everyday experiences.into sub-factors. Second, to come up with multidimensional scales of Engineering-related Beliefsitems, a content validity test was conducted.Systematic Literature ReviewWe selected three representative journals of engineering education: such as Journal ofEngineering Education (JEE), European Journal of Engineering Education (EJEE), andInternational Journal of Engineering Education (IJEE). The search for JEE and IJEE wereperformed in Web of Science (up to January 2012) with the following search terms: "beliefs" or"perception" or "understanding" – AND – "survey" or "test(s)" or "questionnaire" or "scale"–AND – journal name (i.e. “Journal of Engineering Education”, “International Journal ofEngineering Education”). The search for
internal funding of a faculty member. Under this model, one or more individualsparticipate in a faculty member‟s research and are funded either directly by the research orthrough supplemental funding obtained through a funding agency such as the National ScienceFoundation (NSF). Another model, the focus of the current research, is the establishment of aresearch experience site targeting a certain segment of the population. There are also researchprograms for prospective students in K-14 levels, including a week-long hands-on high schoolresearch experience camp7 with desired program outputs and a two-week community collegeresearch experience program with retention and recruitment goals8.A research experience site can be sponsored by an external or
AC 2012-3204: EXPANDING YOUR HORIZONS: THE IMPACT OF A ONE-DAY STEM CONFERENCE ON MIDDLE SCHOOL GIRLS’ AND PAR-ENTS’ ATTITUDE TOWARD STEM CAREERSDr. Lisa Massi, University of Central Florida Lisa Massi is the Director of Operations Analysis in the UCF College of Engineering & Computer Sci- ence. Her primary responsibilities include accreditation, assessment, and data administration. She is a Co-PI of a NSF-funded S-STEM program at UCF entitled the ”Young Entrepreneur & Scholar (YES) Scholarship Program.” Her research interests include factors that impact student persistence to graduation and STEM career intentions.Dr. Charles H. Reilly, University of Central Florida Charles H. Reilly is the Associate Dean
of trans-disciplinary engagement thatcould be transferred to similar contexts or efforts. We conclude the paper with an outlook on theplans for an empirical investigation of student development through this initiative.2 Theoretical framework: Conceptions and functions of empathy in the field of social workThe historical evolution of the concept of empathy has its roots in the German aesthetic idea ofEinfühlung (“feeling into” objects) introduced by the philosopher Robert Vischer in the late1800s, reflecting the “projection of human feeling on to the natural [or physical] world” (ascited in 12). Building on Vischer‟s work, in 1903, Theodor Lipps, another German Philosopherexpanded the notion of Einfühlung away from its application to
RP Simulator to learnFDM operations and other applications. At the end of each activity corresponding to each group,a written test comprised of 10 multiple choice questions was taken to evaluate students’knowledge of the FDM 3000 operations and applications. The test scores from three groups weretabulated and illustrated below (see Table 3): Table 3: Comparison of student performance based on Group A, Group B and Group C Group A Group B Group C (Live Instruction) (Video) (The RP Simulator) S. No For 10 S. No For 10 S. No For 10 1 4
for relevant statistical constructs, are then presented and discussed. An analysis ofvariations in approach to teaching on the basis of a range of key variables are presented anddiscussed. Finally we provide conclusions and areas for future exploration.BackgroundThe approaches to teaching inventory (ATI) has been developed and refined over the lastdecade. It has its origins in phenomenographic studies of teachers’ attitudes to teachingand learning in the mid 1990’s. A description of the developmental history and statisticalanalysis of the instrument can be found elsewhere2, 3 .Prosser and Trigwell advance the view that there is a fundamental qualitative differencebetween a student-centric and teacher-centric view of the learning process3
# open u3 library06 d = u3.U3() # open and report the device07 print d.configU3()['DeviceName']0809 # bitmap representing channels, with FIO0 being the lsb10 d.configIO(FIOAnalog = 0x03)1112 # For single ended channels, match each with NChannel 3113 d.streamConfig( NumChannels = 2, PChannels = [ 0,1],\14 NChannels = [ 31,31], Resolution = 3,\15 SampleFrequency = 2500 )16 missed = 0; dataCount = 017 d.streamStart()18 myfile = open(FILE_NAME,"w")1920 for r in d.streamData():21 if r is not None:22 if dataCount >= MAX_REQUESTS: # The stop condition23 break24 if r['errors'] != 0:25 print "--- Error: %s ; " % r['errors']26
averages, class rank, andstandardized test scores. However, research indicates that there are many factors affectingretention. For example, Astin4 showed that students who tend to be more engaged are morelikely to persist; further, well over half of the variation between institutions on a measure of“student engagement” can be attributed to characteristics present prior to entering college.Fostering a spirit of engagement in students who may not show that propensity may increasestudents’ chances for success, and intervention program(s) designed to increase studentengagement are certainly feasible from an institution during the first year of study. It should benoted that the majority of Astin's work is based on domestic students, thus there exists
be written in vector form as ∇ ∙ u ൌ 0, (1) ଵ ሺu ∙ ∇ሻu ൌ − ∇ + ߥ∇ଶ ܝ. (2) ఘIn Eqs. (1) and (2), commonly known as continuity and Navier-Stokes (N-S) equations, u ൌሺݑ, ݒ, ݓሻ is the three-dimensional Cartesian velocity vector of components ݑ, ݒ,andݓ, in thedirections ݔ, ݕ,andݖ, respectively; is the pressure, ߩ is the fluid density, and ߥ is the kinematicviscosity. The solution of these equations is complex and difficult because (a) the momentumequation has
educational community. This paper examines how specific Computer Science courses can be mapped to certain layer(s) of the Cloud (see Sections 4 & 5). Rapid growth of the cloud technology and promises to reduce the IT costs 5 pushed numerous educational institutions to revise their IT infrastructure and follow the Cloud development. Our university, like many others, is moving to the Cloud within the next five to ten years. Computer Sciences and STEM Education are among prime targets. Ever since the emergence of Cloud Computing, significant emphasis and efforts have been offered in exploring and defining this new technology 4, 7, 8, 9 . Experts predict that by 2020 most institutions and enterprises will move to
conjunction with several community organizations and corporatepartners. The programs are called TechPREP and STEM Tech. Tech PREPengages female students starting in the sixth grade and continues for three years.The graduates of the TechPREP‟s program are then invited to participate in a newprogram called STEM Tech. Subsequent to finishing STEM Tech they are invitedto join the High School WISE program. Our ultimate goal is to provide a supportstructure that will follow them through middle and high school and ultimatelythrough college.The College WISE program is a multifaceted program that utilizes several methodsto engage its students in success. Some of the methods are: frequent facultycontact, specially created courses, extensive mentoring system
25.65.3development context, communication could be related to faculty that should be discussing skillsthat studeents need to have for folllow-on courrses, while riisk identificaation is relatted to studenntsnot propeerly acquirin ng those skillls. This work k will use a combinationn of customeer needselicitation n and DSM’’s to assess the t existing curriculum c ffor a combinned Manufaccturing andMechanical Engineerring Technology program m.MethodssThis projject began ass part of a strrategic plann ning exercis e in the Mannufacturing aand MechannicalEngineerring Technollogy Program m at
Techniques(s)Students Improve learning outcomes. Average grades. Qualitative assessment of selected assignments. Improve affective outcomes. Current (e.g. SIR-II4), existing (e.g. TDS22), & custom instruments. Improve recruiting & retention. Course enrollments & major/minor counts.PIs & Develop & refine PAs. Quarterly activity reports, peer review, interviews.Project Improve faculty affective outcomes. Reflection, interviews.Team Enhance PAs (e.g. with Quarterly activity reports, peer review, interviews
-120.8. Coyle EJ, Jamieson LH, Oakes WC. Integrating engineering education and community service: Themes for the future of engineering education. Journal of Engineering Education. 2006;95(1):7-11.9. VanderSteen J. Humanitarian Engineering in the Engineering Curriculum. Kingston, Canada: Civil Engineering, Queen's University 2008.10. Mehta K, Morais DB, Zhao Y, Brannon ML, Zappe S. Milking the Rhino - Innovative Solutions Showcase: Promoting Ethics Education, User-Centered Design and Social Entrepreneurship in the Global Context. Paper presented at: ASEE Annual Conference and Exposition; 26-29 June, 2011; Vancover, BC.11. Baillie C. Engineers within a local and global society. Synthesis Lectures on Engineering
) examination are allowed to take the admission test. The screeningprocess permits 8000 students to sit for the admission test from a pool of approximately 40000applicants. Only about 1000 students are allowed to get admission after the admission test.There is no requirement for verbal interview for the undergraduate applicants.There are 26 seats for the foreign students in undergraduate level. The pre-requisite qualificationfor admission is HSC (Higher Secondary Certificate) or GCE A level or equivalent with goodgrades in mathematics, physics, and chemistry4.North-South University (NSU) was the country‟s first government-approved private institutionof higher education established in 1992. The university where the language of introduction isEnglish
- 24, 2012.5. Strong, S., & Smith, R. (2001). Spatial visualization: Fundamentals and trends in engineering graphics. Journal of Industrial Technology, 18(1), 1-6.6. Adanez, G. P, & Velasco, A. D. (2002). Predicting academic success of engineering students in technical Page 25.548.11 drawing from visualization test scores. Journal for Geometry and Graphics, 6(1), 99-109.7. Leopold, C., Gorska, R. A., & Sorby, S. A. (2001). International experiences in developing the spatial visualization abilities of engineering students. Journal for Geometry and Graphics, 5(1), 81-91.8. Hsi, S., Linn, M. C
Page 25.569.2 recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.Components of TAILS Lab ExperimentsTAILS will deliver the tale of each AI algorithm or concept through a story with nine parts,including a description of the concept, relevant applications, sample test data, design description,exercises that guide the student in implementation, a test driver, suggested experiments, sourcecode that implements the algorithm, and complexity analysis. This choice of components ispatterned after the organization found in the files of software support that accompany Winston'sapproach4 and standard software engineering practice. Previous work5 identified
excellence. One of the signature programs offered is the “Academic ExcellenceWorkshop” (AEW). This program is offered as a one-credit pass/fail course for students in theirfirst and second years in the College and has met with varying levels of success, as measured bystudent performance, feedback on student surveys, and faculty perceptions of their effectiveness.Approximately 100 AEW courses are offered throughout the academic year for mathematicscourses (pre-Calculus through Calculus III) and select engineering classes. Students register forAEWs that correspond to the particular mathematics and/or engineering course(s) in which theyare enrolled. Because Syracuse University students pay block tuition, there is no financialdisincentive to enrolling
concepts10,11,12,13. Everett et al.14,15 developed counter intuitive Dynamics examplesdesigned to expose students’ misconceptions.Education experts continue to urge Engineering educators to transform from a lecture-basedparadigm to one that is more inquiry-based. The 2000 National Research Council report16indicated that “[s]ixth graders in a suburban school who were given inquiry-based physicsinstruction were shown to do better on conceptual physics problems than eleventh and twelfthgrade physics students taught by conventional methods in the same school system." In spite ofthe potential advantages for student learning, there is a limited amount of research on the use ofinquiry-based learning in Statics and Dynamics.Despite advancements, widespread reform
and analysis will be included in the ASEEannual conference.Acknowledgements The funding provided by the National Science Foundation DRK-12 program is gratefullyacknowledged, as well as the participation of area middle school and high school students and Page 25.760.11teachers.References 1. Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing Engineering Education in P-12 Classrooms. Journal of Engineering Education, 369-387. 2. Puntambekar, S., & Kolodner, J.L. (2005). Toward Implementing Distributed Scaffolding: Helping Students Learn Science from Design. Journal of Research in
many companies.During the first year of implementation, meetings were held with 20 potential external partners.Often, a first meeting occurred at the potential partner’s location with a second meeting at thePolytechnic Campus. With some partners, the process from introductions to securing supporttook up to eight meetings. After this first year, five of the partners agreed to provide a realisticengineering project for the students, to provide a project mentor for two semesters (we alsoprovide faculty mentor(s)), and monetary support for the projects, with sufficient overhead thatwe could sustain the program. Importantly for the success of the industry involvement, wedeveloped a model where the external partner could retain the intellectual
explorethe sims to the point where they thought they understood as much from them as they could,students’ scores increased from pretest averages in the 30’s to 50’s up to averages in the 50’s to70’s. The average increase from PRE to AFP on a given sim for the six topics presented herewas ~12%, or one letter grade (if letter grades below 60% were differentiated!). The scores thenfurther increased to AGP averages in the 70’s to high 80’s, by an average of 21% more, or twomore letter grades, after the students played with the sims again in class with guided questioningby the instructor. Coupling formative assessment using pen-based mobile technology in theclassroom with exploration of interactive computer simulations thus lead to significantlyincreased
-world client into the course. A computer-basedsimulator has been used to provide a learning environment for critical competencies aimed ataccelerating the student‟s learning in systems engineering concepts.5 The introduction of systemsengineering into pre-college education6 was shown to give students a broad perspective withwhich to interact with the world. Systems engineering was used with students as young as fiveyears old to emphasize the kind of interactive and interdependent group learning that fostersgrowth in social skills, giving children the opportunity to think and act critically in society.A systems engineering approach applied in a laboratory setting using an active learning strategycalled Activities, Project, and Problem-Based
thedepartment’s course lesson plans in the late 1980’s. Assessment of student learning aboutapplication of sustainable design principles became a specific criterion of the engineering impactstudent outcome in the department’s assessment plan in 2008.Results of student work assessment presented in the paper demonstrate that, although studentscould reflect thoughtfully on sustainability principles, they struggled to demonstrate rational,comprehensive application of these principles to the design process. The evidence suggested adifferent approach to learning sustainable design was needed. Dialogue with practitioners andindustry experts reminded the department that sustainable design is just “good engineering” thathas been present in the curriculum for
AC 2012-2992: CREATIVITY FOR ENHANCING THE TECHNOLOGI-CAL LITERACY FOR NON-SCIENCE MAJORSDr. Robert M. Brooks, Temple University Robert Brooks is an Associate Professor of civil engineering at Temple University. He is a fellow of ASCE. His research interests are engineering education, civil engineering materials, and transportation engineering.Jyothsna K. S., Jyothsna K. S., Department of English, St.Joseph’s College, Bangalore, eecured a gold medal for the high- est aggregate marks in the Post Graduate English Literature course at St.Joseph’s College (autonomous). K. S. has been working for the Department of English, St.Joseph’s College for almost two years now, teaching both undergraduate and postgraduate
and fundamental engineering concepts.AcknowledgmentsWe are extremely grateful for the contributions of our colleagues to this book, especially KarenChristman, Adam Engler, Noah Goshi, Craig Simmons, Wujing Xian, and Peter Zandstra.References1. Bell, E., B. Ivarsson, and C. Merrill. 1979. Production of a tissue-like structure by contraction of collagen lattices by human fibroblasts of different proliferative potential in vitro. Proc Natl Acad Sci U S A 76 (3):1274-8.2. Davey, R. E., K. Onishi, A. Mahdavi, and P. W. Zandstra. 2007. LIF-mediated control of embryonic stem cell self-renewal emerges due to an autoregulatory loop. FASEB J 21 (9):2020-32.3. DeQuach, J. A., V. Mezzano, A. Miglani, S. Lange, G. M. Keller, F. Sheikh, and K
Tail Fins Root Chord = 3 cm Tip Chord = 2 cm Span = 3 cm Area = 7.5 cm2 (each fin) 23 cm 11.5 cmFigure 3 Rocket Configuration SketchEquation 3 defines the ballistic coefficient (B), which is a key parameter of the rocket design. 1The ballistic coefficient is related to the mass of the vehicle (m), the drag coefficient (C D), and areference area (S). Students are given analytical expressions for estimating the total dragcoefficient
Ministry of Public Education (SEP) and UniversidadAutónoma de Yucatán.References1. Prensky, M. 2001. Digital Game-Based Learning. New York: McGraw-Hill.2. Coller, B. 2007. Implementing a video game to teach principles of mechanical engineering. Proceedings of the 2007 American Society for Engineering Education Annual Conference.3. Coller, B. 2009. Lessons learned from teaching dynamic systems and control with a video game. Proceedings of the 2009 American Society for Engineering Education Annual Conference.4. Barab, S., Thomas, M., Dodge, T., Carteaux, R., Tuzun, H. 2005. Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development. 53(1): 86–107.5. Vygotsky, L. S. 1933
). BIM handbook: A guide to building information modeling for owners, managers, designers, engineers, and contractors. Hoboken, N.J: Wiley.[2] McGraw Hill Construction SmartMarket Report “The Business Value of BIM: Getting Building Information Modeling to the Bottom Line” (2009).[3] Azhar, S., and Richter, S. (2009). “Building Information Modeling (BIM): Case Studies and Return-on- Investment Analysis.” Proceedings of the Fifth International Conference on Construction in the 21st Century (CITC-V), Istanbul, Turkey, 1378-1386.[4] US National Building Information Modeling Standard (2007). Retreived on December 10th , 2011. http://www.wbdg.org/pdfs/NBIMSv1_p1.pdf[5] Wisconsin Department of Administration (2009). BIM Implementation
wed. ologyMethodoTo test th he hypothesiis, two groupps of prescho oolers were uused with peermission froom parents aandapproval of the Instittutional Reviiew Board att XXXX Unniversity. Thhe first groupp was read thhestory aboout Tinker Bell and how she invents devices, buiilds them, annd uses themm to help herfriends. The second group was not n read the story. s Each group of stuudents come from differeentclasses th hat do not meet m at the sam me times. Each E group w was then expposed to the gguided