seeing an increased number ofstudents coming in with college credit, either Advanced Placement (AP) or other. In 2014 whenthe original cornerstone pilot was completed, over 50% of entering students had some AP creditin Calculus, 20% had Chemistry credit, 35% have College Writing credit and 35% have Physicscredit. These students as well as current students with advanced credit face a limited courseselection to complete their academic schedules in these early semesters since it is difficult to findcourses that they can take in the first year that do not have prerequisites. This created the need torevise the curriculum to offer students the opportunity to accelerate their exploration of anengineering major. In order to accomplish this, students
systems that interact with humans and the world Shute and her colleaguesrefer to CT as the conceptual foundation for solving problems efficiently and effectively. Whensolving complex problems, CT helps with understanding complex phenomenon throughcombining the critical thinking skills and the fundamental concepts of computer science likeabstraction, decomposition and algorithm [7], [9], [11]. Therefore, engaging students in CTthrough the context of engineering education can promote problem-solving skills, and may helpstudents find innovative solutions and make good decisions [7].Wing [11] argues that CT is a core ability for reading, writing and math and should be added toanalytical ability of children. Some have studied computational thinking in
Ghaisas, University of Oklahoma Shalaka has pursued a B.A. in Economics and M.A. in English from Fergusson College. She has com- pleted her MS in Teaching and Curriculum from Syracuse University.Dr. Xun Ge, University of Oklahoma Dr. Xun Ge (University of Oklahoma, xge@ou.edu) is Professor of Instructional Psychology and Tech- nology in the Department of Educational Psychology, Jeannine Rainbolt College of Education, the Uni- versity of Oklahoma. Her research expertise involves the design of question prompts in scaffolding stu- dents’ complex and ill-structured problem solving and self-regulated learning. Dr. Ge (2004) developed a conceptual framework using question prompts and peer interactions to facilitate
use of experimental centric pedagogy in a variety of settings and through multiple methods; the most frequent use was in a laboratory course with peers. Table 2 Use of ADB in Varied Instructional Modalities* Pre Post Instructional Modality Median % Used Median % Used Response 6+ times Response 6+ times Location/Setting of Use In a class setting Never 10 3 times
learning goals and explore potential new learninggoals.Qualitative DataA total of 297 weekly reflection papers and 27 final papers from 27 undergraduate studentsacross two independent cohorts served as the source of data for this qualitative research study.For the weekly reflection papers, the students were asked to reflect on their experiences duringthe weekly T-Group. The students were asked to write a reflection about situations which had asignificant impact on them. The weekly reflection papers enabled the author to perform alongitudinal analysis in regards to the student’s development of their authentic leadership skillsand to conduct triangulation of the data between individuals, peers, and facilitator.For the final papers (min. 3,500 words
or early spring, the REEMS program sponsors materials professionals in“brown bag” seminars to discuss their careers, their academic backgrounds, and are asked toreview the mentors, teachers, and faculty who influenced their decisions that led them to theircurrent positions. The speakers conclude with words-of-wisdom to students regarding futurestudies and careers. Each of the professionals welcomes the opportunity to talk further withinterested students. Either in the fall or spring the REEMS PI, in collaboration with HCC student services,sponsors a series of student development workshops that emphasize the development of skills intime management, resume writing, and how to apply for scholarships, internships, collegetransfer, and
maximum) In-class Lecture, students takes Lecture using KACIE video (5-15 min.) notes, solve problems Each student work on his/her KACIE based on white board sheet developed for EACH of the demos concepts Mandatory submission of sheets Peer discussions allowed Teacher work with individuals on demand Repeated view of video lectures
Computer Science Principles (CSP)classes.Observers used a structured observation form, designed to focus the observer onelements of classroom behavior that were considered important to the model. Theform was used to note classroom size, composition and arrangement, technologyissues, start and end time of instruction, and a Likert-scale assessment of the qualityof teacher instruction across a set of instruction styles: lecture, problem-based, etc.and across a set of observed student behaviors: working in teams, peer-to-peerlearning support, students sharing music content, etc. Qualitative observationalevidence was used to support each score. Additional open-ended questions on theobservation form were used to capture unanticipated behaviors and
exploratory, and lacking a clearoutline before arriving on site. These trainees did not discuss having “ownership” of theexternship or their project, and it was not clear from their language choices exactly who shouldbe developing such a plan. Students who did not have a clear plan were less likely to feel theyreceived feedback on their externship performance, either on their day-to-day work or on theexperience overall. These trainees had fewer opportunities to benefit from successful masteryexperiences or positive messaging from site mentors, while the opposite was true for traineeswith well-structured externships. For example, trainees in later cohorts explained that they hadspoken with more experienced peers and, as a result, wanted to have
. However,once a student has made contact and then a commitment to attend, there are a number ofactivities and processes employed both before they arrive and during their first year to maintainthe pipeline and retain them in engineering once on campus. The main focus of these efforts areto create a culture of open communications with potential students and increase engagement ofengineering students with faculty, engineering professionals, and peers to scaffold resiliency inpersisting in engineering degrees.The overall goal was to design an effective recruiting and retention program that allowedstudents to be a part of a dynamic and supportive educational environment inside and outside ofthe classroom. While each first-year student has different
analysis for providing peer grading. The writing team hopes toexpand on this in a future paper.The capstone process has become popular among the advisory council members and is viewed asa differentiator for our program. The skills learned by the student in a team setting, presenting tostrangers, sets the foundation in place for skills which build confidence which foster leadership.The requirements of the capstone project pushes the typical student outside of their comfort zoneand enables faculty and industry partners an opportunity to view these results. Commoncomments include impressive, thorough, hard-working, professional, and effective. Theconfidence level of the students is enhanced as a result of the experience. At the end, while weare proud
faculty at Rowan University since 1998 and is currently Professor and President’s Fellow. She was Chair of Civil and Environmental Engineering until very recently. Under her leadership, the Civil and Environmental Engineering Program had seen considerable growth in student and faculty numbers. Her area of expertise is in micro-geomechanics and has published over 100 peer reviewed conference and journal papers including several papers on engineering education and the unique undergraduate curriculum at Rowan University, especially the Engineering Clinics. She has been involved in various outreach activities to recruit more women and minorities into engineering and is Program Chair Elect of the Women in Engineering
it to provide context for the concepts, especially in a theory-rich,math-heavy classes such as Aerodynamics. In each class, students and the instructor writes several pages1 Assistant Professor, Mechanical and Aerospace Department, University of Dayton. gunasekarans1@udayton.edu Page 1 of 44of equations deriving the above-mentioned theories. With the plethora of modern active learning techniquesavailable, the instructor faces another challenge to select an appropriate technique which can be used in thistype of class not only to keep the students engaged but also to convey the significance of the equations andmake relevant connections to foster understanding. Even when active learning
who are enrolled in theHE minor. It is also open to any other student at Mines and counts as an upper-level elective. Inthis course, students work on community development projects and design engineering solutionsto real problems affecting real people. The course focuses on HCD protocols, project scoping,research techniques, brainstorming tools and approaches, technical writing and presenting, andtechnical topics as needed for the design challenge. It is a combination of lecture hours and a lab.At the conclusion of the course, it is expected that students will achieve the following learningoutcomes:1. Apply appropriate technical knowledge to solve a design challenge as demonstrated by peer review and partner review.2. Demonstrate empathy
.”“Remaining open to new ideas, especially if they [were] coming from someone else”,“improvement in [our] ability to draw sketches and convey design ideas” and “a focus ongood brainstorming techniques” were also themes. Some students found that the “lack ofresources helped stimulate better ideas, by closing off the obvious paths” and helpedthem “overcome design hurdles” by encouraging them to “ask for help from experts”.The lack of resources also help them “trust more what [they] already knew and to “view[their] own knowledge and skills as the greatest design resource”. Many students weresurprised by “how much [they] could learn outside of a classroom”, and that they found iteasier to “learn something new, like a skill, […] from a peer [rather] than
assigning the course grade. Fellow student evaluations(peer evaluation) are taken into consideration in evaluating individual students’ performance.Internet of Things (IoT) ProjectThe rapid increase and use of mobile technologies and wireless communications has opened thedoor for many smart home applications that monitor and control energy consumption. TheInternet of Things (IoT) has researchers investigating controlling appliances remotely in smarthomes. By utilizing the technology of IoT [15], the capstone team analyzed the main parametersthat should be taken into consideration when building an energy management system. Ourpartner, as a facility, is relatively large and presents unique challenges. The capstone team drewon previous work in this
managers who had the task of deciding whether or not to race a formula F1 car. The case study described a tense, high- stakes situation in which engineers were unsure of the physical limitations of the motor of the F1 engine under certain temperatures and offered many costs (in dollars, sponsorship losses, etc.) involved in pulling out of the race or driving. The class alternates between students discussing in groups of 4-6 and writing thoughts, calculations, etc. down on posters. Instructor brings the class together and runs through simple cost analyses on the overhead projector in Excel. Towards the end of the class period, Instructor has students take a vote on whether to race or not-race. He then tells the class that the
theirspecific design project (e.g., doctors’ need for new surgical instruments). Using canvases in thisway also offers opportunities for peer learning, enhanced student-instructor interaction and just-in-time teaching. Lastly, we previously stated that canvases are often created by experts to modela real-world system and that capstone students operate somewhere between novice and expert.The process of creating the canvases as students, while not necessarily resulting in “expert”canvases, can help students as they take the next steps in their transition from novice to expertdesigners. Student-created canvases can be implemented in many ways, and we will providesome example cases illustrating how we’ve used student-created canvases in the
Video 1: Writing Digital Signals (8 minutes) Assignment, Video 2: Reading Digital Signals (8 minutes) online quiz 3 Video 1: Serial Communications (5 minutes) Assignment, Video 2: Analog Signals (13 minutes) online quiz 4 Video 1: Libraries and Servos (10 minutes) Assignment, Video 2: Review and Useful Resources (6 minutes) online survey 5 None Comprehensive online quizWhile a wide variety of resources are already
self-efficacy beliefs- can have a powerful influence on academic performance[15], [16]. Students with strong self-efficacy beliefs tend to work harder, engage in more self-regulatory strategies, evaluate their progress more frequently, solve problems more efficiently,and show greater levels of persistence than equally capable peers with lower self-efficacy [17],[18]. As self-efficacy beliefs are thought to be context-specific [17], researchers examiningstudents’ self-efficacy beliefs have often focused student beliefs within specific subject areasincluding mathematics [19], [20] and science [21].While self-efficacy is well established as a powerful predictor of academic performance, less isknown about how self-efficacy beliefs within specific
creative when designing their solution. Foradvanced courses, students may even be the one to select the topic and nature of the project bydeveloping their own project questions and defining project success in their own terms.e. Critique and RevisionStudents in a PBL environment should be able to critique other projects and revise their ownproject based on criticism. This will ensure that the projects they create are that of a higherquality. This is different from a typical classroom as it is not just the teacher providing feedbackon the project but other individuals such as other students, experts, and peers. This gives thecritique and revision of the project a real-world point of view and helps enforce the authenticitybrought up earlier.f. Public
: The assorted assigned category cards that were distributed to the teams. Each teamreceived only one card.The second segment of the class period included whole class discussion and debrief of theprevious trash-sorting activity, starting with questions related directly to the trash sorting leadinginto larger questions of social context. After the class, students were invited to do an onlineindividual reflection to be completed within a week of the class.Module ImplementationApproximately 30 students from General, Electrical, and Mechanical Engineering collaboratedwith their peers on the in-class portion of the module during a 55-minute class period in Fall2017. The activity was a required part of class. All students were invited to participate
working with Strategy Execution and Duke Corporate Education where he provides training for fortune 500 companies throughout the world.Mrs. Marie S. Call, Brigham Young University Marie Call graduated from Brigham Young University in 2013 with a BS in Chemical Engineering. She worked as a Transdermal Development Process Engineer with Actavis Pharmaceuticals from 2012-2013. Since then she has enjoyed balancing her primary occupation–raising her two (almost three) children– with research writing and collaboration with the Weidman Center for Global Leadership at Brigham Young University, focusing on Engineering and Technology student perceptions toward study abroad experiences. She currently resides in Houston, TX.Dr
are expected to serve as a practical reference for engineering faculties toapply new technologies in their instruction. Conversely, a well-designed learning activity willmotivate students to learn with higher interest and better master both engineering andprofessional skills. Lastly, an equal engineering class environment will contribute to the solutionof students’ retention in the engineering disciplines and promote a diversity of work force in theengineering field of the United States [8].Literature ReviewCollaborative learning “Collaborative learning” is an umbrella term for a variety of educational approaches (e.g.,discussion groups, peer teaching, learning community), which emphasize the joint effort of teammembers for a mutual
recent alumnus who has a vision impairment. Reflections: After completing the low vision simulation, students were asked to write a reflection of their experience in the course online discussion forum. Participants were asked to post a response to the prompt below and also post two replies to their classmate’s posts. “Describe your experience today wearing the low vision simulation goggles/ blindfolds. What did you learn about living with a vision impairment? Did this activity help you break any misconceptions that you held in the past?” The qualitative analysis of their primary
emphasis on relevancy, in addition to professional development undergraduates opportunities. Provide near-peer mentoring, partnering undergraduates with K-12 students, to “motivate both to reach their personal best in computing.” Connecting unlike institutions/Creating new partnership Develop productive relationships between diverse types of models institutions. Creating national/interlocking Provide opportunities to engage students and educators at all networks levels to develop professional skills and knowledge.Activities in year one that support these collective alliance approaches are described in theActivities section
withresearch and/or engineering problems that lend themselves to integration. Then, the task of thestudents is to assemble the insights and techniques they believe to be the most pertinent and findways to verify their attempt with their peers. This is by no means an easy task, but one that materialsscientists and engineers routinely engage in.What kinds of assessments can we craft for evaluating students’ integration capability? Thisremains an open question. Nonetheless, below are some ideas: • Recognizing diverse epistemologies o What kind of questions about [phenomenon] would be interesting to [community]? o When publishing a paper with a brand-new finding, what do you think are the standards that [community] would
and more complex problems that were more indicative of whatunique real-world engineering analysis challenges might hold.Future WorkThere were two aspects of the original formulation of this study that were not incorporatedduring the first semester the discussed activities were implemented. The first was the use ofanonymous online leaderboards for students to track their performance in comparison to theirpeers. Students are given codes, in the form of simple digital image avatars, at the beginning ofthe challenge with which to identify their score on Canvas-published online leaderboards.Students do not know the corresponding avatars of their peers unless they volunteer to sharethem but can still track their performance on the challenge to
the course, the designproject required the students to design an amphibious light sport aircraft for recreational flying inthe state of Maine. The course serves as preparation for more advanced coursework and foraeronautics related projects in MEE 478 – Capstone I and 488 – Capstone II as well as the AIAADesign-Build-Fly competition.Methods of instructionWeb-basedThe principal courses (MEE 445, 446, 547, and 548) are taught live remotely using AdobeConnect Pro software, although students require only the appropriate web link. The resultingvirtual classroom features electronic whiteboard (controlled via a writing tablet), a full accesschat window, a webcam window (for the instructor primarily), audio access for instructor andstudents as needed
is a public female university, yet it does not currently offer anyengineering degrees. However, very recently (as the authors were in the process of writing thismanuscript) a royal decree was issued (February 6, 2018) to establish a college of engineering atPNU [30]. KFUPM (King Fahd University for Petroleum and Minerals), one of the most reputedpublic universities in the kingdom, is currently being approached to make available a girls’section in the university, and offer degrees in petroleum and excavation engineering [31]. Indeedmany Saudi girls do aspire to become engineers in this field, and many travel to earn suchdegrees from other countries. Public responses regarding this issue is that the university currentlyoffers studies