emergency management and disaster assistance. He has authored numerous papers and presentations focusing on the use of decision support systems for risk assessment, threat analysis, and emergency management. During his tenure at JSU, Skelton has mentored more than 70 students at his research center, focusing on problem solving, software development, and GIS utiliza- tion. Skelton’s primary areas of interest are STEM education, risk assessment, decision support, and cyber security.Dr. Pao-Chiang Yuan, Jackson State University Pao-Chiang Yuan received his Ph.D in civil engineering (environmental/water resources engineering) from Oklahoma State University. Yuan serves as Peer Reviewer for state, private grant programs, and
related to the integration oflearning and work. 5Data from Australian and Portuguese surveys show that engineers tend to spend the majority oftheir working week (around 60%) engaged in activities which involve interaction with others(meetings, supervision, writing reports, etc.) and only around 40% is devoted to technicalengineering activity. • There are also new organizational aspects in engineering education6:On the one hand, engineering issues, either in industrial products or in engineering projects, arequickly becoming increasingly complicated and most of these issues cross disciplinary lines.On the other hand, the working environment is becoming more and more internationalized dueto the globalization of the world economy. Products are
, and sciencestudents at a variety of institutions. Both reviews yielded important information that contributedto the final model for the Rose-Hulman Leadership Advancement Program.Engineering educators have acknowledged the challenge of providing leadership developmentopportunities for students, given the crowded curriculum of most engineering programs and thelack of leadership expertise among engineering faculty. Cox, Cekic, and Adams, writing in a Page 25.1343.3special Leadership issue of the Journal of STEM Education, conducted a research study withengineering faculty at a Midwestern university; the purpose of the study was to
deliverables outlined in Table 2. Page 25.1382.4Table 1: Systems Engineering 368 Student TasksTopic Students Tasks and DeliverablesTopic Students Tasks and DeliverablesRequirements / Technical Extract top level requirements from statement of need and stakeholder Performance Measures interviews. Write succinct, quality requirements that in addition to functional needs address regulatory, health & safety, and non-functional needs. Perform requirement analysis Manage
understanding of and the appropriate use of mathematical modeling breadth and depth of study.As a result of JQUS’ acceptance as an IB school, math teachers felt the need toincorporate projects that teach these skills, emphasizing critical thinking andinternational-mindedness in keeping with the IB learner profile and Common Corestandards [5-7]. Adjusting to a new curriculum while meeting district and staterequirements, the adherence of all standards poses considerable challenges to JQUS forteaching project-based learning, writing, mathematical content and technology content.EBL via the CAPSULE program was chosen as an approach for transitioning the school’sSTEM curriculum into the IB Diploma Programme.With every teacher limited by physical and
, andimplementation of an engineering design project, which includes formal report writing, projectdocumentation, group presentations, and project demonstrations. The goal of these courses is todemonstrate the ability to manage a major project involving the design and implementation ofproducts with a mixture of electrical and mechanical elements as a member of a productdevelopment team. In these project-based courses, the students are expected to effectivelymanage their time and team efforts to produce a finished product in three ten-week quarters. Notextbook is required. Progress and formal reports, and oral presentations constitute integralcomponents of this course sequence. Before beginning the projects, student teams are providedadequate training in
college students do not know how to take effective notes. Although various strategies and formats for effective “note-taking” have been identified. The fact is that “note-taking” is seldom taught; 3. The listening, language, and/or motor skill deficits of some students make it difficult for them to identify important lecture content and write it down correctly and quickly enough during a lecture; 4. Instructors sometimes get off-track from the primary objectives of the lecture. Professors—especially those who really know and love their disciplines—are famous for going off on tangents during a lecture. Although getting off-track would break the monotony, it could make it difficult for even the most skilled
year that a chat room was implemented to support the remote setup andconfiguration of student competition networks was for the 2007 CDC. At the writing of thispaper, the authors have five years of chat log files archived which can be examined using contentanalysis. This paper focuses only on the first year in which the authors have data, 2007, and isthe first attempt at using content analysis to evaluate the program. Since content analysis is anovel approach for evaluating inquiry-based learning and chat logs, the authors view this paperas a way to frame the use of content analysis in understanding inquiry-based learning programs.As discussed in the Conclusions/Future Directions section, the authors plan to use what islearned in this analysis
AC 2012-4360: IMPROVING UPON BEST PRACTICES: FCAR 2.0Dr. John K. Estell, Ohio Northern University John K. Estell is a professor of computer engineering and computer science at Ohio Northern Univer- sity. He received his doctorate from the University of Illinois, Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagog- ical aspects of writing computer games. Estell is an ABET Program Evaluator, a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.Dr. John-David S. Yoder, Ohio Northern University John-David Yoder received all of his degrees (B.S., M.S., and Ph.D.) in mechanical
of Engineering and Science at Louisiana Tech University. Prior to moving to academia in 2005, he led several industrial nanomedicine-based development projects as PI on NSF (SBIR), NIH (STTR), and NIST (ATP) grants. With a research focus in biomedical optics, he has published peer-reviewed articles in basic cancer research, biomedical electro-optic instrumentation, clinical cancer therapies, and mathemati- cal techniques for dealing with complex biological systems. Based on experiences instructing courses like Biomedical Engineering Senior Design and his previous experience in the medical device industry, he has developed a strong interest in optimizing gender interactions and productivity in engineering projects and
reasoning including skillssuch as classification, sequencing, planning, and comparison. Creative thinking involves creatingand generating something new or original. It also involves the skills of brainstorming,modification, attribute listing, and originality. The purpose of DFA creative thinking is tostimulate curiosity among students and promote product structure simplification. Bloom'sTaxonomy provides a useful structure in which to categorize DFA learning objects whenassessing student learning outcomes. Asking students to think at higher levels is an excellent wayto stimulate student's thought processes. In DFA learning process, the purpose of writing
dynamics. Each semester, about 160 students enroll in SI, and 60 or more signup in three or four sessions that support calculus-based intro-level physics. The program is opento all students who enroll in courses for which SI sessions are offered. It is structured as smallstudy groups offering a peer-instructional and cooperative problem-solving environment, astructure that models many features of genuine engineering practice. A few characteristics of the 132 survey participants should be mentioned. First, all are SIstudents and thus voluntarily signed-up for SI's zero-credits and to spend two extra hoursworking on physics each week. Therefore participants are considered “motivated” or “highly
and differences students perceivebetween these majors in terms of the knowledge and skills used in the profession.Table 3. Similarities and Differences in the Architectural, Civil, and Environmental EngineeringCurriculum at CUTopic (credits) Architectural Civil EnvironmentalRequired courses in 4 semesters math, 2 semesters physics, 1 semester chemistry + labcommon (52) Engineering computing, Statics, Thermodynamics, Fluid mechanics Writing / social science or humanities (SSH) electivesAREN: CVEN Engineering drawing, Geomaticsrequired courses in Introduction to Constructioncommon (15) Mechanics of
. Perry Samson at the University of Michigan. This site will be sustainable into the futuresince it is now a company that grew out of a 2005 NSF CCLI grant. LectureTools converts PDFor PPT files to JPG files, which are stored in the “cloud” (a high capacity server). The instructorcan use a mouse pointer or tablet writer to write or do calculations directly on his/her JPG slideswith the script appearing immediately on the screens of all students, each of who has their ownaccount (cost is $15/semester). This account also gives them access to their own slide file set foreach class with immediate access to both the instructor slide set and their own slide set anytimeand anywhere. They can also take notes in a box on their own slide file and interact
Indiana University-Purdue University Indianapolis (IUPUI). Dr. Wasfy is also the founder and chairman of Advanced Science and Automation Corp. (founded in 1998) and AscienceTutor (founded in 2007). Wasfy’s research and development areas include: flexible multibody dynamics, finite element modeling of solids and fluids, fluid-structure interaction, belt-drive dynamics, tires mechanics/dynamics, ground ve- hicle dynamics, visualization of numerical simulation results, engineering applications of virtual-reality, and artificial intelligence. He authored and co-authored more than 70 peer-reviewed publications and gave more than 65 presentations at international conferences and invited lectures in those areas. He received
or science teachers) completeda total of 20 modules at the end of the three week Institute. The 5E Inquiry Model15 wasintegrated into an instructional design for teachers to follow in the module writing process.A typical day at the Institute started with a one-hour presentation by STEM experts with the goalbeing to share samples of STEM research in the world. STEM technology workshops based onWeb 2.0 technologies were another key component. Teacher participants were presented withspecific technologies for approximately two hours each morning. Afternoon professionaldevelopment sessions were devoted to teams working in separate spaces on their specificmodules, with hands-on support from the STEM graduate students and the science
engineering design is Page 25.549.4continually informing and informed by the engineer’s interaction with plans, designs, andartifacts (collectively, representations), as well as through communication with otherhuman beings16 such as clients and peer professionals. As such, Dym (1994) argues thatrepresentation is central to design, and that the “multiplicity or diversity ofrepresentations” enables reasoning and analysis about function, form, and intent16. As anengineer develops, interprets, and interacts with representations, the engineer mayrespond by retracing the problem objectives and constraints, deciding to revise orimprove parts or the whole design
Holiday light display that powered LED’s which were synced to music Study monitoring system that used an image capture system to determine if the subject is at the study area and an accelerometer on the writing instrument to determine if they are writing Residence hall room security system that employed a card swipe system to identify a person with their university ID and provide access to items in the room such as the refrigerator, computer, phone, etc. An alarm system sounded if items were accessed Talking trash cans that provide audio feedback when things are thrown away including voices recordings and sound effects An electronic game of twister that used pressure sensors under the pads of the game and computer logic to monitor
Pocomoke City, Md.Dr. Payam Matin, University of Maryland, Eastern Shore Payam Matin is currently an Assistant Professor in the Department of Engineering and Aviation Sciences at the University of Maryland, Eastern Shore (UMES). Matin has received his Ph.D. in mechanical en- gineering from Oakland University, Rochester, Mich., in May 2005. He has taught a number of courses in the areas of mechanical engineering and aerospace at UMES. Matin’s research has been mostly in the areas of computational mechanics and experimental mechanics. Matin has published more than 20 peer- reviewed journal and conference papers. Matin worked in Auto-industry for Chrysler Corporation from 2005 to 2007.Dr. Ali Eydgahi, Eastern Michigan
during the creation of theartifacts in those genres 4. Genre in software engineering refers to categories or types ofcommunication that occur in recurrent situations. In this context, generic situations includeactivities such as definition of a software project/problem, elicitation and specification ofprogram requirements, creation of a design document, and so on. Table 2 lists the commongenres as defined by Carter et al. While we often think of creation of specific artifacts alongwith these genres, various reading, writing, speaking, and teaming/collaboration communicationmodes are employed. For instance, one might read program requirements to meet a number ofgoals such as determining what needs to be known to generate designs, to revise
13th 2012. 5. https://acc.dau.mil/CommunityBrowser.aspx?id=406165&lang=en-US, Retrieved January 19, 2011. 6. Beyerlein, S., Davis, D., Trevisan,M., Thompson, P. and Harrison, O., “Assessment Framework for Capstone Design Courses”, Proceedings of the ASEE Annual Conference, 2006, 2006-144. 7. Sheppard, K., Dominick, P. and Blicharz, E., “Peer and Self Assessment in Developing Team Skills in a Core Design Sequence”, ASEE Annual Conference Proceedings, Austin, TX, June 2009 8. Allen, S. & Knight, J., “A Method for Collaboratively Developing and Validating a Rubric”, International Journal for the Scholarship of Teaching and Learning ,http://www.georgiasouthern.edu/ijsotl, Vol. 3, No. 2 (July 2009
.3. Demonstrate professionalism. Grow professionally through continued learning and involvement in professional activities. Contribute to the growth of the profession. Contribute to society through ethical and responsible behavior.4. Communicate (read, write, speak, listen, and illustrate) effectively in oral, written, and newly developing modes and media, especially with stakeholders and colleagues.Outcomes from GRCSE are statements about the competencies possessed by a graduate uponcompletion of the program. Ideally, outcomes are derived from objectives. Graduates of amaster’s program that aligns with the GRCSE recommendations will achieve a specified list of13 outcomes. These are reminiscent of the outcomes character of
AC 2012-4493: ALIGNING THE AGENDAS OF THE ACADEMY ANDTHE COMMUNITYDr. Christopher Bull, Brown University School of Engineering Christopher Bull is a Senior Lecturer and Senior Research Engineer at the Brown University School of Engineering. He teaches, writes, and researches topics ranging from appropriate technology and neural implants to the university’s role in the larger community and how that might overlap with engineering education.Maureen Kay Sigler, Brown University Maureen Kay Sigler is a lecturer in education and Director of the History/Social Studies Education pro- gram at Brown University. Before coming to Brown, Kay Sigler worked for several years teaching in Washington, D.C., in both a public
Ying Yu received the B.Eng. degree from Fudan University in Shanghai, China, in 2000. She received the M.Eng. degree and Ph.D. in electrical engineering from Brown University, RI., USA, in 2003 and 2007, respectively. Since 2008, she has been teaching as an Assistant Professor of the Department of Electrical and Computer Engineering at University of Hartford. Her current research interests includes digital signal processing, speech processing, and teaching with new educational methods, which includes peer instruction, clickers, video games, and state-of-the-art CAD tools. Page 25.1281.1
paper also includes studentfeedback regarding the process derived from student surveys and their peer evaluations. Finally,suggestions are made regarding how these projects would be used for future academic years.BackgroundPrior to the development of a multidisciplinary capstone for the ECSSE Department, eachdiscipline has addressed the senior design experience differently. For the past 12 years,computer engineering and software engineering have had a common senior design. Theirprojects have primarily focused upon autonomous systems such as ground robots and unmannedaircraft. For this course, the students have followed an agile design process based upon theCrystal Clear and Crystal Yellow software design processes defined by Alistair
greater than three, on a scale of 1-5.However, as results of a standardized algebra readiness test showed (MDTP, 2012), none ofthese students met even one math topic threshold for algebra readiness in 9th grade. In summary,these students were aware of both the difficulty and importance of math, but were too disengagedto apply themselves to learn it. Moreover, the underperforming students were tracked together sothat peer influence was an obstacle in overcoming academically self-destructive behavior, suchas talking and texting in class. Traditional lecture style classes were failing because of frequentinterruptions and the distraction of mobile electronics. We hypothesized that these studentswould require engaging project-based work if they were
and empirical results byconsidering how a particular green material or manufacturing process measures up in terms ofcultural, ethical, or societal considerations.Process-Oriented Guided Inquiry-Learning (POGIL) for Engineering Technology Page 25.916.3Education 2All learning involves knowledge construction in one form or another; it is therefore aconstructivist process.8 With increasing interest in innovative approaches such as student-centered, active learning, and peer-led team learning, the POGIL, project based learning (PBL)and other
% Very Total % Very Key Element % Well Well Well or Well Rate your preparation to enter practice compared 54% 32% 86% with peers from other schools Page 25.360.12 Table 14. Employer Survey – Effectiveness of Program at Meeting Goals Total % Very % Very Goal
. During eachpart of the process students are asked to reflect upon their experiences. Reflectioncards are used to provide feedback for the students and the program administrators.Asking specific questions such as: What did you do this week? How did you do it? How do you feel about what you did? What could you have done differently? What resources do you need? What is the next step? Reflection teaches thestudents to value the process, not just the end result. Each student is asked to makea reflection note book. They are encouraged to be creative by writing poetry,essays, music or drawing etc.In addition, each group is given a small stipend to fund one or two field trips andpurchase supplies. The participants learn business skills by using their
, students requested that a detailed map with directions be sentelectronically to them before the start of the program to ensure they could locate the check-in/registration area. One final recommendation was to make the program longer in order tofacilitate the peer building process (four days was too rushed). Finally, a student expressedconcern that the program overlapped with the freshman priority enrollment time. The studentcould never fully relax during the program because he/she was worried about not getting theclasses of his/her choice. Feedback from the participants about the various workshops consistently reported not havingenough question and answer (Q&A) time. Students were left with lingering thoughts andquestions about each workshop