, profession-based, industry andsociety level abstract learning objectives is surprisingly short. It is as close as your closeststudent. SBL is focusing on student’s knowledge, skills and self-awareness capabilitiesthrough its methodology. It is not a substitute for engineer´s disciplinary knowledge. It ispart of “software” that runs the engineering skills through making the student morecapable in creating and sharing her passion, vision and thoughts in a group of people.Though not listed directly in the ABET criteria1, 16 document we believe that thesequalities are part of the key skill set in creating sustainable engineering, coming up withnew ventures, commitment to life long learning, and simply fostering ethical andcommitted individuals to the
world. Retrieved from The Telegraph: http://www.telegraph.co.uk/news/science/large-hadron-collider/3351899/Large- Hadron-Collider-thirteen-ways-to-change-the-world.html4. Khan, S., & Kissick, B. (2008). Beating the Competition Down with the Stick of Education: A Winning Strategy for a Global World. AC 2008-2662, (p. 9).5. Esparragoza, I., Larrondo Petrie, M. M., Jordan, R., & Paez Saavedra, J. (2007). Forming the Global Engineer for the Americas: Global Educational Experiences and Opportunities Involving Latin America and the Caribbean. AC 2007-576, (p. 20).6. Esparragoza, I., Larrondo, M., & Sathianathan, D. (2008). : Global Engineering Education in the Americas
will be compared between the cohorts. Persistence inengineering is defined as either graduating from a major in the School of Engineering or beingcurrently enrolled in a major that is within the School.Analysis and ResultsIn order to statistically analyze the cohorts, persistence in engineering was given a value of 1while not persisting was given a value of 0. Students who did not persist in engineering eitherchanged their major or dropped out of SIUE entirely. Each cohort then has an array of 1’s and 0’srepresenting student persistence in engineering, which forms a Bernoulli distribution. Bernoullianalysis is based on the fraction of each group receiving a value of 1 and the fraction receiving avalue of 0.For each cohort, the fraction of
://www.californiacommunitycolleges.cccco.edu/Portals/0/StudentSuccessTaskForce/SSTF_FinalReport_We b_010312.pdf3. Dunmire, E., Enriquez, A., and Disney, K. (2011). The Dismantling of the Engineering Education Pipeline, Proc. 2011 Annu. Conf. ASEE.4. Schroeder, C., Scott, T., Tolson, H., Huang, T., & Lee, Y. (2007). A meta analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436–1460.5. Smith, K., Sheppard, S., Johnson, D., & Johnson, R. (2005). Pedagogies of engagement: Classroombased practices. Journal of Engineering Education, 94(1), 87–101.6. Menekse, M., Stump, G., Krause, S., & Chi, M.T.H. (2013). Differentiated overt
teamwriting team, review a test led to team used contributed test preferably not the coordinator. long and questions, but were ultimately This team should create the unproductive responsible for creating and solutions and rubrics for grading discussions. printing the final version(s) of its the tests as part of the test design. assigned test. Instructors who Any instructor could express Provide a deadline for comments weren’t directly concerns about any questions that prior to review by the test creation involved in had been submitted to the Google team and then
testing techniques.Bibliography[1] ABET “Criteria for Accrediting Engineering Programs,” http://www.abet.org/wp- content/uploads/2015/04/E001-14-15-EAC-Criteria.pdf , accessed Jan. 30, 2016[2] M. McCracken, V. Almstrum, D. Diaz, M. Guzdial, D. Hagan, Y. B.-D. Kolikant, C. Laxer, L. Thomas, I. Utting, and T. Wilusz, “A multi-national, multi-institutional study of assessment of programming skills of first-year CS students,” ACM SIGCSE Bulletin, vol. 33, no. 4, pp. 125–180, 2001.[3] R. S. Lemos, “Measuring Programming Language Proficiency,” AEDS Journal, vol. 13, no. 4, pp. 261–273, Jun. 1980.[4] M. J. Stehlik and P.L. Miller, “Implementing a mastery examination in computer science,” 1985, downloaded from
, 2004.5. Toohey S., "Designing courses in Higher Education", Buckingham, UK: SRHE and Open University Press, 1999.6. F.P. Deek, F.P., Kimmel, H., & McHugh, J., “Pedagogical changes in the delivery of the first course in computer science: Problem solving then programming”, Journal of Engineering Education, 87, 3, pp. 313-320, July 1998.7. Meier, R.L., Williams, M.R., and Humphreys, M.A., “Refocusing our efforts: assessing non-technical competency gaps”, Journal of Engineering Education, 89, 3, pp. 377-385. 2000.8. Massa N.M., Masciadrelli G.J, Mullett G.J., " Re-Engineering Technician Education for the New Millennium ", Proceedings of ASEE AC 2005-504.9. Bransford, J. D., Donovan, M. S., Pellegrino, J. W., (Eds.), How People Learn
profiles16,15, language recognition with the study ofspecific patterns from bilingual speakers17, classification of species, and many otherdisciplines including medicine, biology, image classification, speech recognition, computerscience, insurance, among others18,19.K-Means algorithmK-Means is a partition-based clustering algorithm that takes as input parameters a set S ofentities and an integer K (number of clusters), and outputs a partition of S into subsets S1,...,Skaccording to the similarity of their attributes20. Although there are several different variationsand optimizations of K-Means algorithm21, this paper is focused on its four methods (Lloyd,Forgy, MacQueen and Hartigan-Wong).The estimation of the number of clusters in a data collection
and build the "Bombe," a machine that was successfully used by the United States during the war to analyze and “crack” encoded communication messages from the German Naval Enigma machine. While Desch’s work and contributions to the design and manufacturing of such machines led him to be awarded the Presidential Medal for Merit by President Harry S. Truman in 1947, it was not until 1992 that this work was declassified. 8|P a g e In this interview, Anderson discusses her life and career, such as the difficulties of being a woman in the STEM fields. Although not of a STEM profession, she provides encouragement to continue
characterized as a heterogeneous formof communication that leveraged programming and other forms of content expertise as“linguistic resource[s].” 5, 20 These two studies, therefore, challenged the mutual exclusivity oftechnical and social practices under the technical/social dualism and thus highlighted theheterogeneity of the actual engineering practice.Looking across the division of labor literature, scholars illustrate the co-production of gender andtechnology (including engineering) via the technical/social dualism while disrupting how, asBuck and colleagues described, “organizational structures and occupational ethos of engineeringperpetuate this co-constituency.” 2 This body of literature also empirically and conceptuallyadvanced Faulkner’s call
80 91 S 113 93 91Parachute Ejection (m) 109 110 78 77 70 81 109 68 76Maximum Speed (m/sec) 41 40 25 36 35 35 40 37 38Descent Speed (m/sec) 5 4 13 6 5 6 5 4 6Thrust Time (sec) 2.18 2.21 1.79 1.92 2.16 2.13 2.17 1.92 1.88Coast Time (m/sec) 3.40 3.90 2.80 2.90 2.70 3.00 3.30 3.10 3.00Apogee to Eject Time(sec) 0.70 n/a 1.70 1.70 1.60 1.60 1.10 2.60 2.00Total Flight Time (sec) 27.50 29.00 11.9 P 19.10 19.20 20.00 27.40 22.40 19.80Peak Acceleration (G) 7.0 6.8
provided for Spring Break for Research came from a grant throughthe Engineering Excellence Fund, a student-led organization in our College of Engineering andApplied Science. This fund is managed by a group of student leaders who receive funding througha portion of student fees. The BOLD Center also contributed funds to support the workshops, food,and other nominal program costs. For future years we have included a line item for the program inour next round of proposed funding through the Louis Stokes Alliance for Minority Participation.References[1] Figueroa, T., Hurtado, S. (2013). Underrepresented Racial and/or Ethnic Minority (URM) Graduate Students in STEM Disciplines: A Critical Approach to Understanding Graduate School Experiences and
Education, ASEE (2003).4. D. Pines, M. Nowak, H. Alnajjar, L. I. Gould & D. Bernardete, “Integrating Science and Math into the Freshman Engineering Design Course”, Proceedings 2002 Annual Meeting of the American Society for Engineering Education, ASEE (2002).5. M. L. Temares, R. Narasimhan & S. S. Lee, “IMPaCT - A Pilot Program”, 1996 ASEE Annual Conference Proceedings, ASEE (1996).6. J. Dunn & J. Barbanel. One model for an integrated math/physics course focusing on electricity and magnetism and related calculus topics. Am J of Phys, 68(8), 749-757, (2000).7. L. Cui, N. S. Rebello, & A.G. Bennett, College students’ transfer from calculus to physics. En L. Cui, N. S. Rebello, y A. G. Bennett
Autónoma de Ciudad Juárez. Author Gutiérrez Cuba gratefully acknowledgesthe National Council for Science and Technology of Mexico (CONACyT) for her postdoctoralfellowship.References1. Jonassen, D. H. 2011. Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments. New York: Routledge.2. Fogler, H. S., LeBlanc, S. E., and Rizzo, B. 2014. Strategies for Creative Problem Solving. 3rd ed. Upper Saddle River, NJ: Prentice Hall.3. Csikszentmihalyi, M. 2015. The Systems Model of Creativity: The Collected Works of Mihaly Csikszentmihalyi. New York: Springer.4. AACU. 2013. Association of American Colleges and Universities (AACU) Value Rubrics. Available (January 28, 2016) at: http://www.aacu.org/value/rubrics
instrumentality, whichdescribes the degree to which an individual considers something s/he is learning to be useful inhis/her future. Measures of instrumentality have been shown to predict course performance in avariety of settings, including engineering [33, 34]. Essentially, when students don’t see a need tolearn something, their learning tends to be negatively impacted. Commonly, the courses thatgate-keep advanced coursework—such as capstone design courses—include a large componentof introductory or basic content that stands in as disciplinary knowledge [35]; in such cases,students who don’t see these components as useful will tend to perform less well. Increasinginstrumentality for struggling and underserved learners is one way to support them. For
work should be built. Appropriating the turtle in 1 It is important to note, this is the first CS course, since UC Berkeley has been tracking student course data, thathas ever achieved that feat.the LOGO programming environment gave children a way to think about the principles ofcomputation and the practice of programming.Design of an Inclusive CS0 CourseAt UC Berkeley, there are two separate ways a students can get a CS degree. They can either get aBachelor of Arts (B.A.) through the College of Letters and Sciences (L&S), or get a Bachelor ofScience (B.Sc.) through the College of Engineering. The major difference between the two tracksis that students who get the B.A. get to take breadth requirements that gives them exposure tomore
asoriginally recorded...”). However, in viewing the original video footage, the authors found thatthe vignette and the video data do not correspond. The vignette that NGSS provides states thefollowing: “Ms. S. moved over to another group that had just broken into laughter and asked what was so funny. Rick related, ‘I see smashed cans all the time. I think an airfoot stomped the tanker down. And the molecules transformed into a molecule foot.’ Ms. S. asked, ‘What is this imaginary foot?’ Latasia answered, ‘Air.’ Ms. S. guided the students, ‘Let’s add that idea to the model.’ (The teacher validated the use of place [smashed cans in the neighborhood] to keep the students engaged and make a
moving from the simulations and virtual environments to the real-worldenvironment. Future work should examine the affect of students learning a skill in a computerenvironment and how their emotions evolve as they attempt to transfer skills learned in computerenvironments to real world applications. Future research should also examine whether thefindings from this study are consistent across different tasks and different 2D and 3Dimplementations.AcknowledgementsThis work was supported by the National Science Foundation under Grant No. DUE-1104181. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. This work was
/. [Accessed: 31- Mar-2015].[4] H. P. Mandel, The Psychology Of Underachievement : Differential Diagnosis And Differential Treatment. New York: Wiley, c1988.[5] E. W. Gordon, Supplementary Education : The Hidden Curriculum Of High Academic Achievement. Lanham: Rowman & Littlefield Publishers, c2005.[6] C. M. Steele and J. Aronson, “Stereotype threat and the Intellectual Test Performance of African Americans.pdf,” J. Pers. Soc. Psychol., vol. 69, no. 5, pp. 797–811, 1995.[7] S. Hurtado, C. B. Newman, M. C. Tran, and M. J. Chang, “Improving The Rate Of Success For Underrepresented Racial Minorities In STEM Fields: Insights From A National Project,” New Dir. Institutional Res., vol. 2010, no. 148, pp. 5–15
: IdeaKegClearly stated, there are innumerable tools for implementing creating problem solving techniquesin the classroom. One such tool is IdeaKegTM, a component of Kiln Ideas Ltd.’s broadercollaborative innovation framework known as FuseTrailTM which closely follows that of theOsborn-Parnes CPS model. We picked the IdeaKeg problem solving tool for several reasons.One is that the tool is used by companies for inventing new products and services. It also hasbeen associated particularly with generating ideas and solving problems for startup businesses,and we wanted our engineering students to model this experience in our curriculum. It includesprogressive layers of deepening associations for the participants, ending up with an example ofhow a problem was
(s) [13].We expect to have an increase on students enrolled in the EGT programs as the new MET programis in place; we also expect some migration of students from the current programs (EET, MMET)to the MET program. An additional pressure on our faculty body can be anticipated, as we will berequired to meet to the demand from our constituents, as suggested by the survey results. Thesefacts fully support the creation of a new faculty line to be fulfilled by a new faculty member.Faculty Professional DevelopmentCurrency maintenance involves continuing scholarly activities and/or professional interactionsthat strengthen the faculty member's knowledge of his/her field and its interdisciplinaryadvancements, best business practices, newest technology
(3) face-to-face but taught in parallel with the online section. 600 500 400 300 Other 200 Reform 100 0Figure 2: Calculus I enrollment by semester.Total students “captured” by the reform project, as a percent of enrollment is shown in Figure 3.It appears to be stabilizing in the low to mid 70’s, which currently reflects the portion of calculusthat Boise State University has chosen to offer as honors, online, or face-to-face but parallel toonline. 100% 90% 80% 70% 60% 50% 40
implemented:a National Academy of Engineering (NAE)’s Grand Challenges hands-on design project infreshman Introduction to Engineering course; a truss bridge hands-on design project insophomore Solid Mechanics course; a manual toy hands-on design project in junior/seniorMechanism Analysis and Design course. The goal was to provide students with hands-on designexperiences throughout the mechanical engineering curriculum. In this paper, the implementationof these hands-on design projects will be described. Students’ performances in these designprojects will also be presented. Student perceptions of these hands-on design projects have beenobtained through an end-of-semester survey and results will be discussed. Overall students feltvery positively about
Question 3 W M S Avg. W M S Avg. W M S Avg.First-year 2 0 5 2.4 2 4 1 1.9 2 3 2 2.0Upperclass 2 6 4 2.2 5 4 2 1.6 3 6 3 2.0Entire class 4 6 9 2.3 7 8 3 1.7 5 9 5 2.0Figure 3. Scores and weighted averages, separated by class levelAveraging the scores for all three questions gave us the student’s overall score of a weak,moderate, or strong grasp of the connections between primary sources, engineering, and STSconcepts. First-year students contributed 2 weak, 3 moderate, and 1 strong
targeted toward engineering design. The collaboration between two universities (LTU and UDM) and three different colleges (Biomedical, Mechanical and Nursing) combines the diverse backgrounds and capabilities of students. Multidisciplinary team of this kind are the norm in industry and require project management skills such as effective communication, decision making, resource gathering and scheduling of various tasks. Therefore, the students not only must demonstrate a prototype designed for specific customer need(s) but also the execution process followed by the teams. This requires the students to recognize their roles for contributions in the team.The following sections give a brief
pN-3 … p0. The digital DDFSuses the MSB (i.e., pN-1) as the square wave output. One interpretation is to treat the pN-1 bit as asignal that divides the output period into two equal parts (i.e., two equal phases). The values of 0and 1 are assigned to the two phases, respectively. It is possible to assign multi-bit values, suchas 2 and 7, for the amplitude, and the output wave will oscillate between 2 and 7 instead. Similarly, if two MSBs (i.e., pN-1 pN-2) are considered, the same period is divided into fourphases. Different values can be assigned to the four phases. The same concept can be extendedto S MSBs, which leads to 2S phases in a period. A phase-to-amplitude lookup table with 2Sentries can be created to define the shape of the
d faculty opiinion on the use of case studies. Studdent responsses andperformaance were segregated by instructor. Student S resp onses in the sections tauught by instruuctor#1 were not n availablee.5. Next StepsDue to the overall positive effect of the case studies on student flowcharting performance, wewill continue implementing case studies. We will revise the case studies, taking into accountstudent and faculty opinions. This should include, for example, shortening Mind Games, whichuses all basic procedural programming concepts—such as input, sequencing, selection (if/else),repetition (for and while loops), and output—as well as including additional student-createdstories in the
traditional methods should not being replaced.Building Information Modeling can supplement the traditional knowledge bases and methods ofconstruction management.Bibliography1. Azhar, S., Hein, M., & Sketo, B. (2011). Building Information Modeling (BIM) Benefits, Risks and Challenges. Leadership & Management in Engineering, 241-252.2. Becerik-Gerber, B., & Kensek, K. (2010). Building Information Modeling in Architecture, Engineering and Construction: Emerging Research Directions and Trends. Journal of Professional Issues in Engineergin Education and Practice, 139-147.3. Clevenger, C. M., Ozbek, M. E., Glick, S., & Porter, D. (n.d.). Integrating BIM into Construction Management Education. Fort Collins
have been a limiting factor for this study because someone who was not an“insider” of ANSEP may have had unbiased views.Bibliography1. Executive Office of the President. Report to the President: Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. (2012).2. Frehill, L. M., Di Fabio, N. M. & Hill, S. T. Confronting the ‘new’ American dilemma: Underrepresented minorities in engineering: A data-based look at diversity. 1–109 (2008).3. Alaska Department of Education & Early Development. State of Alaska Department of Education & Early Development 2011-2012 report card to the public. (2012). at 4. Adelman, C. The toolbox revisited