson plan based on cloud computingintegration and standards-based lesson planning. The assignment also required participants tosubmit the revised and original lesson plans plus samples of student work. The submitted lessonplans reflected the diversity of subjects taught by the participants and shared with their peers.The completed assignments were presented at the second workshop session, which consisted of a1-day meeting in December 2012.Based on the teachers’ applications for the program, we were able to outline what the teachershoped to learn from the workshops. A pre-workshop
Conference Session
Construction Contracts, Law and Ethics
Collection
2014 ASEE Annual Conference & Exposition
Authors
Brian William Loss JD, Purdue University, West Lafayette
Tagged Divisions
Construction
have becomedominated by exculpatory and risk shifting clauses that not only fail to reflect the intent of theparties but often place one party at a greater risk than they had anticipated. These writings oftenreflect a set of conditions that the offeree will accept as a matter of business expediency. Thisacceptance of unfamiliar provisions creates an agreement that represents a disconnect inexpectations between the two parties. This is in contrast with the meeting of the minds that wasonce required for actual contract formation. As these provisions have become more commonthey have been legitimized by what is referred to as custom and usage: the conduct has beendone repeatedly in the course of business and so it becomes acceptable business
Conference Session
Applications of Online Computing
Collection
2014 ASEE Annual Conference & Exposition
Authors
Carole E. Goodson, University of Houston (CoT); Susan L. Miertschin, University of Houston (CoT); Barbara Louise Stewart
Tagged Divisions
Computers in Education
section, students responded toeach item with their perception of the extent to which the feature was beneficial to their timemanagement. A semantic differential scale was used to measure students’ perception of benefit.Students chose a value from 1 through 7, where 1 reflected a course feature that was perceived asnot beneficial and 7 reflected a very beneficial feature with a continuum between these twoextremes.In the fifth part of the survey, specific course policies that potentially related to timemanagement were listed as items 37-40. The same semantic differential scale described abovewas used to measure the extent of perceived benefit to students’ time management. The policiesincluded availability of all course assignments at the beginning
Conference Session
Construction Education Topics in Architectural Engineering
Collection
2014 ASEE Annual Conference & Exposition
Authors
Yutaka Sho, Syracuse University
Tagged Divisions
Architectural
political palimpsests, their present andpossible impact, and basic scholarly research on those topics have been systematically ignoredby the Harvard team. 4 The research focuses less on Lagos and is more about how Koolhaasobserves and speculates about it, indicated by his reflective voice-over that permeates the film“Koolhaas: Lagos Wide and Close.” 5Those of us whose home and field are separated by geographical, cultural and political distanceface the same challenge. The Lagos research by Harvard team teaches us that the distance itselfneeds to be critically examined. The purpose is not to eliminate it. Rather, distance anddifference between home and field should be used as a tool to create work rooted in connectivitybetween the two. This is where
Conference Session
Mechanical Division Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Craig J. Gunn, Michigan State University; Pavel M. Polunin, Michigan State University
Tagged Divisions
Mechanical Engineering
especially important in an engineer'seducation where time is critical and the direct reflection of the importance of elements in theeducational system must be clearly understood by the student. Page 24.682.3The required courses of the typical engineer offer little room for flexibility. By the junior andsenior years, students are fairly programmed into set schedules. Engineers, then, must beprovided with something that will give them the skills to produce the text needed to survive inthe real world and do it in a manner that requires the least amount of superfluous effort.Supplying large numbers of writing courses will not improve the situation
Conference Session
Teaching Mechanics of Materials
Collection
2014 ASEE Annual Conference & Exposition
Authors
Christopher Papadopoulos, University of Puerto Rico, Mayagüez ; Aidsa I. Santiago-Román, University of Puerto Rico, Mayagüez ; Genock Portela-Gauthier, University of Puerto Rico, Mayagüez
Tagged Divisions
Mechanics
problems. On the whole, we believe that our approach is both within reach of students’ abilities andaccelerates their exposure to use of simulation in design. Based on the results thus far, animmediate improvement that the instructors will make is to provide the introductory training inSAP2000 at an earlier stage of the course to allow students more time to adapt to the newmethodology, and hopefully to use it maturely as a design tool. In the long term, we plan totrack student performance of our students in subsequent courses to determine if they outperformother students in design oriented problems and tasks. We also plan to make further improvements in the content of the modules themselves.Further refinements can be made to reflect
Conference Session
Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3
Collection
2014 ASEE Annual Conference & Exposition
Authors
Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD
Tagged Divisions
K-12 & Pre-College Engineering
Falling Star, Comets, Asteroids, Meteorites 2000 Return to the Red Planet 2001 2001: An Edu-Space Odyssey 2002 Have Spacesuit Will Travel 2003 Exploring the Unknown 2004 Mars: Journey to the Red Planet 2005 Spinoffs: Bringing Space Down to Earth 2006 Return to the Moon 2007 Robotics and Space Exploration 2008 Space Travel: It’s Out of This World! 2009 Celestial Travelers 2010 Design a Mission to the Moon 2011 Earth’s Reflections: A View from Above 2012
Conference Session
Assessment
Collection
2014 ASEE Annual Conference & Exposition
Authors
James Logan Oplinger, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus
Tagged Divisions
Design in Engineering Education
be graded as low (less than -1 total factor score),moderate (between -1 and 1 total factor score), or high (more than 1 total factor score). The idealmodel level will be a reflection of how a model compares to other proposed ideas and keyconcepts.Coauthors collaborated in order to determine how particular models and model categories rate oneach scale. In addition, qualities emphasized by Atman, Haik, and other researchers1, 3, 5, 17 weretaken into consideration before rating a particular design model. Overall, particular ratings areobjectively based on experience.The evaluated models come from various engineering journals and books. These process modelsare often seen in engineering courses and have applications in a real world environment
Conference Session
Choice and Persistence in Engineering Education and Careers
Collection
2014 ASEE Annual Conference & Exposition
Authors
Brianna L. Dorie, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Meagan C. Pollock, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette
Tagged Divisions
Educational Research and Methods
need for increased STEM awareness, partly to increase interestin STEM majors & STEM careers, but also to develop an overall more technologically literatepopulace. Additionally, there is a concern that engineering should better reflect the nationalpopulation. Increasing diversity amongst engineering practitioners is important both from anequity perspective as well as a workforce development perspective (a more diverse populationmeans more diverse perspectives are represented, leading to innovation; also, to attract asufficient workforce we will need to attract women and underrepresented minorities). Researchsuggests that a majority of engineering undergraduates have a parent or another close familymember who is an engineer, and that this is
Conference Session
Projects in ECE
Collection
2014 ASEE Annual Conference & Exposition
Authors
David Hoe, The University of Texas at Tyler
Tagged Divisions
Electrical and Computer
reflect upon their experiences throughout thesemester. The course met formally once per week. The main purpose of the meetings was tomake the students accountable for keeping up with their research, to discuss the journal articlesthat they were assigned, to provide opportunities for presenting their results, and interacting withtheir peers and the faculty supervisor. The following excerpt from the course syllabussummarizes the expectations for this research course: Laboratory notebook. The student will keep a notebook recording all his/her findings. This will be reviewed periodically by the faculty mentor to ensure that the essential data is properly recorded and organized so that it can be used to write the final report and poster
Conference Session
Innovative Techniques in Structural Engineering Courses
Collection
2014 ASEE Annual Conference & Exposition
Authors
James H. Hanson, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Haaken Hagen-Atwell; Matthew James Ross, Rose-Hulman Institute of Technology
Tagged Divisions
Civil Engineering
School Psychology Programs developed a task force to address issues with thepracticum.Practicums are common in a Master of Social Work program. Lee and Fortune (2013) conductedresearch on practicums in MSW programs in order to evaluate the importance of “thinking”activities in addition to “doing” activities. They concluded that student reflection is an importantpart of the learning process in a practicum, and that “school faculties can facilitate students’reflection by focusing on application of theories in practice situations” (p. 657).Several business programs require a practicum. At Stanford University, the Graduate School ofBusiness considers the practicum to be “a key element in the revamped program” for PublicManagement (Stanford
Conference Session
Liberal Education/Engineering & Society Division Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
William E. Genereux, Kansas State University, Salina
Tagged Divisions
Liberal Education/Engineering & Society
serve as a bridge between theoretical and practicalknowledge. 4 It is practical research that addresses an immediate, local need while providing Page 24.1130.2opportunities for deep reflection leading to individual professional growth. 5Although there are similarities, action research should not be confused with case study research.Typically, case study research involves an independent, outside observer studying a phenomenonin a naturally occurring environment, whereas an action research study includes a researcher whoactively participates in his or her own environment. For educators, this is often a classroom inwhich they teach. Action research
Conference Session
Design in Engineering Education Division Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Homero Gregorio Murzi, Virginia Polytechnic Institute and State University
Tagged Divisions
Design in Engineering Education
traditionallecture because students reflect about what they are doing after engaging in several learningactivities introduced in the classroom [1, 14, 16, 23-25]. In contrast, students in traditionallecture pedagogies receive information from the lecturer and their participation andengagement is minimal. As Smith, Sheppard [26] express: “students learn more whenintensely involved in educational process and are encouraged to apply their knowledge inmany situations” (p.87). According to Bonwell and Eison [22], the amount of informationretained by students declines considerably after ten minutes of listening, so traditionalinstructional strategies may not be effective, specially in engineering education. Also, thereflection promoted in active learning has been
Conference Session
Graduate Ethics Education & Professional Codes
Collection
2014 ASEE Annual Conference & Exposition
Authors
James Craig Hanks, Texas State University, San Marcos; Dominick Esperanza Fazarro, The University of Texas at Tyler; Jitendra S. Tate, Texas State University, San Marcos; Walt Trybula, Texas State University & Trybula Foundation, Inc.; Robert J.C. McLean, Texas State University
Tagged Divisions
Engineering Ethics
-institutional.Our project starts with the notion that ethical and social responsibility (and here we includesafety, health, and environmental considerations, among others) is an integral part of the practiceof engineers and technologists. Shaping engineering education with this idea in mind is attentiveto the role of identity in what people do,30 and can serve to provide intellectual, conceptual, andnarrative resources to assist professionals as they navigate their work world. Engineering,similar to other professions, has a language,18 and that language frames how practitioners thinkof themselves and their work.27 As Korte notes in a 2013 study, “the developing professionalidentities of new engineers are reflected in the narratives they construct regarding
Conference Session
Trends in Engineering Education 2
Collection
2014 ASEE Annual Conference & Exposition
Authors
Conrad Tucker, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Peifeng Yin
Tagged Divisions
Educational Research and Methods
studies in learning, thinking, and reaction time2. Below, we summarize some ofthe relevant works on cognition relating to our research based on the extended summary ofcognition, value and decision-making research by Sprehn18.Earlier studies on cognition began in 1940s, where laboratory studies aimed at identifying groupsof people with significant differences in their cognitive processes. Some of the predominanttheories of this epoch are: 1) Perceptual versus Conceptual Groupers3, 2) Sharpeners andLevelers4, 3) Field Dependency/Independency5, and 4) Impulsive versus Reflective Thinkers6,7.We refer the readers to Kozhevnikov8 for an in depth review in this area. One salient criticism ofthese early theories, as voiced by Walker9, Kogan and Saarni10
Conference Session
Entrepreneurship & Engineering Innovation Research Technical Session 7
Collection
2014 ASEE Annual Conference & Exposition
Authors
Daniel Michael Ferguson, Purdue University, West Lafayette; Wendy C. Newstetter, Georgia Institute of Technology; Eden Fisher, Carnegie Mellon University; Paula Gangopadhyay, The Henry Ford (museums); James Edwin Cawthorne Jr., Purdue University, West Lafayette; Sridhar S. Condoor, Parks College of Engineering, Aviation and Technology, Saint Louis University; Edward J. Coyle, Georgia Institute of Technology; Donald Wroblewski P.E., University of California, Berkeley; Cornelia Huellstrunk, Princeton University
Tagged Divisions
Entrepreneurship & Engineering Innovation
/entrepreneur engineer characteristics important to each stage of the innovation process. 2. The characteristics or strengths of an engineer in one stage of the innovation process are not necessarily the same characteristics required in a different stage of the innovation process (Caldicott, 2013; Griffin, Price, & Vojak, 2012). This finding has implications for hiring, job placement/selection, team management, professional development and self-assessment of engineering professionals and their education and life-long learning.ConclusionsInsights into the critical characteristics of an innovative engineer will aid student and practicingengineers as well as engineering faculty in self-reflection, instruction and team
Conference Session
Innovative Use of Technology and the Internet in Engineering Education
Collection
2014 ASEE Annual Conference & Exposition
Authors
Paul S. Steif, Carnegie Mellon University; Luoting Fu; Levent Burak Kara, Carnegie Mellon University
Tagged Divisions
Educational Research and Methods
feedback onseparate subtasks, then we might indeed observe improvement in their ability to execute thedifferent subtasks.Thus, our goal is to sensibly designate the different subtasks or distinct skills that must bemastered to ultimately solve such problems. Of course, we also want the clarity of being able tocharacterize each attempt to use a skill as unambiguously correct or correct. We hope thefrequency at which those attempts are correct increases with practice. How then should wedivide up the overall task? Critical to that division is its granularity – how small are the actionsthat are deemed to reflect individual skills and how many different skills are recognized amongthe different actions of the same general type.To illustrate issues of
Conference Session
New Teaching Pedagogies: Methods and Assessments
Collection
2014 ASEE Annual Conference & Exposition
Authors
Jeffrey F. Rhoads, Purdue University, West Lafayette; Eric Nauman, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette
Tagged Divisions
Mechanical Engineering, Mechanics
complex engineering problems.Apart from the core components highlighted above, there is also considerable ongoingexperimentation within the PMFC with other pedagogy-driven instructional elements. Theseinclude:  Using the Index of Learning Styles (ILS)4-6 to categorize learning style preferences and tailor information delivery. The ILS is a relatively simple measure of how students prefer to receive information. The survey divides learning style preferences into four domains with opposing descriptors, visual-verbal, active-reflective, sensory-intuitive, and sequential-global. Using these domains, it has been established that students tend to prefer visual, active, and sensory modes, despite the fact
Conference Session
Construction Contracts, Law and Ethics
Collection
2014 ASEE Annual Conference & Exposition
Authors
John David Cioara, Arizona State University; Dean Takeo Kashiwagi, Arizona State University; Sylvia Romero, Arizona State University; Kenneth Timothy Sullivan, Arizona State University
Tagged Divisions
Construction
estimating, project management, and client coordination.The goal is to change the students’ role from a traditional reactionary model who listens tolectures and takes notes, to a subject matter expert. This new style of teaching has the studentstake the curriculum, research it, interface with the industry, utilize legal expertise, problem solvethe material and then teach the results to their peers. The new student transition increasedparticipation of other students and in their understanding of the topics being learned. Page 24.1248.5 Class FormatThe new class format reflected the students’ transformation
Conference Session
K-12 and Pre-college Engineering: Educational Policy and Research
Collection
2014 ASEE Annual Conference & Exposition
Authors
Robin Clark P.E., Aston University; Jane Andrews, Aston University
Tagged Divisions
K-12 & Pre-College Engineering
. It should be noted however, that at eachcompetition, the somewhat chaotic nature of the event, in which between 50 and 250 children,their siblings, class mates, parents and teachers were present within a single school facilitymeant that the observations did not provide any useful data other than a reflective narrativeaccount written by the researchers in which a number of relevant factors were recorded.The case-study ‘organisational’ fieldwork conducted in 2013 commenced with a documentanalysis of various internal documents, looking at coverage in terms of provision as well asexamining the initiative itself (in terms of tools used). Six in-depth semi-structured interviewswere then conducted with six members of staff responsible for
Conference Session
Innovative Assessment Techniques in Civil Engineering Courses
Collection
2014 ASEE Annual Conference & Exposition
Authors
Mary Katherine Watson, The Citadel, The Military College of South Carolina; Joshua Pelkey, AirWatch; Caroline R. Noyes, Georgia Institute of Technology; Michael Owen Rodgers, Georgia Institute of Technology
Tagged Divisions
Civil Engineering
knowledge structure, although they are usually very objective30.As a result, objective tests may be unsuitable for assessing sustainability knowledge because theydo not allow students to reflect on the inherently broad content and interrelated structure ofsustainability. Open-ended assessment methods, such as essays and presentations, are usualalternatives to objective tests that disclose more about knowledge structure, but are oftenaccompanied by subjective scoring rubrics that are difficult to apply30. In addition, studentinability to produce acceptable artifacts (e.g. reports or posters) may be mistaken for lack ofknowledge in the domain30. Consequently, traditional open-ended assessments may beunfeasible for broad and accurate sustainability
Conference Session
Impact of Community Engagement on Students
Collection
2014 ASEE Annual Conference & Exposition
Authors
Hoda Baytiyeh, American University of Beirut (Beirut); Mohamad K. Naja
Tagged Divisions
Community Engagement Division
students. The survey invites students to voluntary participate while ensuring themof complete anonymity. The survey was randomly distributed and data collection ended whenreaching 25% of the targeted population 17.The survey was based on the volunteer functions inventory 18 and included three sections: thefirst section gathered demographic information about participants, the second sectioninvestigated students’ awareness of earthquake disaster and their willingness to join anearthquake volunteering program, and the third section asked participants to rate 19 items on ascale of 5 that reflect their attitudes and subjective norm toward volunteering in an earthquakerisk reduction program based on the theoretical framework (TRA). Items were designed
Conference Session
Nuclear and Radiological Division Technical Session 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Nestor J. Echeverria, U.S. Military Academy; Kenneth Scott Allen P.E., U.S. Military Academy
Tagged Divisions
Nuclear and Radiological
Cross-disciplinary (18) Non-MSE only (6) 1.00 2.00 3.00 4.00 Figure 2: Breakdown of survey respondents’ results to the question, “To what extent did you learn something as a result of this project?” 1=I did not learn anything, 2=I learned very little, 3=I learned somewhat, 4=I learned very much. Page 24.8.7The quality of work from each of the 17 design teams, as reflected in their assigned grades, isgiven in figure 3. Once again, the results show that the quality of work improved as a functionof the percentage of
Conference Session
Pedagogical Approaches in Construction Education
Collection
2014 ASEE Annual Conference & Exposition
Authors
Suat Gunhan, University of Texas, San Antonio
Tagged Divisions
Construction
members’experience and capabilities but also their people skills are evaluated by owners. Team members’body language reflects both their respective role (superintendent, project manager, projectengineer, project executive, etc.) and their personality.Teaching MethodologyThe project delivery methods are first covered in a traditional lecture. In addition to theoreticalknowledge, students are also introduced to the Top Companies’ Lists of Design-Build,Construction Management at Risk, and Construction Management for Fee type of deliverymethods published by the Engineering News Record (ENR) Magazine8, 9. It becomes easier todeliver the content when actual data is incorporated from the industry because students are moreinterested with theoretical content when it
Conference Session
Teaching Communication I
Collection
2014 ASEE Annual Conference & Exposition
Authors
Brad Jerald Henderson, University of California, Davis
Tagged Divisions
Liberal Education/Engineering & Society
which the student design team’s memo presents design deliverables that are viable, elegant, and robust. Submitted work should be technically correct, yet also reflect a degree of down-selection and optimization that results from quantitative design tradeoffs (e.g., square versus round sections, hollow versus solid, best material selection, weight minimization). Velocity: A measure of the memo's communication efficiency and effectiveness at the paragraph- level. An efficient and effective writing style allows the reader to decode a document's message smoothly and at a speed in sync with the reader's ability to uptake information. On the contrary, poorly written streams of English
Conference Session
Methodological & Theoretical Contributions to Engineering Education 3
Collection
2014 ASEE Annual Conference & Exposition
Authors
Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University
Tagged Divisions
Educational Research and Methods
the language used in each article to explain therationale for using mixed methods are included in the table, along with the category name. Only2 of the 16 articles contained no statement that could be identified to reflect a rationale foremploying mixed methods. Page 24.68.8 Table 1: Articles Using Qualitative and Quantitative Methods and Mixing PaperJournal Paper Title Year Why Collect Qual and Quant Data? Category
Conference Session
Engineering Physics & Physics Division Technical Session 1
Collection
2014 ASEE Annual Conference & Exposition
Authors
Bala Maheswaran, Northeastern University
Tagged Divisions
Engineering Physics & Physics
2.0 1.5 1.0 0.5 0.0 Group 1 Group 2 Group 3Figure 6 reflects the students’ view regarding the important question of this study and surveywhether “the mastering physics helps you to master the engineering physics concepts thecourse”. The majority of the students, about 75% felt that mastering physics helps them to learnengineering physics 2 concepts. Page 24.79.6 6 Figure 6 100 80 60 40 20 0 Yes NoConclusionMastering
Conference Session
NSF Grantees’ Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Kimberly Warren, University of North Carolina, Charlotte; Chuang Wang, University of North Carolina, Charlotte
Tagged Topics
NSF Grantees Poster Session
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
taughtbasic science in a more coherent way. The existence of various learning styles has also been well documented and multipleclassification systems have been developed. For example, the Felder-Silverman model12separates learning styles into four dichotomous categories: student learning can be 1) sensory orintuitive, 2) visual or verbal, 3) active or reflective, and 4) sequential or global. Parallel to thisstudent learning model, corresponding teaching styles are either 1) concrete or abstract, 2) visualor verbal, 3) active or passive, and 4) sequential or global. Evidence suggests that the currentstudent population has a diverse learning style. Therefore, the typical teaching approach(utilizing the abstract, verbal, passive, and sequential
Conference Session
Construction Materials and Technologies
Collection
2014 ASEE Annual Conference & Exposition
Authors
Jing Du, University of Texas at San Antonio; Suat Gunhan, University of Texas, San Antonio
Tagged Divisions
Construction
measuring criteria are shown in the following table: Potential Outlier Studentized ti Cook’s Di DFFITSi DFBETASk>1 Y22 -3.436 0.194 -1.593 1.160 (k=3)By examining measures of influence, it is concluded that removing this outlier from the samplewill not significantly affect the fitted regression; however, it will change the coefficient of  3much. So it must be carefully discussed whether current model should be fixed or improvedfurther.Model 3: The final modelAfter the outlier is removed from the sample, the P-value of hypothesis test H 0 :  3  0 increasedfrom 0.0742 to 0.2451, which exactly reflects the meaning of DFBETAS . This has