team. The two-minute podium formatwas used to efficiently highlight the original thesis proposal and theme chosen by each team,while the poster format enabled the communication of more details regarding the individualoutreach activities proposed. Each team also worked collectively to create a two-page writtendocument that summarized their presentation and poster. To judge the effectiveness of thisknowledge translation activity, qualitative feedback was gathered from standard courseevaluations and extra voluntary questionnaires that asked students what they thought strengths ofthe course were and what area(s) they felt could be improved. Graduate Course Discovery Program Knowledge
level of difficultyencountered by an author, in the same way that strength-of-schedule ratings are used indetermining rankings of FBS teams in college football.Most reputation systems [7–9] also include a measure for “spread,” the degree to which aparticular reviewer rates different work differently. Suppose the average rating for all students is4 on a scale of 1 to 5. Then a reviewer who answers “4” to every rubric item on every reviewmight well be close to the average score received by each author. But that reviewer would not bevery credible, because (s)he failed to distinguish between the quality of different pieces of work.So reviewers are given more credence if they have a higher spread.2.3 Rejoinders, or “back-reviews.” Just as reviewers
, M. Besterfield-Sacre, and J. Mcgourty, “The ABET “Professional Skills” - Can they be taught? Can they be assessed?” Journal of Engineering Education, vol. 94, no. 1, pp. 41–55, 2005. [3] K. M. Yusof, A. N. Sadikin, F. A. Phang, and A. A. Aziz, “Instilling professional skills and sustainable development through Problem-Based Learning (PBL) among first year engineering students,” International Journal of Engineering Education, vol. 32, no. 1, B, SI, pp. 333–347, 2016. [4] A. Mohan, D. Merle, C. Jackson, J. Lannin, and S. S. Nair, “Professional skills in the engineering curriculum,” IEEE Transactions on Education, vol. 53, no. 4, pp. 562–571, 2010. [5] J. A. Baughman, T. J. Brumm, and S. K. Mickelson, “Student professional
,” National Science Foundation, National Center for Science and Engineering Statistics,Arlington, VA, 2015.[2] S. Zweben and B. Bizot, “2014 Taulbee Survey,” Computing Research News, vol. 27, no. 5, pp. 2-51,2015.[3] C. Corbett and C. Hill, “Solving the equation: the variables for women’s success in engineering andcomputing,” American Association of University Women, Washington, DC, 2015.[4] N. A. Fouad, and R. Singh, “Stemming the tide: Why women leave engineering,” University ofWisconsin-Milwaukee, Milwaukee, WI, 2011.[5] M. Klawe, T. Whitney, and C.Simard. “Women in Computing, Take 2”, Communications of theACM, vol. 52, no. 2, pp. 68-76. 2009.[6] C. Simard, A. D. Henderson, S. K. Gilmartin, L. Schiebinger, and T. Whitney, “Climbing thetechnical
engagement with students’ course ratings andcourse performance by analyzing learning analytics data (e.g., site access, timestamps, etc.)captured within the learning management system. Additionally, students from both online and in-person sections will be invited to participate in focus group interviews to explore faculty-studentconnections and course enjoyment. Furthermore, a follow-up study will further assess theimpact on student outcomes, student motivation, effort regulation and self-efficacy between thein-person and online sections as part of a retention study.References[1] M. Borrego, J. E. Froyd, T. S. Hall, “Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments,” Journal
frameworks exist for characterizing individual differences; our choices are basedon the rigor of the underlying theories and the reliability and validity of the related assessmentinstruments. In this paper, we will focus on our use of Kirton’s Adaption-Innovation Theory [27]and the KAI® (Kirton Adaption-Innovation inventory), which measures individual cognitive style[26]. We are also exploring the use of ABAKAS, a validated measure of engineeringinnovativeness based on Ferguson, et al.’s model of that construct [13, 14]; that work will bepresented in future publications. The individual cognitive style data provided by KAI was used inthe current study to supplement the team interaction data provided by IDN to develop a richerpicture of I-Corps™ team
responsive teaching. Urban Education, 266-289.Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.Gay, G. (2000). Culturally responsive teaching: Theory. New York: Teachers College Press.Gay, G. (2002). Preparing for culturally responsive teaching . Journal of Teacher Education, 106-116.Griner, A. C. (2012). Addressing the achievement gap and disproportionality through the use of culturally responsive teaching practices. Urban Education, 585-621. 6Hershfeldt, P. A., Sechrest, R. P., Rosenberg, M. S., Bradshaw, C., & Leaf, P. (2009). Double Check: A framework of cultural responsiveness applied to classroom behavior. Teaching
]. Ekman, P., Sorenson, E. R. & Friesen, W. V. (1969). Pan-Cultural elements in facial displays of emotions. Science Vol.164, pp. 86-88[6]. Tomkins, S. S. & McCarter, R. (1964). What and where are the primary affects? Some evidence for a theory. Perceptual and Motor Skills, 18, 119-158.[7]. Kumari, J., Rajesh, R., & Pooja, KM. (2015). Facial Expression Recognition: A Survey. In Proceedings of IEEE Translation and Pattern Analysis Machine Intelligence Conference.[8]. Cohn, J.F., Ambadar, Z., Ekman, P. (2007). Observer-Based Measurement of Facial Expression With the Facial Action Coding System. New York NY: Oxford University.[9]. Rathi, A. & Shah, B. (2016). Facial Expression Recognition A Survey. International
). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103(1), 45–76.Case, J. and Jawitz, J. (2004). Using Situated Cognition Theory in Researching Student Experience of the Workplace. Journal of Research in Science Teaching, 41(5), 415–431.Creamer, E. G., Burger, C. J., & Meszaros, P. S. (2007). A Cross-Institutional Comparison of Elements of College Culture That Promote Women’s Interest in Engineering at the Undergraduate Level. In NSF Human Resources Division Annual Meeting, 1.Gunderson, K. E., Bailey, M. B., Raelin, J. A., Ladge, J., & Garrick, R. (2016). The Effect of Cooperative Education on Retention of Engineering Students & the
sometimes necessary when interacting with a user-operator. system(“sudo -u odroid mplayer -loop 0 -playlist Start mplayer. Play audio stream from given http:// (etc., etc.)”); URL. Loop on “reconnect” if connection is lost. system(“killall -9 mplayer&”); Kill any instance of a mplayer system(“sudo – u odroid pianobar&”); Start pandora application (run in background) system(“sudo -u odroid echo -n ‘s’ Send command to pandora control file to force >/home/odroid/.config/pianobar/ctl&”); change of station dialog. system(“sudo -u odroid echo ‘0’ Send command to pandora control file
transfer [3]. We recommend that instructors frame the activity intheir classroom (e.g., examples, group problems, and homework) in ways that help studentsbetter connect their work to that of professional practice. Such framing can be included both inthe problem statement itself, and in how it is communicated to students.AcknowledgmentsThe authors gratefully acknowledge the support provided by the National Science Foundationthrough grant EEC 1519467. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References: [1] M. D. Koretsky, D. Montfort, S. Nolen, M. Bothwell, S. Davis, and J. Sweeney. “Towards a stronger
➢ Specifications for the working environment of the team robot system Cleaning area: 20m×10m Time for cleaning: 120 minutes➢ Specifications for Master Robot • Size 620×360×295 mm3 • Maximum payload: 2 kg • Body weight: 28 kg • Maximum speed: 0.22 m/s • Ground clearance: 1 cm • Continuous operation: 120 minutes • Drive hardware configuration: Differential wheeled with 2 drive wheels and 4 casters • Drive software requirement: Autonomous navigation and obstacle avoidance • Battery requirement: (x2), 22Ah sealed lead-acid batteries➢ Specifications for Slave Robot
results of this studyprovide insight into innovative teaching methods that can be applied to engineering economicscourses and other courses in STEM as well as associated challenges.References.Ankeny, C. J., & Krause, S. J. (2014). Flipped Biomedical Engineering Classroom using Pencasts and Muddiest Point Web-enabled Tools. Proceedings of The ASEE Annual Conference & Exposition, June 15 - 18, 2014. Indianapolis IN.Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.Benson, L. C., Orr, M. K
Table 1. Table 1: G-Codes for Circles and Squares Circle Square G20 M3 S1000 G20 G90 G40 G90 G0 M3 S____ G00 X0 Y0 Z0 Z-_____ G01 Z-___ F__ G1 X.918 F__ G02 X0 Y0 I.446 J0 F__ G1 Y.918 G1 X0 G00 X0 Y0 G1 Y0 G01 Z-___ F__ G02 X0 Y0 I.446 J0 F__ M30 G28 M30 G28Two levels of spindle speed (S
: https://www.asce.org/uploadedFiles/Issues_and_Advocacy/Advocacy_Programs/Content_Pieces/state- government-relations-manual.pdf [4]. Hallahan, K. (2001). Enhancing motivation, ability, and opportunity to process public relations messages. Public Relations Review, 26(4):463{480. [5]. Kilpatrick, D. G. (2000). Definitions of public policy and the law. National violence against women prevention research center. [6]. Dunn, K. (2009). The case for leadership skills courses in the engineering curriculum. In American Society of Engineering Education (ASEE) Midwest Section Conference. [7]. Tull, K. and Jones, S. (2006). A sophomore-level engineering and public policy course required for ba engineering majors at
Curriculum," Journal of Engineering Education, vol. 93, no. 3, pp. 253-257, 2004.[3] C. McLoughlin and B. Loch, "Building cognitive bridges in Mathematics: Exploring the role of screencasting in scaffolding flexible learning and engagement," in Show me the Learning. Proceedings ASCILITE 2016 Adelaide, ASCILITE 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education 2016, Adelaide, Australia, November 27-30, 2016, S. Barker, S. Dawson, A. Pardo, C. Colvin, Eds. pp. 412-420.[4] M. Anastasakis, C. L. Robinson, and S. Lerman, "Links between students’ goals and their choice of educational resources in undergraduate mathematics
desktop computer. We used low-cost (ca. 120USD) interactivetablets and styluses to enable annotation of the PowerPoint slides as we recorded each lecture orlecture segment. For programming- or spreadsheet-focused lectures, we used Microsoft Excel,VBA within Excel, MATLAB, or Simulink as appropriate, and could readily switch the videocapture between the programming environment and the relevant PowerPoints as needed. Ourpractice of splitting the lectures led to typical segment lengths of 5 – 15 minutes, and total videocontent per class period of 30 – 40 minutes.From a delivery standpoint, we initially used a flipped model in the Y3NM class. Lecture videoswere posted several days prior to class, and student were asked to watch the video(s) and often
differences. Journal of engineering education, 94(1), 57-72.[4] Kuri, N. P., & Truzzi, O. M. S. (2002, August). Learning styles of freshmen engineering students. In Proceedings, 2002 International Conference on Engineering Education, Manchester, United Kingdom, August 18-22, 2002.[5] ILSA, 2018, “Tactile Learning Strategies for Learners Who Prefer to Begin by Making or Handling Materials,” Available: International Learning Styles Australia (ILSA), http://www.ilsa-learning-styles.com/Learning+Styles/Multi- Sensory+Approaches+to+Learning/Tactile+Learning+Strategies.html. [Accessed February 5, 2018].[6] W. Zimmerman and S. Cunningham, “Editor’s introduction: What is mathematical visualization”, Visualization in teaching and
objective function based on the KPIs and assigned weight (importance) to each criterion. We used twoseparate Likert scales with scores between 1 to 10 to determine the weights and assess the performancelevel, respectively, of each criterion through teacher surveys. We conducted the surveys at the end of eachweek (iteration), determined the objective function value, analyzed the outcomes, and took necessaryactions to enhance the objective function value in the next iteration(s). Here, the objective function valuecomputed in an iteration indicates the overall performance of that iteration. For the selected KPIs, weights,and scales, the maximum possible objective function value was 1,200. We assume that the objectivefunction value is the targeted
al., [11]) is Pulakos et al.’s taxonomy, which includes: solving problemscreatively; dealing with uncertain or unpredictable work situations; learning new worktasks/technology/procedures; interpersonal adaptability; cultural adaptability; physically-orientedadaptability; handling workplace stress; and handling emergencies/crisis situations [34]. There isno published instrument associated with this taxonomy; those authors taking it up have createdprocedures and instruments based on their own operationalization of the dimensions. Notably,this taxonomy focuses explicitly on observed behaviors, rather than on the metacognitive orcognitive skills and abilities identified in the rest of the literature, as being central to adaptiveexpertise, making
Systems Engineering Failures Finding(s) Causal Action Discussion/Explanation The mine operator Pike River Mine explosion: “The original mine plan specified decided to change an two main fans located on the mountainside next to a ventilation aspect of the ventilation shaft. Two planning changes were made. Pike decided to relocate system design
, Engineering, and Medicine echo Guilford et al.’s claim in their 2017report, stating that “there is a paucity of evidence on the possible relationships between intra- andinterpersonal competencies and the success of students intending to major in science, technology,engineering, and mathematics fields” (p. 72). Overall, the largely underexplored studies onthriving competencies for engineering education populations conceal the relationships betweencompetencies that support engineering students to thrive.Consistent with the underexplored nature of thriving in undergraduate engineering studentpopulations, uniting previously disparate lines of research would offer insights into the bigpicture of engineering thriving. For example, we know that students who
, develop a multidisciplinary research groupwith exceptional advising, mentor, and tutor, as well as provide directions and skills for asuccessful life after graduation, either in graduate schools or professional work. These goalsmatch the NSF S-STEM program goals of (1) Improve Educational Opportunities for Students,(2) Increase Retention of Students to Degree Achievement, (3) Improved Student SupportPrograms at Institutions of Higher Education and (4) Increase the number of well-educated andskilled employees in technical areas of national need.The project objectives were to (a) Recruit, select and award scholarships for academicallytalented and financially needy students starting fall 2012. Preference was given to women,students of color and
surrounding the usefulness of faculty evaluation measures—studentevaluation in particular. We argue that in order to improve faculty perceptions of teachingevaluation practices, future work should explore the potential of AOE questions for moremeaningful approaches to faculty evaluation. Such approaches might provide faculty withconcrete, useful suggestions, and empower them to make positive pedagogical changes. ReferencesAlbanese, M. A., Schuldt, S. S., Case, D. E., & Brown, D. (1991). The validity of lecturer ratings by students and trained observers. Academic medicine, 66(1), 26-28. 11Aleamoni, L. M. (1999). Student rating myths versus research facts
with theirinternational team-members [9].Recently, a study abroad framework has been proposed in which faculty develop “proactivelearning interventions” wherein students are intentionally challenged and supported in engagingin, and reflecting on, cross-cultural experiences [10] (originally from Berg [11]). Demetry et al.[10] provide one example of such a framework, or “paradigm change,” that shifts thepedagogical approach from one of lassez-faire to one that provides intentional interventions“intended to foster intercultural learning among engineering and science undergraduates.”Demetry et al.’s [10] approach focused on developing two different types of project teams –mixed teams comprised of Worcester Polytechnic Institute (WPI) students and
and Extent," Journal of Engineering Education, Article vol. 101, no. 3, pp. 539-564, 07// 2012.[8] S. Pruitt, "The Next Generation Science Standards: The Features and Challenges," (in English), Journal of Science Teacher Education, vol. 25, no. 2, pp. 145-156, 2014/03/01 2014.[9] P. A. S. Ralston, J. L. Hieb, and G. Rivoli, "Partnerships and experience in building STEM pipelines," Journal of Professional Issues in Engineering Education and Practice, vol. 139, no. 2, pp. 156-162, // 2013.[10] J. Strobel, J. Wang, N. R. Weber, and M. Dyehouse, "The role of authenticity in design-based learning environments: The case of engineering education," Computers & Education, vol. 64, no. 0, pp. 143-152, 5
(i.e., undergraduate students in the class, other LAs,graduate TAs and faculty on the instructional team), the LAs develop a broad set of socio-technical competencies that may help better prepare them for engineering practice.AcknowledgementThe authors are grateful for support provided by the National Science Foundation grant DUE1347817. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Olson, and D. G. Riorda, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President," Executive Office of
(design parameter), and DC (design constraint), as well as the designrelationships such as CN-FP, FR-FR, FR-DP, etc. If the Function-Behavior-Structure (FBS)framework is taught, then designers should assign the codes such as R (requirement), F(function), Be (expected behavior), Bs (actual behavior), and S (structure), as well as thedesign operations such as formulation, synthesis, analysis, and evaluation.The candidate functions abstracted from the peer products can be represented in differentformats. Two commonly used representations are “verb+noun” pairs and “input-outputtransformations” of energy, material, and signal.Step (3): Calculate similarity between peer product and target productStudent designers are guided to calculate the similarity
research are available indicating the importance of integrating various skillsfrom the job market into the engineering curriculum. Chikumba, S. et al. discusses the benefit ofintegrating hard technical skills and technologies with the soft skills required by IndustrialEngineers to satisfy the marketplace [3]. The University of Florida produced a study on the“talent paradox” in which students cannot find jobs because they do not possess the skillsrequired by companies and companies cannot find the right employees because of the lack ofskills in applicants [4]. One article outlines a course for engineering students in their lastsemester. This course aims to bridge the skills gap from school to real life situations [5],[6]. TheU.S. Department of