students making up theaudience appreciate this change as well. However, regardless of any increase in personalenjoyment it is important that assigning the AE format in an effort to liven up presentationsessions does not negatively impact students’ improvement in their presentation skills; therealistic possibility of a failed teaching experiment is a concern held by the author anytime whenintroducing new pedagogical method(s) to a course.This work describes the incorporation of oral presentation assignments using the AE model intodifferent sections of a senior ChE Unit Operation laboratory course. The objectives of this workare to: 1) determine if student presentation skills development is altered by assigning the AEmodel – in particular, if
diversifying theuniversity population and to developing educational, structural, and policy measures to ensure itsongoing health and prosperity. In 1998, a University Diversity Action Plan was written; theposition of assistant provost for diversity was created to oversee the implementation of the actionplan; and a unique and highly successful African American, Latino American, and NativeAmerican (AALANA) faculty recruitment program was developed. As a result, the percentage ofAALANA tenured and tenure-track (T/TT) faculty grew to 9.8%[1]. In 2007, the university’s newpresident introduced two gender-related performance commitments to support strategic goalsfocused on increasing both the percentage of entering undergraduate women and the percentageof
address a technically challenging and commercially important opportunity in amanufacturing facility. Machining of metal parts, such as fluid system components, may notimpress as cutting-edge high technology with much room left for innovation, yet there arenumerous opportunities for modernizing shop operations to improve quality, productivity, andflexibility. As the US contemplates ways to ‘recapture’ manufacturing, especially in well-established sectors of the economy such as machine shops, it is important to retrofit state-of-the-art measurement technologies into production operations. The project relied on knowledge gained from courses in: 1) circuit theory and electronics,2) CNC and prototyping, 3) engineering materials, 4) Quality and
supporting teacherengagement.IntroductionLaboratories have long been recognised as important educational tools in the teaching of thesciences. They allow students to explore real-world phenomena using controlled andsimplified versions of reality designed to highlight some physical behaviour (such as gravity)while removing distracting behaviours. The nature of laboratories and their pedagogy haschanged little over the hundreds of years they have been used 1–3. However, there is growinginterest and research into new types of laboratories such as simulations and remotelaboratories and a recent (possibly consequent) focus on the pedagogy and learning outcomesof laboratory-based learning 4–6.The Advancing Science by Enhancing Learning in the Laboratory
Paper ID #18287Non-Tenure Track Faculty Professional Development OpportunitiesDr. Ronald W. Welch, The Citadel Ron Welch (P.E.) received his B.S. degree in Engineering Mechanics from the United States Military Academy in 1982. He received his M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He became the Dean of Engineering at The Citadel on 1 July 2011. Prior to his current position, he was the Department Head of Civil Engineering at The University of Texas at Tyler from Jan 2007 to June 2011 as well as served in the Corps of Engineers for
, skills, and ability to solve complexproblems and to produce excellent solution(s) within the structure of the team. This concept wasfurther developed to include defining team and task, team climate, communication, and reflection(for a detailed description, please see Table 1)23-26.Design competence focused on finding and evaluating variants and recognizing and solvingcomplex design problems. These were further defined as having the ability to discover and designmultiple solutions to a given problem and to effectively evaluate those solutions to determine thebest solution, and having the ability to see the overall picture of a complex design problem, thenbreaking it into smaller, more manageable parts to solve while keeping the overall problem
/University.Manyofourpreviousstudents who were serious and made good progress in their research were successful tosecurefullscholarshipathighrankuniversities.Participants in the NSU-LSMSA Makers Club generated great ideas, which are relatedenergy harvesting, robotics, and launching devices. All these projects and ideas are veryappealingand,moreimportantlyapplybasicscience.Studentsweretaughtbasicresearchprocedure and they were encouraged to get credit by publishing their work in journals,conferences,andprofessionalmeetings.TheMakersClubisdesignedtoprovide studentsnot only with knowledge but also equip them with the essential skills in writing forpublication such as how to write abstracts, papers, do oral presentations, and prepareposters.Publicationsoftheseprojectsinclude: 1
scaffold orframework for discussing personal preferences and communication behaviors without triggeringstereotype threat. The second reason for using MBTI is to introduce students to its proper useand limitations because it is highly likely they will see it again in their careers. Experience withweb-based assessment that implies career preferences based on MBTI-like results has shakenstudent confidence near to graduation20.The MBTI Personality Tool Table 1 shows sets of MBTI results for 70 program students from 2010 to 2016. Thetable is structured, as typical for MBTI tables, with the 16 grouping of the four dichotomiesarranged in a grid by first and last letter attitude, or orientation grouping, top to bottom andfunctional pair, the
total student population for spring 2015 semester was 106 students whilefor spring 2016 semester was 93. The first 7.5 weeks of the semester were used for teachingtopics in Material Science while the remaining 7.5 weeks covered the basics of manufacturingscience. The breakdown of the materials and manufacturing portions of the course is shown inTable 1.Table 1. Outline of the MSME course at Rowan University Section Topics covered Exams/Projects 1. Introduction to materials 2. Atomic Structure and Bonding Materials 3. Mechanical Properties 4
://academic.udayton.edu/kissock/http/research/EnergySoftware.htm. The University ofDayton Industrial Assessment Center is one of twenty-six Department of Energy funded Centers.It has been in operation since the early 1980’s and has completed over 950 industrial assessments.In the years of operation, the Center has developed many spreadsheets, software programs, andreport formats which it made available to the Ohio Lean Building Project (OLBP). Colleges anduniversities wishing to replicate such a program would also have access to the “Energy EfficiencyGuidebook.”Formal Program GoalsThe program’s goals: 1. Train the next generation of energy engineers and technicians in building energy efficiency. 2. Make Ohio’s buildings more energy efficient by
. Research Design3.1. Research HypothesisThe hypotheses of this study include, first, quality assurance mechanisms of engineeringeducation consist of internal and external parts, both of which are closely connected; secondly,as for the subject of quality assurance, the internal quality assurance mechanism is moreimportant than the external quality assurance mechanism, i.e. ABET accreditation; and thirdly,research-oriented universities like Purdue University should have established a relativelywell-integrated internal quality assurance system of engineering education. Figure 1 brieflyshows the preliminary framework of the quality assurance mechanisms of engineeringeducation which is composed of external and internal quality assurance mechanisms
Math & CS, TrumanState University,1997 – 1999 Director of CAD Laboratory, Institute of Technology, PANDA ElectronicsCo., Ltd, 1995 – 1997 Electronic Engineer, Institute of Technology, PANDA Electronics Co., Ltd, 1995 –1997 Assistant Electronic Engineer, Institute of Technology, PANDA Electronics Co., Ltd, 1989 – 1996(c) Publications Five publications closely related to the project[1] W. Zhu & W. He, ”Wavelet Tight Frames for linear NURBs: Intervals”, Essays on Mathematics andStatistics, Volume 4, Athens Institute for Education and Research, November 2013. [2] W. Zhu, ”Themultilevel structures of NURBs and NURBlets on intervals: Monograph on NUMBlets modeling,” ISBN:978-3-659-19291-3, Lambert Academic Publishing, Germany, November 2012
reformation in general, and to the use of modern pedagogicalskills in particular. The paper also argues that any meaningful change in Region’s classroompractices today (dominated by traditional lecture-based methods) must be mandated andsupported by the university administration. What is necessary to create a change, is for thedepartment or college, to have a comprehensive and integrated set of components: clearlyarticulated expectations, opportunities for faculty to learn about new pedagogies, and anequitable reward system.Introduction“To teach is to engage students in learning.” This quote, from Education for Judgment byChristenson et al, (1) captures the meaning of the art and practice of pedagogies ofengagement. The theme advocated here is that
social context all throughout the course—not just at the beginning or in open-ended designproblems—is important to establish such context as an important part of the things that engineersthink about and discuss.Figure 1. A contextualized particle equilibrium problem asks students to go beyond thenumerical answer and consider the role of engineers in communicating danger to the public.The first example, shown in Figure 1, addresses particle equilibrium from early in a typicalstatics course. This topic is often familiar to students from their physics classes. The struggle isto get students to use the engineering approach and correct vector math in a problem where thescalar versions of the equations are easy to see. The context and reflection for
community around Stanford University’s d.School (Carleton and Leifer, 2009) and DesignFactory Global Network initiated and coordinated by Aalto University (Oinonen, 2012)Before joining the course, the students were asked about their experience in similar projectcourses, project work, and international collaboration, and over half of them (n=26) had workedin an international team several times, and only a small fraction (n=8) had no internationalteamwork experience.Their average self-reported time of using a computer was 6,5 hours per day, and most of themidentified being active in social media (28 yes, 17 sometimes, 1 no). The students also had afairly positive approach towards computer-based learning tools, averaging to 8.4 out of 10 inLikert
two areas: (1) one chat session is for addressing studentquestions on the multimedia content, readings, and homework problems; and (2) the other chatsession is to address lab questions, observe their conduct during the labs remotely, and guidethem to the troubleshooting process.If the College of Engineering can effectively deliver the lab content from this first course to meetstudent outcomes, then the engineering faculty can expect the development of future electricalengineering courses involving lab activities to go much smoother.As mentioned earlier, the full-time engineering faculty have a combined teaching experience ofover 60 years but no experience in developing and delivering a complete engineering coursefully online. Because the
materials. The evaluation results suggestthat this system is helpful to both students and instructors.2. Related WorkRecognizing the importance of software development, computer science has become an inte-gral part of general education in USA [1]. Our system integrates many useful tools and helpsstudents learn. Figure 1 shows the architecture of the system. The main components includea web server, a file system, a database, an execution container, and analysis engines. Theanalysis tools are integrated into the execution container. This system used Docker for thecontainer. Figure 1 System Architecture2.1 Web Integrated Development EnvironmentWeb integrated development environment (WIDE), such as Cloud9 [2] and
, exams, reports, projects, etc.).Others eliminated all graded homework because 1) it is time consuming to grade homework and2) some students rely on other students or online resources for their answers. A few faculty didnot change their approach and either hired graders to cut down on their added workload ormoved on (went to industry or retired).In anticipation of increasing enrollments and higher university workload demand, we completeda series of 3 pilot studies4 in the 2013 -2014 academic year to evaluate methods to improvestudent learning for both local and distance students that would be sustainable in terms of facultyworkload. One of those methods involving the potential use of online quizzing as a partialreplacement for homework was
who needStatics. Flipped classes work best with teams of students who can attack a problem together.7 Weknow that about 3% of students at NCSU are nonresident aliens, many with English as a secondlanguage; language difficulties can can hinder the effectiveness of the group for the flippedclass.8 Returning students who are much older than their peers, parents with young children, andstudents with disabilities can struggle to succeed in a group of 19-year-olds. More than 55% ofour sophomores hold job; 81% of those work off campus.1 Students with social anxiety can alsostruggle.9This project sought to determine whether a student who was released from the need to come toclass could be just as effective as one who was forced to come to class and
materials, and standardization in the useof quick-response systems (clickers, etc.)1. In response to this statement by the associatedstudents, the Provost’s Office established a task force, which evolved into a steering committeethat recommended, among other things, the increased use of open education resources (OERs) oncampus2.Washington State University is not alone in its recent interest in open educational resources.Open education has been a rising trend throughout the 2000s, since the phrase was coined by theUnited Nations Educational, Scientific, and Cultural Organization (UNESCO) in 20023. Asdefined by UNESCO, OERs are “teaching, learning or research materials that are in the publicdomain or released with an intellectual property license
theory of cognitive load, inparticular, managing the cognitive load so that the ratio of germane cognitive load to extraneousand inherent cognitive load was maximized (Smith and Kosslyn, 2006). This involved severalefforts: 1. Pairing down the number of tasks in each laboratory session, keeping only those withhighest value, 2. Developing new formats for deliverables that emphasized higher levels ofknowledge, 3. Structuring topics into two-week blocks. The latter point is highly important sinceit decreases the number of new topics that are introduced, but it also allows students theopportunity to think more deeply about the subject matter before moving on to dissimilar topics.The depth of exposure is highly correlated with the students’ ability
about thevarious aspects of the application package and then implement said information in drafts of theirown7. While other programs exist for faculty preparation at this university, iFEAT alone givesthe participants a copy of faculty job package at the end.In order to understand the efficacy of the program, surveys have been conducted at thebeginning, middle, and end of each year 7,8.This is the third year iFEAT has been run. Figure 1 shows a schematic of the breakdown of thethree different program years. For Year 3, dramatic changes have been made. The majority ofthese changes revolve around the research statement.Figure 1: Year by Year Breakdown of iFEAT Program StructureYear 1 and Year 2 Data:The motivation for the Year 3 changes come from
Mansilla’s work yielded additional papers (Wolfe and Haynes, 2003; Belcher, Rasmussen,Kemshaw, and Zornes, 2016). In the end, the following four instruments were found and aredescribed in detail in the next section: (1) Interdisciplinary Writing Assessment Profiles, (2) Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing, (3) Transdisciplinary Research Quality Assessment Framework, and (4) Integrative Learning VALUE RubricResultsThis section describes the four rubrics and their major categories and criteria.Rubric 1: Interdisciplinary Writing Assessment ProfilesWolfe and Haynes created the Interdisciplinary Writing Assessment Profiles (IWrAP) to assessinterdisciplinary thinking through writing
social expectations (Gottfredson, 1981) and identity, whichusually includes gender, class, and ethnic background (Archer, et al, 2010). At Oklahoma StateUniversity, the School of Architecture participates in and coordinates activities aimed at youngergenerations. To better understand these programs and other P-12 architecture and engineeringexposures’ effectiveness, the authors of this article conducted a survey of the current studentpopulation of the school. This is shown in the Appendix. Students of every level completed thesurvey. A breakdown of the 214 responses is shown in Figure 1. First year had 77 responses,second, third, and fourth year had an average of 38 and fifth year dropped to 23. The number offifth year students is affected by
her PhD in Mechanical Engineering from the University of British Columbia. Her research focus is biomechanics. c American Society for Engineering Education, 2017 PANEL: Gender Bias in Student Evaluations of TeachingStudent evaluations of teaching (SET) are important in the university setting for determiningtenure and promotion. In 2000, 88% of deans surveyed reported their colleges “always used”systematic student ratings to evaluate faculty teaching performance, and that number increased in2010 to 94%1. Given the widespread usage of SET, it is important to consider biases, such asthose due to gender, that may influence these evaluations. In particular, engineering has a lowproportion of women
architecture, and plant science courses offered at theUniversity of Delaware over more than 14 years. Courses are delivered in-person but with asubstantial “flipped classroom” component. LON-CAPA 1 is a free, open-source, LMSdeveloped and supported by Michigan State University. LON-CAPA includes sophisticatedtesting and assessment components that provide a variety of formats for online homework (HW)problems. A review of literature and the author’s experience form the basis for discussion of thepedagogical considerations associated with use of online problem sets that count for a significantportion of student grades. Advantages of online problem sets include: significant reduction in ifnot elimination of cheating, better more individualized student
to most complex. They are: knowledge,comprehension, application, analysis, synthesis and evaluation, respectively. This taxonomy waslater revised by Anderson et al. (2001), who changed the category descriptors to verbs and swappedthe order of the two most complex categories. They also redefined the cognitive domain fromBloom’s original two dimensional hierarchy of increasing cognitive complexity to a threedimensional intersection of the Cognitive Process Dimension and the Knowledge Dimension. Thecategories defining each dimension are shown in Figure 1. Figure 1. Current Revision of Bloom's Taxonomy.Figure credit: Iowa State University, Center for Excellence in Learning and Teaching (Heer
understanding of students’ perceptions and habits with regard toacademic integrity.The purpose of this study is to learn about engineering students’ perceptions of and experienceswith academic integrity at the start of their undergraduate experience (post K-12). It answers thefollowing research questions: (1) How do students define academic dishonesty? (2) What is thefrequency with which they witness and participate in academically dishonest behaviors?, and (3)What are the motivations for engaging in these behaviors?A survey was administered to all first-year engineering students enrolled in the University’srequired first-year engineering course (ENGR 0011) in the Fall 2016 semester. The survey wasadministered at the beginning of the semester to
alone (Shea, Lubinski, & Benbow, 2001).Project Talent, undertaken in the US in the 1960s, involved the administration of a battery ofpsychometric tests over a one week period to a very large sample of high school students.50,000 males and 50,000 females were recruited from each of grades 9 to 12 (i.e. total n =400,000) to participate in the study and they were tracked over time (1, 5 and 11 years afterthe initial tests) to determine whether or not they pursued higher education and, if so, whatcourses they selected and the highest level of qualification they achieved. Results showed amarked difference in the verbal/spatial/mathematical ability profiles (as measured in highschool) of those who were destined to pursue a humanities social
experimental methods in the Mechanical EngineeringDepartment at The University of Texas San Antonio. Presently, it is being employed in abachelor’s level course in the Mechanical Engineering Technology program at the University ofNew Hampshire at Manchester.Key aspects of experimental testing that can be studied using this experiment include: 1. Pre-test assessment of experimental uncertainty and planning of test to meet uncertainty goals. 2. Practice in executing tests and developing an appreciation for unanticipated circumstances that can compromise the quality of the results. 3. Post-test analysis to see if the quality of the data is consistent with that was anticipated in the pre-test phase.These are the principal aspects of